General Gender Studies (KYN101F)

The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.

Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport. This course is aimed at students who plan on teaching in the younger grades of elementary school or kindergarten.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Globalization (MAN095F)

New theories and studies on globalization and global processes are presented in the class. The course aims at giving a general overview of important themes related to globalization processes. Studies that shed light on the diverse economic, social and political aspects of global processes are furthermore examined. A critical examination of main concepts is an important aspect of the course but studies that show how people are agents/victims in globalized world are also presented.

The teaching consists of lecture and class discussions. 

 The course is taught in English.

Sexual Violence, Law and Justice (FÉL601M)

Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

Education, Social Mobility and Social Stratification (FÉL501M)

The apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.

The Life Span, Self and Society (FFR302M)

The conditions and experiences of disabled people will be a central focus of this course with emphasis on the lifespan and main areas of everyday life such as family, education, employment and housing/homes. New Icelandic and international disability research will be explored as well as the forces which influence the identity formation of disabled children, youth and adults. Different theoretical approaches will be used to examine policy, law, services, the welfare system and disabled people's status and social situation in contemporary societies.

Ethics of nature (HSP722M)

The course deals with the connection between Man and Nature from the viewpoint of Moral Philosophy. It discusses the main proponents of and theories within Environmental Ethics and describes the roots of differing views of Nature, as well as different ethical orientations, i.e. anthropocentric, ecocentric, and biocentric positions. The course also deals with the integration of environmental and developmental issues, and with the connection between environmentalism and democracy. Amongst central issues discussed are the following: Can Ethics provide guidance in the solution of environmental problems?, What type of beings are worthy of moral considerability?, Can natural phenomena possess intrinsic value?, Do animals have rights?, Is there any fundanmental difference in men's and women's relations to Nature?, and, What is the ethical basis of sustainable development?

Theories and Perspectives in Disability Studies (FFR102F)

This course focuses on the historical development of theories and perspectives on disability. Emphasis will be on ideologies that have influenced policies, services and disabled people everyday lives and social participation (i.e. normalization, independent living and human rights conventions). Considerable time will be devoted to exploring the new discipline Disability Studies, its origins, main characteristics and relations to other scholarship. Different theoretical perspectives on disability will be examined and the influence of particular theoretical approaches on the development of disability theory. Theoretical discussion will be connected to the disabled people's movements, human rights (including the UN Convention on the Rights of Persons with Disabilities), national and international policies, law and the social situation of disabled people.

Relational autonomy and sexuality (ÞRS102F)

This course addresses the concept of relational autonomy in the life of people who need intensive support and how to use it to increase autonomy in daily life. It also addresses the issue of gender and sexuality in relation to disability and the lived experiences of disabled people. In the module, the feminist idea of relational autonomy will be regarded as a key element for personal autonomy to flourish. Different perspectives of autonomy will be explored, e.g. how to increase respect for personal characteristics, independency, sexuality, and gender roles. The module explores how disabled people have been simultaneously viewed as asexual, eternal children or sexual predators. These contradicting stereotypes have hindered access to adult roles. The Convention on the rights of Persons with Disabilities (CRPD) will also be under discussion and its relevance in the concept of autonomy, sexuality, diversity, and gender.

Violent Crime from Women's Rights Perspective (LÖG104F)

Legal rules regarding the following categories of crime, including general principles of criminal liability and penalties: Rape and other offences involving sexual intercourse, sexual abuse against children, prostitution and domestic violence. Legal rules governing a few aspects of criminal procedure, i.e. the burden of proof and the victim's legal status. The topics will be analyzed from the perspective of women's rights. The course aims at providing students with a solid knowledge of the nature and subject of gender based violence and making them capable of solving legal problems in the field as well.

Individual reading course (KYN008F)

The individual reading course consists of the preparation of a self-selected syllabus of 400 pages approved by the supervisor and a reading diary. The reading list relates to a topic that is of special interest and relates to the student's MA studies. The student critically analyses the reading material and hands in a reading diary four times during the semester, appr. 5000 words.

The competent parent? Discourses on parenting (FFU102M)

In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.

Women's Day Off 1975: Myths and communication (HMM301M)

"The struggle does not end today," was written on a banner held by one of the 25,000 women who rallied in downtown Reykjavík on the 24th of October 1975. The Women's Day Off, as the organizers ironically called it, was essentially a strike to protest gender-based discrimination and wage differentials. The banner mentioned above is only one example of many of how the women communicated their views and demands through different media such as music, print, public speeches, and mass media. The Women's Day Off was the result of a collective agency of Icelandic actors, but their initiative should still be regarded in an international context as the women were urged to unite under the theme of the International Women's Year: "EQUALITY - DEVELOPMENT - PEACE. "

The course is built around the Women's Day Off in 1975, but as teachers and students research its historical legacy in Icelandic and international context, they will explore and implement new ways of communicating history with younger generations. The course is organized in collaboration with Rúv and The Women's History Archives, which will celebrate its 50th anniversary with an exhibition at the National Library.

