Information Package / Course Catalogue
| Political Science and International Relations | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Econ., Admin. and Social Sciences | ||||
| Course Code | POLS 438 | ||||
| Course Title in English | Women in Agricultural Development | ||||
| Course Title in Turkish | Kırsal Kalkınmada Kadınlar | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 127 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only undergraduate students | ||||
| Overall Educational Objective | To understand different agricultural development policies and changes in rural women’s living and working conditions in Turkey from a comprehensive perspective. | ||||
| Course Description | This course aims to explain changes in the forms of rural female employment with an emphasis on intertwined relations between agricultural development and patriarchies in Turkey. After assessing different theoretical debates, we will trace historical trajectories of gender and agricultural development policies and explain its socio-economic impacts on rural women. We will discuss modalities of precarity, (de)feminization of work and diversification of work for rural women in different phases of rural development throughout the course. Furthermore, we will analyze how rural women have entered in different political agendas and practices. This analysis will reveal gender-specific influences of education-centered development policies of the welfare state and of neoliberal macro policies that addressed rural female entrepreneurship with microcredits, agribusiness, agrotourism, women’s cooperatives. We will also explore the place of rural women in peasant struggles to reveal gendered aspects of sustainable development and authoritarian neoliberalism in Turkey. This course will enable students to understand the complexities of gender relations, structural inequalities, power relations and female employment in rural Turkey. | ||||
| Course Description in Turkish |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) To comprehend knowledge of different themes, perspectives, and paradigms in particular areas of agricultural development, politics, and gender relations. 2) To critically analyze recent structural inequalities and politics in rural Turkey from a gender sensitive perspective. 3) To discuss mutually constitutive relations between agrarian change and patriarchies with an interdisciplinary perspective including history, politics, and sociology. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 |
|---|---|---|---|
| 1) Adequate knowledge of political history necessary to comprehend and effectively evaluate contemporary Political Science and International Relations issues. | |||
| 2) Understanding of the fundamental concepts that exist in the fields of social and behavioral sciences as well as the correlation between these concepts | |||
| 3) Ability to analyze the fundamental theories in the field Political Science and International Relations and to assess their reflections into practice | |||
| 4) Ability to critically discuss different aspects of theories and developments in Political Science and International Relations both individually and in the course of group work during classroom discussions. | |||
| 5) Ability to conduct research independently, or with a team, about the developments taking place in the international arena, make foreign policy analyses, develop research-based conflict resolution models, and prepare comprehensive reports using computers and relevant software | |||
| 6) Ability to take decisions as well as to implement these decisions by using the knowledge about the field and the skills that have been acquired during the undergraduate studies | |||
| 7) Ability to recognize the relations between scientific thought and ethical behavior; pay attention to being tolerant and properly defend different ideas, ideologies and belief systems | |||
| 8) Ability to work in international institutions and multicultural environments, with the help of the knowledge on different cultures, societies, political systems as well as linguistic skills acquired during the undergraduate studies | |||
