Due to the COVID-19 crisis, the information below is subject to change,
in particular that concerning the teaching mode (presential, distance or in a comodal or hybrid format).
5 credits
15.0 h
Q1
Teacher(s)
Rizzi Ester Lucia;
Language
French
Main themes
The aim is to develop in students the ability to analyze critical situations based on the construction of social relations between the sexes. The seminar aims to explore through concrete examples of research methodologies in kind. The themes will be based on the research of the interveners and proposals from students.
Aims
At the end of this learning unit, the student is able to : | |
| 1 | The seminar aims to integrate the "genre" to the problems encountered in the teachings of the student discipline and show the value and importance of this approach for scientific disciplines. It will aim to integrate and articulate issues raised in the minor and the major. |
Content
This seminar consists of an in-depth analysis of a gender issue. The couple relationship, the sharing of family work, parenthood, care for people in a situation of dependency or the professional life are all decisive areas for the relation between men and women. The teacher will accompany you in your own research process. The theme chosen by the class will be approached through a review of the literature and through a fieldwork (this year adapted to the health context). Through the analysis of your qualitative or quantitative data, it will be possible to empirically analyze the gender gap. At the end of the seminar, you will be able to carry out a short research on gender linking your field work to the scientific literature.
Teaching methods
Due to the COVID-19 crisis, the information in this section is particularly likely to change.
Based on an active pedagogy, the seminar will present a gender issue in eight steps. In the framework of continuous assessment, the teacher will use an alternation of individual intermediate works (three in total) and group works (four in total). The seminar will end with an individual final dissertation. In the first part of the seminar, the class will choose a research topic among the three proposed by the teacher. This choice will be preceded by a debate around the interest of each topic. Then, you will approach the theme chosen by the class by a bibliographical research (ten references in total). The teacher will provide you instructions and tools to this aim (1). In a small group, and on the basis of your references, you will be invited to construct concept maps which will allow to identify sub-themes and research questions (2). Students will be grouped according to the research question. The objective is to identify how the scientific literature responds to the research question and present a summary to the class(3). In the second part of the seminar, you will be briefly trained in qualitative methodology, adapted to the objectives of the seminar (you can also decide to adopt a quantitative methodology). The teacher will follow the principle of the inverted classroom: she will provide methodological readings that will be discussed in class and explained by the teacher using examples. You will then develop interview questions (4), discuss them in the group, to develop a single interview grid (or a questionnaire) (5). Once the characteristics of the sample have been collectively established, you will carry out an interview via Skype, or face-to-face while respecting health standards (6). You will find on Moodle readings on the principle of the face-to-face interview, transcription, vertical and horizontal analysis and you will discuss them in class. You will analyze your interviews individually and in your group. In the last session, the results will be discussed in the light of the literature in small groups to present the preliminary conclusions to the class (7). The seminar will end with an individual dissertation to be submitted to the January session (8). This work will link the field with the scientific literature by deepening the conclusions of step 7 and based on about fifteen references.
Evaluation methods
Due to the COVID-19 crisis, the information in this section is particularly likely to change.
The main steps of the assessment are the following: individual bibliographic research (5%), concept map elaborated in the group (5%), group presentation of the results of the literature (5%), individual preparation of interview questions (5%), group interview questions (5%), conducting the interview (10%, for those who adopt a quantitative approach these points are attributed to the individual analysis of the data), group analysis of the interviews ( 5%), and final individual dissertation (60%). The bibliographic research will be evaluated on the basis of conformity to the guidelines, the quality of the references, the justification for the choices made, and the inclusion of at least one third of references in English. The concept map will be assessed on the basis of conformity to the guidelines, the quality of the synthesis, and the format. The presentation of the literature review will be assessed taking into account the quality of the references, the structure of the writing, and the emerging preliminary response to the research question. The individual and group preparation of questions will be assessed out on the basis of the justification of the general questions and sub-questions. The qualitative interview will be assessed on the basis of the ability to follow the interview grid and the quality of the transcription. The final work will consist of ten pages, plus references and appendices. The evaluation of the latter will take into account clarity, structure, depth of the analysis, ability to read field results in connection with the literature, critical thinking and format
Other information
COVID-19
In yellow code, the auditorium is large enough to accommodate all the students in person. However, if the number of students is larger than expected or if the orange code is applied, then the teaching will switch to a comodal format (half of the cohort in the classroom, the other half in distance learning, alternately from one week to the next).
Regardless of the teaching mode, the evaluation mode remains the same. Classroom exercises might be adapted and conducted at distance.
In yellow code, the auditorium is large enough to accommodate all the students in person. However, if the number of students is larger than expected or if the orange code is applied, then the teaching will switch to a comodal format (half of the cohort in the classroom, the other half in distance learning, alternately from one week to the next).
Regardless of the teaching mode, the evaluation mode remains the same. Classroom exercises might be adapted and conducted at distance.
Bibliography
Sous la supervision de l'enseignante, vous allez construire le portefeuille de lectures qui traitent de votre question de recherche. Des références de type méthodologique seront disponible sur Moodle.
Under the supervision of the teacher, you will build the portfolio of readings that address your research question. Methodological references will be available on Moodle.
Under the supervision of the teacher, you will build the portfolio of readings that address your research question. Methodological references will be available on Moodle.
Faculty or entity
ESPO