Current ethical issues (HSP723M)

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

Queer Studies (KYN212F)

This is an introductory course that sheds light on the history of LGBTQI people in Iceland, their experiences, movement, and culture. The history is placed in an international context and the main milestones in their fight for human rights are addressed, as are their legal rights. Important aspects of socialization are addressed, such as the forming of one’s identity and the development of visibility, relationships with families of origin and the search for one’s own family of choice. The difference between lesbian and gay studies and queer studies is addressed and theories on the shaping of sex, gender, and gender trouble are reviewed. The discourse between LGBTQ people and social institutions are covered, as is their condition and quality of life. The role of sexuality in cultural representations is examined, exemplified in how the reality of LGBTQI appears in arts and culture. 

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Trans children and the society (UME204M)

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

Theories in Gender Studies (KYN211F)

The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.

Gender Studies for Practical Purposes (KYN202F)

The course provides practical preparation for jobs in management, public administration, training, education, media, and other specialized fields. The objective of the course is to introduce students to the basic concepts of practical work for gender equality and provide them with practical training in the field. The course covers the history and meaning of the concept of gender equality, with a special emphasis on gender mainstreaming and gender budgeting. It addresses the representation of gender and the importance of gender responsiveness in social discourse and policy. It also introduces ideas on diversity mainstreaming and intersectionality. Modern societies make ever increasing demands for knowledge on gender equality. Iceland is party to numerous international agreements on gender equality, and the Act on Equal Status and Equal Rights of Women and Men calls for gender mainstreaming in policymaking and public decision making at all levels. That kind of mainstreaming requires knowledge of gender equality, and the Act calls for education in that field at all levels of education. 

Internship in Equal Opportunities Work (KYN006F)

Students can have a five week internship in practical equal opportunities work. Apart from routine duties, they are expected to devote their time to special tasks related to their studies. Teachers in the gender studies programme are responsible for arrangements of the internship in cooperation with the office of the Political Science Faculty. 

The arrangement of the internship is as follows: The student is provided with a supervisor at the work place she or he is doing the internship. At the beginning of the internship, the supervisor defines which projects the student will work on.

The projects can be of two different kinds:

At least half of the work time should be spent on one or two major projects. This can be f.ex. collection of data, analysis or elaboration, writing or presentation of data or projects such as writing of reports or memorandum, or other projects. The student formulates the project in accordance with the supervisor's wishes. The project should relate to the courses taught in the study programme and test the knowledge and skills the student has acquired during his/her studies. A supervisory teacher of the course (i.e. the internship) needs to approve a project proposal.

 At the end of the internship the following should be submitted to the supervisory teacher:
A report on the student's main projects at the agency.
Supervisor's verification of the student's attendance and the student's ability to undertake projects.
A diary written by the student during his/her internship. The diary should include a weekly summary entailing weekly projects and time spent on particular projects.

The students do not get a grade for the internship. The course is not completed until the teacher and the supervisor agree on sufficient performance of the student. The teacher turns in a verification to the Faculty office.

The Role of Social Psychology, Judgment and Decision Making in Public Policy (OSS225F)

Students learn about selected concepts and research from social psychology, behavioral economics, judgment and decision making that can be used for the design, evaluation and implementation of public policy. Theories on rationality and bounded rationality of human thought will be compared and contrasted. Students will gain understanding of how people make decisions and evaluate risk, the influence of incentives on decisions, and how to influence attitudes and behavior. The course will also cover intergroup relations and negotiations. Finally, will we discuss the relationship between public policy and well-being.

Multicultural society and migration (MAN017F)

Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.

The teaching methods are lectures and discussions.

Research seminar C: Antagonisms (MFR602M)

In this course students explore the central role of antagonism in shaping  radical democracy. We will begin by exploring the concept of radical democracy, tracing its intellectual roots in cultural criticism and post-Marxist thought. From there, we will examine the manifestations of radical politics in contemporary Western society. Students will critically examine how radical ideas can challenge and disrupt institutional hierarchies and social structures, also  assessing  how such ideas can inadvertently reinforce colonial dynamics and elite power structures. By the end of the course, students will have a sharper insight into the transformative potential—and limitations—of radical democracy in modern society.

Youth culture and youth transition (UME009M)

This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context,  social engagement and inclusion.

