| CODE | GRS2005 | ||||||||
| TITLE | Sexual and Gender Diversity for Social Wellbeing | ||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Gender and Sexualities | ||||||||
| DESCRIPTION | This study-unit provides an exploration and analysis of the diverse expressions of gender and sexuality in society. It challenges heteronormative sexuality and gender binary assumptions that are embedded in Maltese society and which are culturally embedded in our patriarchal traditions. It examines the presence or the invisibility of ‘othered’ sexualities in a culture that is dominated by heteronormativity and how these sexualities intersect with other factors in the life course. This study-unit will engage with terminology that describes and refers to sexual and gender diversity, whilst exploring social attitudes towards this minority. The history of the LGBTIQ movement will give an insight into the fight for social justice as experienced by the grassroots. While Malta's LGBTIQ Legal & Policy Framework will delve into same-sex unions, anti-discrimination and asylum amongst other topics. Agents that intersect with sexuality and gender, such as ethnicity, age, disability and religious beliefs will also be discussed. The study-unit will provide opportunities for the students to reflect on the power of educational institutions, amongst others, in reinforcing the dominant values of culture. The idea of an 'inclusive education' will be analysed through a gender and sexuality lens. Study-Unit Aims: - To equip students with new knowledge around gender and sexually diverse identities, thus challenging heteronormative ideas around gender and sexual diversity and the privilege and power attached to sexual and gender norms. - To examine the mechanisms, including the influence of language and gender socialization, by which gender roles are preserved and maintained in society and how this has an effect on social wellbeing. - To provide an overview of policy and legal framework with respect to sexual orientation, gender identity, gender expression and sex characteristics (Recognition of same-sex couples; Anti-discrimination provisions; Legal Gender Recognition; Employment legislation and Affirmation of Sexual Orientation, Gender Identity, Gender Expression, Educational Policies such as anti-bullying provisions and the policy on trans, gender variant and intersex students). Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Explain ways in which their own gender has been shaped by cultural practices as they analyse hegemonic masculinity as a social construction. - Demonstrate an understanding of the various identities forming part of the gender and sexually diverse community and intersectionality and the importance of educational institutions addressing these from an early age. - Identify the important concepts and principles underlying the invisibility of sexualities and the implications of heteronormativity and the gender binary in society as well as the impact on the lived experience of LGBTIQ persons in Malta. - Evaluate the legal obligations that emanate from Malta's legal and policy framework and name the current service provision that LGBTIQ persons can refer to in relation to sexual orientation, gender identity, gender expression and sex characteristics. - Outline their understanding of the lived experience of LGBTIQ people of faith within the framework of religious teachings on sexual morality. - Identify the impact of how current service provision affects queer ageing in Malta, and the concerns for later life. 2. Skills: By the end of the study-unit the student will be able to: - Question and critically examine unconscious biases and assumptions in relation to gender and sexual diversity. - Apply the principles underlying gender and sexual diversity, using the correct terminology, in their future professions as well as in their community. - Ability to identify and challenge LGBTIQ phobic practices and adopt LGBTIQ affirmative practices. - Show more sensitivity and empathy towards LGBTIQ people of faith who do not conform to the sexual morality of their religion. - Ability to use a person-centered approach to better understand the shaping of queer persons across the life-span including what it is like to age as a queer person living in a heteronormative world. Main Text/s and any supplementary readings: Main Texts: - Butler, J. (2004). Undoing Gender. New York: Routledge. - Naudi, M. & Azzopardi Lane, C. (2020). Mapping the Rainbow; Researching the diverse colours of the LGBT community. - Directorate for Quality and Standards in Education, Malta. (2015). Addressing Bullying Behaviour in School. - Falzon, Neil. (2016). Sensitivity, safety and strength: an inter-agency review of Malta's policy on trans, gender variant and intersex students. Mosta, Malta: MGRM - Ministry for Education and Employment, (2014) Framework for the Education Strategy for Malta 2014-2024. Malta: MEDE. - Portelli, J. R. (2003) ‘Boys will not be boys’. Understanding masculinities: a must in the management of a boys’ school. - Rofes, E. (2005). A Radical rethinking of sexuality and schooling. Status quo or status queer? Oxford: Rowman and Littlefield. - Deguara, A. (2018). Between faith and love? Sexual morality and religious belief among LGBT and cohabiting Catholics in Malta and Sicily. - Ramirez-Valles, J. (2016). Queer ageing: The gayby boomers and a new frontier for gerontology. New York, NY: Oxford University Press. - Meyer, E.J. (2010). Gender and sexual diversity in schools. New York, NY: Springer. Supplementary Readings: - Appleby, G., & Anastas, J. (1998). Not Just a Passing Phase – Social Work with Gay, Lesbian and Bisexual People. New York: Columbia University Press. - Bhana, D. (2016). Gender and childhood sexuality in primary school. Singapore: Springer. - Dillon, M. (1999). Catholic identity: balancing reason, faith and power, Cambridge: Cambridge University Press. - Epstein, D., & Johnson, R. (1998). Schooling sexualities. Buckingham, UK: Open University. Press [not available at UOM Library] - Naudi, M. (2006). Disrupting Dominant Discourse: Critical Reflection and Code-Switching in Maltese Social Work. In S. White, J. Fook, & F. Gardner (Eds.), Critical Reflection in Health and Social Care (pp. 118 – 131). Berkshire: Open University Press. - Wilcox, M.M. (2003). Coming out in Christianity: religion, identity and community. Indiana: Indiana University Press. - Witten, T.M., & Eyler, A.E. (Eds.). (2012). Gay, Lesbian, Bisexual, and Transgender Aging: Challenges in Research, Practice, and Policy. Maryland, USA: The Johns Hopkins University Press. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Aaron Giardina Beverley Abela Claire Lucille Azzopardi Lane Angele Deguara Colette Farrugia Bennett Tyrone Grima Marceline Naudi Stefan Vassallo Christian Vella |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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