| 9) Ability to display language skills in English at minimum B2 level enough for debating with colleagues on issues of Political Science and International Relations, and also display language skills in a second foreign language at minimum A2 level enough for communicating in daily life | |||
| 10) Ability to pursue lifelong learning as well as perform advanced/graduate studies in the field Political Science and International Relations and other social sciences disciplines in academic institutions at home and abroad |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Adequate knowledge of political history necessary to comprehend and effectively evaluate contemporary Political Science and International Relations issues. | H | Exam |
| 2) | Understanding of the fundamental concepts that exist in the fields of social and behavioral sciences as well as the correlation between these concepts | H | Exam |
| 3) | Ability to analyze the fundamental theories in the field Political Science and International Relations and to assess their reflections into practice | H | Exam |
| 4) | Ability to critically discuss different aspects of theories and developments in Political Science and International Relations both individually and in the course of group work during classroom discussions. | H | Presentation |
| 5) | Ability to conduct research independently, or with a team, about the developments taking place in the international arena, make foreign policy analyses, develop research-based conflict resolution models, and prepare comprehensive reports using computers and relevant software | H | Presentation |
| 6) | Ability to take decisions as well as to implement these decisions by using the knowledge about the field and the skills that have been acquired during the undergraduate studies | S | Presentation |
| 7) | Ability to recognize the relations between scientific thought and ethical behavior; pay attention to being tolerant and properly defend different ideas, ideologies and belief systems | H | Presentation |
| 8) | Ability to work in international institutions and multicultural environments, with the help of the knowledge on different cultures, societies, political systems as well as linguistic skills acquired during the undergraduate studies | S | |
| 9) | Ability to display language skills in English at minimum B2 level enough for debating with colleagues on issues of Political Science and International Relations, and also display language skills in a second foreign language at minimum A2 level enough for communicating in daily life | H | Exam |
| 10) | Ability to pursue lifelong learning as well as perform advanced/graduate studies in the field Political Science and International Relations and other social sciences disciplines in academic institutions at home and abroad | S |
| Prepared by and Date | BEKEN SAATÇİOĞLU , January 2024 |
| Course Coordinator | BEKEN SAATÇİOĞLU |
| Semester | Spring |
| Name of Instructor |
Course Contents
| Week | Subject |
| 1) | Women in Development Approach |
| 2) | Marxist and Feminist Critiques of Women in Development Approach |
| 3) | Intersectionality, Sustainable Agricultural Development and Gender Relations |
| 4) | Gender, Labor Market and Agricultural Development in Turkey (1950-1980) |
| 5) | Modernization, Development and Socioeconomic Changes for Rural Women in the Liberal Era |
| 6) | Gender and Agrarian Change under Neoliberalism |
| 7) | Neoliberal Developmentalism: The Projects of Hydropower, Rural Women, and Peasant Struggles |
| 8) | Agrobiodiversity, Seed Politics and Women |
| 9) | Women’s Cooperatives and Rural Women’s Empowerment |
| 10) | Diversification of Rural Economy and Women in Agribusiness |
| 11) | Actors for Sustainable Development: Rural Women in Agrotourism |
| 12) | The Regional Development, Microfinance and Rural Women Entrepreneurship |
| 13) | Syrian Refugees, Seasonal Agricultural Workers and Rural Migration |
