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icono de curso

Gender, Security and Development


Credits: 4 ECTS

Second semester

Pathway core courses




Mainstream debates about the relationship between gender, security and development have generally focused on how disproportionally both insecurity and poverty affect women. From this, a wealth of research has also been undertaken addressing how women can play a very positive role in development, security and peace-making, even if women are not always included in the political and decision-making processes that concern such issues. However, consistently portraying women in these roles has in itself reproduced an image of women as victims and passive rather than as actors. This links with how little is known about the role women play as war-makers and drivers of insecurities. The course addresses these issues from a critical reading of mainstream, critical and feminist approaches. It studies the gendered nature of security and development not only from the view of their causes and consequences but also from the view of how the representations and assumptions about women, men, masculinity and femininity interplay in the unequal distribution of insecurity and poverty between men and women. For that purpose, the course will focus on a series of issues and case studies where these questions intersect, including conflicts and military interventions, the war on terror, poverty and development policies.


All students will be required to actively participate in class, to deliver one seminar presentation as part of a group and write an essay at the end of the course. Unlike a typical university course, in which students can fall behind in the readings, a short and intense course like this depends entirely on its members attending every class and on having adequately prepared beforehand by completing the required reading. The process simply fails if its members do not make, and keep, a serious and active commitment to it. With these descriptions in mind, you should be aware that this module requires you to do all the core readings, attend all of the seminar meetings, and participate actively in all of our discussions.

Mode of Assessment:

  1. Participation 30%
  2. Seminar presentation 30%
  3. Essay 40%

Competences, learning outcomes and teaching activities (PDF)