presentation dhaka university

Undergraduate Program

Bachelor of Social Sciences in Women & Gender Studies

Curriculum & Courses
All Syllabus

Program Description

The BSS programme is comprised of total 32 mandatory courses with 4 credit hours in each, which results in total 128 credit hours. The total credit hours shall be evaluated on the basis of 3200 total marks, of which 3000 marks shall be for 30 taught courses, 100 marks for monograph/ field research/ project work/ internship and 100 marks for written and oral comprehensive examination.

List of Courses(Year/Semester)

First year | 1st semester, course title: introduction to women and gender studies.

Course Credit: 4

WGS 101: Introduction to Women and Gender Studies

Introduction to the Course

Women and Gender Studies transforms the study of women within disciplines into a process by which women’s own experiences become the referent for examining and analyzing the world as well as questioning what we learn. Consequently, this introduction to Women and Gender Studies takes at its starting point the history and development of feminist thought in the context of women’s actual lives. The course introduces students to the central texts and debates in academic and ‘real life’ feminism to provide a theoretical framework for further courses in Women and Gender Studies curriculum and to courses in a wide variety of disciplines.

Specific Learning Objectives

This course aims:

To introduce the students to the historical development of Women and Gender studies as a multi-disciplinary field of study.
To introduce students to the different concepts and terms used in studying gender-related courses.
To focus on the issue of subordination, inequality and discrimination of women in all spheres of life.
To help students’ understanding of the different development models and their relation to gender issues and concerns.

Instructional Strategies

The course instructor will use lecture using white board, multimedia presentation, you tube/video and internet sources, presentation by the students, discussion and seminar, in-class and home exercises, reading and writing assignments, review of movies and documentaries, group and individual presentations, field visits, collection of primary data and information, data management and presentation by the students, focus group and participatory discussion as and wherever appropriate.

Course Contents

Section 1: Introduction to Women and Gender Studies: History and Development

This introductory section will provide students with an overall idea of women and gender studies as a multi-disciplinary subject. It will focus on what is women’s studies, the history and development of women and gender studies, women’s movement and the interconnection between women’s studies and gender studies.

No of Classes: 3 classes

Required Readings

Najma, C. (2010). Of mangroves and monsters: Women’s political participation and women’s studies in Bangladesh. Dhaka, Bangladesh: Department of Women and Gender Studies, Dhaka University and PathhakShamabesh.
Robinson, V. & Richardson, D. (Eds.). (2015). Introducing gender and women's studies . London: Palgrave Macmillan.
Islam, M. (1994). Wither women’s studies in Bangladesh? Dhaka, Bangladesh: Women for Women.
Raj, M. K. (1986). Women's studies in India: Some Perspectives . Bombay: Popular Prakashan.

Course Title: Introduction to Anthropology

WGS 102: Introduction to Anthropology

Anthropology, as an academic discipline with various sub-disciplines, is devoted to the study of human life throughout history and in all its variations. Anthropological theories and concepts are not limited to the pre-modern or pre-industrial period of human civilization. This course is designed to prompt imaginative, critical thinking using the insights anthropology provides to make this world a better place. The focus is to explore and understand the differences and similarities and the incredible diversity of human experience,

Introduction to Anthropology introduces the meaning, definition and scope of Anthropology and provides an overview of its historical formation with particular emphasis on cultural anthropology. It discusses the various stages of the evolution of human civilisation, technology and resource management. The course addresses the issue of ethnocentric and colonial views of mainstream anthropology. The course highlights the feminist critique of mainstream anthropology and the contribution of particular feminist thinkers. With regard to the debate on culture vs. biology as determinants of gender and sexuality, Introduction to Anthropology emphasizes the impact of culture. Gender roles are conceptualised through discussions on various social and cultural institutions, like kinship, marriage, family and household, religion in pre-industrial as well as in the contemporary globalised world.

Students will be acquainted with:

Anthropology as an academic discipline.
The processes that shape the gendered position of men and women, both in the pre-industrial and the contemporary world.
An understanding of culture and cultural constructions of gender and sexuality from an anthropological perspective.
The ability to place debates on women and gender in a historical perspective relating to women’s contribution throughout different stages of the evolution of human civilisation as well as various social and cultural institutions, and the ability to analyse linkages between pre-industrial and industrial/contemporary societies with reference to Bangladesh.

Section 1: Introduction, Concepts, Definition and Scope of Anthropology

The students will be given an overview of the central issues and the major approaches to be covered in the course. Anthropology will be introduced as a discipline that explores the origin and development of human civilisation. Its branches, scope, methods and relevance (not limited to pre-industrial societies), the issue of colonialism and ethnocentrism will be elaborated with a particular focus on cultural anthropology. This section will involve students to make profile presentations on pioneers and key anthropologists and their contributions.

No of Classes: 4 classes

Miller, D. B. (1999). Cultural anthropology. USA: Allyn and Bacon Publications.
Kottak, C. P. (2018). Anthropology: Exploration of human diversity (14th ed.).Boston: McGraw-Hill.
Harris, M. (1971). Culture, people and nature: An introduction to general anthropology. USA: Thomas Y. Crowell Company.
Frances, E. Mascia-Lees (2010). Gender and difference in a globalizing world: Twenty-First century anthropology. Illinois: Rutgers University, Waveland Press, Inc, Longrove
Bilton, T. (2002). Introductory sociology (4th ed.) New York: Palgrave Macmillan.
Ahmed, R. & Chowdhury, M. (2003). Naribiggyanerprothom path (The first lesson for women and science).Dhaka: Ekushey Publications.
Monaghan, J. & Just, P. (2000). Social and cultural anthropology: A very short introduction. UK: Oxford University Press.
Asad, T. (Ed.). ( 1973). Anthropology & the colonial encounter . USA: Ithaca Press.
Abu-Lughod, L. (1993). Writing women’s world. USA: University of California Press.
Lewis, D. (1973). Anthropology and colonialism. Current Anthropology,14 (5), 581-602.

Section 2: Culture as the Central Concept to Cultural Anthropology

This section will elaborate on culture as the central theme for cultural anthropology with particular emphasis on culture and cultural dimensions of society, basic tenets of culture, its nature and variability.

No of Classes: 2 classes

Kottak, C. P. (2018). Anthropology: Exploration of human diversity (14th ed.).Boston: McGraw- Hills.
Harris, M. (1971). Culture, people and nature: An introduction to general anthropology. USA: Thomas Y. Crowell Company.

Section 3: Group Presentation, Assignments, Seminar and Discussion, Exercises and Field Visits, Movie Analysis Covering the Following Areas but not Limited to it

The topics for this section may vary in each semester ranging from movie analysis ( A tentative list of movies added in the end), exploring the indigenous people of Bangladesh and the world, visual presentation of disappearing tribes of the world, Book/chapter review, addressing contemporary issues like UN heritage declaration (Mongol shobhajaatra, jamdani, Cox’s Bazar sea beach and Sundarban, Curzon Hall, old Dhaka, 2017-18), IPR (Neem, Basmati, Spirulina), New Anthropological andarchaeological discoveries, changing patterns of kinship system in Bangladesh context, visual analysis of religious architecture, idols and symbols, museum visit, contemporary/contextual issues from global to Bangladesh etc.

A list of movies is appended in the end for review. In the absence of published documents, this section will draw upon internet sources, memos, pamphlets, site and field visits, interview and primary data collection, compilation, presentation and analysis.

Burling, R. (1997). The strong women of Modhupur . Dhaka: University Press Limited.
Schendel, W.V., Mey, W., &Dewan, A. K. (2001). The Chittagong hill tracts: Living in border land. Dhaka: University Press Limited
Dey, S. (2016). New agriculture, new knowledge and new gender roles: Sharing the experiences of an indigenous community. Social Sciences Review , 33 (2).

Section 4: Anthropology and Feminism

The feminist critique of traditional, male, western biases and colonialist views in Anthropology will be discussed. The section will focus on the contributions of early feminist anthropologists such as Elsie Clews Parsons, Ruth Benedict, Margaret Mead, Sherry Ortner etc. This section will highlight the critique and contribution of feminist anthropology to the mainstream traditional anthropology. As this is the mainstay of this course, students will be introduced with the idea of sex, gender, sexuality. The following section is closely connected to this and to be considered as the subsection of section four.

Moore, H. L. (1988). Feminism and anthropology. Minneapolis: University of Minneapolis.
Dube, L. (2001). Anthropological explorations in gender: Intersecting fields. New Delhi: Sage Publications.
Tong, R. P. (1998). Feminist thought. Oxford, UK: Westview Press.
Strathern, M. (1987). An awkward relationship: The case of feminism and anthropology. The University of Chicago Press Signs , 12 (2), 276-292.

Section 5: Culture and Cultural Dimensions of Society: Cultural Constructions of Gender and Sexuality

In this section, the cultural dimensions of society with a special focus on gender and sexuality, its construction , variability, expression and diversity across culture from an anthropological perspective will be discussed. Examples will be drawn from both non-industrial and industrial societies. The theory of the muted group and the debates around nature vs. culture, gender as a cultural construction, origin of patriarchy and debates are elaborated with examples from pre-industrial societies. The section focuses on feminist critiques, challenges, deconstructions and redefinitions of anthropological issues related to work, motherhood and reproduction as well as the status of women in pre-industrial societies.

Reiter, R. R. (1975). Toward anthropology of women. New York & London: Monthly Review Press.
Bhasin, K. (2000). Understanding gender. New Delhi, India: Kali for Women.
Hager, D. L. (1997). Women in human evolution. London: Routledge.
Miller, D. B.(1999). Cultural anthropology. USA: Allyn and Bacon Publications.
Kotalova, J. (1993). Belonging to others: Cultural construction of womanhood among Muslims in a village in Bangladesh. Sweden: Almqvist & Wiksell International.
Blanchet, T. (1984). Women, pollution and marginality: Meanings and rituals of birth in rural Bangladesh. Dhaka: University Press Limited.
Mead, M. (1973). Coming of age in Samoa: A psychological study of primitive youth for western civilisation . USA: Harper Collins Publishers.
Benedict, R. (1995). Patterns of culture. USA: Mariner Books.

Section 6: Women in Social Organisations: Kinship System

Issues covered in this section include kinship dynamics in relation to descent, marriage, family, dowry and bride price, legitimacy and incest taboo, household and intra household dynamics and women’s status, position, autonomy and power. This section will highlight the comparative advantage of the matrilineal and patrilineal system of descent from a feminist perspective. Special emphasis will be given to the matriarchy controversy from an anthropological perspective. K inship patterns and contemporary changes in Bangladesh context will also be discussed.

Required Readings

Course Title: Introduction to Political Science and Public Administration

WGS 103: Introduction to Political Science and Public Administration

The course will be divided into two major sections. The first section of this course introduces the basic theories and methodological concepts of women and gender studies in politics and recognize the significance of gender as an intersectional category. This section will also discuss the functioning of political institutions, such as the constitution, the forms and organs of governments etc. This course then describes the different methodological and theoretical approaches of feminist political science and be taught to apply these on a theoretical and empirical basis in the various sub-disciplines.

The next section introduces the basic principles of public administration. Major concepts like bureaucracy, decision-making, leadership and decentralization will be discussed. Theories of management and organization with the relevant impact on public administration will be explored. All these theories will be discussed in the context of the situation in Bangladesh and of women in administration in Bangladesh.

Students will be acquainted with:

An understanding of different Western political theories, selected classical political thinkers and their contributions to the field of political science.
An understanding of the different principles of public administration to conceptualize government mechanisms and women’ s position and status in the system of governance , especially in the context of Bangladesh .
An ability to intersect Women and Gender Studies with politics and administration.

The course will be a combination of lectures and discussions through white board and multimedia. A mixture of learning styles will be used in this class. Most of the time, lectures will be supported by PowerPoint presentations. There will also be assignments, group presentations, assigned readings, and classroom discussions where students will be divided into small groups to share their views.

Section 1: Basic Concepts of Political Science

This section will introduce students to political science as an academic discipline and will discuss the nature and scopes of the subject matter. Then students will be informed why studying political science is important for the students of women and gender studies. At the end of the section, students will learn about the gender issues and gendered politics of political science.

Hanisch, C. (1969). The personal is political. In B. A. Crow (Ed.), Radical feminism: A documentary reader (pp. 113-116). New York, USA: New York University Press.
Agarwal, R. C. (2000). Political theory principles of political science . New Delhi: S. Chand & Company Ltd.
Sharan, P. (2002). Political theory and institutions. New Delhi: MeenakshiPrakashani.
Glichsist, R. N. (1964). Principals of political science. Madras: Orient Longman.
Bhattercharjo, A. (1992). An introduction to political theory. Calcutta: New Central Book Agency Pvt Ltd.

Section 2: Nationalism

This section will start with the definition of the nation, nationalism, patriotism and the rise of nation-states. Besides, it will start at the rise of nationalism in Europe during the French revolution and since then how it has changed its shape throughout the world. This section will also elaborately discuss the power and the rise of fundamentalist nationalism across the world.

No of Classes : 2 classes

Brubaker, R. (2004). In the name of the nation: Reflections on nationalism and patriotism. Citizenship Studies , 8 (2), 115-127.
Sharan, P. (2002). Political theory and institutions. New Delhi: MeenakshiPrakashani.
Bhattercharjo, A. (1992). An introduction to political theory. Calcutta: New Central Book Agency).
Goodin, R. (1993). A companion to contemporary political philosophy . Oxford: Blackwell.

Section 3: The State, Society and Civil Society

This section will mainly focus on the basic four elements of a state. Besides, it will also discuss the definitions, similarities, and differences between state/government/nation/society. This section will then focus on the various theories about the origins of the state system, as well as will discuss Aristotle's classification of states

Carothers, T., &Barndt, W. (1999). Civil society. Foreign Policy , 117 , 18-29.
Randell, V. K. &Waylen, G. (1998). Gender, politics and the state. New York: Routledge.
Vickers, J. (1997). Reinventing political science: A feminist approach. Canada: Fernwood Publishing.
Russell, B. (1994). Political idol. London: Routledge.

Section 4: Citizenship

The main focus of this section is the definition and various aspects of citizenship in the modern world. This section intricately focuses on the relationships among gender, citizenship, constitution, nations and nationality. Besides, it focuses on the concepts of liberty, equality, and rights from a gender perspective and ends with the discussions of feminist contributions to the rethinking of citizenship.

Lister, R. (2001). Citizenship: Citizenship and gender. In A. Scott & K. Nash (Eds.), The wiley-blackwell companion to political sociology (pp. 372-382). New-jersey, USA: John-wiley& sons.

Section 5: Government and Its Branches

This section basically discusses the different forms of the government along with the three basic organs of the government: Legislature, Executive, and Judiciary. This section also argues about gender stereotypes and attitudes of people towards the gender balance in government.

Dolan, K., &Sanbonmatsu, K. (2009). Gender stereotypes and attitudes toward gender balance in government. American Politics Research, 37 (3), 409-428.

Section 6: Gender Issues in Ancient Western Societies and Western Political Thought

This section starts with the discussion of gender being the most important axis of political representation. Then the focus goes back to the evaluation of women ’ s situation in Athens and Sparta along with the evaluation of women’ s situation in the ories of Aristotle and Plato. This section then focuses on the conditions of women in the political thoughts of Queen Elizabeth I, Jean-Jacques Rousseau, John Stuart Mill and Mary Wollstonecraft etc.

Sowad, A. S. M. (2018). Is gender a more important axis of representation than race, ethnicity or class in politics?. International Journal of Social Ecology and Sustainable Development, 10( 2), 29-36.
Abraham, T. (2002). Women and the politics of violence. New Delhi: Shakti books.
Randell V. K. &Waylen, G. (1998). Gender, politics and the state. New York: Routledge.
Friedrich Ebert Stiftung. (1993). Women in politics – forms and processes. New Delhi: Har-Anand Publications.
Sheldon, G. W. (Ed). ( 2001). Encyclopaedia of political thought. New York: Facts on File .

Section 7: Politics and Women’ s Political Participation in Bangladesh

Course Title: Introduction to Psychology

WGS 104: Introduction to Psychology

Course Credit: 4

The course familiarizes students with the central concepts and theories of the discipline and the empirical methods and tools that psychologists use in assessing human behaviour and mental processes. This course will also introduce students to the psychological literature on women and gender. This course examines psychoanalysis, social psychological theories and research on how gender roles shape self-conceptions and social interactions. Topics discuss both basic biological aspects and development psychological issues to examine the prospects for continued change in gender roles, stereotypes, hierarchy, and sex differences in social behaviour. Course topics include gender stereotypes, the development of gender roles, gender comparisons, relationships, women's mental health, violence against women and psychological issues and the bio-psycho-social process of dealing with those issues.

A general overview of what psychologists have learned about the role of gender in people’s daily lives.
Psychological research and theories on gender-related topics.
The psychological approach to studying gender and designing and presenting practical psychological experiments on a gender-related issue.
The biosocial aspects of psychology to understand an individual’s development through the life span and gender socialization.
To be aware of gender specific psychopathologies and their healing and prevention process.

Section 1: Introduction

The introductory section covers the following topics:

Definition of Psychology: Nature of psychology as a science and characteristics of Psychology as a biosocial science. Major approaches: biological approach; behavioural approach; psychodynamic approach; humanistic approach; cognitive approach.
Subfields of psychology: Bio-psychology; experimental and cognitive psychology; developmental psychology; social psychology; clinical and counseling psychology; educational and school psychology; industrial and organizational psychology; psychology of women and gender relationship.
Methods of studying behaviour: Observation; experimental method; survey; case studies; clinical methods; psychological testing, psychological research methods, gender focused research and Apply various research methods and empirical findings to study behaviour.

Number of Classes : 3 classes

Feldman, R. S. (2011). Understanding psychology (10th ed.) . USA : McGraw-Hill.
Myers, D. G. (2013). Psychology (10th ed.) . New York, USA: Worth Publishers.
Crider, A. B., Kavanaugh, R. D., &Goethals, G. R. (1989). Psychology. USA: Addison-Wesley.
Hergenhahn, B. R. (2008). An introduction to the history of psychology (6th ed.). USA : Wadsworth.

First Year | 2nd Semester

Course title: introduction to sociology.

WGS 105: Introduction to Sociology

The course covers detailed sociological key concepts and basic theoretical knowledge that provide ample opportunity to think critically and apply sociology to the students’ personal experiences. This course also includes the history of the emergence of sociology in the West and in the East.

It covers basic facts and concepts such as culture and society, socialization, groups and organizations, deviance, social stratification, race and ethnicity, family and religion, factors influencing social life, urbanization, environment and society, social change and collective behaviour and gender and sexuality. The course will also provide the students with a feminist critique of mainstream sociology.

Students will:

Learn about the emergence and development of sociology as basic discipline of the social sciences.
Acquire knowledge about the processes of human social life through the basic concepts, major theories, methods, and research findings of sociological inquiry.
Develop perspectives that will enable better understanding of the social environment, both globally and locally.

The course will be a combination of lectures and discussions through white board and multimedia. A mixture of learning styles will be used in this class. Most of the times, lectures will be supported by PowerPoint presentations. There will also be assignments, group presentations, assigned readings, small scale fieldwork to do sociology and classroom discussions where students will be divided into small groups to share their views.

Section 1: The Emergence, Definition and Scope of Sociology

This section introduces the foundations of sociology and its emergence as a discipline in the West and the East and aims to provide an introduction to the main area of sociology, key concepts, historical debates and basic approaches to the discipline. It covers the definitions, nature, scope and importance of sociology and its interrelations with other social science disciplines. The relationship between Sociology and women and gender studies as well as feminist perspectives will be introduced in this section.