| 14) | Agricultural Extension Policies and Its Impacts on Gender Relations |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Boserup, E. (1986) Women`s Role in Economic Development, Vermont: Gower Publishing. pp.3-24.(Req.) Zwart, G. (1992) ‘‘From Women in Development to Gender and Development: More Than a Change in Terminology?’’ Agenda: Empowering Women for Gender Equity 14: 16-21. (Req.) Beneria, L. (1995) ‘‘Toward a Greater Integration of Gender in Economy,’’ World Development 23 (11): 1839-1850. (Req.) Sharp, J. and Briggs, J. (2003) ‘‘Doing Gender and Development: Understanding Empowerment and Local Gender Relations,’’ Transactions of the Institute of British Geographers 28 (3): 281- 295. (Req.) Razavi, S. (2009) ‘‘Engendering the Political Economy of Agrarian Change,’’ The Journal of the Peasant Studies 36 (1): 197-226. (Req.) OECD. (2008) Gender and Sustainable Development: Maximizing the Economic, Social and Environmental Role of Women, OECD. pp.35-41 and 63-77. (Req.) Leach, M., Metha, L. and Prabhakaran, P. (2016) ‘‘Sustainable Development: A Gendered Pathways Approach,’’ Leach, M. (ed.), in Gender Equality and Sustainable Development, London: Routledge. pp.1-34. (Req.) Morvaradi, B. (1997) ‘‘Gender Relations in Agriculture: Women in Turkey,’’ Economic Development and Cultural Change 40 (3): 567-586. (Req.) Kandiyoti, D. (1990) ‘‘Rural Transformation in Turkey and Its Implications for Women’s Status,’’ in Women, Family, and Social Change in Turkey, F. Özbay (ed.), Geneva: UNESCO. pp. 91–104. (Req.) Ozbay, F. (1985) ‘‘Transformation of the Socio-Economic Structure and Changing Family Functions in Rural Turkey,’’ Family in Turkish Society: 43-77. (Req.) Ozbay F. (1982) ‘‘Women’s Education in Rural Turkey,’’ in Sex Roles, Family, and Community in Turkey, Kağıtçıbaşı, Ç. (ed.), Indiana: Indiana University Press. pp. 131-148.(Reccom.) Onaran-İncirlioğlu, E. (2000) ‘‘Images of Village Women in Turkey: Models and Anomalies,’’ in Deconstructing Images of the Turkish Women, Arat, Z. (ed.), New York, London: Palgrave. pp. 199–223. (Req.) Kandiyoti, D. (1988) ‘‘Bargaining with Patriarchy,’’ Gender and Society 2: 274-289. (Req.) Sirman, N. (1995) ‘‘Friend and Foe? Forging Alliances with Other Women in a Village of Western Turkey,’’ in Women in Modern Turkish Society, Tekeli, Ş. (ed.), London: Zed Press. pp. 199-218.(Req.) Ilıcan, S. (1994) ‘‘Peasant Struggles and Social Change: Migration, Households and Gender in a Rural Turkish Society,’’ International Migration Review 28 (3): 554-579. (Reccom.) Sancar, S. and Bulut, A. (2006) Turkey: Country Gender Profile (Ankara: Ankara University, pp.17-23. (Req.) İlkkaracan, İ., and Tunalı, İ. (2010) ‘‘Agricultural Transformation and the Rural Labor Market in Turkey,’’ in Rethinking Structural Reform in Turkish Agriculture: Beyond the World Bank’s Strategy, (eds.) Karapınar B., Adaman F. and G. Ozertan, Nova Science Publishers. pp. 103–149. (Req.) Kocabicak, E. (2021) ‘‘Gendered Property and Labour Relations in Agriculture: Implications for Social Change in Turkey,’’ Oxford Development Studies, Online, pp.1-23. (Req.) Büke, A. and Eren, Z. C. (2016) ‘‘Sen Aklini Mu Yedun Çocuk? Neoliberalism, Değersizleşme ve HES Karşıtı Hareketler: Fındıklı Direnişi Örneği,’’ in Sudan Sebepler: Türkiye’de Neoliberal Su-Enerji Politikaları ve Direnişler, Aksu, C., Erensü, S. and E. Evren (ed.), İstanbul: İletişim Yayınları. pp.313-339. (Req.) Harris, Leila M. (2008) “Water Rich Resource Poor: Intersections of Gender, Poverty, and Vulnerability in Newly Irrigated Areas of Southeastern Turkey,” Idea 36 (12): 2643-2662. Işıl, Ö. ve Aslan, Ö. (2014) ‘‘HES Direnişlerindeki Karadenizli Kadın Temsilleri Üzerine Bir Deneme,’’ Kültür ve Siyasette Feminist Yaklaşımlar 22: 40-48. (Req.) Nizam, D. and Yenal, Z. (2020) ‘‘Seed Politics in Turkey: The Awakening of Landrace Wheat and Its Prospects,’’ The Journal of Peasant Studies, 47 (4): 741-766. (Req.) Ertuğ, F. (2003) ‘‘Gendering the Tradition of Plant Gathering in Central Anatolia (Turkey),’’ in Women and Plants: Gender Relations in Biodiversity Management and Conservation, Howard, P.L. (ed.), London: Zed Books. pp. 183-196. (Req.) Çınar, K., Uğur Çınar, M., Akyüz S. ve Onculer Yayalar, E. (2019) ‘‘Faces and Phases of Women’s Empowerment: the Case of Women’s Cooperatives in Turkey,’’ Social Politics: 1-28. (Req.) Okur, E. R. (2020) ‘‘Kırsal Kalkınma Projesinde Kadının Katılımcılığı,’’ in Yaşamı Örgütleyen Deneyimler: Kadınlar Dayanışma