Guía docente de Gender, Culture and Development: Africa (M15/56/4/21)

Development, gender and culture in Africa South of the Sahara. Gendered revolutions and public policies on gender equality. African Feminisms and Activisms. Culture as local knowledge, experience and agency. 

Not applicable.

(1) Knowledge and application of concepts, such as culture, tradition or consuetudinary rights to the light of Gender and Women's Studies for African contexts.

(2) Understanding of African feminisms viewpoint as related to national/international development policies and issues.

(3) Analysis of specific gender equality reforms and projects in African countries.

Introduction

This session will serve as an introduction to the course, outlining its structure, assessment methods, and classroom ethics. Students will have the opportunity to share their academic backgrounds and discuss their expectations, fostering a collaborative learning environment. The session will also introduce foundational concepts in gender studies, beginning with a historical overview of gender norms in Ethiopia and how they have evolved over time. Students will explore the concept of intersectionality, analyzing how ethnicity, religion, and class intersect to shape gender roles and lived experiences. A comparative discussion on rural and urban gender dynamics will encourage critical reflection on how different contexts influence gender expectations and relations. The session will also engage with critiques of Western feminist frameworks in Ethiopian settings, emphasizing the importance of indigenous knowledge systems, spirituality, and culturally grounded understandings of gender. Finally, students will explore the role of oral history, poetry, and storytelling in Ethiopian feminist thought.

 

Readings:

• Oyèrónkẹ́ Oyěwùmí (2004), Conceptualizing Gender: Eurocentric Foundations of Feminist Concepts.
• Mama, Amina. What Does it Mean to Do Feminist Research in African Contexts? (2007)
• Yirga Gelaw Woldeyes. "Decolonial Epistemologies and Gender in Ethiopia."

 

 

Legal and Policy Frameworks

This session will focus on the legal and policy frameworks that support gender equality in Ethiopia. Students will examine key provisions in the Ethiopian Constitution related to gender equality and non-discrimination, as well as important legal reforms such as the Revised Family Code (2000) and the Criminal Code (2004), particularly regarding marriage age, domestic violence, and inheritance rights. The session will also explore the role of the Ministry of Women and Social Affairs in advancing gender equity and discuss Ethiopia’s commitments to international frameworks, including CEDAW, the Beijing Platform for Action, and the Sustainable Development Goals (SDGs). Finally, students will be introduced to the concept and practice of gender mainstreaming in national development planning.

 

 

Readings:

• Revised Family Code of Ethiopia (2000), selected chapters
• United Nations CEDAW Committee: Ethiopia Country Report (2017)
• World Bank. "Gender and Law: Women's Rights in Ethiopia." (2006)

 

 

Marriage, Family and Gender Norms

This session will examine the cultural and social dynamics of marriage and family in Ethiopia, with a particular focus on practices such as early and forced marriage, polygamy, and abduction marriages. Students will explore the significance of bride price (gabar) and its role within local communities, as well as the influence of customary and religious laws on marriage and divorce. The session will also address the tension between women’s reproductive responsibilities and their economic agency, considering how family planning policies and access to contraception have shaped women’s lives. Lastly, students will analyze generational shifts and the impact of education on changing marriage norms across different regions and communities.

 

Readings:

• Boyden, Jo et al. (2012) "Child Marriage and Gender Norms in Ethiopia."
• UNICEF. (2007) "The State of the World's Children: Gender Edition."
• Human Rights Watch. (2018) "Ending Child Marriage in Ethiopia."

 

Multimedia:

• Documentary: “Stolen Childhood” (2002) by Adanech Admassu

 

 

Violence against Women and Girls (VAWG)

 

This session will explore the various forms of gender-based violence (GBV) in Ethiopia, including domestic violence, sexual assault, female genital mutilation/cutting (FGM/C), and human trafficking. Students will examine regional variations in the prevalence of these forms of violence and differences in legal responses across the country. The session will also address the major barriers to reporting GBV, such as social stigma, inadequate police response, and community pressure. Emphasis will be placed on the roles played by health systems, legal institutions, and NGOs in both prevention and response efforts. Through case studies of successful interventions, such as community dialogues and the establishment of safe houses, students will gain insight into effective strategies. The session will conclude with an analysis of media representations of GBV and their impact on public awareness and social attitudes.