The section spotlights sociological investigation and explains how to use science to study human society. The topics examined are: Sociology as a point of view, its emergence as an academic discipline under social science, sociology and science, scientific methods.

Giddens, A., & Sutton, P.W. (Eds.). (2010). Sociology: Introductory readings . Oxford: Polity.
Giddens, A. (2001). Sociology (4th ed.).Oxford: Blackwell Publishers.
Bilton, T. (2002). Introductory sociology (4th ed.). New York: Palgrave Macmillan.
Schaefer, R. T. (2013). Sociology: A brief Introduction. New York: McGraw-Hill.
Fletcher, R. (1981). Sociology. New York: Simon & Schuster.
Abbott, P, & Wallace, C. (1997). An Introduction to sociology: Feminist perspectives. London: Routledge.
Madan, G.R., & Gupta, V.P. (Eds). (2005). The social structure of values: Collected works of Dr. RadhakamalMukerjee. New Delhi: Radha.
Browne, K. (2005). An introduction to sociology. Oxford: Polity.
Bassis, M. S., Gelles, R. J., &Lavine, A. (1990). Sociology: An introduction. New York: McGraw-Hill.
Smelser, N. (1993). Sociology. New Delhi: Prentice Hall of India.
Stewart, E. W., & Glynn, A. (1992). Introduction to sociology. New York: McGraw-Hill.

Section 2: The Development of Sociological Thinking

Students will be introduced to the major theoretical approaches and social theorists, focusing on the founders of sociology, especially the contributions of Comte, Spencer and Marx. This section highlights not only the functionalist, conflict and symbolic interactionist perspectives but also incorporates developments in the newer post-modern theories, including feminist sociology, where different voices can be heard. It also focuses on the sociological perspective of Weber and Durkheim. Additionally, this section sets out to provide insight into theories of gender and sexuality, explaining how societies transform the distinction of biological sex into systems of gender stratification and look at the ways sexuality is produced. This section will also discuss the feminist critique of mainstream sociology.

Ritzer, G., &Stepnisky, J. (2017). Modern sociological theory . USA: SAGE Publications.

Section 3: Basic Concepts of Sociology: Family, Marriage, Religion, Culture and Socialization, Social Control, Crime and Deviance, Race and Ethnicity

This section primarily discusses the basic concepts and major institutions of sociology. It will examine the many changes taking place around our ways of living together in the modern world, looking at family, marriage, religion, social control, crime and deviance, gender and sexuality etc. Major topics include: family diversity, families and social change, transitions and problems in family life, the post-modern family, families in the twenty-first century, theoretical perspectives on family. The issues of deviance and conformity, agencies of social control will also be discussed. Concepts in relation to sex, gender and sexuality, and public and private dichotomy will also be discussed. The section also addresses how religious beliefs are linked to other dimensions of social life. The following topics are covered: varieties of religion, types of religious organizations, gender and religion, religion and social change, new religious movements, changing religions in the global village.

The section will also introduce the definition and classification of races, race and ethnic relations, prejudice, discrimination, explaining racism and ethnic discrimination.

Students will also take a micro-level look at the patterns of social interactions and the socialization processes that make up our everyday lives. Major topics include: social interaction and socialization, types of social interaction, agencies of socialization and the dimensions of human development.

Giddens, A. (2001). Sociology (4th ed.). Oxford: Blackwell Publishers.
Schaefer, R. T. (2003). Sociology. New York: McGraw-Hill.
Karim, N. (1998). Samajbigganshomikkhon [Social science survey].Dhaka: NoyrojKitabistan
Bassis, M. S., Gelles, R. J., Lavine, A. (1990). Sociology: An introduction. New York: McGraw-Hill.

Section 4: Social Structure and Stratification: Different Types of Societies

Discussions focus on social structure and stratification and examine how this fits into a society’s system of wealth, property and class. In this section, we show the unequal positions occupied by individuals in society. This includes the definition and nature of social structure, the stratification system, the dimensions of social stratification and social mobility.

This section continues to look into the concept of stratification, linking it to the concept of society. It analyses the main types of society that existed in the past and/or are found today: primitive communism, slavery, feudalism, capitalism, socialism and communism. It also presents the theories of class and stratification developed by Marx and Weber, which form the basis of most sociological analyses of class and stratification. The social structure and social stratification of Bangladesh will also be highlighted in this session.

Giddens, A. & Sutton, P. W. (Eds.), (2010). Sociology: Introductory readings . Oxford: Polity.
Smelser, N. (1993). Sociology. New Delhi: Prentice Hall.
Stewart, E. W. & Glynn, A. (1992). Introduction to sociology. New York: McGraw-Hill.

Section 5: Theories of Social Change

Course Title: Women's Movement from the Global Perspective

WGS 108: Women’s Movement from the Global Perspective

Course Credits: 4

The course will discuss the meaning of women’s movement, reasons for its emergence and its linkage with the broader socio-political movement. It will provide a critical understanding of the interconnection between the feminist knowledge framework and the women’s movement. It investigates if there is a global women’s movement and how is it defined. It evaluates the political context in the emergence of global character of women’s movement, the linkage between the local struggles of women with the global movement. Focus is made on the articulation of the power of ‘global sisterhood’ towards creating an environment for global movement. Different waves of women’s movement will be reviewed to place their relevance to the emergence, growth and nature of global one. The course highlights the debates on socio-economic development during the UN Development Decade of 70s, which shaped the UN Decade for Women. It evaluates how Decade opened space for women from all over the world, covering races, ethnicity, classes, cultures, countries and occupational backgrounds. It builds capacity to assess the significance of the Decade for global women’s movement. It also provides scope to relate the gains achieved and challenges ahead derived out of global women’s movement, to Bangladesh keeping in view the role of the state, activism and academia, particularly the women and gender studies.

The meaning of the women’s movement: why it emerges, its linkages with the broader socio-political movement and the interconnection between the feminist knowledge framework and the women’s movement.
The skills to perceive if a global women’s movement exists, how it can be defined and the local-global dynamics.
The ability to analyse the global context for an emerging movement, a decade for women, the significance of the decade for the global women’s movement.
The ability to relate the gains achieved and challenges ahead in Bangladesh, highlighting the role of the state, academia, particularly women and gender studies.

The course will be a combination of lectures and discussions through white board and multimedia. A mixture of learning styles will be used in this class. Most of the times, lectures will be supported by PowerPoint presentations. There will also be assignments, group presentations, assigned readings, and classroom discussions where students will be divided into small groups to share their views through class activity, participatory games and by conducting small scale research.

Section 1: Introduction to Women’s Movement: Global Perspective

The section will describe the topics to be discussed, methodologies to be used and relevance of the course with women & gender studies. The purpose of the section is also to receive responses of the students and assess their exposure to the subject. It attempts to understand how and why women’s movements emerge. This section analyses how women’s movement is linked with broader socio-political movement and also discusses the influence of feminist thoughts in shaping women’s movement.

Antrobus, P. (2004). The global women’s movement: Origin, issues and strategies. London: Zed Books.
Humm, M. (Ed.). (1992). Feminism: a reader. UK: Routledge.
Basu, A. (Ed.). (1995). The challenges of local feminisms. Colorado, USA: Westview Press.
Rowley, M., &Antrobus, P. (2007). Feminist visions for women in a new era: An interview with Peggy Antrobus. Feminist Studies, 33 (1), 64-87.
Weldon, S. L. (2006). Inclusion, solidarity and social movements: The global movement against gender violence. Perspectives on Politics, 4 (1), 55-75.

Section 2: Women’s Movement: Historical Process

The section looks at the women’s movement as a process starting from the 19 th century. It gives a brief introduction on the nature of women’s movement: changing scenario, analysis of the issue dichotomy between men as social reformers and women as participants in the movements. Issues like women’s voting rights and suffrage movements in the North (especially UK, USA) will be discussed.

McMillen, S. (2009). Seneca falls and the origins of the women's rights movement. Oxford: University Press.
Antrobus, P. (2004). The global women’s movement: Origin, issues and strategies. UK: Zed Books.
Jayawardena, K. (1986). Feminism and nationalism in the third world . UK: Zed Books.
Kullar, M., &Taehakkyo, I.Y. (2005). Writing the women's movement: A reader . New Delhi: Zubaan.
Basu, A. (Ed.). ( 1995). The challenges of local feminisms. Colorado: Westview Press.
Liddle, J., & Joshi, R. (1989). Daughters of independence: Gender, caste and class in India. USA: Rutgers University Press.

Section 3: Political Context of Global Women’s Movement: Linking Local to Global

The section will discuss the concept and context of global women’s movement, why and how global shaping of women’s movement at local level analyses the political context of it- what kind of political environment is behind the emergence of global women’s movement. The discussion will also focus on the boundaries of local struggle for women’s liberation and its linkage with global one. Cases from East and West (with special emphasis on Asia, Latin America, Africa and the Middle East) will be discussed.

Basu, A. (Ed.). (1995). The challenges of local feminisms. Colorado: Westview Press.
Margolis, D.R. (1993). Women's movements around the world: Cross-cultural comparisons. Gender and Society,7 (3), 379-399.
Smith, B. G. (2000). Global feminisms since 1945. UK: Routledge.
Davis, F. (1999). Moving the mountain: The women’s movement in America since 1960. Illinois: University of Illinois Press.
Davies, M. (1987). Third world, second sex: Women’s struggles and national liberation. UK: Zed books.

Sections 4: Development Decades 70s, Decade for Women and Women’s Movement

This section will explain the economic growth model of development and United Nations Decade for Women and shift in approaches to women’s development. Concepts like WID, WAD and GAD as historical emergence and world women’s conferences as the outcome of global women’s movement will be discussed with references to South Asia, especially Bangladesh perspectives.

Emmanuel, A. (2010). Feminist movements in global perspective united nations & the rights of the women. The Indian Journal of Political Science, 71 (3), 837-852.
Kabeer, N. (1994). Reversed realities: Gender hierarchies in development. USA: Verso.
Tinker, I. (Ed.) (1990). Persistent inequalities: Women and world Development. Oxford: Oxford University Press.
Karl, M. (1995). Women and empowerment, participation & decision making. UK: Zed Books Ltd.
Elson, D. (Ed.). (1991). Male bias in the development process. Manchester: Manchester University Press.
United Nations (1980). Report of the world conference of the UN decade for women: Equality, development and peace. Retrieved from https://digitallibrary.un.org/record/36306?ln=en.
United Nations (1989). World survey on the role of women in development. Retrieved from https://www.unwomen.org/en/digital-library/world-survey-on-the-role-of-women-in-development.
United Nations (1989). Elements of an international development strategy for the 1990s. Retrieved from https://digitallibrary.un.org/record/87171?ln=en.
IsIs International (1986). Women, struggles and strategies. Rome: Isis International.
United Nations Division for the Advancement of Women (UNDAW) (1992). Public life: women makes a difference. Retrieved from https://www.ohchr.org/documents/issues/women/WG/PublicPoliticalLife/WG_Globa.docx.

Section 5: Significance of the Decade for Global Women’s Movement: Women’s Movement and Women’s Lives: Gains and Challenges

The section will include the contribution of the United Nations and The Decade for Women towards global movement; gains for women of the world and actions for future, commitment of the governments and world bodies for women’s empowerment; how Decade created opportunities for women and a difference in their lives.

United Nations (2001). Beijing declaration and platform for action with the Beijing + 5: Political declaration and outcome document . Retrieved from https://www.unwomen.org/en/digital-library/publications/2015/01/beijing-declaration.
Khan, S. (1994). The UN machineries for the advancement of women: CEDAW, its strength, potential and challenges.

Second Year | 3rd Semester

Course title: introduction to economics: gender perspectives.

WGS 201: Introduction to Economics: Gender Perspectives

The course is designed to introduce the students to the basic concepts of economics, related to both microeconomics and macroeconomics. The microeconomic section(s) focuses on the economic principles, including demand, supply, production and market equilibrium. The macroeconomic section provides students with an understanding of how national income, consumption, savings and investments are determined and how macroeconomic policies such as fiscal, monetary and trade policies are related to the development of the country. The course examines the basic economic concepts from gender perspectives and discusses the emergence of feminist economics as a critique to traditional economic theories. The gender focus brings discussion on the wage gap, occupational segregation in the labour market, gender inequality within the household at the micro-level and critically analyse gender biases within the national and international macroeconomic policies at the macro level. The last part of the course provides an overview of women’s involvement in various economic sectors of Bangladesh, including the rural economy.

Upon completion, the students will be able to:

Gain an understanding of the basic economic concepts, both from microeconomics and macroeconomics field of study.
Get a critical understanding of basic economic concepts from a gender perspective
Be familiar with the theoretical foundations of feminist economics.
Engage critically with issues related to gender inequality within the labour market and household.
Identify the gender bias within the macroeconomic policies.
Get an overview of women’s participation in the production process in the context of Bangladesh.

The course will follow a number of instructional strategies. It includes lectures using white board, multimedia and video/film presentation. The course instructor will also arrange field visit to provide the students with practical knowledge about the economic process, field visit to a production firm, for example.

Section 1: Microeconomics

This section discusses the basic concepts related to the field of Microeconomics. It covers a range of topics, including the followings:

Basic Tools and Consumer Behaviour analysis: This sub-section provides an overview of basic economic concepts of microeconomics. It discusses a range of topics, including Production Possibility Frontier (PPF) and the meaning of economic growth; the elasticity of demand and supply, demand and supply curves, choice and utility, the indifference curve, private and public goods.
Theory of Firm: It will discuss the basic topics of production, cost and profit, consumer surplus, externality, economic and social welfare, opportunity cost and application of the idea of opportunity cost to determining women’s wages. Alongside, the detail of market structure i.e. assumptions of a competitive market, short run and long run equilibrium competitive market and price and output determination under monopolistic competitive market will also be analysed.
Labour Market and Income Distribution: This sub-section covers a range of topics, including theories of the labour market (dual market and segregated labour market), demand and supply of labour, wage determination of women labours in the labour market, poverty and income distribution.

Number of Classes: 6 classes

Samuelson, P. A., & Nordhaus, W. D. (1989). Economics. Boston: McGraw-Hill/ Irwin.
Ahuja, H. L. (2007). Advanced economic theory: Microeconomic analysis. New Delhi: S. Chand.
Baumol, W. J., & Blinder, A. S. (2005). Economics: Principles and policy . USA: Thomson South-Western.

Section 2: Feminist Economics - An Overview

The section introduces the students to the field of Feminist Economics that emerged as a critique to the mainstream economic theories and policies. It discusses the theoretical ideas of Feminist economics in relation to gender biases in economic processes and outcomes, gender inequalities within the household and labour market and macroeconomic policies. It challenges the concepts of ‘women as other’ and ‘she is not working’ and provides new pathways and strategies for advancing wellbeing and removing gender disparities

Number of Classes: 2 classes

Ferber, M. A., & Nelson, J. A. (Eds.). (2003). Feminist economics today: Beyond economic man . USA: University of Chicago Press.
Blau, F. D., Ferber, M. A., & Winkler, A. E. (2013). The economics of women, men and work . USA: Pearson Higher Ed.
Benería, L., Berik, G., &Floro, M. (2015). Gender, development and globalization: Economics as if all people mattered . UK: Routledge.
Jacobsen, J. P. (1998). The economics of gender . Malden, MA: Blackwell.
Aerni, A. L., Bartlett, R. L., Lewis, M., McGoldrick, K. M., & Shackelford, J. (1999). Toward a feminist pedagogy in economics. Feminist Economics , 5 (1), 29-44.
Strassman, D. (2020, November 18). What is feminist economics [vedio]. Retrieved from https://youtu.be/8eq_f5ET8TY

Section 3: Gender Inequality within the Labour Market

The section analyses underlying causes of gender disparities, occupational segregation and wage inequality in the labour market. It rethinks the basic way the paid employment is structured and discusses the issues related to entry and exit from the labour market, for example, married women’s entry into the paid employment, pregnancy as a barrier to the labour market and the role of household responsibilities of women in determining their position in the labour market. It applies an intersectional lens and includes the factors related to gender, race and ethnicity to get a better understanding of discrimination and inequalities within labour market. It also sheds light on the consequences of feminisation of labour in the context of globalisation.

Number of Classes:4 classes

Van Staveren, I., Elson, D., Grown, C., &Cagatay, N. (Eds.). (2012). The feminist economics of trade . UK: Routledge.
Pearson, R. (2012). Women, work and gender justice in the global economy . UK: Routledge.
Schober, T., Winter-Ebmer, R. (2011). Gender wage inequality and economic growth: Is there really a puzzle? -A comment. World Development , 39 (8), 1476-1484.
Standing, G. (1999). Global feminization through flexible labor: A theme revisited. World development , 27 (3), 583-602.
Seguino, S. (2000). Gender inequality and economic growth: A cross-country analysis. World Development , 28 (7), 1211-1230.
Ewart, M. (2001). The Social construction of difference and inequality: Race, class, gender and sexuality. Teaching Sociology , 29 (1), 120.

Section 4: Household Economics: Unpaid and Care Work

The section focuses on unpaid and care work that has been devalued in the traditional economic theories. It critically analyses the neo-classic household theory that defines the household through the labour market and consumption decisions of the male head and thereby excludes the activities and well-being of women within the household. It covers a range of issues, including distribution of time and resources in the household, intra-household decision making and its effect on the well-being of men, women and children, the time line management and opportunity cost , inequalities and interplay of gender and race and marketization of care work.

Sen, A. (1990). Gender and cooperative conflicts. In I. Tinker (Ed.), Persistentinequalities: Women and world development. Oxford, UK: Oxford University Press.
Folbre, N. (2001). The invisible heart: Economics and family values . New York, USA: New Press.
Meyer, M. H. (Ed.). (2002). Care work: Gender, labor and the welfare state . London, UK: Routledge.
Folbre, N. &Bittman, M. (2004). Family time: The social organization of care. New York: Routledge.
Hochschild, A. R. (2003). The managed heart: Commercialisation of human feelings . Berkeley: University of California Press.
Kabeer, N. (2002). The power to choose: Bangladeshi women and labor market decisions in London and Dhaka . New York, USA: Verso.
Thomas, D. (1990). Intra-household resource allocation: An inferential approach. Journal of Human Resources , 25 (4), 635-664.
Folbre, N. (1986). Cleaning house: New perspectives on households and economic development. Journal of Development Economics , 22 (1), 5-40.
Albelda, R., Duffy, M., Folbre, N., Hammonds, C., & Suh, J. (2010). Community development: Research and community development initiatives that support progress in low- and moderate-income communities. Federal Reserve Bank of Boston. Retrieved from https://www.bostonfed.org/community-development.aspx
Martin, K. (Producer), & Nash, T. (Director) (1995). Who is counting? Marilyn waring on sex, lies and global economics [Motion Picture]. Canada: National film board of Canada.

Section 5: Macroeconomics

This section discusses basic concepts related to the field of Macroeconomics. It covers a range of topics as follows:

Basic Tools, National Income and Consumption : The sub-section will focus on national income determination, consumption, saving and investment. unemployment, GDP, GNP, NNP, business cycle, budget deficit and international deficit, Balance of Payment (BOP), IS-LM curves and National Income (NI).
International Economics: The sub-section will discuss arguments for and against free trade and protectionism.
Sachs, J. D., &Larraín, B.F. (1993). Macroeconomics in the global economy. New York, USA: Prentice-Hall.

