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

Development, gender and culture in Africa South of the Sahara. Feminisms and Activisms, African gendered revolutions and public policies on gender equality. Cultures as local knowledges, experiences and agencies. 

Not applicable.

1. Knowledge of concepts such as culture, gender, or feminisms within African contexts.
2. Understanding of gender equality processes and African feminisms.
3. Specific case analyses (Kenya, Mozambique, Tanzania, Togo): contexts, gender-sensitive histories, gender equality processes, and feminisms.

1. Gender, Culture, and Development in the African context.
2. African Women historically: "precolonial" societies, colonial impact (anti-colonial movements), and postcolonial era (modernisation, nationalist women's movements, democratisation).
3. Social and economic studies on African women: Digitalization, Entrepreneurship, Mobile moneys
4. Gender Equality and Women’s Activisms, and Movements. Empowerment.
5. Africanizing "gender" and "feminism"

Related to required readings and specific case studies, students will discuss articles by topic, comment and debate on video materials, and develop an final essay (reaction paper) based on the main case studies discussed in class: Kenya, Mozambique, Tanzania, Togo.

• 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.
• AMPOFO Akosua Adomako & Signe ARNFRED (Eds.) (2009), African Feminist Politics of Knowledge. Tensions, Challenges, Possibilities. Nordiska Afrikainstitutet.
• ARNFRED, Signe (2023), Re-visiting ‘African Tradition’, Re-thinking Gender and Power: Learning from Fieldwork in Northern Mozambique. Nordic Journal of African Studies, 32(3): 286-306.
• ARNFRED, Signe (Ed.) (2004), Re-thinking Sexualities in Africa. Nordiska Afrikainstitutet Uppsala.
• CASIMIRO, Isabel & Teresa CUNHA (2019), Epistemologías del Sur y Alternativas Feministas de Vida. Las Cenicientas de Nuestro Mozambique Quieren Hablar. Gernika Gogoratuz/Red Gernika. 
• CHAIMITE, Egídio; Carlos MUIANGA: Michael SAMBO & Moisés SIÚTAS (Coords.) (2024), Desafios para Moçambique 2023-2024. IESE.
• CHOPRA, Deepta & Catherine MÜLLER (Eds.) (2016), Connecting Perspectives on Women’s Empowerment. IDS Bulletin, 47(1A). Monographic Issue ‘Connecting Perspectives on Women’s Empowerment’.
• CORNWALL, Andrea (2010), Deconstructing Development Discourse:  Buzzwords and Fuzzwords. London: Practical Action.
• CODESRIA (2004), African gender scholarship: Concepts, methodology and paradigms. Dakar: Council for the Development of Social Sciences Research in Africa (CODESRIA).
• CUNHA, Teresa (2021), Defeating the Three-Headed Monster: A Feminist Reflection on Gender. Feminist Reflections, 4. Friedrich Ebert Stiftung.
• CUNHA, Teresa (2019a), Epistemologies of the South, Mozambique and a post-colonial feminist quest. Utopía y Praxis Latinoamericana, 24(86): 101-124.
• CUNHA, Teresa (2019b), Estudio de caso: Cabo Delgado (Mozambique). La tierra donde no se come lo que se produce y se produce lo que no se come. Gernika Gogoratuz/Red Gernika. 
• CUNHA, Teresa & Vanessa SOUZA (2019), Epistemologías del Sur y las Economías de Ellas. La Cooperativa “Capuchinhas” de la Sierra de Montemuro. Revista de Antropología Social, 28(2): 323-344.
• DIYAMMI, Mark Paul (2025), Redefining Gender: A Literature Review on the Evolution of Gender Roles and Identities Across Cultures in the Great Lakes Region. Eastern African Journal of Humanities and Social Sciences, 4(1): 297-307.
• EKINE, Sokari & Hakima ABBASS (Eds.) (2013), Queer African Reader. Pambazuka Press.
• FALOLA, Toyin & Olajumoke YACOB-HALISO (Eds.) (2017), Gendering Knowledge in Africa and the African Diaspora. Contesting History and Power. New York: Routledge.
• FALOLA, Toyin (2003), The Power of African Cultures. The University of Rochester Press.
• MACAGNO, Lorenzo (2025), Mozambique, 50 years (1975-2025). Does the Struggle Continue
• MARTÍNEZ-HERRERA, Ana Larisa (2019), Pensamiento y Acción Política de Wangari Maathai. Hacia un Cambio de Paradigma en la Historia Política de Kenia. Tesis de Maestría. El Colegio de México.
• MIGNANTI, Cecilia (2024), Gender politics and politics in gender in Iringa District (Tanzania). Kervan – International Journal of Afro-Asiatic Studies, 28: 83-120.
• NYABOLA, Nanjala (2018a), Digital Democracy, Analogue Politics: How the Internet Era is Transforming Politics in Kenya. London: Zed Books.
• NYABOLA, Nanjala (2018b), Kenyan Feminisms in the Digital Age Nanjala Nyabola. WSQ: Women's Studies Quarterly, 46, (3-4): 261-271.
• NYABOLA, Nanjala (2020), Testimony as Text. 
• NYABOLA, Nanjala (2026), Foundations for African feminism as an ethics for artificial intelligence. 
• OSSOME, Lynn (2024), The Colonial State and Postcolonial Feminist Predicaments. Feminist Africa, 5(2): 42-62.
• 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.
• SHANGUHYA, Martin S. & Toyin FALOLA (Eds.) (2018), The Palgrave Handbook of African Colonial and Postcolonial History. New York: Palgrave Macmillan.
• YACOB-HALISO, Olajumoke & Toyin FALOLA (Eds.) (2020), The Palgrave Handbook of African Women's Studies. New York: Palgrave Macmillan.