Ekonomilerini ve Kooperatifleri Tartışıyor, Değirmenci, S. and Işıl, Ö. (ed.), İstanbul: Notabene. pp. 235-269. (Req.) Duguid, F., Gokcen, D. and Michael, W. (2015) The Current State of Women’s Cooperatives in Turkey, World Bank, Istanbul. pp.56-67. (Reccom.) Eren Z. C., (2021) ‘‘Rising Authoritarian Neoliberalism in Rural Turkey: Change and Negotiation of Women in a Gendered Agribusiness in Western Anatolia,’’ in Authoritarian Neoliberalism and Resistance in Turkey, Borsuk İ., Dinç P., Kavak S., Sayan P. (ed.), Palgrave Macmillan, Singapore. pp.61-79. (Req.) Gündüz Hoşgör, A., and Him, M. S. (2017) ‘‘Feminization of Rural Work and Young Women’s Empowerment: A Case Study of Mountain Villages in the Western Black Sea Region of Turkey,’’ Kadın/Woman 2000, 18(1), 1–22. (Req.) Giritlioğlu, İ. and Avcikurt, C. (2015) ‘‘Agrotourism as a Tool for Rural Development in Turkey,’’ Management and Education XI (2): 139-146. (Req.) Akpinar, N., Talay, İ., Ceylan, C. and Gündüz, S. (2005) ‘‘Rural Women and Agrotourism in the Context of Sustainable Rural Development: A Case Study from Turkey,’’ Environment Development and Sustainability 6: 473–486. (Req.) Altunel- Açıkgöz, T. (2021) ‘‘Socio-economic Analysis of Ecotourism Activities of Women in Turkey,’’ Pak. J. Agri. Sci. (58):1099-1105. (Req.) Kurtege Sefer, B. (2020) “A Gender and Class-Sensitive Explanatory Model for Rural Women Entrepreneurship in Turkey,” the International Journal of Gender and Entrepreneurship, 12 (2):191-210. (Req.) Ecevit Y. (2007) A Critical Approach to Women’s Entrepreneurship in Turkey, Ankara: ILO, pp.45-55. (Req.) Yaprak, Ş. (2017) ‘‘Micro Credit System for Increasing Female Employment and Entrepreneurship in Turkey,’’ International Journal of Economics and Finance Studies 9 (1): 100-114.(Req.) Pelek D. (2020) ‘‘Ethnic Residential Segregation Among Seasonal Migrant Workers: From Temporary Tents to New Rural Ghettos in Southern Turkey,’’ The Journal of Peasant Studies (47): 1-24. (Req.) Kavak, S. (2016) ‘‘Syrian Refugees in Seasonal Agricultural Work: A Case of Adverse Incorporation in Turkey,’’ New Perspectives on Turkey (54): 33-53. (Req.) Ertürk, Y. (1995) ‘‘Rural Women and Modernization in Southeastern Anatolia,’’ in Women in Modern Turkish Society: A Reader, Tekeli, Ş. (ed.), N.J.: Zed Books. pp.141-153. (Req.) Açıkalın, O. (2008) ‘‘Gender Approaches in Development Projects: Lessons from Eastern Turkey,’’ Ankara Üniversitesi SBF Dergisi 66 (1): 1-26. (Req.) Oğuz, C. ,Yener, A. and Haryadi, H. (2012) ‘‘Agricultural Extension Activities: A Study on the Possibilities of Rural Women: Case Study in Konya, Turkey,’’ Horticulture 69 (2): 206-214. (Req.) | ||||||||||||||||||
| Teaching Methods | Lecture with expectation from students to participate into class discussions. No work with the outside community – geographic or industry sector- is required. Students might work in teams for weekly in-class presentations. | ||||||||||||||||||
| Homework and Projects | 3 Response Papers, 1 Final Presentation, 1 Presentation | ||||||||||||||||||
| Laboratory Work | None | ||||||||||||||||||
| Computer Use | None | ||||||||||||||||||
| Other Activities | None | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
beken.saatcioglu@mef.edu.tr 02123953678 Email: bkurtege@gmail.com MEF university has a zero-tolerance policy for plagiarism and other forms of academic dishonesty, integrity and misconduct. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the code of student conduct and disciplinary procedures. Plagiarism is a form of academic dishonesty in which you take someone else’s ideas, arguments, and findings and represent them as your own without acknowledging its source with citations. It is subject to the appropriate disciplinary action and procedures. Any improper behavior, academic dishonesty or plagiarism is subject to the YOK Disciplinary Regulation. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Calculation | |||
| No/Weeks per Semester | |||||
| Course Hours | 28 | 84 | |||
| Study Hours Out of Class | 28 | 28 | |||
| Homework Assignments | 10 | 130 | |||
| Midterm(s) | 2 | 12 | |||
| Total Workload | 254 | ||||
| Total Workload/25 | 10.2 | ||||
| ECTS | 5 | ||||