Course Title: Introduction to Feminist Theories

WGS 202: Introduction to Feminist Theories

What is feminism? What is theory? What is the relationship between the two? This course will introduce the students to the concept of feminism and the issues and concepts that feminists theorize about. It will also make the students contextualize feminism and its various theories to their own time, context and concerns so that they learn to make links between academia and real lives.

The course looks at ways through which women have built a collective voice and theoretical bases that shaped their agenda. It will, therefore, focus on conceptualizing feminism and its link with activism; different approaches to feminism and the debates surrounding them; debated issues in feminism like gender, class, identity, power, ethnicity, development, globalization etc. Special attention will be given to Third World feminism with a particular focus on South Asia.

The major trends and approaches of feminist thoughts.
Different types of feminisms and the relationship between context, theory and political positions including Third World Feminisms with special emphasis on South Asia.
Contemporary issues and debates in feminist thoughts.

The course will be a combination of lectures and discussions through white board and multimedia. A mixture of learning styles will be used in this class. Most of the times, lectures will be supported by PowerPoint presentations. There will also be assignments, group presentations, assigned readings, and classroom discussions where students will be divided in small groups to share their views.

Section 1: Introduction

The section addresses the major approaches to the main issues that will be covered in the course, introduces the concepts of ‘Feminism’ and ‘Theory’, and establishes a relationship between feminism and theory.

No of Classes : 9 classes

Lorber, J. (2010). Gender inequality: Feminist theories and politics . USA: Oxford University Press.
Tong, R. (2014). Feminist thought: A more comprehensive introduction. Colorado: Westview press.
Humm, M. (Ed.). (1992). Feminism: A reader. New York: Wheatsheaf.
Watkins, S. A., Rueda, M., & Rodriguez, M. (1992). Feminism for beginners. Cambridge: Icon books.
Chhachhi, A. (1999). Concepts in f eminist theory-consensus and controversy. Papers presented at the inaugural seminar of the University of the West Indies, Women and Development Studies Project, Jamaica, University of West Indies.
Kolmer, W., &Bartkowski, F. (Eds.). (2004). Feminist theory: A reader. New York: McGraw Hill.
Watkins, S. A., Rueda, M., & Rodriguez, M. (1992). Feminism for beginners . UK: Icon books.

Section 2: Introduction to Third World Feminism

This section focuses on ‘Third World feminism’. It introduces the context, concepts, relevance and contribution of Third World feminism to women’s movements, especially in South Asia.

No of Classes : 5 classes

Mohanty, C.T., Russo, A. & Torres, L. (Eds.). (1991). Third world women and the politics of feminism. USA: Indiana University Press.
Roy, M. (1992). Bengali women. USA: University of Chicago Press.
Burton, A. M. (1994). Burdens of history: British feminists, Indian women, and imperial culture, 1865-1915 . USA: UNC Press.
Jayawardena, K. (1995). The white woman's other burden -- western women and South Asia during British rule . New York: Routledge.
Kumar, R. (1993). The history of doing: An illustrated account of movements for women's rights and feminism in India, 1800-1990. India: Zubaan.
Visram, R. (1992). Women in India and Pakistan: The struggle for independence from British rule . UK: Cambridge University Press.
Narayan, U. (1997). Dislocating cultures: Third world feminism and the politics of knowledge. New York: Routledge.
Ghose, I. (1998). Women travellers in Colonial India: The power of the female gaze. UK: Oxford University Press.
Sahgal, M. Z., & Hancock-forbes, G. (1994). An Indian freedom fighter recalls her life. New York: Sharpe.
Sangari, K., &Vaid, S. (Eds.) (1989). Recasting women: Essays in colonial history. New Delhi: Kali for Women.

Section 3: Different Approaches and Theories of the North

Focusing on major works from the 18 th and the 19 th century, this section provides the background to the women’s movements and the emergence of feminist theory. In keeping with this, the students will be introduced to the concept of ‘Liberal Feminism’, its origin, rise and fundamental issues and concerns, major arguments and its contribution. Added to this will be a discussion on critiques of liberal feminism.

No of Classes : 6 classes

Tong, R. (2014). Feminist thought: A more comprehensive introduction. Colorado: West view press.
Jaggar, A., & Rothenberg, P.S. (Eds.). (1993). Theories of women’s sub ordination . Feminist frameworks: Alternative theoretical accounts of the relations between women and men . Boston: McGraw Hill.
Jaggar, A., & Rothenberg, P. S. (Eds.). (1993). Liberalism. Feminist frameworks: Alternative theoretical accounts of the relations between women and men . Boston: McGraw Hill.
Kolmer, W., & Bartkowski, F. (Eds.). (2004). Feminist theory: A reader. New York: McGraw Hill.
Andermahr, S., Lovell, T., &Wolkowitz, C. (1998). A concise glossary of feminist theory . London & New York: Arnold Publications.

Section 4: Debates on Class and Gender: Marxist/Socialist Feminism

This section introduces Marxist/Socialist feminism, its concepts, major issues, arguments etc. The historical background of this theory, major writers/feminist activists, their contribution to the women’s movement and their critiques will be discussed.

Tong, R. (2014). Feminist Thought: A more comprehensive introduction. Colorado: Westview press.
Jaggar, A., & Rothenberg, P. S. (Eds.). (1993). Classical marxism. Feminist frameworks: Alternative theoretical accounts of the relations between women and men. Boston: McGraw Hill.
Jaggar, A., & Rothenberg, P.S. (Eds.). (1993). Socialist feminism. Feminist frameworks: Alternative theoretical accounts of the relations between women and men . Boston: McGraw Hill.

Section 5: Debates on Sex and Class: Radical Feminism

The section provides an understanding of gender and class as concepts and how they are linked together. Special focus will be given on exploring the students’ views/understanding/perspective of the role of ‘biology’ in creating gender. The section also introduces radical feminism, its historical background, the concepts and main arguments, its link and contribution to women’s movements, the critiques of radical feminism as well as its relevance to today’s women.

Jaggar, A., & Rothenberg, P. S. (Eds.). (1993). Radical feminism. Feminist frameworks: Alternative theoretical accounts of the relations between women and men . Boston: McGraw Hill.

Section 6: Postmodern Feminism

The section introduces postmodern feminism, its context, major concep

Course Title: Social Science Research Methodology 1

WGS 203: Social Science Research Methodology 1

The course covers basic concepts in social research along with qualitative and quantitative methodologies and presents a brief overview of the implementation process. In addition, the course focuses on the ethical issues in social research. The aim of this course is to provide students with an extensive understanding of basic concepts and principles of social science research, as well as introductory ideas on research design and the methods of data collection, which will be discussed at length afterwards at the higher level.

Understand the foundations and basic concepts, the principles and the techniques of social science research methodology.
Gain a methodological understanding of various social researches, i.e. quantitative and qualitative methodologies.
Get a brief overview of different methods of data collection in social science research (experiments, survey research, observation etc.).
Apply their acquired knowledge to study systematically various social and gender issues.

This course will be taught through lectures with white board and multimedia presentations, field investigation, home assignments and group presentations by the students. The students are required to follow class lectures and the listed reading materials to deepen their understanding.

Section 1: Introduction and Basic Concepts of Social Research

The section includes the following topics:

The Foundations of Social Research : The nature of the human inquiry, a historical overview of social research (the early years; forerunners of modern social research; the nineteenth century: the rise of positivism; the twentieth century: research pluralism); the state of contemporary research.
Basic Concepts in Social Research: Ontology; epistemology; research method; research methodology; reflexivity; objectivity; paradigm; ideographic and nomothetic explanation; inductive and deductive theory; qualitative and quantitative data; pure and applied research.
Sarantakos, S. (2005). Social research (3rd ed.). New York: Palgrave Macmillan.
Bryman, A. (2016). Social research methods . UK: Oxford University Press.
Khanum, R. A. (2015). Emergence of feminist methodology: Philosophical perspective. Empowerment , 22 , 1-8.
Babbie, E. (2004). The practice of social research . California: Thomson Wordsworth.

Section 2: Varieties of Social Research

This section includes the following topics:

Quantitative methodology: Theoretical background of quantitative research (realism; empiricism; positivism), central criteria of quantitative research; critique of quantitative methodology
Qualitative methodology: Theoretical foundation of qualitative methodology (constructivism and interpretivism); central criteria of qualitative research; critique of qualitative methodology
Mixed-methods approach: Integrating qualitative and quantitative methodology: the rationales; criticisms

Number of Classes : 5 classes

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches . Thousand Oaks, USA: Sage.
Metso, M., & Le-Feuvre, N. (2006). Quantitative methods for analysing gender, ethnicity and migration . Toulouse: Université de Toulouse–Le Mirail.

Section 3: Principles and Essentials of Social Research

Measurement (nature of measurement, levels of measurements, variables); scales and indexes.
Validity and reliability in qualitative and quantitative research.
Objectivity, representativeness and generalizability.
Sampling: principles of sampling; types of sampling.
Hypothesis: types of hypothesis; function of hypothesis.
Ethical issues in social research.

Section 4: Brief Overview of Research Methods (Methods of Data Collection)

This section provides a brief overview of different methods of data collection. The topics include: experiments, questionnaire survey, interview, Focus Group Discussion (FGD) observation. Other methods will be taught afterwards at the higher level.

Sobha, I., & Reddy, M. S. N. (2009). Research methodology in women’s studies . Delhi: Anmol Publications.

Section 5: Research Designs

Choosing research topic
Formulation of research questions/hypothesis
Steps in quantitative research design (topic and methodology; methodological construction of the topic; sampling; data collection; data processing; reporting)
Fixed qualitative research design; flexible qualitative research design.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches . Thousand Oaks, USA .

Course Title: The Women's Movement in Bangladesh

WGS 204: The Women’s Movement in Bangladesh

The course sets a basic foundation for understanding the history of the women’s movement in the context of Bangladesh starting with a brief introduction to the colonial period and pre-liberation period. It will also discuss shifts within the women’s movement: the social reform movement, the struggle for political rights, equality and empowerment. The current framework of the women’s struggle and its major concerns and issues will be discussed with special emphasis on the issue of leadership. The course also evaluates the interconnection between state power and the women’s movement, the responses of state power and the implications of state policy on the women’s movement. It will also point out the linkages between women and gender studies and women’s rights activism in Bangladesh and its linkages with the global women’s movement. The course will make a historical journey through the trajectory of the women’s movement in Bangladesh, focusing on issues raised, activism and leadership, loss and gains, strategies and negotiations, challenges and future direction.

Each of the students will be engaged in class presentation covering issues in the women’s movement, and some of the sections will be participatory and interactive. Guest lectures by the key figures of the women’s movement will be organised. Screening of movies, case studies and small scale research and exploration by the students will be encouraged.

Thorough knowledge of the historical perspective of the women’s movement in Bangladesh — its origin, development and diversity.
A critical understanding of the women’s movement in different periods and its linkage with the current women’s rights movement in Bangladesh and its interconnectedness with the global scenario.
The ability to review and analyse the implications of state policy and interconnections between state power and the women’s movement.
The ability to review and critically anayses the nature of the women’s movement in contemporary Bangladesh, the major issues and the leadership: success and crisis, challenges and future directions.

Lecture using white board, multimedia presentation, focus group discussion, seminar and presentation by the students, field visit, interviewing and primary data collection and compilation, presentation on more recent issues exploring newspaper and photo/film archives, web and internet sources, reviewing published and unpublished documents and reports.

Section 1: Introduction to the Women’s Movement in the Region

The section reviews the origin of the women’s movement in this region in its social and political context with a brief introduction to the pre-independence era. The main purpose is to recapitulate the learning from Course WGS#108: Women’s Movement from Global Perspective. The section briefly traces women’s struggles through pre-colonial, colonial and post-colonial periods in order to contextualise the women’s movement in Bangladesh.

Southard, B. (1996). The women’s movement and colonial politics in Bengal 1921—1936. Dhaka: University Press Limited.
Kumar, R. (1993). The history of doing: An illustrated account of movements for women’s rights in India. 1800-1990. London & NY: Verso
Asthana, P. (1974). Women’s movement in India. Delhi: Vikas Publishing House.
Sobhan, S. (1994). National identity, fundamentalism and the women’s movement in Bangladesh. In V. M. Moghadam (Ed.), Gender and national identity, women and politics in Muslim societies . London: Zed Books.
Falguni, A. (2010). Banglarnarishogrameritihash [The history of the women’s movement in Bengal]. Dhaka: AnneshaProkashon
Begum, M. (1989). Banglarnariandolon [The women’s movement of Bengal]. Dhaka: The University Press Limited.
Amin, S. N. (1996). The world of Muslim women in colonial Bengal 1876—1939. New York: Brill Publications.
Hossain, S., &Masuduzzaman (Eds.) (2003). Narirkhamatayan: Rajniti o andolon . Dhaka: Mowla Brothers.
Chatterjee, P. (1993). The nation and Its fragments: Colonial and postcolonial histories . Princeton: Princeton University Press.
Chatterjee, P. (1999). The parthachatterjee omnibus . New Delhi & Oxford: Oxford University Press.
Murshed, G. (1983). Reluctant debutante: The response of Bengali women to modernization. Rajshahi, Bangladesh: SahityaSamsad.
Chaudhuri, M. (1992). Indian women's movement: Reform and revival . USA: Indian StrosiusInc / Advent Books Division

Section 2: Women’s Movement in Bangladesh: Nature, Main Issues and Leadership

This section is divided into four broad subsections covering issues raised, strategies, activism and leadership of the women’s movement in each of the decades, starting from the seventies till post-2000 (focussing on the first three decades of independent Bangladesh).

Section 2 (a): Decade of the Seventies

The section starts with the independence of Bangladesh and discusses the scenario of the decade of the seventies with particular focus on the war of liberation, and atrocities against women, process of rehabilitation and responses from the women’s movement and the state. Making of the Constitution, autonomous women’s organisations and their activism and other issues like influence of UN-led global feminism will also be discussed, highlighting the role and activism of the women’s movement in Bangladesh.

Begum, M. (2002). Nariandolonerpanchdashak . Dhaka: Onnyoprakash.
Jahan, R. (1991). Women’s movement in Bangladesh: Concerns and challenges. Alternative: Women’s vision and movements . Dhaka.
Mookherjee, N. (2008). Gendered embodiments: Mapping the body-politic of the raped woman and the nation in Bangladesh. Feminist Review, 88 (1), 36-53.
D'costa, B. (2003). War babies: The question of national honour . Retrieved from http://www.drishtipat.org/1971/docs/warbabies_bina.pdf
Chowdhury, M. (2015). 71-er juddhoshishu: Obititoitihash . Dhaka: Ahmad Sarwarruddwala, Academic Press and Publishing Library.
Saikia, Y. (2011). Women, war, and the making of Bangladesh: Remembering 1971 . Durham: Duke University Press.
Banu, A. (2015). Feminism in Bangladesh (1971-2000): Voices from the women’s movement (Unpublished Doctoral dissertation). University of Dhaka, Dhaka, Bangladesh.

Section 2 (b): Decade of the Eighties

The section highlights major issues raised during the decades of the eighties. The main focus is to analyse the inner dynamics of issues at stake like movements against violence against women, dowry, acid violence, reproductive rights and body issue, garments workers movement, Uniform Family Code (UFC), movement against ‘state religion’, and state initiatives including legal gains and challenges. The section will a nalyse the shift in its nature, issues, strategies and leadership over the decade.

Begum, M. (2002). Nariandoloneraanchdashak . Dhaka: Onnyoprakash.
Chowdhury, E, H. (2011). Transnationalism reversed: Women organising against gendered violence in Bangladesh. New York: SUNY
Kabeer, N. (1991). The quest for national identity: Women, Islam and the state in Bangladesh. Feminist Review , 37 (1), 38-58.

Second Year | 4th Semester

Course title: women and literature.

WGS 205: Women and Literature

This course is designed to help students to appreciate literature both aesthetically as well as a representation/reflection of lives and society in a particular period of time by introducing them to a wide range of world literature. At the same time, it aims to help students become feminist literacy critics. This course takes them through the writings that have shaped the images of women in the history of literature. Concentrating on literary texts, it examines literature through the ages. Beginning with the Greek and Indian classics, it covers Aeschylus, Kalidasa, Virginia Woolf, Henrik Ibsen, Rabindranath Tagore, and goes on to modern-contemporary writings of the sub-continent. The syllabus purposively covers both Western and Eastern literature, with a special emphasis on Bangladeshi literature of RokeyaSakhawat Hossain, National Poet KaziNazrul Islam etc. As it covers a vast historical horizon, beginning with Greek classics to contemporary writings in different genres, the primary focus will be on understanding the diversity of women’s realities and situations. The selection of texts can change and vary as and when required.

Understand how to make the interpretation of a literary text.
Gain the ability to approach literary texts with a feminist perspective to understand and uncover issues of gender and gender ideologies.
Gain the ability to relate the material learnt in this course to the literary sphere in Bangladesh.
Acquire the skill to develop these interpretations and appreciation of literary texts in the form of a formal argument in an essay.

Lecture using white board and multimedia presentation, group discussion, recitation, role play, video clippings, writing assignments, individual/group presentation and reviewing articles.

Section 1: Introduction to Women and Literature and Feminist Literary Criticism

The section will address students’ expectations, and give an overview of the course and the major approaches to the main issues to be covered in the course. Topics include: definitions of literature, the different genres, reviewing the students’ concepts of ‘literature’, and establishing a relationship between women and literature: women as subjects, women as readers and women as writers.

Culler, J. (1997). Literary theory: A very short introduction. UK: Oxford- Indian Edition
Barrett, M. (1979). Virginia Woolf: Women and writing. UK:The Women’s Press Ltd.
Guhathakurata, M. (Ed.). (1997). Contemporary feminist perspectives . Dhaka: The University Press Limited.
Hossain, S., Ghosh, B. &Masudujjaman (Eds.). (2007). Sahityanarirjibon o porisor . Dhaka: Mowla Brothers.
Gallop, J. (1981). Academic feminist literary theory. In S. Kemp & J. Squires (Eds.). Feminisms . UK: Oxford.
Jacobus, M. (1986). Reading woman: Essays in feminist criticism. USA: Columbia University Press.
Blanchard, L. (1980). Women in fiction: Literature as politics. Studies in the Novel , 12 (1).
Gupta, R. K. (1993). Feminism and modern Indian literature. Indian Literature , 36 (5).

Section 2: Greek Literature - Agamemnon

Students will be introduced to Greek history, culture and women in Greek culture. This section will introduce students to Greek/classical literature/Greek tragedy through ‘Agamemnon’, the play written by Aeschylus. Students will study how the play takes a popular myth and transforms it into a social commentary on politics, social values and norms by challenging them and through the twisting of gender role. It will also link history and cultures to gender, sexuality and power as portrayed in the introduction to Agamemnon.

Aeschylus (1959). Agamemnon: The oresteian trilogy [translated by Philip Vellacott]. London: Penguin Books
Bond, R. (2014). The oresteia of Aeschylus Agamemnon [translated]. Christchurch, New Zealand: University of Canterbury.
Kittela, S. (2009). The queen and modern: Aeschylus’ Clytemnestra. New Voices in Classical Reception Studies,4.
Ali, M. (2001). Agamemnon. Greek tragedy. Dhaka: OitijjhoProkashoni.
Anderson, F. M. B. (1929). The character of Clytemnestra in the Agamemnon of Aeschylus. Transactions and Proceedings of the American Philological Association , 60.

