| CODE | LAS2049 | ||||||||
| TITLE | Sexual and Gender Diversity | ||||||||
| UM LEVEL | H - Higher Level | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Centre for the Liberal Arts and Sciences | ||||||||
| DESCRIPTION | This study-unit explores and analyses the diverse expressions of gender and sexuality in society. It challenges heteronormative sexuality and gender binary assumptions that are embedded in Maltese society and which are culturally embedded in our patriarchal traditions. It examines the presence or the invisibility of ‘othered’ sexualities in a culture that is dominated by heteronormativity and how these sexualities intersect with other factors in the life course. This study-unit will discuss the history of the LGBTIQ movement, and explore terminology and attitudes with regard to this movement. The study-unit moves on to analyse Malta’s LGBTIQ Legal and Policy Framework (including recognition of same-sex unions; anti-discrimination; asylum), as well as intersections of sexuality and gender with other agents, including religion, disability, ethnicity, age amongst others. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Recognise ways in which their own gender has been shaped by cultural practices as they analyse hegemonic masculinity as a social construction; - Describe which identities form part of the gender and sexual diversity community; - Identify the important concepts and principles underlying the invisibility of sexuality[ies] in society and the implications of heteronormativity and the gender binary in the community; - Identify how sexuality and gender identity intersects with other life events in the lifespan. 2. Skills: By the end of the study-unit the student will be able to: - Apply the principles underlying gender and sexual diversity in the design and implementation of their respective professions; - Develop more sensitivity towards LGBTIQ identities, identify and challenge heteronormativity and gender stereotypes; - Identify and potentially resist homo-, bi-, trans- and inter-phobic bullying both on social media platforms and in the community. Main Text/s and any supplementary readings: Main Texts: - Butler, J. (2004). Undoing Gender. New York: Routledge. - Falzon, Neil. (2016). Sensitivity, safety and strength: an inter-agency review of Malta's policy on trans, gender variant and intersex students. Mosta, Malta: MGRM - Azzopardi,A. Azzopardi Lane,C. and Vassallo, M. Intersectionality. https://www.crpd.org.mt/wp-content/uploads/2022/09/Intersectionality-and-Disability-Report-Final-Version-May-2022.docx.pdf - Cappotto, C., & Rinaldi, C. (2016). Intersectionalities, dis/abilities and subjectification in deaf LGBT people: An exploratory study in Sicily. InterA-lia: A Journal of Queer Studies, 68-87 Supplementary Readings: - Appleby, G., & Anastas, J. (1998). Not Just a Passing Phase – Social Work with Gay, Lesbian and Bisexual People. New York: Columbia University Press. - Naudi, M. (2006). Disrupting Dominant Discourse: Critical Reflection and Code-Switching in Maltese Social Work. In S. White, J. Fook, & F. Gardner (Eds.), Critical Reflection in Health and Social Care (pp. 118–131). Berkshire: Open University Press. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Beverley Abela Claire Lucille Azzopardi Lane Angele Deguara Neil Falzon Colette Farrugia Bennett Tyrone Grima Marceline Naudi Stefan Vassallo Christian Vella |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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