 

Readings:

• Anne Okello and Mulu Teka (2024) "Ethiopians condemn violence against women but consider domestic violence a private matter”
• Endalkachew Dellie et.al (2024) “Gender-based violence among women and girls in conflict-affected areas of Northeast Amhara, Ethiopia”
• Karmen Tornius (2024) “A tale of two femocrats: Brokering gender norms in Addis Ababa”
• Dereje Feyissa (2020) “The praxis of combating VAW in Ethiopia: A political interpretation” 

 

 

Multimedia:

• Documentary: “Finding Sally” (2020) by Tamara Mariam Dawit
• Documentary: “Difret” (2014) by Zeresenay Berhane Mehari 
• Documentary: “True Story: female genital mutilation in Afar, Ethiopia) (2013) by UNICEF

 

 

Gender, Development and Resistance

Women in the Economy

 

This session focuses on women's economic roles and challenges in both rural and urban settings in Ethiopia. Students will examine women's participation in agriculture, including their access to land, water, and agricultural extension services. In urban areas, the discussion will explore women’s involvement in informal labor, domestic work, and small-scale enterprises. The session will analyze the gender wage gap and assess the effectiveness of employment policies in addressing inequality. Attention will also be given to how gendered divisions of labor affect household dynamics and responsibilities. Additionally, the role of cooperatives, microfinance programs, and women's savings groups in promoting economic empowerment will be explored. A case study from Oromia or SNNPR will provide concrete examples of initiatives aimed at enhancing women’s economic opportunities and outcomes.

 

Readings:

• Befikadu E. et.al. (2023) “Women’s Economic Empowerment in Ethiopia: A semi-systematic review”
• UN Women (2024) “Gender pay gap and labor market inequalities in Ethiopia”
• Kidist Gebreselassie (2024) “Assessing gender equity among businesses in Ethiopia: implications for gender profitability gap”
• GAGE (2022) “Girls and women’s social and economic empowerment in Ethiopia’s Afar and Somali regions: Challenges and progress: A review of the evidence”

 

Women in Politics, Leadership and Activism

 

This session explores the history and current landscape of women’s political participation in Ethiopia. It begins with a historical overview of women's involvement in politics, tracing their roles from early movements to contemporary developments. The session examines the implementation of gender quotas in parliament and the civil service, assessing both their impact and limitations. Students will discuss ongoing challenges such as tokenism, harassment, and the continued underrepresentation of women in leadership positions. The role of civil society and feminist activism, both past and present, will be highlighted, including the contributions of student movements, labor activism, and grassroots resistance efforts. The session will also feature profiles of prominent Ethiopian women leaders and activists, providing inspiration and context for understanding the broader struggle for gender equality in political spaces.

 

Readings:

• Sisay Kinfe. “Women’s Political Representation and Transition to Democracy in Ethiopian Federalism: An Analy­sis of the Gaps in the Institutionalisation of Wom­en’s Rights”
• Zeynie Chekole and Filmon Hadaro (2024). “Women’s representation in higher leadership positions in Ethiopia in the last three decades since 1991”
• Meron Zeleke (2021) “Women in Ethiopia”
• Muhammed Hamid (2023) “Women’s political participation at the local level in Ethiopia: Does number really matter?”
• Gemma Burgess (2013) “A hidden history: Women’s activism in Ethiopia”

 

 

Multimedia:

• BBC Documentary: Women Building Peace: Ethiopia
• Podcast: Articulating Ethiopian Feminisms by Setaweet Movement
• Documentary: The Cut: FGM in Africa (Al Jazeera)
• Documentary: Call Me Kuchu (Uganda LGBTQ rights)

 

Women’s Political Participation and Feminist Movements

 

This section examines women’s roles in resistance movements, political leadership and feminist organizing. It will also explore strategies negotiation and resistance in patriarchal structures.