Section 3: Introduction to Kalidasa and Sakuntala

Students will be introduced to Sakuntala by Kalidasa, masterpieces of Indian literary history. The aim of this section is to create a link between cultures, history, and gender to literature. Students will learn to investigate why Sakuntala has been regarded as the personification of Indian womanhood; to examine how icons are created and how they are modified to suit the particular cultural compulsions of the times by analyzing the figure of Sakuntala by locating her in a specific social and historical context and uncovering the process by which "ideal womanhood" is constructed and represented.

Badrinath, C. (2010). The women of the Mahabharata: The question of truth. India: Orient Blackswan.
Kalidasa (2003). Sakuntala. USA: Dover Publications.
Thapar, R. (2002). Sakuntala: Texts, readings, histories. London: Anthem Press.
Vanita&Anamika (2003). I am not Shakuntala. Indian Literature, 47 (3).

Section 4: Ibsen- A Doll’s House

A Doll’s House is undoubtedly a landmark literary piece that explores the complexities of gender relations, women’s struggle against oppression, patriarchy, especially in a middle-class society. It pronounced a vision for new-found freedom for women (through the actions of the heroine) amidst suffocating societal norms, rules and structure governed by oppressive, unsympathetic and insensitive men. Students will be introduced to gender relations in a modern-urban context through this play and will learn to critically analyze, appreciate as well as contextualize Ibsen’s creation in their own time and culture.

Ibsen, H. (Printed 2002). A doll’s house. Dhaka: Friends Book Corner.
Amin, N. S. (1997). A door to which they found the key: The departing women of Ibsen and Tagore-Nora, Mrinal and Anila. Proceedings of the International Ibsen Conference, Dhaka, Bangladesh, 155-164.
Tahmina, T. (2003). Is the translation/adaptation of a doll’s house relevant today in Bangladesh? Proceedings of the International Ibsen Conference,Dhaka, Bangladesh , 127-138.
Gogoi, R. (2003). Nora: Shifting from framed image of women. Proceedings of the International Ibsen Conference, Dhaka, Bangladesh, 149-153.
Jakovljevic, B. (2002). Shattered back wall: Performative utterance of “A doll’s house”. Theatre Journal , 54 (3).

Section 5: Bangla Folklore

The culture of Bangladesh has a unique history, dating back more than 2500 years ago. This history has manifested itself through different forms of literature. Folk literatures, especially the oral tradition of stories, are perhaps the best documents of social values, structures, norms and beliefs. Studying the ‘MymensighGeetika’, a collection of such age-long popular folk tales will give students an amazing opportunity to understand the connection between society, cultures, and religion in Bengali/Bangladeshi context as the Palas of the Mymensingh Geetika and KhanarBachan show a detailed picture of Bengali society hundreds of years ago.

The focus of this section will be on texts to understand the lives and tribulations of the female characters, named and nameless, young and old, married and single. The task of the students, therefore, will be to probe the texts, to recognize the marginalized histories of women, and to make a feminist attempt to unearth the buried voices of women. Text introduction: Mohua / Chandraboti/Dewana-Madina (texts will be used alternatively in different semesters).

Sen, D. S. (Ed.). (1993). Mymensighgeetika (Part-I). Kolkata University.

Will be suggested by the course instructor, if any.

Section 6: Selected Poems: Bangla and English

The following section is divided into two sections. In the first part, students will learn about Bangla poems. English poems will be discussed in the second part. Texts will be used alternatively from both parts in different semesters.

Part A: This section will focus on the historic contribution of Bangla poets to construct and represent female roles in their writings. Rabindranath Tagore, National Poet KaziNazrul Islam, Jibonanando Das, Sufia Kamal, TaslimaNasrin and a few contemporary poet’s contributions will be analyzed to emphasize women’s position. By analyzing their poems, student will learn how the link among gender, culture and power contributes to portraying women’s position in writings.

No of Classes:2 classes

Will be suggested by the course instructor, if any

Part B: The following part will look at two famous female poets and understand gender, cultures and life through a different literary genre, i.e. poetry. While Emily Dickinson, perhaps the most enigmatic female poet of all time, offers poems that penetrate the mind, the psychology and life of a secluded, elusive persona; Adrienne Rich shows how a contemporary poet can influence women readers through her eloquent, provocative voice on the politics of sexuality, race, language, power, and women's culture.

Students will also learn to appreciate poetry as a genre, which has effectively served as an instrument for many women writers to articulate and voice their inner struggles, battles and achievements.

Dickinson, E. (2003). Selected poems. UK: Phoenix Press.

(I’m Wife- I’ve finished that-; A Solemn Thing-it Was-I Said-; I felt my life with both my hands; I’m Ceded-I’ve Stopped Being Their-”)

Farr, J. (Ed.). (1995). Emily Dickinson: A collection of critical Essays (pp. 1-19) . New York: Prentice Hall.
Gilbert &Gubar (2002). The madwoman in the attic: The woman writer and the nineteenth-century literary imagination (2nd ed.). USA: Yale University Press

Course Title: Women, Society and Culture in Contemporary Bangladesh: Theory and Practice

WGS 206: Women, Society and Culture in Contemporary Bangladesh: Theory and Practice Course Credit: 4

Introduction to the Course The course discusses the concepts of culture and society and their interconnections. Students will gain an analytical, feminist understanding of different approaches in defining and assessing the three main institutions of the society: family, education and religion and how women’s position is constituted in relation to these factors. Emphasis will be given to the everyday life experiences of women, particularly in the context of Bangladesh. This course will address contemporary issues broadly from sociological and anthropological perspectives, and the students will learn to apply their knowledge in the context of policy analysis and implementation. This course will serve as a preliminary research-based course focusing on contextual exercises, policy analysis, small-scale research and practical analysis drawn from the theoretical discussion of previous courses (WGS #102 and WGS#105).

Specific Learning Objectives Students will be acquainted with: • A critical, feminist understanding of the institutions of family, education and religion in relation to women’s position in society and culture. • Theoretical readings and lived experience to understand and critically analyse the interconnections and relevance of these three factors. • Applied knowledge as a starting point for small-scale research and development of oral, writing, analytical and practical skills through case studies, presentations, group discussions, film review, and relevant policy evaluation on the above themes.

Instructional Strategies Lecture using white board, multimedia presentation, YouTube/video, web sources, movie analysis, conducting small scale research and research presentation by the students using newspaper archives, everyday life experiences, field visits and interviews, group presentation, content analysis, and seminar-style discussion session.

Section 1: Family This section looks into the primary organisation of the society, i.e. family: the meaning, definition and scope of family and its feminist critique. The introduction will be devoted to briefly refresh their memory and learning in previous courses and connect it with the contemporary realities of Bangladesh. It will critically analyze women’s life cycle: growing up as a girl, idealized motherhood, the mother-daughter relationship, family ideals and the debate around the public-private dichotomy. It will also deal briefly with violence against women and girls (VAW/G), particularly with domestic violence and state responses. Students will be required to conduct small-scale research, collection of primary data on domestic violence, using oral history, case studies, newspaper archives and engage in discussion on policy issues. No of classes: 6 classes

References Required Readings 1. Giddens, A., & Sutton, P. W. (Eds.). (2010). Sociology: Introductory readings. UK: Polity. 2. Kottak, C. P. (2018). Anthropology: Exploration of human diversity (14th ed.). USA, Michigan: McGraw-Hill. 3. Abbott, P., & Wallace, C. (1997). An introduction to sociology: Feminist perspectives (2nd ed.). USA: Rutledge. 4. de Beauvoir, S. (1949). The second sex (Chapter on ‘Motherhood’). London: Vintage Classics.

Recommended Readings 1. Kirk, G., & Okazawa, M. (2001). Women’s lives: Multicultural perspectives (2nd ed.). USA: Mayfield Publishing. 2. Kotolova, J. (1993). Belonging to others: Cultural construction of womanhood among Muslims in a village in Bangladesh. Sweden:Almqvist&Wiksell International. 3. Barrett, M. (1980). Women’s oppression and the family. Women’s oppression today: Problems in Marxist feminist analysis. London: Verso Publications. 4. Schaefer, R. T. (1994). Sociology matters (5th ed.) USA: McGraw-Hill.

5. Schaefer, R. T. (2013). Sociology: A brief introduction (10th ed.). New York: McGraw Hill.

Section 2: Education Education is perceived as a critical tool for women’s empowerment. This section will elaborate on women’s position in relation to education in different phases of their lives with reference to historical perspectives (looking at both the Western and Eastern contexts with particular reference to RokeyaSakhawat Hossain and Mary Wollstonecraft). After discussing the creation of knowledge and alternative perspectives on education, the students will be introduced to the idea of feminist epistemology. Students will critically analyze the situation of women and education in the current scenario of Bangladesh and discuss attitudes towards girls’ education, opportunities and hindrances, spaces in educational institutions, e.g. access to science vs. arts, technical skills, higher education, playgrounds, analysis of primary, tertiary level text books, as well as curriculum and education policies of Bangladesh. No of classes: 6 classes References Required Readings 1. Abbott, P., & Wallace, C. (1997). An introduction to sociology: Feminist perspectives. (2nd ed.). USA: Routledge. 2. Amin, S. N. (1996). The world of Muslim women in colonial Bengal: 1876 to 1939. New York: J. Brill. 3. Islam, M. (1994). Whither women’s studies in Bangladesh? Dhaka: Women for Women. 4. Education Commission Reports of GOB. 5. Tanjeem, N., &Sabur, A. (2018). The institutionalisation of women and gender studies In higher education. In C. Brock, H. Letchamanan, & D. Dhar (Eds.), Education in South Asia and Indian ocean islands. New York: Bloomsbury Publishing. 6. Banu, A. (2009, February). Women students of Dhaka University: Opportunities and constraints. Working Paper Series 4. Department of women and Gender Studies: University of Dhaka, Bangladesh. 7. National Education Policy 8. Text books from grade one-ten, GoB

1. Collins, P. (2000). Black feminist thought: Knowledge, consciousness and the politics of empowerment, perspectives on gender. New York: Rutledge. 2. Schaefer, R. T. (2004). Sociology: A Brief introduction (10th ed.). New York: McGraw Hill. 3. Rousseau, J.J. (1763). Emile. France: Geneva. 4. Wollstonecraft M. (1994). A vindication of rights of woman. Mary Wollstonecraft: Political writings,world’s classics. Oxford, Melbourne: Oxford University press. 5. Kader, M. (1999). (Ed.). Rokeyarachanabali. Dhaka: Bangla Academy. 6. Banu, A. (1999). Fabrics of reality vs. fabricated reality: A case for an alternative feminist methodology. Theoretical Perspective. 6.

Section 3: Religion This section will look into the origins and development of religion from anthropological and sociological perspectives. Issues discussed in WGS #102 and WGS # 105 will be elaborated here to contextualize the institution of religion in Bangladesh context from a feminist lens. Religion will be discussed as a primary social institution and its embeddedness in various social and cultural institutions. Theories on religion will be highlighted, focusing on the works of Emile Durkheim, Karl Marx and Max Weber. Apart from the brief theoretical introduction, the section explores religion in the context of the everyday lives of women, how women are positioned in relation to religion and its various interpretations and how they negotiate on their own terms. The main focus would be on the representation of women, their access, agency, exclusion and control in the major religions of the world and Bangladesh context. Representation of women in various belief systems and religions will be discussed with special emphasis such as --Mother Goddess in pre-industrial societies, female deities in Greek mythology: Athena Pandora, Shanatan or Hindu religion: Sita, Draupadi, Kunti, Buddhism: Bhikkhu and bhikkhuni, shangha and its rules. Christianity: Genesis and Virgin Mary and the concept of immaculate conception, Islam: Women in early Islam, No of classes: 6 classes

References Required Readings 1. Kottak, C. P. (2018). Anthropology: Exploration of human diversity (14th ed.).USA: McGraw-Hill. 2. Giddens, A. (2001). Sociology (4th ed.). USA: Polity Press. 3. Sharma, A. (Ed.). (1994). Today’s woman in world religions. New York: State University of New York Press. 4. Islam, M. (1974). Society and religion. Dhaka: Bangla Academy. Recommended Readings 1. Excerpts from The Ramayana, The Mahabharata, The Bible, The Qur’an 2. Mohsin, A. W. (1992). Qur’an and woman. Malaysia: PenerbitFajarBaktiSdnBhd 3. Mernissi, F. (2003). Beyond the veil: Male-female dynamics in Muslim society (Revised ed.). London: Al Saqi Books.

Section 4: Combining Theory and Practice

This section is devoted to field visits, conducting small scale research work, data gathering, data presentation, group work, and presentations by the students. Content analysis, text book analysis, policy analysis and participatory discussion sessions on contemporary issues related to the course will be the main activities of this session. Readings will be arranged and provided by the course instructor as required. No of Classes: 6 classes

Review and discussion: 1 class

Section wise Additional Reading List

For Section 1: Family 1. Gittins, D. (1992). What is the family? Is it universal? In L. Macdowell, & P. Rosemary (Eds.), Defining women: Social institution and gender divisions. UK: Polity and Open University 2. Richardson, D. (1993). Women, motherhood and childbearing. USA: MacMillan. 3. Hallway, W., & Brid, F. (Eds.). (1994). Mothering and ambivalence. New York: Routledge. 4. Chodorow, N. (1978). The Reproduction of mothering: Psychoanalysis of sociology of gender. Berkeley: University of California Press. 5. Hossain, S., & Zaman, M. (Eds.). (2004). Bangladeshernari o shomaj[Gender and women’s studies-2]. Dhaka: Mawla Brothers.

For Section 2: Education 1. Harding, S. (1987). (Ed.). Feminism and methodology: Social science issues. USA: Indiana University Press 2. Bilton, T. (2002). Introductory sociology (4th ed.). New York: Palgrave Macmillan. 3. Banu, A., &Rumman, I. (2017). Gender and education in South Asia: An overview, The Journal of Social Studies (CSS), 155.

For Section 3: Religion 1. Karim, N. (1984). Bhugal o bhagoban [Geography and god)]. In N. Karim (Ed.), Smarakgrantha [Memorial book]. Dhaka: Department of Sociology, Dhaka University. 2. de Waal Malefijt, A. (1968). Religion and the culture: An introduction to anthropology of religion. New York: McMillan. 3. Hawley, J. S., & Donna, M. W. (Eds.). (1998). Devi: Goddesses of India. Delhi: Motilala Banarasidas Pub. 4. Ahmed, L. (1992). Woman and gender in Islam. UK: Yale University. 5. Hussain, F. (Ed.). (1984). Muslim women. London: Cromwell Publications.

Course Title: Gender and Human Rights

WGS 207: Gender and Human Rights

Course Credit : 4

This course introduces both theoretical and practical perspectives on human rights. It includes discussions on the conceptual and theoretical issues around human rights. This course also tries to sketch out the origin of human rights and the development of both international and national mechanisms for protecting human rights. These mechanisms that protect human rights of women providing a better insight will help students to understand the rights of women from a human rights perspective. After learning legal mechanisms, it will get back to the critical theoretical perspective on universalism and cultural relativism, Finally, a critical discussion on States’ promises and the realities of contemporary issues will be highlighted underscoring cases on Indigenous and other marginal communities in Bangladesh.

Theoretical and practical perspectives of human rights.
Salient features of the Constitution of Bangladesh and the issue of fundamental rights
Basic human rights document s, both internationally and nationally, with particular reference to the human rights of women.
Overviewofacriticalperspectiveonhumanrightstrend.

This course will integrate visuals, multimedia, discussion, active learning strategies, small-group techniques, and peer instruction. It will also arrange to show available movies, documentaries on human rights violations for student’s critical learning. A small-scale field visit will also be accommodated to get practical experience on how marginal people live their lives in miserable conditions and are not ensured basic human rights.

Section 1: Concepts and Theories: Rights and Human Rights

This section is divided into 3 parts. The first subsection will cover conceptual issues. The second subsection discusses about the theoretical aspects of rights and human rights and the third section highlights on historical roots of human rights.

Conceptual clarification on rights along with relevant issues. i.e. Rights ,humanrightandinternationallaw.
Concepts, types of rights, human rights, fundamental and constitutional rights, crime and violation of rights ,generationsofhumanrights.
Defining international law, convention, customary law as well as general principles, subsidiary and additional principles of law.
Nature of rights: theoretical perspective (natural rights, legal, social economic and political rights).
Historicaldevelopmentofhumanrights (sinceMagnaCarta-1215) andintroductionoftheUnitedNationsystemsandthemodernhumanrightsregime (1945- present ).

Number of Classes: 4 classes

Renteln, A. (1988). The concept of human rights. Anthropos, 83 (4/6), 343-364.
Symonides, J. (2000). Human rights: Concept and standards. Aldershot, Hants, England: Ashgate.
Rehman, J. (2003). International human rights law . England: Pearson Education Limited.
Rahman, M. (Ed.). (2006). Human rights and governance . Dhaka: ELCOP & MJF.
Pollis, A. & Schwab, P. (2000). Human rights: New perspectives, new realities . India: Lynne Rienner Publishers.

Section 2: International and National Mechanisms for Protecting and Ensuring Human Rights

This section will discuss two broad areas. One is international law, and another is national law. It will focus on how international and national laws affirm, confirm and protect human rights of the people. Special stress will be on UN system and the process of ensuring human rights i.e. procedural issues of the international court of justice. This will include regional and national mechanisms for the protection of human rights and the working procedure of national human rights commission.

Section (2a) Human rights: International Mechanisms

Abrieforientationwill be given onthestandardsetof declarationandconventionsbytheUnitedNations,ILO,EUandconvention,LatinAmericanDevelopment,DevelopmentsinAfrica,TheARABWorldandotherrelevantsetsofstandard.Aspecialfocuswillbeonthedetaileddiscussion on UDHR, ICCPR, ICSSR and other mechanisms of United Nations.

Section (2b) Human Rights: National Mechanisms

OrientationofthelistsofNationalstandard:TheBangladeshConstitution,NationalChildrenPolicy,NationalPolicyfortheAdvancementofWomen,BangladeshProtibondhiKollyanAin- 2001,GramAdalotAin-2006,BangladeshSromAin-2006,DivisionofJudicialSystem,LawsforRightstoInformation,AntiDsicriminitoryLaw(Drafted),HinduMarriageAct (Drafted),DomesticViolencePreventionandProtectionAct, 2010 ( ParibarikNirjatonProtirodhoShurokkhaorProtirodhAin, 2010)

Number of Classes: 5 classes

Rahman, M. (2006). Human rights and domestic implementation mechanism. Dhaka: MJF & ELCOP.
United Nation (1996). The United Nations and the advancement of women (United Nations Blue Books Series, Vol. VI). Department of Public Information, NY: UN.
Rahman, M. (2002). (Ed.). Human rights and development . Dhaka: ELCOP & MJF.

Section 3: Women’s Right Is Human Right: Gender Politics of Human and Feminism

This section has focuses on the human rights standards that are specially prepared for the protection of women’s human rights. Students will be acquainted with how women's rights are human rights and how it has become a central claim of the global women's movement. The discussion of human rights and gender perspective examines the critical issues raised by this embracement and expansion of the human rights discourses by feminists worldwide. It is expected that students will be able to find out some ways to engender the gendered nature of human rights.