• BRYCESON, Deborah F. & Rosemarie N. MWAIPOPO (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 & Althea-Maria RIVAS (2015), From ‘gender equality and ‘women’s empowerment’ to global justice: reclaiming a transformative agenda for
• CUNHA, Teresa (Ed.) (2022), Economías del Buen Vivir. Contra el Desperdicio de las Experiencias. Madrid: Akal.
• DANGAREMBGA, Tsitsi (1988), Nervous Conditions. Ayebia Clarke Publishing.
• 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. 
• KAMAT, Vinay R.; PhilippeLe BILLON; Rosemarie N. MWAIPOPO & Justin RAYCRAFT (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.
• MADAHA, Rasel; Rose SHAYO; Rosemarie N.MWAIPOPO  (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.
• MANZANERA-RUIZ, Roser, NAMASEMBE, O. M. M., 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. 
• MANZANERA-RUIZ, Roser; Carmen LIZÁRRAGA-MOLLINEDO & Rosemarie N. MWAIPOPO (2016), Gender Inequality, Processes of Adaptation, and Female Local Initiatives in Cash Crop Production in Northern Tanzania. Rural Sociology, 81(2), pp. 143-171.
• MARTÍNEZ-HERRERA, Ana Larisa (2025), Menarquía en África subsahariana: entre los desafíos del tabú, las políticas públicas y las expresiones culturales de la feminidad.Claroscuro, 24 (1): 1-16.
• 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.
• MENGISTE, Maaza (2019), The Shadow King. WW Norton & Co.
• MWAIPOPO, Rosemarie N. (2021a), 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. (2021b), 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).
• 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). 
• NAMASEMBE, O. M. M. & MANZANERA-RUIZ, R. (2021a), 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.
• NAMASEMBE, O. M. M. & MANZANERA-RUIZ, R. (2021b), 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.
• SÁNCHEZ-ESPINOSA, Adelina & Giulia SENSINI (2022), Danzando entre las categorías de bastardía, perplejidad y complejidad: migraciones y ascendencia en Huaco retrato (2021) de Gabriela Wiener. Revista Letral, 29: 68-89.
• SESMA GRACIA, Ane; Soledad VIEITEZ-CERDEÑO & Roser MANZANERA-RUIZ (2022), Sacrificio, enriquecimiento y robo de cuerpos en Mozambique: Namakakattha. AIBR. Revista de Antropología Iberoamericana, 17(3): 543–568. 
• SOKOUM, Akloté (2025), Más allá del género binario: Sistemas de género en la cultura Lamba de Togo. Africa Confluence, 1: 50-70.
• 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.
• VIEITEZ-CERDEÑO, Soledad; Roser MANZANERA-RUIZ & Olga M. M.NAMASEMBE (2023), Ugandan women’s approaches to doing business and becoming entrepreneurs, Third World Quarterly, DOI: 10.1080/01436597.2023.2189580
• VIEITEZ-CERDEÑO, Soledad & Teresa CUNHA (2022), Neoliberal programs in Africa South of the Sahara: Gender-blindness and development «laundering». Coautora: Teresa Cunha. IN: Neoliberalism and Unequal Development. Alternatives and Transitions in Europe, Latin America and Sub-Saharan Africa. Fernando López-Castellano, Carmen Lizárraga y Roser Manzanera-Ruiz (Eds.): 42-60. Routledge. Abingdon, Oxon.

Links to be provided in PRADO through specific lectures and topics.

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 recognised the right to the single final evaluation.

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 of a month after the last course session.

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 paper (50% final grade)
• Review of every required reading by topic (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 fulfil the requirements for continuous assessment (due to justified causes such as work or health issues) to be evaluated at the end of the academic year. For this form of evaluation students should apply within the first two weeks of the academic year by following the procedure specified by this UGR regulation".

• Review of every required reading by topic (50% of final grade)
• Reaction paper (50% 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.

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).