 

 

Multimedia:

BBC Documentary: African Women in Politics

Film: Pray the Devil Back to Hell (Liberian Women in Peace Process)

Podcast: She Leads Africa

Cultural Production, Representation and the Future of Gender Justice in Africa

 

In this section, we will explore how literature, film and media shape gender discourses. We will also discuss on activism, policy and African-led development futures.

 

 

Multimedia:

Film: Lionheart (Nigeria) or Dry by Stephanie Linus

 

Related to readings and case studies, students will discuss articles by topic, comment on video materials, and develop an final essay paper regarding  main case studies.

1. The case study of Guinea Bissau
2. The case study of Zimbawe
3. The case study of Ethiopia

• ABU-LUGHOD, Lila (2002) Do Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others. American Anthropologist, 104(3), pp. 783-790. 
• ANYIDOHO, Nana Akua (2020) Women, Gender, and Development in Africa. In Yacob-Haliso, T. Falola (eds.), The Palgrave Handbook of African Women's Studies, New York: Palgrave Macmillan.
• BRYCESON, Deborah F. & MWAIPOPO, Rosemarie N. (2019) Rural–urban transitions in Tanzania’s northwest mining frontier. IN: Rural-Urban Dynamics: Livelihoods, mobility and markets in African and Asian frontiers (pp. 178-194).
• CORNWALL, Andrea (2019) Decolonizing Development Studies: Pedagogic Reflections. Radical Teacher, 116: 37-46.
• CORNWALL Andrea & RIVAS, Althea-Maria (2015) From ‘gender equality and ‘women’s empowerment’ to global justice: reclaiming a transformative agenda for
• Tsitsi Dangarembga Nervous Conditions. Ayebia Clarke Publishing
• EADE, Deborah (2009) Feminisms in Development: Contradictions, Contestations and Challenges; Gender Myths and Feminist Fables: The Struggle for Interpretive Power in Gender and Development, Development in Practice, 19:3, 427-429.
• HOGDSON, Dorothy (1996) My Daughter belongs to the Government Now": Marriage, Maasai and the Tanzanian State. Canadian Journal of African Studies / Revue Canadienne des Études Africaines, 30 (1), pp. 106-123. 
• MAAZA MENGISTE, 2019.The Shadow King. WW Norton & Co
• MANZANERA-Ruiz, Roser; LIZÁRRAGA-MOLLINEDO, Carmen; MWAIPOPO, Rosemarie N. (2016) Gender Inequality, Processes of Adaptation, and Female Local Initiatives in Cash Crop Production in Northern Tanzania. Rural Sociology, 81(2), pp. 143-171.
• MBAKOGU, Ifeyinwa A. (2004) Is There Really a Relationship Between Culture and Development? Anthropologist, 6(1), pp. 37-43.
• MBILINYI, Marjorie (2015) Transformative Feminism in Tanzania: Animation and Grassroots Women’s Struggles for Land and Livelihoods. In Rawwida Baksh & Wendy Harcourt (eds.), Oxford Handbook of Transnational Feminist Movements: Knowledge, Power and Social Change. New York: Oxford University Press.
• MADAHA, Rasel; SHAYO, Rose; MWAIPOPO, Rosemarie N.  (2021) The role of peasantry women initiated networks in the promotion of Community Development in Mkalama District, Tanzania. Tanzania Journal of Agricultural Sciences, 20(2):170.184.
• MWAIPOPO, Rosemarie N.  (2021) The Construction of Masculinities: Bodaboda Operators and Secondary Schoolgirls' Pregnancies in Vwawa, Mbozi District, Tanzania. Journal of Education, Humanities & Science (JEHS), 10(5).
• MWAIPOPO, Rosemarie N. (2021) Women, Land Tenure Dynamics and Land Sales in Rural Areas. The Case of Syukula Village, Tanzania. The African Review, 48(2):476-506.
• MWAIPOPO, Rosemarie N. & DAUDA, Masoud (2020) Feminism, women’s agency, and subjective well-being: Women’s experiences of village community banks in Tanzania. Tanzania Journal of Development Studies, 17(2).

