Gender Sensitive Research Workshop

general courses

Knowledge of English, minimum B2 level

The successful implementation of the course will be possible as a result of knowledge of research methods and techniques and social problems.

Remote learning

The workshop is based on a research-based learning approach. This means that students learn the principles of gender-sensitive research by actively participating in a research project designed together during workshop.

The idea of the course is to prepare students to conduct “gender sensitive research”. The goal is twofold:

1. raising awareness of students in the context of gender as an important variable,

2. to teach students how to consider the "gender" variable in their own research projects.

The classes are of a workshop nature, based on the research-based learning approach, i.e. involving students in research activities. During the course, students will improve their skills in planning and conducting a research project by performing individual research tasks as part of a gender-sensitive research project prepared jointly during the workshop.

Each person participating in the workshop will be obliged to:

- read the subject literature on research methodology to prepare a guide to gender sensitive research.

- prepare (individually or in pairs) an outline / plan of a research project proposed for implementation by the entire group during the workshops (project contest);

- perform one (or more) research tasks as part of a research project jointly prepared during the classes.

- prepare the final research report in the form of a presentation.

List of topics and tasks carried out during the course:

1. Introduction - the aim and subject of the workshop. Division of work and arrangements for organizing and passing the workshop. Overview of the list of basic and additional literature.

2. Presentation of "good practices" and discussion of the literature on the subject (1)

3. Presentation of "good practices" and discussion of the literature on the subject (2)

4. Developing a guide to gender-sensitive research.

5. "Idea for the project" (1) - work on the outline / research plan to be implemented by the entire group during the workshop (student competition).

6. "Idea for a project" (2) - presentation of ideas - project outlines to be implemented by the whole group during the workshop (student project's contest).

7. The verdict of the contest - selecting the project for implementation. Developing the rules. The division of tasks in the project. Establishing a work schedule.

8. Research work. Independent and group work of students. Organization and carrying out project tasks.

9. Research work. Independent and group work of students. Organization and carrying out project tasks.

10. Research work. Independent and group work of students. Organization and carrying out project tasks.

11. Consultations with workshop coordinators. Group work on the state of project work, preliminary evaluation of the current part of the project, discussion on the preliminary project conclusions.

12. Data processing and analysis. Preparation of research results in the form of a graphic presentation.

13. Data processing and analysis. Preparing a report.

14. Presentation and discussion of the report. Reflections from research.

15. Summary and evaluation of the subject.

Student's working time:

- organized hours: 30 h

- preparation for classes: 20 h

- project involvement: 45 h

Total: 95 h

Recommended literature:

1. Callamard A. (1999). A Methodology for Gender-Sensitive Research Amnesty International:

https://www.researchgate.net/publication/318112893_A_Methodology_for_Gender-Sensitive_Research

2. INSTRAW (2007) Gender Research: A How-To Guide: https://genderaveda.cz/wp-content/uploads/2017/10/gender-research-a-how-to-guide.pdf

3. Leduc B. (2009) Guidelines for Gender Sensitive Research: https://www.icimod.org/wp-content/uploads/2019/12/Guidelines-for-Gender-Sensitive-Research.pdf

4. Simandan, D. (2019). Revisiting positionality and the thesis of situated knowledge. Dialogues in Human Geography, 9(2), 129-149. https://doi.org/10.1177/2043820619850013.

5. Gonçalves, E. and Fagundes, M. (2013), Reflections on Positionality: Pros, cons and workarounds from an intense fieldwork. Ethnographic Praxis in Industry Conference Proceedings, 2013: 335-347. https://doi.org/10.1111/j.1559-8918.2013.00028.x

6. Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist Theory, 9(1), 67-85. https://doi.org/10.1177/1464700108086364

7. Kosygina, L. V. (2005). Doing Gender in Research: Reflection on Experience in Field. The Qualitative Report, 10(1), 87-95. https://doi.org/10.46743/2160-3715/2005.1859

8. Maynard M. (2002) Studying age, race and gender: Translating a research proposal into a project, International Journal of Social Research Methodology, 5:1, 31-40, https://doi.org/10.1080/13645570110098055

9. Oakley, A. (1998). Gender, Methodology and People’s Ways of Knowing: Some Problems with Feminism and the Paradigm Debate in Social Science. Sociology, 32(4), 707–731.

https://doi.org/10.1177/0038038598032004005

10. Hesse-Biber, S. N. (Ed.). (2011). Handbook of feminist research: Theory and praxis. SAGE publications.

11. Leavy, P., & Harris, A. (2018). Contemporary feminist research from theory to practice. Guilford Publications.

Upon completing this course a student

in terms of knowledge:

1. is sensitive to the gender variable in social research and its importance in the social reality;

2. knows the determinants and the impact of selected social phenomena on the gender category.

in terms of skills:

1. designs, prepares, and implements individual stages of the study, considering the logical and practical sequence of actions taken

2. uses selected research techniques within the developed methodology

3. flexibly reacts to difficulties encountered during research, solving emerging problems

analyzes research data and draws conclusions from them.

in terms of social competences:

1. undertakes cooperation in a group with a focus on common goal

2. establishes contacts with respondents

3. collaborates in a research team with diverse competences

4. discusses in the group forum, arguing her/his own theses.

Elements of completing the course:

Class attendance (max. 2 absences) and active participation.

Active participation in the research workshop at all stages of work - carrying out research tasks within the agreed scope and time.

Harmonic and responsible cooperation in a group - research team.

Presentation of the results of the research carried out in the classroom.

Continuous assessment based on systematic work in the classroom.