Recap of the legal instruments: Rights of Women and the Rights regime revisited, UN and its initiatives i.e. Commission on the Status of Women, CEDAW , BFA, Beijing+5, Beijing+10 , Human rights and women’s rights in family law aswellasspecialreferencetonationalinstruments
Legalprocedurestoensurewomen’shumanrights nationally andinternationally
Critical discussion on feminist theories and rights of women, women's human rights, and cultural differences , religion and women’s human rights.
Das, S. P. (2005). Human rights: A gender perspective. The Indian Journal of Political Science , 66 (4), 755-772.
Bunch, C. & Fried, S. (1996). Beijing '95: Moving women's human rights from margin to center. Signs,22 (1), 200-204.
Bunch, C. (1995). Beijing, backlash, and the future of women's human rights. Health and Human Rights , 1 (4), 449-453.
O' Hare, U. A. (1999). Realizing human rights for women. Human Rights Quarterly , 21 (2), 364-402.
Miller, M. A. (2004). Health sexuality, violence against women and human rights: Women make demands and ladies get protection. Human Rights and Health, 7 (2), 16-47.
Okin, S. M. (1998). Feminism, women's human rights, and cultural differences. Hypatiaborder crossings: Multicultural and postcolonial feminist challenges to philosophy (Part 1),13 (2), 32-52.
Hilsdon , A. (2000). Human rights and gender politics: Asia-Pacific perspectives. UK: R outledge.
Madhok, S. (2015). Developmentalism, gender and rights: From a politics of origins to a politics of meanings. In J. Drydyk & A. Peetush (Eds.), Human rights: India and the west . Delhi: Oxford University Press.
Shank, G. (1999). Human rights, gender politics & postmodern discourses. Social Justice , 26 (1), 1-3.

Section 4: Theoretical and Critical Perspective on Human Rights

This section will critically look at the theoretical debates over universal nature of human rights along with the counter arguments of regionalism and cultural relativism in this era of globalization. The orientalist construction of human rights and politics of institutionalizing human rights as a development concern will be the major focus of this section. It will cover the followings:

Universalism, Regionalism, Cultural relativism
Interdependence of human rights
Humanrightsandglobalisation
Othercriticalaspectsrelatedtohumanrights (i.e.orientalistconstructionofhumanrightsandpoliticsofhumandevelopment)
Donnelly, J. (1984). Cultural relativism and universal human rights. Human Rights Quarterly , 6 (4), 400-419.
Donnelly, J. (1982). Human rights and human dignity: An analytic critique of non-western conceptions of human rights. The American Political Science Review, 76 (2), 303-316.
Dallmayr, F. (2002). Asian values’ and global human rights. Philosophy East and West, 52 (2), 173-189.
Ibhawoh, B. (2000). Between culture and constitution: Evaluating the cultural legitimacy of human rights in the African state. Human Rights Quarterly , 22 (3), 838-860.
Bell, C. & Keenan, J. (2004). Human rights nongovernmental organizations and the problems of transition. Human Rights Quarterly , 26 (2), 330-374.
Twiss, Sumner B. (2004). History, human rights and globalization. The Journal of Religious Ethics , 32 (1), 39-70.

Section 5: Ecology and Human Rights

This section stresses human ecology that focuses on the interrelated nature of crisis in human and environmental systems and argues that the right to a healthy environment is a fundamental human right. Discussing a conceptual framework for human rights and the environment, it will explore connections between international and national policy, government action or sanctioned action, and human environmental crises. Students will learn that how cultural notions of nature are seen to play a key role in influencing social relations, legitimizing power relations, and justifying the production and reproduction of human environmental crises. They will also learn how these cases explore the ways in which political, economic, and cultural forces influence and at times inhibit efforts to respond to human-environmental crises

Number of Classes: 3 classes

Section 6: Marriage and Nuptiality This section discusses marriage as an institution affecting demographic characteristics. Discussions incorporate definition and types of marriage, age at marriage of women, widowhood and the dissolution of marriage from global and national perspectives. Number of Classes:2 classes References Required Readings 1. Matras, J. (1973). Populations and societies. New Jersey: Prentice-Hill. 2. Weeks, J. (2011). Population: An introduction to concepts and issues. USA: Cengage Learning. (Chapter 3)

Recommended Readings 1. Rowland, D. T. (2003) Demographic methods and concepts. Oxford: Oxford University Press. 2. Clarke, J. I. (1965). Population geography. London: Pergamon Press Ltd. 3. Bangladesh Bureau of Statistics (1994). Bangladesh population census 1991 (Analytical report 1): Dhaka: BBS

Section 7: Gender and Population Ageing The section discusses the effect of changing age structure and analyses how the ageing process is gendered. It examines the magnitude and speed of population ageing and focuses on the demographic profile of the older population, including sex ratio and, marital status and socio-economic characteristics of the older population, including illiteracy, labour force participation and retirement. Number of Classes:2 classes References Required Readings

1. Weeks, J. (2011). Population: An introduction to concepts and issues. USA: Cengage Learning. (Chapter 3) 2. Department of Economic and Social Affairs (2002). Demographic determinants of population ageing: World population ageing: 1950-2050. United nations. Retrieved from http://globalag.igc.org/ruralaging/world/ageingo.htm. 3. United Nations Economic Commission for Latin America and the Caribbean (ECLAC) (2004). Population, ageing and development.United Nations. Retrieved from https://digitallibrary.un.org/record/579366?ln=en.

Recommended Reading 1. Clark, F. C. & Laurie, N. (2000). Gender, age and exclusion: A challenge to community organisations in Lima, Peru. Gender and Development, 8(2), 80-88.

Section 8: Population Policy The section defines population policies and discusses different types, nature and motivation, objectives and consequences of population policy. It examines the formulation of population policy on key demographic issues including mortality and morbidity, fertility, family planning programmes, reproductive health, marriage and migration and analyses the gender effect of these policies. Number of Classes:2 classes References Required Readings

1. Neyer, G. (2011). Should governments in Europe be more aggressive in pushing for gender equality to raise fertility? The second “NO". Demographic Research, 24. 2. Bhende, A., &Kanitkar, T. (1978). Principles of population studies. Bombay: Himalaya Pub. 3. Bangladesh Population Policy 2012 (n.d.). Dhaka: Ministry of Health and family welfare, Government of Bangladesh

1. Oláh, L. S. (2011). Should governments in Europe be more aggressive in pushing for gender equality to raise fertility? The second "YES". Demographic Research, 24. 2. Toulemon, L. (2011). Should governments in Europe be more aggressive in pushing for gender equality to raise fertility? The first "YES". Demographic Research, 24. 3. Philipov, D. (2011). Should governments in Europe be more aggressive in pushing for gender equality to raise fertility? The first "NO". Demographic Research, 24. 4. Seltzer, W., & Anderson, M. (2001). The dark side of numbers: The role of population data systems in human rights abuses. Social Research, 481-513. 5. Eberhardt, P., & Schwenken, H. (2010). Gender knowledge in migration studies and in practice. Gender Knowledge and Knowledge Networks in International Political Economy, 94. 6. Greenhalgh, S. (2012). On the crafting of population knowledge. Population and Development Review, 38(1), 121–131.

Third Year | 5th Semester

Course title: gender and development: conceptual issues, course title: gender and reproductive health, course title: gender based violence, course title: gender, media and communication, third year | 6th semester, course title: gender, poverty and livelihood.

WGS 305: Gender, Poverty and Livelihood

This course is designed to examine the key issues surrounding poverty from a gender perspective. The students will gain an analytic appreciation ofdifferent approaches to defining, assessing and reducing poverty. The concept of inequality will be treated with special attention to exploring the relationships between gender, poverty and livelihood. It will examine the impact of economic growth on poverty and gender and vice versa.

The course goes on to examine the causes of poverty, its spatial distribution and introduces sustainable livelihood approach as an important tool for framing poverty reduction strategies. With special emphasis on ‘feminisation of poverty’, it looks at the inequality, risk and vulnerability of women and analyses the changes in intra-household bargaining, consumption patterns and reconstitution of gender relations in the situation of extreme poverty and relative deprivation. It discusses the historical trends of globalization and its impact on gender and livelihoods with reference to the labour market and household.A range of policy responses and strategies (global to local) aiming at poverty reduction will be discussed. Particular attention will be given to current trends, changes and shifts in the poverty situation in women’s lives as a result of NGO/INGO activities and programme, government responses and various national and international interventions.

The students will:

Get a broad overview of poverty as a concept and the debates in the area of development emphasising poverty issue.
Gain the ability to develop a critical mind towards the gender dimension of poverty, vulnerability, resilience, exclusion and interaction between global and local processes.
Acquire the necessary knowledge to apply gender as an analytical tool to the analysis of development policies and planning in practice with reference to the changing conditions of livelihood, poverty and vulnerability.

The course will be a combination of lectures and discussions through white board and multimedia presentations, student’s presentations and review of research articles, films and policy papers/ project documents.

Section 1: Concepts of Poverty

The section overviews the conceptual framework underlying current discussions on poverty and introduces some issues related to its measurement, such as the uni-dimensional and absolute concept of poverty (WB, Neo-Classical Economics) and looking at the multidimensional, qualitative and relative concept of poverty (Marxist school and A. K. Sen. etc.). Eventually, an alternative conceptualisation of poverty from a gender perspective will be forwarded.

Sen, A. K. (2000). Development as freedom. New York: Oxford University Press.
Sen, A. K. (1981). Poverty and famines: An essay on entitlement and deprivation. NewDelhi: Oxford University Press.
Chambers, R. (1995). Poverty and livelihoods: Whose reality counts?. Environment and Urbanization , 7 (1), 173-204.
Agarwal, B., Humphries, J., &Robeyns, I. (Eds.). (2007). Capabilities, freedom, and equality: Amartya Sen’s work from a feminist perspective . Oxford, UK: Oxford University Press. (Chapter 3).
Chant, S. (2003). New contributions to the analysis of poverty: Methodological and conceptual challenges to understanding poverty from a gender perspective . Santiago: Women and Development Unit, United Nations. (Chapter 1 & 2).
Kabeer, N. (2000). Gender mainstreaming, Poverty eradication and the millennium development goals: A handbook for policy-makers and other stakeholders . Canada: International Development Research Centre. (Chapter 4).
Kabeer, N. (1995). Reversed realities: Gender hierarchies in development thought . New Delhi: Kali for Women. (Chapter 6).
United Nations Development Programme. (2006). Poverty in focus . International Poverty Centre. New York: UNDP.
Bessel, S. (2015). The individual deprivation measure: Measuring poverty as if gender and inequality matter. Gender & Development , 23 (2), 223-240.
Sen, A. K. (1999). Amartya Sen and Jean Dreze omnibus . New Delhi: Oxford University Press.

Section 2: The Poor across the World and the Feminisation of Poverty

This section examines the distribution of the poor across the world. It sheds light on the divide between prosperous-poor nations and urban-rural areas and examines why poverty exists across human societies, why certain areas of the world face greater poverty challenges than others and why inequality exists within societies. The section explores the social inequality and discrimination against women looking at the neglected dimensions of deprivation, including vulnerability, powerlessness and humiliation, and sheds light on the intra-household dynamics in the situation of extreme poverty.

Acemoglu, D., & Robinson, J. A. (2012). Why nations fail: The origins of power, prosperity and poverty . London: Profile Books Limited. (Available at Google Books).
Sachs, J. D. (2005). The end of poverty: Economic possibilities for our time . New York: The Penguin Press. (Chapter 3 & 4).
Mitlin, D., & Satterthwaite, D. (2013). Urban poverty in the global south: Scale and nature . London, UK: Routledge. ( Available at Google Books) .
Chant, S. (2003). New contributions to the analysis of poverty: Methodological and conceptual challenges to understanding poverty from a gender perspective . Santiago: Women and Development Unit, United Nations. (Chapter 2).
Chant, S. (2006). Re-thinking the ‘‘feminization of poverty’’ in relation to aggregate gender indices. Journal of Human Development , 7 (2), 201-220.
Kabeer, N. (2000). Gender mainstreaming in poverty eradication and the millennium development goals: A handbook for policy-makers and other stakeholders . Canada: International Development Research Centre. (Chapter 3).
Boserup, E. (1970). Women's role in economic development. New York: St. Martin's Press.
Sen, G., & Grown, C. (1998). Development, crises and alternative visions: Third world women's perspectives. London: Routledge.
UN Sustainable Development Solutions Network (2012). Global profile of extreme poverty and hunger . Retrieved from http://unsdsn.org/wp-content/uploads/2014/02/121015-Profile-of-Extreme-Poverty.pdf
United Nations Research Institute for Social Development (2010). Combating poverty and inequality: Structural change, social policy and politics . Geneva: UNRISD. (Chapter 4).
Tinker, I. (1976). The adverse impact of development on women.In I. Tinker, & M. B. Bramsen(Eds.), Women and world development . Westport, USA: Praeger.

Section 3: Livelihood and Poverty: Conceptual Issues and Analytical Frameworks

This section overviews the conceptual issues & debates related to the livelihood approach. It introduces various sustainable livelihood frameworks (e.g. DFID’s) and emphasises examining the gender dimensions of livelihoods of the poor.

Scoones, I. (2009). Livelihoods perspectives and rural development. The Journal of Peasant Studies , 36 (1), 171-196.
Harcourt, W. (2012) (Ed.). Women reclaiming sustainable livelihoods: Spaces lost, spaces gained . UK: Palgravemacmillan. (Chapter 1 & 2) (Available at Google Books).
Moser, C. O. N. (1998). Reassessing urban poverty reduction strategies: The asset vulnerability framework. World Development , 26 (1), 1-19.
Nazneen, S. (2010). Rural livelihoods and gender. Asia-Pacific Human Development ReportBackground Papers Series 2010/08.
Chambers, R. (1983). Rural development: Putting the last first . England: Longman Group Limited.
Ellis, F. (2000). A framework for livelihood analysis. Rural livelihoods and diversity in developing countries (pp. 28-30). Oxford, United Kingdom: Oxford University Press.
Elliot, J. E. (2006). An introduction to sustainable development . London: Routledge. (Chapter 5).

Section 4:Globalisation and its Impact on Poverty and Gender

This section explores concepts of globalisation and its historical trends. It examines the financial flow, commodity flow and labour flow, which shape poor women’s lives in the age of globalisation. Students will be exposed to the analyses of the impacts of agrarian transformations, rapid urbanisation and the growth of global cities and industries on poor women’s livelihoods and gender relations.

No of Classes: 5 classes

Oberhauser, A. M., Mandel, J. L., &Hapke, H. M. (2004). Gendered livelihoods in diverse global contexts: An Introduction. Gender, Place & Culture , 11 (2), 205-208.
Agarwal, B (1997). Bargaining and gender relations within and beyond the household. Feminist Economics , 3 (1), 1-51.
Razavi, S. (Ed.). (2002). Shifting burdens: Gender and agrarian change under neoliberalism . USA: Kumarian Press. (Chapter 1)
Guhathakurta, M., &Banu, A. (Eds.). (2016). Gendered lives, livelihoods and transformation: The Bangladesh Contex t. Dhaka: The University Press Limited.
Dreze, J., & Sen, A. (2015). An uncertain glory: India and its contradictions. London: Penguin Books. (Chapter 2).
Francis, E. (1998). Gender & rural livelihoods. The Journal of Development Studies , 35 (2), 72-95.
Maertens, M., &Swinnen, J. F. M. (2012). Gender and modern supply chains in developing countries. The Journal of Development Studies , 48 (10), 1412-1430.
Jafry, T., &Sulaiman, R. V. (2013). Gender inequality & agricultural extension. Journal of Agricultural Education and Extension , 19 (5), 433-436.
Kabeer, N., & Mahmud, S. (2004). Globalisation, gender and poverty: Bangladeshi women workers in export and local markets. Journal of International Development , 16 , 93–109.
Delaney, A. (2017). A comparison of Australian and Indian women garment and footwear homeworkers. In D. Peetz& G. Murray (Eds.), Women, labor segmentation and regulation (pp. 193-210). New York: Palgrave Macmillan.
Ye, J. (2016). Left-behind women: Gender exclusion and inequality in rural-urban migration in China. The Journal of Peasant Studies , 43 (4), 910–941.
Yeoh, B. S. A., & Huang, S. (2000). “Home” and “away”: Foreign domestic workers and negotiations of diasporic identity in Singapore. Women’s Studies Forum , 23 (4), 413-423.
Sobhan, R., &Khundker, N. (Eds.). (2001). Globalization and gender: Changing patterns of women’s employment . Dhaka: Centre for Policy Dialogue and University Press Limited.

Section 5 : Poverty Eradication: Policy Debates

This section examines WB, IMF and UN approach to ending poverty. The origin and implementation of Poverty Reduction Strategy Papers (PRSP), Millennium Development Goals (MDGs), Sustainable Development Goals (SDGs), Women’s Development Policies and their implications for gender equality and women’s empowerment will be discussed.

No. of Classes: 3 classes

Maxwell, S. (2009). Eliminating world poverty: Building our common future. Development Policy Review, 27 (6), 767-770.
Kabeer, N. (2000). Gender mainstreaming in poverty eradication and the millennium development goals: A handbook for policy-makers and other stakeholders . Canada: International Development Research Centre. (Chapter 8).
United Nations Development Programme (2016). Human development report 2016:Human development for everyone. New York: UNDP.
Stuart, E., &Woodroffe, J. (2016). Leaving no-one behind: Can the sustainable development goals succeed where the millennium development goals lacked?. Gender & Development , 24 (1), 69-81.
Schech, S., & Vas Dev, S. (2007). A gender justice: The World Bank's new approach to the poor?. Development in Practice , 17 (1), 14-26.
Moser, C. O. N. (1999). From residual welfare to compensatory measures: The changing agenda of social policy in developing countries. Silver Jubilee Paper 6. Sussex: Institute of Development Studies, University of Sussex.
Bangladesh Ministry of Women and Children Affairs & 4 th United Nations World Conference on Women (1995). Women in Bangladesh: Equality, development and peace: National report to the Fourth World Conference on Women, Beijing, 1995 . Dhaka: Government of the People's Republic of Bangladesh.
World Bank (1990). Bangladesh strategy paper on women in development (report no. 7899-BD).Washington, D. C., United States: Author.
United Nations Research Institute for Social Development (2010). Combating poverty and inequality: Structural change, social policy and politics . Geneva: UNRISD.
International Monetary Fund (2015). Bangladesh: Progress report-poverty reduction strategy paper . Washington D. C.: Author.

Section 6: Changes in Women’s Life: Case Studies

Students will be exposed to several case studies related to poverty and vulnerability. They will look into various changes that occur in women’s lives due to NGO/INGO interventions and state-level efforts. Particular emphasis will be given on: Microfinance and other NGO/INGO interventions and women’s empowerment,Various safety net programmes of national governments targeting women and girls (widow pension, female education etc.).

Dreze, J., & Sen, A. (2015). An uncertain glory: India and its contradictions. London: Penguin Books. (Chapter 2, 3 & 7).
Oxfam. (2015). Resilience in times of food insecurity: Reflecting on the experiences of women’s organizations . Ottowa: Oxfam Canada.
Arku, C., &Arku, F. (2009). More money, new household cultural dynamics: Women in micro-finance in Ghana. Development in Practice , 19 (2), 200-212.
Karim, L. (2008). Demystifying micro-credit: The Grameen Bank, NGOs and neoliberalism in Bangladesh. Cultural Dynamics , 20 (5), 5-28.
Self Employed Women’s Association (2013). SEWA annual report 2013 . Ahmedabad, India: Author.
Green, D. (2015). Fit for the future?: Development trends and the role of international NGOs . England: Oxfam GB.
General Economics Division (GED) (2015). 7 th five year plan FY 2016-FY 2020: Accelerating growth, empowering citizens. Dhaka:Author, Planning commission, Government of the People’s Republic of Bangladesh.
Akash, M. M., &Sobhan, R. (2006). Poverty reduction strategies of the international development community: The scope for structural change [monograph]. Dhaka, Bangladesh: Centre for Policy Dialogue.
The Huairou Commission. (2015). Community resilience at scale: Grassroots women demonstrating successful practices . NY, USA: Author.