• Manzanera-Ruiz, Roser,  Olga Margret M. M Namasembe, Vanesa Barrales Molina. 2022. Female gender interests and education in women entrepreneurs’ definition of success in Uganda. Entrepreneurship & Regional Development Journal. https://doi.org/10.1080/08985626.2022.2128897. Q1 en JCR en Ciencias Sociales.

• Namasembe, O. M. M., Manzanera-Ruiz, R. 2021. Educación y emprendimiento entre las mujeres empresarias en Uganda. Un estudio de caso desde las ciudades de Kampala y Wakiso. Iberoamerican Journal of Development Studies, DOI: 10.26754/ojs_ried/ijds.688. Q1 en SCOPUS en Historia, en posición 216/1499 y Q2 en Ciencias Sociales y Q4 en JCR en posición 58/60 en Estudios de Desarrollo.

• Namasembe, O., & Manzanera Ruiz, R. 2021. Controversies and opportunities of two development measures for the advancement of women in Uganda: Formal education and Women entrepreneurship. Journal of Education Culture and Society, 12(2), 631–645. https://doi.org/10.15503/jecs2021.2.631.645. Q3 en JCR posición 176/255 en Ciencias Sociales.

• KAMAT, Vinay R., Le BILLON, Philippe, MWAIPOPO, Rosemarie N.; RAYCRAFT, Justin (2019) Natural gas extraction and community development in Tanzania: Documenting the gaps between rhetoric and reality. The Extractive Industries and Society, 6(3): 968-976.
• ONYENANKEYA, Kevin Uwaecheghi; ONYENANKEYA, Oluwayemisi Mary; OSUNKUNLE, Oluyinka (2019) Sexism and Gender Profiling: Two Decades of Stereotypical Portrayal of Women in Nollywood Films. Journal of International Women's Studies, 20(2), pp. 73-90.
•  Sesma, Ane; Vieitez, Soledad y Manzanera-Ruiz, Roser. 2022. Sacrificio, enriquecimiento y robo de cuerpos en Mozambique: Namakakattha. AIBR.
• VIEITEZ-CERDEÑO, Soledad; MANZANERA-RUIZ, Roser; NAMASEMBE, Olga Margret M. M. (2023): Ugandan women’s approaches to doing business and becoming entrepreneurs, Third World Quarterly, DOI: 10.1080/01436597.2023.2189580 

• AMADIUME, Ifi (1998), Reinventing Africa: Matriarchy, Religion and Culture. London: Zed Books. 
• AMADIUME, Ifi (1987a), Male Daughters, Female Husbands. Gender and Sex in an African Society. London: Zed Books .
• AMADIUME, Ifi (1987b), African Matriarchal Foundations. The Case of Igbo Societies. London: Karnak House.
• CORNWALL, Andrea (2010), Deconstructing Development Discourse:  Buzzwords and Fuzzwords. London: Practical Action.
• ARNFRED, Signe (Ed.) (2004), Re-thinking Sexualities in Africa. Nordiska Afrikainstitutet Uppsala.
• CODESRIA (2004), African gender scholarship: Concepts, methodology and paradigms. Dakar: Council for the Development of Social Sciences Research in Africa (CODESRIA).
• MWAIPOPO, Rosemarie N. (2011) The Gender Gap in Higher Education Institutions: The Case of the University of Dar Es Salaam, Tanzania. Tanzanian Journal of Development Studies, 11(1-2). 
• OYEWÙMÍ, Oyèrónké (Ed.) (2011), Gender Epistemologies in Africa. New York: Palgrave MacMillan. 
• OYEWÙMÍ, Oyèrónké (Ed.) (2005), African gender studies. A reader. New York: Palgrave MacMillan. 
• OYEWÙMÍ, Oyèrónkè (1997), The Invention of Women. Making African Sense of Western Discourses. Minneapolis: University of Minnesota Press.
• RAWWIDA, Baksh & Wendy HARCOURT (Eds.) (2015), Oxford Handbook of Transnational Feminist Movements: Knowledge, Power and Social Change. New York: Oxford University Press.
• VIEITEZ-CERDEÑO, Soledad (2011), “Angola”, “Cape Verde”, “Green Belt Movement in Africa”, “Lesotho”, “Property Rights”, “Swaziland”. IN: Encyclopedia of Women in Today’s World. Mary Zeiss Stange and Carol K. Oyster (Eds.). New York: SAGE Reference.
• YACOB-HALISO, T. Falola (Eds.) (2020), The Palgrave Handbook of African Women's Studies, New York: Palgrave Macmillan.