In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on  Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems;  a) The education system of secondary and higher  education, b) participation in the labour force and c) the system of sexuality.

Kitchen passions, dieting, and food shows (ÞJÓ609M)

NOTE: This is an intensive course taught in one block from 10-14 May 2021 (the week after the end of final exams in the spring semester), for six class hours each day (total of 30 class hours). Students must read all the course literature before the first day of classes. They do field research and present preliminary results in a seminar during this week and then write up a final paper after the course ends.

Nigella licks her finger in slow motion on her TV show after dipping it in gravy. She makes a sensual sound, as she looks into the camera and beckons us to enjoy it with her. Flip the channel, and celebrity chef Gordon Ramsey shouts relentlessly at other chefs who are fighting to save their restaurants. Many of them shed tears while he scolds them.

Sensuality, anger, stress, excitement, chauvinism, femininity, cream, dieting, healthy eating, food blogs, bake-offs and the fight for better and more righteous foodways all reflect the current popularity of food as entertainment and as an instrument for making people and society better. How can we explain this current tremendous interest, obsession even, with food and nutrition?

In this course we will investigate some select ingredients that have been turned into desirable cultural forms and focus in particular on how imaginations of gender and lifestyle take shape in such phenomena as television food shows, cookbooks, cooking competitions, and food blogs.

Diversity and Inclusion in Organizations (VIÐ288F)

This course offers students the opportunity to recognize the need to develop inclusive work environments that operate on equity principles as well as value, support and engage all employees. Students learn to identify social justice/exclusion issues related to nondominated culture cohorts associated with race, ethnicity, age, gender, religion, sexual orientation, disability, and other aspects of diversity in organizations and apply their knowledge to analyzing and implementing inclusion initiatives in organizations. Students are engaged in the study of recent scholarly research in the field in order to develop their critical thinking on topics such as identity, diverse teams, (un)conscious bias, and equality of opportunity in organizations and how they relate to the value of diversity in organizations.

The course is taught in English

Internalised oppression (ÞRS003M)

The oppression of marginalised groups is an issue that social science have researched in the past decades; however, the psychological effect of oppression is a more recent subject. These effects can for example turn into the internalisation of oppression. In this course students get to know critical theories based on postcolonial psychology. Subject of the course will look at how the internalisation appears and how it affects different groups, for example, disabled people, immigrants, black people, Indigenous, and people of colour (BIPOC) and queer people. It is important that society has knowledge about the psychological effects of internalisation on marginalised groups, both to know how to react accordingly and to be able to decrease the negative effects of internalisation.

Visual Methodologies (FMÞ001M)

The objective of this course is to gain methodological knowledge, understanding and practical skills to analyze images and visual data (photographs, films, drawings, advertisements, online media, etc.). We will discuss various methods of analysis of the visual content, consider visual databases and how to work with them. Students receive practical training in visual methodological studies and how to evaluate them. The course is based on practical assignments, where students prepare and design research proposals, collect data and how to analyze. The course is interdisciplinary and is suitable for students of humanities and social sciences, and other related fields.

Disability in Contemporary Culture (FFR102M)

This course explores cultural reactions to disability and disabled people as well as examining the cultural representations and constructions of disability. Special emphasis will be on history, the role of media, popular culture, literature and arts in constructing, defining and representing images of disabled people. Topics also include disability art and culture, identity, femininity and masculinity. The cultural location and context of disability will be examined and how disability can be viewed as one of the aspects creating diversity in contemporary societies. The aim is that students will gain understanding and knowledge of the cultural origins of ideas about disability and will be able to relate them to theoretical perspectives in disability studies, current events and other fields of interest.

Wretched Girls and Virtuous Ladies: Women in Iceland from the late eighteenth century to the twentieth century (SAG412M)

This course examines the status of women in Iceland during the long nineteenth century. The aim is to explore sources that shed light on women's circumstances, opportunities, and agency, both in rural areas and villages. The period will be examined both thematically and chronologically, exploring and analysing changes in women's status and agency. The course will explore what legal rights women had – were they autonomous? Could they travel abroad for education or travel at all? Could they marry whom they wanted? Run their own business? What kind of clothes did they wear? What work did they do inside and outside of the home? The status of women in Iceland will be examined in a transnational context, both concerning legal rights and agency, as well as in relation to major theoretical frameworks about women's history in the nineteenth century (e.g., separate spheres). The period spans from the late eighteenth century, from which time sources such as private letters and biographical texts are preserved, to c. 1900 when the struggle for women's rights had begun in Iceland and new times were ahead. The course will delve into memoirs, funeral speeches, and correspondence along with other sources and scholarly works about the period to get as close as possible to women's experiences and attitudes.