**Note: We are indebted to late Simeen Mahmud for her contribution to the development of this course during 2007-2008. The renowned researcher was the Head of the Gender Studies Cluster and the Coordinator of the Centre for Gender and Social Transformation (CGST) at BRAC Institute of Governance and Development (BIGD), BRAC University. Prior to that, she worked as a Research Director at the Bangladesh Institute of Development Studies (BIDS).

Course Title: Feminist Theory and Writings: Selected Readings from the Early to Contemporary Periods

WGS 306: Feminist Theory and Writings:

Selected Readings from the Early to Contemporary Periods

This course is designed to provide students with a further deepening of feminist theories through a brief introduction to a variety of feminist writings focusing particularly on the West and Bangladesh. Students will study historical as well as contemporary feminist writings to examine feminist approaches to women’s experiences, their representations and their relative positions in societies around the world in different periods of time. In the context of different intellectual and political traditions, this course particularly focuses on the West as there are other courses dealing with the East and Bangladesh. The selection of texts can change and vary as and when required.

The theoretical work in feminism through selected writings of different periods of time in different socio-historical contexts with particular focus on the West and a brief overview from Bangladesh.
The necessary knowledge to identify what the core issues are for each author, analyze how s/he addressed/addresses these issues in their writings and women’s lives.

Section 1: Introduction: Early Feminism and Epochs of Feminism

This section focuses on the earliest development of feminist thought in the West. Although feminism is conventionally known to be incepted in the 19 th century with the rise of first wave feminism,this section looks further back into the earliest feminist theoretical effort to combat negative view of women drawn from Judeo-Christian writings. This section will also try to establish the interconnection between feminist theory, feminist movement and writings and initiate brief discussion on journey through major trends of first wave and second and third wave feminism/s.

No of Classes: 2 classes

Gamble, S. (Ed.). (1999). Critical dictionary of feminism and postfeminism. New York: Routledge.
Lorber, J. (2012). Gender inequality: Feminist theories and politic s. New York & Oxford: Oxford University Press.
To ng, R. (2014). Feminist thought: A more comprehensive introduction . Colorado: West view press.
Humm, M. (Ed.). (1992). Feminisms: A reader. New York: Wheatsheaf.
Kolmer, W., &Bartkowski, F. (Eds) (2004). Feminist theory: A reader. New Jersey: McGraw Hill.
Nicholson, L. (Ed.). (1997). The second wave. New York: Routledge.
Watkins, S. A., Rueda, M., & Rodriguez, M. (1992). Feminism for beginners . Cambridge: Icon books.

Section 2:Liberal Feminism and Mary Wollstonecraft

This section introduces the main trends, the key concepts of liberal thought and its critique. Mary Wollstonecraft, her life and activism, writings and main arguments as presented in the Vindication of the Rights of Women (1792 ) will be discussed. Special emphasis will be given to Chapter one and the chapter on National Education.

Wollstonecraft, M. (1792). Vindication of the rights of women . New York: Oxford University Press. [Introduction / Chapter One and chapter twelve on national education.]
Vidyut, B. (2004). Feminist social thought: An introduction to six key thinkers. New Delhi: Rawat Publications.

Section 3: Introduction to Virginia Woolf

This section introduces Virginia Woolf, her writings/ ideas/thoughts, introduction to prescribed text, e.g. reading and critical analysis of A Room of One’s Own: Chapter1 and 6 (Androgyny). The film The Hours (at a convenient time) will also be shown.

Woolf, V. (1959.) A room of one’s own . London: The Hogarth Press.
Moi, T. (2002). Introduction: Who’s afraid of Virginia Woolf? Feminist readings of Woolf. Sexual/textual politics: Feminist literary theory (pp. 1-20). New York: Routledge.
Johnston, I. (1999). Basic historical issues in feminism: An introduction to the second sex. Retrieved from http://www.mala.bc.ca/~johnstoi/introser/beauvoir.htm

Section 4: Introduction to the Radical School of Thought and Betty Friedan, Kate Millett or Shulamith Firestone

This section includes an introduction to the Radical Feminist thoughts and theories, its historical context and major writers/feminists and their contributions. The main texts to be followed are:

Betty Friedan (Introduction to the writer and the text: Text reading and analysis of The Feminine Mystique (Chapter I: The Problem That Has No Name / Chapter II: The Crisis in Women’s Identity ) and Kate Millett (Introduction to her work Sexual Politics, r eading and analysis of Chapter 2 on Theory of Sexual Politics) or Shulamith Firestone, (Introduction to her work The Dialectic of Sex , reading and analysis of Chapter 1: Dialectic of Sex and 10: The Ultimate Revolution: Demands and Speculations

Friedan, B. (1965). The feminine mystique. USA: Penguin Books
Millett, K. (1977). Sexual politics. London: Virago
Firestone, S. (2003). The dialectic of sex. USA: FSG Paperback
Tong, R. (2014). Feminist theory: A more comprehensive introduction . New York: West view Press.
Moi, T. (2002). Two feminist classics: Kate Millett, Mary Ellmann. Sexual/textual politics: Feminist literary theory (pp. 21-30).New York: Routledge.

Section 5: Introduction to Marxist Socialist Feminist Thoughts and Theory

This section includes an introduction to the Marxist/Socialist Feminist school of thought and theories, its historical context and major writers/feminists and their contributions. The main texts to be followed are:

Friedrich Engels. The origin of the family, private property and the state . It will focus on the world’s historic defeat of female sex, Engels’ theory on the origin of the oppression of women.

Heidi Hartmann The unhappy marriages between Feminism and Marxism,

**Note: texts by Iris Marion Young or Michelle Barrett can be taught in alternative semesters at the course instructor’s discretion.

Engels, F. (1995). The origin of the family, private property and the state . UK: International Publishers
Nicholson, L. (Ed). (1997). The second wave. New York: Routledge.
Hartmann, H. I. (1993).The unhappy marriages between feminism and marxism. In R. Dale (Ed.), Education and the state . New York: Taylor and Francis.
Tong, R. (2014). Feminist theory: A more comprehensive introduction. New Jersey: West View Press.
Jacobus, M. (1986). Reading woman: Essays in feminist criticism. New York: Columbia University Press.
Young, I. M. (1990). Justiceand the politics of difference. New Jersey: Princeton University Press.

Section 6: Introduction to Simone de Beauvoir and Her Work

The main text of this section is The Second Sex . This section includes an introduction to Simone de Beauvoir and her work, an introduction to The Second Sex. Reading and critical analysis of Second Sex (Formative Years. Part IV: Childhood)

Beauvoir, S. D. (1997). The second sex. London: Vintage.
Moi, T. (1990). Feminist theory: Simone De Beauvoir. Oxford: Blackwell Publications.

Section 7: Postmodernism and Judith Butler

This section will include a brief introduction to postmodern thoughts and theories, its historical context and major writers/feminists and their contribution. The main text:

Judith Butler:Gender trouble: Feminism and subversion of identity ( Chapter 1: Subjects of Sex/Gender/Desire)

Butler, J. (1999). Gender trouble: Feminism and the subversion of identity. NY & London: Routledge.
Andermahr, S., Wolkowitz, C., & Lovell, T. (1997). A concise glossary of feminist theory . New York: Arnold Publications.
Butler, J. (1993). Bodies that matter. London: Routledge Publications.

Section 8: Selected Feminist Writings from Bangladesh

The main concentration of this section is the feminist writing in Bangladesh which will include the pioneer Liberal Feminist Begum Rokeya and the radical contemporary TaslimaNasreen, to examine the different feminist theories working in the context of Bangladesh and to have a comparative knowledge of feminist theories and thoughts from a global perspective. The texts to be followed are: (Text selection may vary according to course instructor’s discretion.)

Hossain, Rokeya S: Aborodhbasini

Nasreen, Taslima: Nirbachito Column

Kader, A. (Ed.). (1999). Rokeyarachanabali . Dhaka: Bangla Academy.
Nasreen, T. (1999). Nirbachoto column. Kolkata: Ananda Publishers.
Azim, F., & Zaman, N. (1994). Infinite variety: Women in society and literature. Dhaka: University Press Limited.
Nayar, S., &Mankekar, K. (Eds.). (2002). Women pioneers in India’s renaissance. India: National Book Trust.

Section 9: Sexuality, Queer and Trans Feminism

This section theoretically introduces concepts like sexuality, queer and transfeminism. In this section, it will be discussed that sexuality, gender and desire are not natural and normative rather have multiple alternatives, and these are very much political categories with political implications. This section will introduce the theoretical work of Gayle Rubin, Adrienne Rich, Gayle Salmon and Raewyn Connell.

Rubin, G. (1984). Thinking sex: Notes for a radical theory of the politics of sexuality. Social perspectives in lesbian and gay studies: A reader , 100-133
Rich, A. (1980). Compulsory heterosexuality and lesbian existence. Signs: Journal of Women in Culture and Society , 5 (4), 631-660. (Read: p.631-632 & 637-653 & 657-660)
Salmon, G. (2010). Assuming a body: Transgender and rhetoric of materiality . USA: Columbia University Press.
Connell, R. (2012). Transsexual women and feminist thought: Toward new understanding and new politics. Signs: Journal of Women in Culture and Society , 37 (4), 857-881.
Mascia-Lees, F. E. (2010). Sex and sexuality . Gender and difference in a globalizing world: Twenty first century anthropology. Illinois: Waveland Press.

Section 10: Post-colonial and Transnational Feminism

This section will introduce post-colonial and transnational feminism which have both questioned universalism and essentialism in Euro- American feminism. Euro-American feminism has universalist and essentialist understanding of gender, roles, hierarchies and oppressions, which have come under scrutiny by both post-colonial and transnational feminist thoughts. It will introduce the theoretical work of Chandra TalpadeMohanty to understand post-colonial feminism and joint theoretical work by Grewal Inderpal and Caren Kaplan to enhance the understanding of transnational feminism.

Mohanty, C. T. (1988). Under western eyes: Feminist scholarship and colonial discourses. Feminist Review , 30, 61-88.
Grewal, I., & Kaplan, C. (Eds.). (1994). Scattered hegemonies: Postmodernity and transnational feminist practices . Minneapolis, Minnesota: University of Minnesota Press.
Timble, A. (2010). Transnational feminist studies: A brief sketch. New Global Studies , 4 (1).

Section 11: Understanding Social Inequality: Intersectionality and Related Issues

The section focuses on intersectionality as a knowledge project to understand power and multi-dimensional social inequalities. It will discuss the theoretical development of intersectionality in feminism by introducing the conceptualization of Kimberle Crenshaw and Patricia Hill Collins. It will deepen the understanding of how social categories like race, class, gender, age, sexualities, ethnicity, nation etc., reciprocate and construct everyday experience of women and men. Texts can be changed if/when necessary.

Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics and violence against women of color . Stanford Law Review , 43 (6), 1241-1299.
Collins, P. H. (2015). Intersectionality's definitional dilemmas. Annual Review of Sociology, 41 (2015), 1-20.
Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist Theory , 9 (1), 67-85.
Bilge, S. (2013). Intersectionality undone: Saving intersectionality from feminist intersectionality studies. Du Bois Review, 10 (2), 405–424.

Course Title: Women and Religion

WGS 307: Women and Religion

The course aims to look into religion from sociological, anthropological and political perspectives. The course will not go into details of theological or spiritual components of religion but rather will attempt to place religion in the context of everyday life and how it is related to women, how women are placed and represented in relation to religion and its various interpretations, furthermore how women themselves are negotiating on their own terms. Representation, active participation and agency of women in major religions (Hinduism, Buddhism, Christianity and Islam) will be looked into. While doing so, it will also examine socio historic and cultural settings of Bangladesh in relation to religion and its impact on women and their role. Feminist view of religion will also be explored while exploring the major areas of legal and other interventions. The course will also deal with contemporary issues taking into account of both national and international scenarios.

Learning Objectives

The objectives are:

To introduce students to the study of ‘religion as a cultural universal’ and to examine religion from anthropological, sociological and political perspectives.
To provide students with analytical tools in order to stimulate critical thinking on treatment of women in major religions of the world.
To expose students to the issue of gender identities, representations and their relationship to religion from both global and national perspectives.
To examine the impact of various religious belief systems on women, their active participation, their role and agency in the family and society with particular reference to Bangladesh
To expose students to feminist views on religion.
By the end of the course, students will be expected to be able to use various analytical tools to analyze the status, position and participation of women in relation to religion and identify related key issues for social, cultural, legal and other interventions.

A multidisciplinary approach will be used primarily using white board, lecture, multimedia presentation etc. In order to ensure an interactive learning process, the students will be asked to analyse illustrations, icons and symbols, deities and idols, architecture, popular literature, visiting museum, shrines and religious places, cinema, media and look into current issues in order to examine women’s representation, images, status, position, agency and participation. Students are to carry out small ethnographic, primary data-based research projects within their own religious community and to write a term paper or essay on selected topics. There will be class seminars, presentations by the students and group discussions exploring own experience with religion as a citizen, member of the community.

Main Text Throughout the Sections

Sharma, A. (2000). Women in world religion. Albany: State University of New York Press.
Roy, N. (1980). Bangaleeritihash: Adiparba (3rd ed.). Calcutta: Dey’s Publishing.

Section 1: Revisiting “Religion as a Cultural Universal”

The course will look into the origin, development and role of religion from anthropological and sociological perspectives. Major theories on origin, development and role of religion and culture will be revisited with special emphasis on E. Durkheim, K. Marx and M. Weber. Functions of religion will be discussed with particular reference to women and gender and interaction between women and religion in the context of social control and agency, assigning gender roles and identities.

No of classes: 2 classes

Jones, L., Eliade, M., & Adams, C. J. (1986). Encyclopaedia of religion (2nd ed.). Detroit: Macmillan
Harris, M. (1997). Culture, people and nature: An Introduction to general anthropology (7th ed.). USA: Thomas Y Crowell
Kottak, C. P. (2018). Cultural anthropology . USA: McGraw Hill
Giddens, A. (2001). Sociology . UK: Polity
Sharma, A. (Ed.). (1994). Today’s woman in world religions . Albany: State University of New York Press
Islam, M. (1974). Society and religion [in Bangla]. Dhaka: Bangla Academy
Karim, N. (1984). Bhugal o bhagoban [Geography and god)]. In N. Karim (Ed.), Smarakgrantha [Memorial book]. Dhaka: Department of Sociology, Dhaka University.

Section 2: Representation of Women in Major Religions and Belief Systems

This section provides a broad overview of representation of women in major religions, which was briefly discussed in course WGS# 206 (Women, Society and Culture). The section will explore construction of virginity, purity, femininity, motherhood, power and agency, and the politics of seclusion and exclusion, drawing examples from the following cases. The list is neither complete nor it will be limited to the following topics:

Worship of mother goddess in pre-history: Venus of Willendorf
Women in Greek Mythology: Athena, Venus, Aphrodite and Pandora the first woman and other female deities.
Representation of women in Hinduism : Shifts and changes in religious texts (Vedas, Upanishad Purana and Epics. The phenomenon of Devi: Durga, Kali the counter image, representation of Radha, Sita, Draupadi, Kunti)
Christianity and Women: Lilith and Eve, The Fall of Man, Madonna, Christian fundamentalism (Witch burning, inquisition etc. along with identifying roots of fundamentalism in Christianity in detail, need references)
Women under Buddhism

No of classes: 3 classes

Malefijt, A. W. (1968). Religion and the culture: An introduction to anthropology of religion. New York: McMillan
Hawley, S., & Donna, M. W. (Eds.) (1998). Devi: Goddesses of India. Delhi, India: MotilalaBanarasidas Pub.
Sharma, A. (2002). Women in Indian religion . India: Oxford University Press.
Blundell, S. & Margaret, W. (Eds.) (1998). The sacred and the feminine in ancient Greece. London and New York: Routledge.
Warner, M. (1983). Alone of all her sex: The myth and cult of the Virgin Mary. New York, United States: Vintage.
Barnes, N. J. (1994). Women in Buddhism. In A. Sharma (Ed.), Today’s woman in world religions (pp. 137–170). Albany, United States: New York Press.
Kajiyama, Y. (1982). Women in Buddhism. Eastern Buddhist , 15 (2), 53–70.
Chand, R. S. (2016). Buddhism and women: The dhamma has no gender. Journal of International Women’s Studies, 18 (1), 273-292
Bryne, J. (2012). Why I am not a Buddhist feminist: A critical examination of ‘Buddhist feminism’. Feminist Theology, 21 (2), 180 –194
Relevant websites and internet sources will be used
Altekar, A. S. (1959). The position of women in Hindu civilisation. Delhi: MotilalBanarasidass Publishers Private Limited
Dube, &Dube (1970). Women in India, Hinduism and the category of Politics. Journal of Social Studies , 37 .

Section 3: Construction of Ideal Womanhood, Wifehood and Agency of Women in Islam

The section will focus on Islam and its historical and geographical origin. A feminist lens will be used to explore the sacred textual representation, politics of interpretation and historical reality and the context of 7 th Century and beyond. Status of women in early Islam will be discussed in the light of ‘ideal womanhood’, parda and seclusion, mobility and agency, autonomy, power and subordination from gender perspective. The discussion will explore the much debated issue of Equality vs. inequality in the religious text and the politics of interpretations ( Verses related to women and its various interpretations may be discussed in class): Surah Al Anam (on Human Rights), Surah Al Nahl (defending the birth of girl child), Surah Al Nisa (Women’s right to earn a living), Surah Al Azfa (Dress code), Surah6:151 (false allegation against a woman), Surah Al Nur: (respect for women) and other relevant verses, highlighting equal status as believer and status in marriage, inheritance, parda, hijab and mobility. This section will also explore Popular Reading of Islam by looking at Beheshtee, Zeewar, popular Waz and popular Hadith.

Bearman, P., Bianquis, T., Bosworth, C. E., Donzel, E. V., &Heinrichs, W. P. (Eds.). (2006). Encyclopedia of Islam (2nd ed.). Leiden, Neatherlands: Brill Academic Publishers.
Ahmed, L. (1992). Women and gender in Islam. New Haven, Connecticut: Yale University Press.
Hussain, F. (Ed.). (1984). Muslim women . London: Cromwell Press
Metcalf, B. D. (1990). Perfecting women: Maulana Ashraf Ali Thanawi’sbihishtizewar (A partial translation with commentary) . California: University of California Press.
English Translation of TheQu’ran By Yusuf Ali, Pikthal, N.J Wadud
Mananzan, S. M. J. (2004). Woman, religion and spirituality in Asia. Philippines: Anvil and Institute of Women’s Studies.
Wadud, A. (1992). Qur’an and woman. Oxford, England: Oxford University Press.
Wadud, A. (1999). Qur’an and woman: Rereading the sacred text from a woman’s perspectives. New York: Oxford University Press.
Haque, S. (1997). Beheshteezewar in Bangla . Dhaka: Emdadiya Library.
Mernissi, F. (1985). Beyond the veil: Male female dynamics in Muslim society. London: Al Saqi Books
Mernissi, F. (1987). The veil and the male elite: A feminist interpretation of women’s rights in Islam . Boston, United States: Addison-Wesley publication.

Section 4: Feminist Religious Theories

This section will look into feminist religious theories with a particular focus on RokeyaSakhawat Hossain and her writings on women and religion. Other western theories will also be discussed in order to contextualiseRokeya. The section will delve into Islamist feminism and other emerging thoughts, debates, dilemmas and epistemological rise.

