Reproduction in History: Bodies, Power and Gender

After the completion of the course, the student shall

Knowledge

• have gained theoretical and empirical insight into changing concepts of the body and reproduction through history.
• have knowledge of key academic debates related to the histories of reproduction.
• understand how societal norms and cultural attitudes have influenced contemporary and historical understandings of the body.
• know how knowledge of the past can help us understand contemporary challenges as pertains to the body, gender, diversity and justice.

Skills

• analyze the ethical dilemmas associated with reproductive practices in history, such as the use of contraception, abortion, and the implications of the eugenics movement.
• critically reflect on the role of changing gender norms in conceptualizations of the body
• be able to write a scientific paper, choosing a topic, finding relevant academic literature, asking research questions, making an argument, discussing evidence, building structure and referencing.
• contribute to the UN sustainability goals about gender equality: Increased skills about understanding gender equality and inequality through discussing and evaluating gendered norms, stereotypes, and histories.

General competence

• have insight into the role and significance of history use in modern societies and in peoples’ daily lives as relevant to the body and reproductive choices.
• be able to participate in discussions and debates about reproduction and body norms in politics, social interaction, and public life.
• apply theoretical knowledge to concrete cases in the context of media, politics, advertising, and commercial endeavours.
• have gained better mastery of the basic processes of (academic) writing.

The class includes lectures and seminars. Students are expected to participate regularly and actively in both. Learning methods: Active reading, discussion of readings, writing of draft, group presentations, peer feedback, active participation through discussions with faculty and students.

During the semester, in the seminars, each student will write one draft (300 words) which will lay the basis for the term paper (exam), provide feedback on other students drafts by reading, preparing comments, and discussing in class, actively read and prepare comments for class.

Expected workload: 270 hours.

The following requirements for each student must be approved by the course instructor:

• one oral presentation
• one written draft
• one or two rounds of oral feedback on the draft