Links to be provided in PRADO and lectures.

Article 17 of the Regulations for the Evaluation and Qualification of Students of the University of Granada establishes that the ordinary call will preferably be based on the continuous evaluation of the student body, except for those who have been recognized the right to the single final evaluation. Plagio: ANY FORM OF PLAGIARISM IN ANY OF THE ACTIVITIES OR ASSIGNMENTS (INCLUDING UNAUTHORISED USE OF AI) WILL LEAD TO THE FINAL GRADE 0% AND TO WHATEVER LEGAL MEASURES THE UGR OR/AND THE GEMMA CONSORTIUM MAY DECIDE TO IMPOSE.

Tool 1: Attendance:

• Students are expected to attend classes regularly. Please follow attendance policy as established by the Granada GEMMA Program.

Tool 2: Required reading

• Students also must devote as much time as needed for independent reading, studying, and homework. 

Tool 3: PRADO and UGR institutional mail address (user@correo.ugr.es)

• Students access class materials through PRADO, http://prado.ugr.es/, so each student must make sure to have access through user@correo.ugr.es (or otherwise contact PRADO/GEMMA administration). Please check FAQ-help PRADO and/or Access Guide for more information on how to use PRADO.
• Please be reminded that official communications always go through your institutional UGR mail address (user@correo.ugr.es). Make sure to regularly check your inbox, as well other folders: news listings, etc. (including SPAM).

Tool 4: Final grade

• Attendance (25%), Class presentations (25%) and active Discussions on readings (25%) Final Essay (25%) 

Tool 5: Office hours

• Students will make an appointment with the Professor for office hours on-demand.

Deadline for all required assignments: Maximum a month after the last course session.

 

• Reaction papers on mandatory readings by topic (50% final grade)
• Final exam (50% of final grade)

 

ANY FORM OF PLAGIARISM IN ANY OF THE ACTIVITIES OR ASSIGNMENTS (INCLUDING UNAUTHORISED USE OF AI) WILL LEAD TO THE FINAL GRADE 0% AND TO WHATEVER LEGAL MEASURES THE UGR OR/AND THE GEMMA CONSORTIUM MAY DECIDE TO IMPOSE.

Article 8 of the "Normativa de Evaluación y Calificación de los Estudiantes de la Universidad de Granada" allows students who cannot fullfil the requirements for continuous assessment because of duely justified reasons to be evaluated at the end of the academic year. Students needing this form of evaluation should apply within the first two weeks of the academic year following the procedure specified by this UGR regulation. Incluir epígrafe plagio: ANY FORM OF PLAGIARISM IN ANY OF THE ACTIVITIES OR ASSIGNMENTS (INCLUDING UNAUTHORISED USE OF AI) WILL LEAD TO THE FINAL GRADE 0% AND TO WHATEVER LEGAL MEASURES THE UGR OR/AND THE GEMMA CONSORTIUM MAY DECIDE TO IMPOSE.

• Reaction papers on mandatory readings by topic (50% final grade)
• Final exam (50% of final grade)

 

 

Information of interest for students with disabilities and/or Specific Educational Support Needs (NEAE): Management of services and support (https://ve.ugr.es/servicios/atencionsocial/ estudiantes-con-discapacidad).