Topic: Exploring gender, resources and the environment

Order Description

Alternative, the major essay may comprise of a specific theme/topic that the student wishes to pursue or may include an analysis of the social and gender contexts of a development project. In case of the latter, the essay must be more than a project description, but to provide critical analysis and evaluation of how the particular project objectives may or may not lead to equitable results in terms of gender, environment/resource management.
Generally the essay includes:
• A review of relevant literature setting out the key gender issues being dealt with.
• The case study itself (this can be taken from secondary literature, primary literature such as existing development projects, or from the students own work/experience. Suitable development projects or activities to review may be found on bilateral donor websites and multilateral donor websites such as the World Bank.
• Critical analysis or evaluation with implications for gender policy and/or practice.
There will also be a class presentation in last week of class, presenting an outline of the main findings/arguments of the study. Presentations should be clear, well organized and professional.

Major Essay Questions
Please select one of the following questions for your major essay.
1.    Argue for the usefulness or ineffectiveness of participatory approach in gender, environment/resource management.
2.    One of the key ecofeminism arguments is that the domination of women and the Earth are linked. Do you agree or disagree with this statement, and why?
3.    Using a case study (not one that has been used in lectures or course readings), demonstrate the why there is/isn’t a feminisation of poverty
4.    Using a case study (not one that has been used in lectures or course readings), demonstrate the why there is/isn’t a feminisation of agricultural production.
5.    What is the relationship between gender and food security? What are the key strategies to combat gendered vulnerabilities in food security?
6.    If agriculture is heavily dependent upon women, why don’t women have more say in land rights?
7.    It is generally thought that disaster reduction/recovery is an operational matter. There is no time to think about theories such as gender. Do you agree/disagree with this?
8.    Are the current climate change policies, mechanisms or programs gender inclusive or gender biased? Use a case study to illustrate your argument.
9.    What are the gender concerns in water and irrigation management, and why does it matter if those concerns are not addressed?
10.    Find a project or policy document that is about environment and/or resource management. Critically appraise its gender considerations. The document must not be more than five years old, and your critique should demonstrate understanding of the relevant gender, environment and resource management literature. [If choosing this essay topic, please discuss first with Kuntala or Joyce about your choice of project and essay plan]
Alternative, the major essay may comprise of a specific theme/topic that the student wishes to pursue or may include an analysis of the social and gender contexts of a development project. In case of the latter, the essay must be more than a project description, but to provide critical analysis and evaluation of how the particular project objectives may or may not lead to equitable results in terms of gender, environment/resource management.
Generally the essay includes:
•  A review of relevant literature setting out the key gender issues being dealt with.
•  The case study itself (this can be taken from secondary literature, primary literature such as existing development projects, or from the students own work/experience. Suitable development projects or activities to review may be found on bilateral donor websites and multilateral donor websites such as the World Bank.
•  Critical analysis or evaluation with implications for gender policy and/or practice.
There will also be a class presentation in last week of class, presenting an outline of the main findings/arguments of the study. Presentations should be clear, well organized and professional.
This will be considered in the overall assessment. All the topics should be discussed with the course coordinator or tutor beforehand. It is possible for students to undertake their own primary research but this is complex and university ethics clearance will usually be required (with average ethics clearance rate of two months). You will need to start planning at a very early stage if you choose to do this, and consult us for advice