Hossain, R. S., &Kadir, A. (Eds.). (1999). RokeyaRachanabali . Dhaka: Bangla Academy.
Yvonne, Y., & Esposito, J. (Eds.). (2001). Daughters of abraham: Feminist thought in Judaism, Christianity and Islam. Gainesvile: University Press of Florida.
Daly, M. (1973). Beyond god the father: Towards A philosophy of women’s liberation. Boston: Beacon Press
Plaskow, J., & Christ, C. (1989). Weaving the visions: New patterns in feminist spirituality. New York: Harper and Row.
Ruether, R. R. (1985). Woman guides: Readings toward a feminist theology. Boston: Beacon Press.
Jasper, A. (2000). Feminism and religion. The Rutledge critical dictionary of feminism and postfeminism (pp. 158-167). New York: Rutledge
Tulip, M. (1990). Religion. Feminist knowledge: Critique and construct (pp. 229-270). London & New York: Rutledge
Feminist Studies (2001). Feminist Studies, 27 (1), 101-113.
Plaskow, J. (1991). Standing again at Sinai: Judaism from a feminist perspective. New York: Harper Collins.
Ruether, R. R. (1983). Sexism and God talk: Towards a feminist theology. Boston: Beacon Press.
Ruether, R. R. (1975). New woman, New earth: Sexist ideologies and human liberation. Boston: Beacon Press.
Ruether, R. R. (Ed.). (2002). Methodology in religious studies: The interface of women’s studies. Albany, New York: State University of New York Press.
Williums, D. (1993). Sisters in the wilderness: The challenge of womanist God talk. Maryknoll. New York: Orbis Books.
Mahmood, S. (2005). Politics of peity: The Islamic revival and the feminist subject. Princeton University Press: Princeton and Oxford

Section 5: Atheism, Humanism and Religion

This section relates the origin of religion in primitive societies as a supernatural belief system born out of unanswered question, unsolved mystery of the unknown and helplessness against the all-powerful ‘nature’. In contrast to that atheism is based on scientific enquiry, positivism, reason and rationality, the changing notions around ‘truth’ and rise of secular ideas and humanism. One weaker variant of atheism is Agnosticism. The section will also engage in debates and discussion around the controversial issues related to diversified nature of belief system beyond conventional rituals and practices, alternative ways of spirituality and this worldly exercises as well as Sufism, meditation and reflection, secular collective rituals and activities.

No of class: 2 classes

George, T. (1950). An essay on religion. USA:Lawrence Wishart.
James, G. F. (1890). The golden bough: A study in magic and religion . New York, United States: Macmillan Publishers.
Dawkins, R. (2006). The God delusion . New York, United States: Bantam Books.

Section 6: Religion and Belief Systems among Indigenous People of Bangladesh

This section will focus on religious belief system of pre-industrial people with a particular focus on indigenous people of Bangladesh. The religious belief system and its transformation over the period will be discussed by drawing examples from indigenous communities of Bangladesh, i.e. Garo, Chakma, Khasi, Shantal, Mro, Jaintiaetc. The concept of ‘Orientalism’ will also be explored in this connection with special reference to women and gender.

This section starts with the origin of religion in primitive societies as a supernatural belief system born out of unanswered question, unsolved mystery of nature and helplessness against the all-powerful nature. In contrast to that atheism is based on scientific enquiry into the nature. One weaker variant of atheism is Agnosticism.

Said, E. (1978). Orientalism: Western conception of the orient . New Delhi: Penguin
Burling, R. (1997). The strong women of Modhupur . Dhaka: University Press Limited
Schendel, W. V., &Dewan, A. K. (2001). The Chittagong hill tracts: Living in border land. Dhaka: University Press Limited.
Bleie, T. (2005). Tribal peoples, nationalism and the human rights challenge: The adivasis of Bangladesh . Dhaka: University Press Limited.
Marcos, S. (Ed.). (2010). Women and indigenous religion . USA & UK: Praegar
Newspaper archives, internet sources.

Section 7: Women and Religion in Bangladesh: Contemporary Issues

This section will start with the cultural history of South Asia with special reference to Bangladesh, highlighting cultural, social and religious identities, syncretism and cultural adaptation. A brief journey through Bangladesh history focusing on religion and changing roles of women during Partition 1947, Language Movement, War of Liberation, Bangladesh Constitution and Secularism etc. will be discussed under the complex interaction between women and religion in Bangladesh context. Contemporary issues related to diversity, tolerance, and acceptance are to be addressed (but not limited to). Students will be engaged in group work, presentation and discussion session on contemporary issues to stimulate critical thinking with relevant examples from Bangladesh.

Amendments in Constitution and Islam as state religion and role of women’s movement Students will make group presentation on the basis of secondary sources or primary data on any of the recent issues:
Constitution, Inheritance, marriage, divorce, child custody, Uniform family code, National Women’s Development Policy, CEDAW and reservation.
Women in conflict situation: Case of Babri Masjid and Dhaka (1992), Case of Ahmadia (1992, 1999, 2003/4), Communal riot and women, election violence, cases related to Fatwa and Shalish (Nurjahan, Hena), communal attacks in Ramu, Cox’s Bazar, Satkhira, Bashkhali (2013-14-15), Attack on Intellectuals (issue of Murtad: Ahmad Sharif, Sufia Kamal, TaslimaNasreen, Humayun Azad, Abhijit Roy, Dipon, killing of bloggers,Kalabagan killing and other issues
Rise of religious extremism and case of Holey Artisan 2016
State and global reactions towards terrorism
Growing use of Parda and Hijab, issues around politics of dress and deportments.

No of classes: 4 classes

Eaton, R. (1993). The rise of Islam and the Bengal frontier (pp. 1204-1760). Barkley: University of California Press.
Mernissi, F. (1992). Women and Islam: A historical and theological enquiry. Oxford: Mary Jo Lakeland, Blackwell
Women for Women. (2005). Marriage, inheritance and family law in Bangladesh: Towards A common family code. Bangladesh: UNESCO.
Yamani, M. (Ed.). (1996). Feminism and Islam: Legal and literary perspectives. NY: New York University Press,
Moghadam, M. V. (Ed.). (1994). Gender and national identity: Women and politics in Muslim societies. London: Zed Books Ltd.
Kabeer, N. (1998). Quest for national identity: Women, Islam and the state in Bangladesh . IDS Discussion Paper no. 268. UK: University of Sussex
Rozario, S. (1992). Purity and communal boundaries: Women and social change in a Bangladeshi village. Australia: Allen & Unwin.
Blanchet, T. (1984). Women, pollution and marginality: Meanings and rituals in rural Bangladesh. Dhaka: University Press Limited
Kotolova, J. (1993). Belonging to others: Cultural construction of womanhood among Muslims in a village in Bangladesh. Sweden: ActaUniversitatisUpsaliensis
Ahmed, R. (1981). The Bengal Muslims 1871-1906: A quest for identity. Delhi: Oxford University Press.
Karim, A. (2001). Social history of Muslims in Bengal (down to 1958) (3rd ed.). Dhaka: JatiyaGranthaPrakashan.
Esposito, J. L., & Abu-Lughod, L. (2001). Orientalism and Middle East .
Hossain, H., Jahan. R., &Sobhan, S. (1990). No better option: Industrial women workers in Bangladesh. Dhaka: University Press Limited
Writings of TaslimaNasreen

Cinema: The list is neither complete nor limited to the following : Laal Shalu by TanvirMokammel, MatirMoina by Katherine and Tarek Masud, Devi by Sattayjeet Ray, Runway by Tarek Masudetc.

In the absence of published books and journal articles, this section will largely explore current published and unpublished documents, research papers, newspaper/photo archives, journal articles, and internet sources

Section 8: Women and Religion: International Scenario and Contemporary Issues

This section looks at contemporary case studies, focusing on selected issues from South and North: Muslim women living as religious minorities. (One case from India: Shahbanu and Hijab in France from the west can be selected. Specific issues to be addressed under this section are (but are not limited to):

Impact of 9/11
Influence of international labour market: Female garments workers, labour migration
Rise of fundamentalism/religious extremism as a crosscutting issue

Course Title: Gender and Law

WGS 308: Gender and Law

The course starts with a brief overview of laws of different religious groups (Christian, Buddhist, Hindu) along with a background discussion of the idea of gender equality and discrimination within the legal field and includes the sources and nature of law in general. This will be followed by the scheme of the Constitution of Bangladesh and the fundamental rights granted to all citizens of Bangladesh. A more specific review of important provisions of civil and criminal laws, labour law and family law from a gender perspective will follow. Discussions on criminal law will include substantive laws, including the penal code and other more recent enactments. The new labour code in Bangladesh is to be examined in detail with particular reference to hours of work, maternity leave, equal treatment and other issues. In matters of family law, provisions regarding marriage, dower, maintenance, guardianship, custody of children and inheritance under Muslim law and Hindu Law are to be examined. This will be done with a view to assess how these measures influence women’s position in Bangladeshi society. The course will draw on a number of studies that illustrate this point. Lastly, the course provides an idea of the use of law as a tool for attaining gender justice in a critical manner.

A critical understanding of the legal field and key national laws from the gender perspective and the treatment of women under these laws.
The legal mechanisms for addressing principal issues relating to women’s position in society, family and the workplace.
The salient features of different legislative measures in Bangladesh that create legal rights for women and also protect them from injustices.
The necessary knowledge to assess the potential of the law as an instrument of achieving gender justice in society.

Sections 1: Basic Ideas about Gender and Law

This section deals with some basic ideas about gender and law that will help as background knowledge to analyze legal issues from the gender perspective. It will conceptualize gender equality from legal perspectives highlighting feminist legal theories. It will also include a discussion of the constitutional guarantees of rights under the Constitution of Bangladesh as well as the issues of nationality and citizenship.

Conaghan, J. (2014). Law and gender . Oxford University Press
Chakraborty, G. (2008). Emerging necessities of gender balance in law. In N. K. Chakrabarti& S. Chakrabarty (Eds.), Gender justice. Cheltenham, U.K: Cambray.
Haksar, N. (1994). Dominance, suppression and the law.In L. Sarkar, B. Sivramayya (Eds.), Women and law: Contemporary problems . Cambridge, USA.: Academic Publishers.
Bhadra, B. (2008).Gender justice or gendered justice? A sociological exploration or revelation. In N. K. Chakrabarti& S. Chakrabarty (Eds.), Gender justice. Cheltenham, UK: Cambray.
The Constitution of the People’s Republic of Bangladesh.
The Citizenship Act of 1951.
Williams, R. V. (2006). Postcolonial politics and personal laws: Colonial legal legacies and the Indian state. Oxford: Oxford University Press.

Section 2: Gender in Criminal Laws

Section (2a) The Penal Code and Other Protective Laws

It includes the study of general criminal laws and special laws protecting women. Provisions on issues relating to kidnapping, abducting of woman to compel her to marriage, procuring of minor girls, trafficking of women, rape, offences relating to marriage such as adultery, detaining with criminal intent, insults to the modesty of a woman, domestic violence etc. are examined. This part of the course will draw on relevant features of the following laws:

The Penal Code
Nari-0-Shishu Nirjaton Daman Ain, 2000
Nari-0-Shishu Nirjaton Daman (Amendment) Ain, 2003
Acid Niyontron Ain, 2002
Acid Aporadh Daman Ain, 2002
The Suppression of Immoral Traffic Act, 1933.
Domestic Violence Act 2010
Human Trafficking Act 2012 Bangladesh
The Pornography Control Act, 2012
Hindu Marriage Registration Act, 2012
Child Marriage Restraint Act 2017

*** This unit will add relevant contemporary acts in regards to keep students updated about gender-friendly national legal steps.

No of Classes: 6 classes

Ferdousi, N. (2004). Women and law . Dhaka: Bangladesh Boighar.
Sanyal, S. (2006). Causes and consequences of domestic violence . In N. K. Chakrabarti& S. Chakrabarty (Eds.), Gender justice. Cheltenham, UK: Cambray.
Chakrabarti, N. K. (2008). Domestic violence and crimes against women in India. In: N . K. Chakrabarti& S. Chakrabarty (Eds.), Gender justice. Cheltenham, U.K: Cambray.
Kumari, V. Gender analysis of the Indian Penal Code. In A. Dhanda& A. Parashar (Eds.), Engendering law: Essays in honour of Lotika Sarkar. Lalbagh, Lucknow, India: Eastern Book.
Legislative and Parliamentary Affairs Divison of Government of Bangladesh (n.d.). Laws of Bangladesh. Retrieved from http://bdlaws.minlaw.gov.bd/ the website of the Ministry of Laws Bangladesh
Relevant texts and articles on contemporary laws analysis. (Reading materials should be provided in class)
Biswas, P. (2006). Forgotten souls …. women and children in trafficking . In N. K. Chakrabarti& S. Chakrabarty (Eds.), Gender justice. Cheltenham, UK:Cambray.
Goenka, S. (2008). Immoral trafficking of women and girls in India: Issues of gender justice and legal control in perspective of cross border trafficking . In N. K. Chakrabarti& S. Chakrabarty (Eds.), Gender justice. Cheltenham, UK: Cambray.
Lahiri, D. (2008). Dignity of women and offence of rape: Law and reality . In N. K. Chakrabarti& S. Chakrabarty (Eds.), Gender justice. Cheltenham, UK:Cambray.
Amin, N. (2005). Wife abuse in Bangladesh. Dhaka: University Press Limited.

Section (2b) Gender in Labour Law

Special provisions for women workers will be critically discussed in light of the ILO standards. The impact of protective legislation on women will also be assessed. Salient features of The Bangladesh Labour Code, 2006:

The rights of the workers to appropriate conditions of service, healthy and safe working environment, wages, to participate in trade unions, etc.
Specific measures applicable only to women workers.
Maternity benefits and other privileges.
The analysis and deficiencies in the existing laws including that of non-coverage of domestic workers, workplace violence, sexual harassment at work, etc.

No of Classes: 2

Dhar, N. (2000). Dhar on labour and industrial laws of Bangladesh. Dhaka: Remisi Publishers.
Date-Bah, E. (Ed.). (1997). Promoting gender equality at work. London : Zed Books.
Islam, F. (2003). The masculinity of labour laws and the paradoxes of protective legislation for women. Journal of the Faculty of Law (Part-F), 14 (1).
Islam, F. (n.d.). Paper rights revisited: Coverage for women industrial workers under the labour laws of Bangladesh. Journal of the Faculty of Law (Part-F), 15 (1).
The Bangladesh Labour Act, 2006.
Haspels, N. (2001). Action against sexual harassment at work in Asia and the Pacific . Geneva, Switzerland: International Labour Organization.
Gupta, S. (2006). Sexual harassment of women at workplace: In India and abroad. In N. K. Chakrabarti& S. Chakrabarty (Eds.), Gender justice. Cheltenham, UK: Cambray.

Section 3: Gender in Family Law

This section examines the concept of gender in family law and the legal rights of women in terms of personal laws in Bangladesh. Provisions regarding marriage, dower, maintenance, guardianship, custody of children and inheritance under different personal laws is critically analyzed. In doing so, it also assesses the impact of the relevant statutory laws on the rights of women, the reforms of personal laws through judicial activism in the subcontinent.

Gender and Muslim Family Law: The origin, sources, nature and scope of Islamic law as applicable to Bangladesh will be discussed. The pertinent issues covered by the law and important judicial decisions that have enlarged and enlivened the scope of this law. Salient features of The Muslim Family Law Ordinance and the concept of reformation through the process of ijtihad will also be discussed.
Marriage: The meaning, nature and types of marriage, marriageable age, registration of marriage, polygamy.
Dower: The meaning, nature and utility, types and amount of dower. The difference between Dower and Dowry are explored. Legal remedies against non-payment of dower.
Maintenance: The utility and nature of the liability, conditions for payment of maintenance, legal remedies against non-payment.
Guardianship: Custody and guardianship of children, and the rights of the father and the mother in this regard.
Divorce: Modes of divorce, and the rights of the husband and the wife. Changes made by the Muslim Family Law Ordinance and judicial interpretations of the right to divorce by the wife.
Succession : Principles of succession under Muslim law.
Ijtihad and the modernization of Islamic law.
Monsoor, T. (1999). From patriarchy to gender equity: Family law and its impact on women in Dhaka, Bangladesh . Dhaka: University Press Limited.
Monsoor, T. (2005). Judiciary and gender on trial: Reported and unreported decisions of family courts . Dhaka: University Press Limited.
Menski, W. & Pearl, D. (1998). Muslim family law. Mytholmroyd, United Kingdom: Sweet & Maxwell.
Nasir, J. J. (1990). The status of women under Islamic law and under modern Islamic legislation . London, England: Graham &Trotman.
Women for Women (2005). Marriage, inheritance and family laws in Bangladesh . Dhaka: Author.
Ahmed, G. (1997). Women’s rights and values: Islamic and modern perspectives . Dhaka, Bangladesh : Era Enterprise.
Patel, R. (2003). Woman versus man: Socio-legal gender inequality in Pakistan. Oxford, United Kingdom: Oxford University Press.
Flavia, F. A. (2001). Law and gender inequality: The politics of women's rights in India. Oxford, United Kingdom: Oxford University Press.
Bhattacharya, B. R. (2006). Gender inequality in right of inheritance. In N. K. Chakrabarti& S. Chakrabarty (Eds.), Gender justice. Cheltenham, UK: Cambray.

Section 4: Gender and Law in Other Religions

The section includes the nature of Hindu law, issues of marriage, restitution of conjugal life, the right to dissolution of marriage, Hindu women’s right to property and inheritance, etc. Analysis of the current situation of Hindu women’s rights in Bangladesh and the scope of reforms are also discussed.

No of Classes: 3

Menski, W. F. (2005). Hindu law: Beyond tradition and modernity . Oxford: Oxford University Press.
Basu, M. (2006). Hindu women and marriage law. InA. Flavia (Ed.), Women and law in India. Oxford: Oxford University Press.
Bhattacharya, B. R. (2006). Gender inequality in right of inheritance . In N. K. Chakrabarti& S. Chakrabarty (Eds.), Gender justice. Cheltenham, UK: Cambray.

Section 5: An Overview of Women’s Legal Rights in Bangladesh

An assessment of national laws from the gender perspective includes the debate on a uniform family code and the current position of women in the light of international standards set by instruments such as CEDAW. It summarizes the whole study on gender and law, the issue of women’s access to justice and also attempts to take stock of different reform policies and the possibilities of using law as a tool for achieving gender justice in society.

Reddy, G. B. (2004). Women and the law. Hyderabad, India: Georgia Law Agency.
Text of CEDAW and relevant materials.
United Nations.(1996). The United Nations and the advancement of women . New York: United Nations.

Section 6: Special Contemporary Laws in Bangladesh

This section will focus on the legal measures and steps that the Government of Bangladesh has pursued to minimise violence against women and to ensure equal rights to all citizens. It will also describe new laws which have been formulated on the uprising socio-political situation of our country and to uphold the rights of every citizen of Bangladesh. It will also discuss how these laws become a demand of current perspective and to reflect concurrences with international aspects. Persons with Disabilities Rights, third gender recognition in Bangladesh, will also be covered in this section.

Persons with Disabilities Rights and Protection Act 2013.

***Relevant texts and articles on contemporary laws analysis. (Reading materials will be provided in class)

Fourth Year | 7th Semester

Course title: tools for gender analysis, course title: feminism and colonialism, course title: gender, inequality and differences, course title: research methods in women's studies, fourth year | 8th semester, course title: women in philosophical discourse, course title: women, environment and natural resource management, course title: monograph writing, course title: comprehensive, list of syllabus.

