GISDepartment of Global and Interdisciplinary Studies

Race, class, gender and sexuality, nation and so on constitute our identities, shape our experiences, and constrain as well as enrich our lives. Importantly, they constitute interconnecting sources of inequality in society and in the world today. In this seminar, students will read and critique social theories and research informed by an intersectional perspective that aims at understanding the complex, intersecting nature of social inequalities. In the process, they will acquire tools and develop perspectives to apply to their own research.

The main goal of this seminar is to develop students' sensitivity towards issues of inequality related to race, class, gender, sexuality, nationality and so on, and expose them to the cutting-edge theoretical and empirical works in the developing field of “intersectionality". Another goal is to develop students' skills in social research, discussion, presentation, and writing. Learning to evaluate and critique ideas and research is a particularly important goal in this seminar.

Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.

英語 / English

Since this course is a seminar, it is taught primarily through student presentations and discussions. Students deliver presentations on selected readings as well as on their own research. Further, they also engage in discussions based on critical reading of extant research and theories, as well as on current relevant social issues. Feedback is given orally after each presentation and discussion, and comments are given to individual students on every assignment submitted.

あり / Yes

なし / No

授業形態/methods of teaching：対面/face to face

※各回の授業形態は予定です。教員の指示に従ってください。

1[オンライン/online]：Overview

Getting acquainted
Discussion of the goals of this seminar and the responsibility of each seminar member
Explanation of seminar research, decision on topic, and individual research

2[対面/face to face]：Doing Social Research
Critiquing Academic Works

Overview of social research
Learning to critique a journal article

3[対面/face to face]：Reading on Intersectionality (1)

Student presentation and discussion of a reading relevant to intersectionality

4[対面/face to face]：Reading on Intersectionality (2)

Student presentation and discussion of a reading relevant to intersectionality

5[対面/face to face]：Research Proposal

Student presentation of research interests and topics
Learning to use library resources in research

6[対面/face to face]：Research Reading and Discussion (1)

Presentation and discussion of a reading related to students’ research

7[対面/face to face]：Research Reading and Discussion (2)

Presentation and discussion of a reading related to students’ research

8[対面/face to face]：Research Reading and Discussion (3)

Presentation and discussion of a reading related to students’ research

9[対面/face to face]：Research Reading and Discussion (4)

Presentation and discussion of a reading related to students’ research

10[対面/face to face]：Research Reading and Discussion (5)

Presentation and discussion of a reading related to students’ research

11[対面/face to face]：Research Reading and Discussion (6)

Presentation and discussion of a reading related to students’ research

12[対面/face to face]：Research Workshop and Consultation

Individual consultations on research project

13[対面/face to face]：Research Paper Presentations (1)

Student presentations and discussion of research

14[対面/face to face]：Research Paper Presentations (2)

Student presentations and discussion of research

Every week, there is work to do: reading, preparation for presentation, and/or conducting research. Students are expected to keep up with all this work to make the seminar work for them and other students. Preparatory study and review time for this 4-credit class are at least 4 hours each.

No textbook will be used. Copies of journal articles and book chapters will be distributed in class and uploaded on the Hosei Learning Management System.

Collins, P. (2019). Intersectionality as critical theory. Durham, N.C.: Duke University Press.
Collins, P. H., & Bilge, S. (2016). Intersectionality. Cambridge: Polity Press.
Grzanka, Patrick R. (ed.) (2014). Intersectionality: A foundations and frontiers reader. Boulder, CO: Westview Press.
Berger, M. T., & Guidroz, K. (eds.) (2009). The intersectional approach: Transforming the academy through race, class and gender. Chapel Hill, NC: University of North Carolina Press.
Dill, B. T., & Zambrana, R. E. (eds.) (2009). Emerging intersections: Race, class, gender in theory, policy, and practice. New Brunswick, NJ: Rutgers University Press.
Lykke, Nina. 2012. Feminist Studies: A Guide to Intersectional Theory, Methodology and Writing. London: Routledge.
Jónasdóttir, Anna G., Valerie Bryson, and Kathleen B. Jones (eds). 2011. Sexuality, Gender and power: Intersectional and Transnational Perspectives. London: Routledge.

Clear instructions and goals are set for every assignment. The grade will be calculated as follows:
Participation in class discussion (8%)
Reading presentations and discussant presentation (18%)
Critiques on readings (20%)
Research topic presentation and research paper presentation (14%) Research paper (40%)

Students have been fully satisfied with the course, saying that it was intense but worthwhile. However, the instructor will check constantly with students to keep the workload reasonable.

Students are expected to have passed Race, Class and Gender I. However, this prerequisite may be waived if a student has the equivalent academic background.
Students are expected to take both Intersectionality I and Intersectionality II, and in principle, they are expected to continue for two years. Special arrangements will be made for students who study abroad for one or two semesters.

See "Others".