Syllabus for BSS, effective from session 2019-2020 (Year:2007)
Syllabus for Bachelor of Social Sciences and Master of Social Sciences, effective from session 2020-2021 (Year:2020)
Undergraduate

University of Dhaka

Jul 12, 2014

900 likes | 1.62k Views

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Md. Anwarul Islam Assistant Professor Department of Information Science and Library Management University of Dhaka, Dhaka-1000, Bangladesh E-mail: [email protected].

Share Presentation

international conference
mobile phone operators
latest news
community development
prayer times

Presentation Transcript

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Content ………. Prologue Objectives of the study Mobile phone in Bangladesh Mobile phone based information services in Bangladesh Wireless application in education and library and information services 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continue ………. Methodology Findings and discussion Conclusion and future works …… 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Technology in today’s modern society is constantly evolving at a rapid pace. Tech savvy, consumers are demanding access to information and instantaneous communication on portable devices such as smart phones and personal digital assistants (PDAs) (Pollara & Broussard, 2011). This devices has made access to information very convenient and timely to the users from the comfort of their own home, office and from where ever they are! 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm The world is fast becoming a global village and a necessary tool for this process is communication where telecommunication is a key player. Over the past decade, the expansion of mobile cellular networks and popularization of mobile phones have been driving growth in information and communications technology (ICT) in Asia and the Pacific, and the world. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm China and India, these two countries simply added 284 millions in 2009 and 660 millions in 2011 (ITU, 2011). 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Objectives of the study • To identify the existing status of mobile phone, mobile phone based information services in Bangladesh; • This study seeks to explore the utilization of mobile phone services in the educational environment; • Explore the nature of mobile phone use among university students, and investigate the perception of university students on mobile phone uses in library and information services. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Bangladesh : A Brief Description Name: Peoples Republic of Bangladesh. Capital: Dhaka Location: Sothern Asia, sharing border by bay of Bengal, India and Myanmar. Area: 143,998 sq km Population : 15,2518015 (16-07-2012) Literacy: 51.8% Language: Most of the people speak in Bengali (However, English is widely spoken and used) Religions: 89.5 % Muslim of the total population , others are Hindu, Buddhists, Christians and others. Independence: 16 December 1971 (from West Pakistan) Economy: Agrarian but readymade garments, textile, fisheries, jute products, pharmaceuticals, tea and leather goods are also major industries. Natural resources: natural gas, arable land, timber, coal 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Mobile phone in Bangladesh Bangladesh is one of the few countries in the world that can guarantee each one of its residents can get a cellphone signal - no matter where they are in the country with a population of over 150 million (BBS, 2012). Citycell is the first cellular company in Bangladesh started operation in 1996. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued….. GrameenPhone (Widely known as GP) is the second operator that start their operations in 1997. It is a joint venture enterprise between Telenor and Grameen Telecom Corporation, a non-profit sister concern of the internationally acclaimed microfinance organization and community development bank name as ‘Grameen Bank.’ 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm In 2006, first Bangladeshi Professor Muhammad Younus and Grameen received the Nobel Peace Prize for the economic and social development . PalliPhone (Rural phone, a service of grameenphone for the rural people) was the first mobile tools that reached to the rural women in Bangladesh. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued ….. The total number of Mobile Phone subscribers now has reached 94.714 millionat the end ofJuly 2012 (BTRC, 2012). At present, there are six mobile phone operators are providing mobile phone services in Bangladesh. There name , subscribers are presented in the table. (Table: 1) 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Table 1: Mobile phone operators & users in Bd. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued ….. In Bangladesh, 3G is still considered underway. Several major telecommunication operators GrameenPhone, Banglalink, Robi, Airtel, Citycell and government owned Teletalk have been granted the license to operate the new 3G standard. Teletalk has launched its 3G based services in the mid of July 2012 and with no other operator able to launch until late-September (Teletalk, 2012). 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Mobile phone based information services In Bangladesh, mobile phones have become an important element of pilot and live programs across multiple urban development sectors. Primarily its an aid for; • Data collection, voice call • Information dissemination • Time savings • Decision making, data accuracy and so on. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued ….. Through PushPull or assigned number dialing, six operators are providing the following services to their users (Charge applicable); • News services as latest news from BBC, CNN and domestic private TV channels news. • Weather information , weather update to its users who request for weather update services. • Namaz alerts, providing prayer times information for the Muslim community. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued …. Health line service:Health line is a unique service that provides medical consultation and services to patients 24 hours a day 7 days a week over the mobile phone. At present Banglalink and GrameenPhone are providing health line service. • Primary health care; • emergency; • Doctor, medical facilities in clients areas; • Report consultation 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm • BDT 5/Minute • Received GSMA Award for ‘Best use of Mobile for Social and Economic Development’ • Works as a lifeline for people in remote areas. • Making health care more accessible. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm • Through CIC, GrameenPhone providing internet services for the rural communities. • Providing mobile internet • Different internet packages with suitable rate. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm • Making internet services easier for the community people. • Providing SN services • Sports, entertainment and others. • Business & Commerce • Online shopping. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm • GPS based Vehicle tracking! • E-ticketing (Only train) • E-banking 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm • Banglalink Jigyasha 7676, which provides agricultural information, vegetables, fruit farming, poultry and others. • CellBazaar (Market in your pocket) • Received GSMA global mobile award • Market place to buy and cell goods • 5 million users are now • CellBazar processes 1000 posts per day (www.cellBazaar.com) 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm M4Health • Grameenphone (GP) has joined an innovative new coalition to improve mother-infant health through a voice- and text messaging service. The service aims to reach 500,000 pregnant women and new mothers within three years • The M4H initiative is currently in its design and test phase to build a platform to provide both audio and text messages with vital information on antenatal, neonatal, and infant health. The messages will be linked to the women’s delivery dates, giving them critical information at the right stage in their pregnancy and early motherhood. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Education and mobile services in Bangladesh Bangladeshi educational environment, wireless application can take into various forms. The most basic services can be seen made in the form of information delivery such as; examination results, admission status, course registrations, etc., to their respective customers (i.e. students, faculty members and staffs, vendors, etc.). 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued….. • Common services are information queries and deliveries via sms. Some WAP applications have been observed especially in the European countries. The University of Northumbria UK, for instance, has been providing campus wide information and various other administrative services to the respondents through WAP services (http:// Northumbria.ac.uk). 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued • Mayer (2002) has introduced several steps through which institutions may follow in providing SMS services; • Lectures, meeting schedule, exam dates, academic information; • Crucial homework reminders; • Urgent messaging; • Announcement and • Changes in schedule. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued …… Many higher academic institutions in Bangladesh have been providing various wireless phone based services (Table: 2). Yerulshalmy and Ben-Zaken(2004) shows the potential for educational applications is huge. Students use updated educational applications on their phones, share their learning process and outcomes, without being in the same physical place and they may get personal tailored exams and quizzes on their cellular phones. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm T Table 2: Universities and mobile services (Bangladesh) 1 Dhaka Univeristy, 2 Jagannath Univeristy, 3 Jahangirnagar university, 4 Bangladesh Univeristy of Engineering and Technology and 5 Rajshahi Univeristy. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued….. • GrameenPhone partners with JAAGO Foundation to bring the classroom to remote areas of Bangladesh via the Internet • Pilot project launched in Tongi, outside Dhaka last December. • Online school creates a classroom for children who are deprived of quality education in remote Bangladesh 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued….. • In November 2009, GrameenPhone partnered with Microsoft to increase digital literacy among the rural people in Bangladesh (IVR based services) • Microsoft’s Digital Literacy Curriculum is a well-established e-learning module which teaches people basic computer skills, helping them to develop new social and economic opportunities for themselves, their families and their communities. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued….. • All the content of the curriculum is in Bengali and aimed particularly at rural students, unemployed youth and women. • The curriculum is disseminated through more than 500 authorized Community Information Centers (CICs) as well as through other vehicles of GrameenPhone initiatives – school cyclone shelters, Information Boats and other educational institutions – across Bangladesh. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Mobile application on LIS services • Wireless technology has the potential to offer many new possibilities for accessing information from online catalogues, online databases, the internet and virtual libraries (Karim, Darus & Hussin, 2006) • Today, the convergence of mobile phones and the internet through the WAP standard presents libraries with a real opportunity to deploy wireless phone technology to manage their operations for the following services…… 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued ……… • checking records of books borrowed; • getting alerts on overdue books; • getting alerts on outstanding fines; • receiving reminders to return library items that will be due soon; • renewing library items; • reference enquiry services; • receiving text alerts to new resources on the library web site; 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued ……… • getting alert on library event information; • getting information from the library opac/database; and • contacting librarian for help. Currently, libraries are looking for ways to communicate with their users in such an effective manner. Although, the applications are limited to notification, very few libraries in Bangladesh are making the effort to use the wireless application services for such purposes. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued ……… Fig: An outline of system X architecture 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued ……… • Wireless application in library services can be established through an infrastructure that integrates the library systems and databases, through an application system that allows for information to be processed and delivered to a smaller device such as a mobile phone unit. Before offering this service, the library should list their subject and assign code against each subject and provide the code to the users. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Some examples are ; For example to subscribe to the CAS user need to write ‘On CAS’ and send the message to 1000 number from his/her mobile. On CAS 1000 After the user send message to 1000, a confirmation message will be sent to user mobile. Congratulations. You have been subscribed to CAS. To unsubscribe write Off CAS and send to 1000. Taka 15 will be deducted from your mobile balance for this service for one month.

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm • Book renew services If a user is on the move or is unable to go to the library when his/her issued book return time is ticking, Book renew service is a solution to this problem. To renew a book user need to write the ISBN no. and library member id and send to BOOK (2000). After the message is received by the server a confirmation message will be sent to the sender. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Confirmation message is to be sent to the user mentioning date of expire of the book. 2000 1-85739-260-4, ID 306 Your book entitled “Introduction to cataloguing and classification” by Margaret Mann is renewed for 21st days. It will expire on October 15, 2012.

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Methodology • Population and sample The study was conducted on the students of Dhaka University, the oldest and largest public university in Bangladesh. The data from the study was gathered from the undergraduate and graduate students from two faculties, namely, the Faculty of Arts and Faculty of Social Science. Faculty of Arts has 16 and Social Science has 11 departments. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued ….. For this study, students of the two departments have been selected namely from the department of Information Science and Library Management (ISLM), Faculty of Arts and department of Mass Communication and Journalism (MCJ), Faculty of Social Science. The total numbers of ISLM and MCJ students (237) of these two departments were considered as the research population. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Table 3: Demographic information 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Measurement and data collection • The study used a survey questionnaire for the purpose of data collection. For this survey, in early June 2012, the students of ISLM and MCJ were contacted in their scheduled classes and given an explanation of the study. • To maximize the response rate, students were advised that their responses would be completely anonymous and the data would only be used for the purposes of this study. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Measurement and data collection • A printed version of questionnaire was distributed in their class period separately. The data collection for this study began in July 2012 and continued through last week of August, 2012.Out of these 290 questionnaires, 237 were returned, giving a response rate of 81.72%. Few responses that were either incomplete or contained skipped answers were dropped from the analysis. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued ….. Since this study is dominantly descriptive in nature, the measurement of the mobile phone experience variables was made based on the mutually exclusive list of possible answers. The categories were elicited from a preliminary study conducted to identify the types of mobile phone services provided by the telecommunication providers. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Continued ….. • The questionnaire was pre-tested among good number of the students. • The data collected were analyzed dominantly using descriptive statistical analysis. The findings were presented in tables, percentages and frequency distributions. • The Statistical Package for Social Sciences (SPSS) was used for this purpose. A few inferential statistics were also performed to find out the relationships between variables. 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Findings and discussion The respondents of this study were almost evenly distributed among the two academic programmes; ISLM (51 percent) and MCJ (48 percent). On the other hand, the distribution of the respondents was uneven in terms of year of study, gender and nationality. The majority of them were in their Masters Classes (37 percent), female (54 percent) and experience of using mobile phone 6-7 years 19%. (Table: 1) 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Fig. 1: Experience of using mobile phone N=237 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

Mobile Phone Technology in Academic Library Services: A Public University Students’ Perceptions and Paradigm Fig. 2: Operator they use N=215 4th m-library international conference, Open university, Milton Keynes , UK 25th September , 2012

More by User

Professor Salahuddin M. Aminuzzaman, PhD Department of Public Administration University of Dhaka saminuzzamanyahoo Pa

2. Decentralization is one of the recent development fads". It is a high priority Donor Agenda for reforms. (Leading agents are WB, ADB, UNCDF and DFID). Ideological base is still not sure but it is argued that decentralization is generally motivated by political imperatives.But it has a sou

649 views • 22 slides

Professor Salahuddin M. Aminuzzaman, PhD Department of Public Administration University of Dhaka saminuzzaman@yahoo.com

Professor Salahuddin M. Aminuzzaman, PhD Department of Public Administration University of Dhaka [email protected]

Issues and Challenges of Local Government Capacity Building: Bangladesh Experiences. Professor Salahuddin M. Aminuzzaman, PhD Department of Public Administration University of Dhaka [email protected]

468 views • 22 slides

International School of Dhaka

International School of Dhaka. By Anam Rahman Block 2-1. About the school. Country: Bashundhara, Dhaka, Bangladesh IB Region: Asia-Pacific Language of Instruction: English Number of IB Students: 250 Founded in 1999, but started DP in 2005 Day School and Private School

214 views • 5 slides

Bureau of Economic Research, University of Dhaka

The Role of Credit in Food Production and Food Security in Bangladesh Presented by Dr. Bazlul Haque Khondker Bureau of Economic Research University of Dhaka. Bureau of Economic Research, University of Dhaka. Objectives of this Presentation.

332 views • 19 slides

dhaka. Curtis, Jack, ella and bevan. Dhaka rich regions. Gulshan thana is upper class suburb Includes main modern entertainment .eg. Shopping malls, restaurants, theatres, markets and bars. Located on Buriganga river and has nice housing. .

879 views • 7 slides

Shovon Barua, M. Saiful Islam, Saugata Datta University of Dhaka Kansas State University

Water quality assessment of Dug Well waters and its adjoining Buriganga river reach, Old Dhaka, Bangladesh . Shovon Barua, M. Saiful Islam, Saugata Datta University of Dhaka Kansas State University. Outline. I ntroduction Objectives M ethodology H ydrology H ydrochemistry

360 views • 20 slides

Mirpur. Zoo. Dhaka. welcome. Presented by. Chayna Rani Ray Assistant teacher Porrah Model Govt. Primary School Manikgonj sadar , Manikgonj . Class-Five. Subject-English. What can you see in the picture?. Lesson: 36 A Visit to a Zoo. Part of lesson: A. Last winter……looked at them.

384 views • 16 slides

BJIT Dhaka Ltd.

BJIT Dhaka Ltd. (Lets Drive To The Depth Of IT). Welcome. From Chat Software (version1.0). Project Manager : A. K. M. Aza d. Project Coordinator: A al Mamun Emtiaz Programmers : A. B. M. Motaher Hossain Md. Rafiqul Islam Syed Ismile Hossain Md. Mahbub-ul Alam. Objectives:.

342 views • 17 slides

Dr. Selim Raihan Assistant Professor Department of Economics University of Dhaka

Methodology of Examining the Nexus between Trade Liberalization, Growth and Poverty: Some Thoughts. Dr. Selim Raihan Assistant Professor Department of Economics University of Dhaka. Presented at the Inception Workshop on

409 views • 25 slides

Dhaka, 210913 Royal Norwegian Embassy, Dhaka

Rice Clima project review Climate Change Impacts, Vulnerability and Adaptation: Sustaining Rice Production in Bangladesh. Dhaka, 210913 Royal Norwegian Embassy, Dhaka. Goal and objectives.

283 views • 11 slides

Professor Dr. Mohammad Mohabbat Khan Senior most Professor University of Dhaka

Political Science and Public Administration (Part 2) Lecture-6: Public Administration in Developing Countries. Professor Dr. Mohammad Mohabbat Khan Senior most Professor University of Dhaka Department of Public Administration Dhaka -1000 Bangladesh.

541 views • 40 slides

Taiabur Rahman PhD Department of Development Studies University of Dhaka, Bangladesh

Idea Sharing Session on Political Economy of Trade Liberalization in Bangladesh: Research Questions and Methodology. Taiabur Rahman PhD Department of Development Studies University of Dhaka, Bangladesh. Globalization and Development.

484 views • 36 slides

Prof. Ataur Rahman National University of Singapore & Dhaka University

Government without Governance: Assessing Implications of the disconnect between power and accountability in Bangladeshi Democracy. Prof. Ataur Rahman National University of Singapore & Dhaka University. Introduction: conceptual framework.

333 views • 10 slides

Political Science and Public Administration (Part 2) Lecture-5: Evolution of the Public Administration Discipline: Theories and Paradigms. Professor Dr. Mohammad Mohabbat Khan Senior most Professor University of Dhaka Department of Public Administration Dhaka -1000 Bangladesh.

709 views • 42 slides

American International School / Dhaka

American International School / Dhaka. Crisis Response Manual. 2 nd Draft. Table of Contents. Page 1. American International School / Dhaka. Introduction. Page 2. Crisis Responses At A Glance. . . A list of immediate responses and questions to ask. Event. Page 1. Section -2-.

861 views • 71 slides

A. K. Enamul Haque, East West University, Dhaka (Bangladesh)

India-Bangladesh Cooperation in Rice Seeds Need for Structural Changes ASAE’s 8th International Conference 15-17 October 2014 Savar, Bangladesh. A. K. Enamul Haque, East West University, Dhaka (Bangladesh) Suresh P Singh, CUTS International, Jaipur (India)

286 views • 14 slides

The Role of Credit in Food Production, Food Security & Dietary Diversity in Bangladesh Authors Dr. Sayema Haque Bidisha Gazi Mohammad Suhrawardy Dr. Bazlul Haque Khondker Bureau of Economic Research University of Dhaka. Bureau of Economic Research, University of Dhaka.

231 views • 14 slides

Dhaka, Bangladesh, September 2003

Restructuring and regulation in the ports sector: Indian experience S Sundar Distinguished Fellow The Energy and Resources Institute. Dhaka, Bangladesh, September 2003. Structure of Ports in India. Major Ports Placed in union list of Indian Constitution

377 views • 20 slides

Student Consultancy Dhaka

We arrange all possible types of courses according to student requirements: from short term training programs and language courses to undergraduate, graduate and so higher degrees.

250 views • 17 slides

Fabulous Overview of Visa Agency in Dhaka

Visa processing all over the world with Visa Agency in Dhaka functions all of your documents and put forward you to Embassy, which helps you to get VISA more easily.

31 views • 2 slides

Hotels in Banani Dhaka

Hotel Rose Garden is one of the best stays you can have when you are staying in Banani, Dhaka. Located in a diplomatic area, this boutique-style 3-star hotel is truly appropriate for our foreign guests. Various significant places such as Jamuna Future Park, Shahjalal International Airport, etc. are close to this hotel, making it convenient for you to roam around. Moreover, we provide shuttle service so you donu2019t have to worry about getting lost in the chaos. We believe in making a home out of a hotel. Youu2019ll find the staff humble and sweet and always at your service but never overbearing. Rose Garden is famous for its professionalism, we see to it that you are well-treated and satisfied with our hospitality. Our staff speaks excellent English so there shouldnu2019t be any awkwardness and misunderstanding between them and our foreign guests.

138 views • 12 slides