Gender, Equality, and Sexuality in Scandinavia

Course Description

This course adopts a robust intersectional perspective to analyze patterns of equality and inequality in Sweden and the broader Scandinavia context. While Scandinavian countries are renowned for their gender equality and progressive policies, including generous parental leave, comprehensive sex education, and extensive LGBTQ+ rights, the implementation of these policies does not guarantee equal outcomes for everyone.

Through critical examination, the course delves into emerging criticisms surrounding the underlying notions of gender and sexuality within strategies aimed at achieving gender equality, uncovering issues such as heteronormativity, exceptionalism, and blindness to racism.

Is the Nordic gender equality model suited to overcome obstacles? By exploring the intersections of body, identity, gender, sexuality, race, and migration in contemporary debates, the course also addresses wider, transnational questions: Should Nordic equality principles serve as a model for other countries, and if so, what are pros and cons?

Topics covered include gender mainstreaming, changing family structures, Scandinavian laws surrounding sex work, disabilities and participation in society, the development of LGBTQ+ rights, gender nonconformity and legal frameworks, a gender-neutral approach to raising children, and the integration of norm-critical approaches in education. Moreover, the course examines equality through the lenses of race, racism, immigration, and segregation, offering a comprehensive understanding of societal dynamics.

We consider gender, sexuality, and race as central social categories that shape contemporary and historical relationships and life experiences, and simultaneously serve as points of discussion and contention within political spheres. Our stances on these matters often contribute significantly to the formation of our political identities.

We engage with community-building, advocacy, and resistance practices among women, queer and BIPOC NGOs and grassroots groups, for example by exploring DIY practices and drag as a tool for identity exploration and activism.

And amidst the contemporary rise of anti-gender movements, the course probes into the roots of backlash against inclusivity, diversity, and equity, exploring the transnational dimensions of these challenges.

Through analysis of minority mobilization, public discourse and ethical dilemmas, students will reflect on the variations observed between the United States, Sweden, and other Scandinavian countries.

Students will interact with the course content through a diverse range of assignments. Some assignments align with traditional academic methods, including group discussions, presentations, and the writing of an academic paper. Additionally, alternative assignments will encourage exploration of gender, sexuality, and race through different techniques, such as a photography project culminating in an exhibition at the Student Hub.

Learning extends beyond the classroom into the urban environments of Stockholm, and Berlin. By traversing these cities, and by meeting various people in different capacities, students gain insights into diverse life experiences and perspectives.

Learning Outcomes:

By the end of the session, you will be able to:

1. Analyze and evaluate patterns of equality and inequality within Sweden and the broader Scandinavian context through an intersectional lens.
2. Critically assess the implementation and effectiveness of gender equality policies, considering their underlying assumptions and implications for diverse communities.
3. Explore the intersections of body, identity, gender, sexuality, race, and migration in contemporary debates on equality and social justice.
4. Explore community-building, advocacy, and resistance practices among women, queer, and BIPOC communities. 
5. Examine the transnational relevance of Scandinavian equality principles.
6. Engage in informed discussions on the challenges posed by anti-gender movements.
7. Be familiar with the most “burning issues” in Scandinavian debates about gender, sexuality, race, and equality.

Faculty

Dr. Anna Cavallin, PhD, Senior Lecturer, Gender Studies Department, Stockholm University

 

Contact info: anna.cavallin@gender.su.se

Pronouns: she/her

In Swedish: hon/henne

Cell:+46 (0)702318010

 

Guest Lecturers

Emma Raask, Sex Education

Christine Bylund, Functionality activism, body

Field Studies & Workshops

A travel along the red & blue metro line to Yalla Rinkeby. A center for inclusive community based work-projects & restaurant.

Closing field trip to Vinterviken, Löfholmen, Gröndal: On our last day we wander off to another neighborhood in Stockholm, for a class round up and to learn about art in post-industrial spaces and gentrification. Moreover, what is the role of the LGBT community in the gentrification of neighborhoods? Additionally, we will visit one of Stockholm's ecological garden cafés, located close to the site where Alfred Nobel had his factories. We will learn about Bertha von Suttner, the woman behind the Nobel peace prize.

Regular classes will take place both in the regular classroom and in the city, depending on the weather & plan. 

 

Readings

Steven Seidman (2011) "Theoretical Perspectives," in Introducing the New Sexualities Studies, 2nd Edition

Marie Gustafsson Sendén, Emma A. Bäck & Anna Lindqvist (2015) Introducing a gender-neutral pronoun in a natural gender language: the influence of time on attitudes and behavior, Frontiers in Psychology 6, 893

Eva-Maria Svensson & Asa Gunnarsson (2012) Gender Equality in the Swedish Welfare State, Feminists@Law, Vol 2, No 1

Maja Sager & Diana Mulinari (2018) Safety for Whom? Exploring Femonationalism & Care-Racism in Sweden, Women's Studies International Forum 68, 149-156

Siim, Birte (2015) "Migration, Multiculturalism and Gender – a Nordic Perspective," in Peter Kivisto & Peter Kraus (Eds.) Challenging Power: Equality, Culture and Minorities

Jay Levy & Pye Jakobsson (2014) Sweden’s abolitionist discourse and law: Effects on the dynamics of Swedish sex work and on the lives of Sweden’s sex workers, Criminology and Criminal Justice 

Constance Penley, Celine Parreñas Shimizu, Mireille Miller-Young and Tristan Taormino (2013) "Introduction: The Politics of Producing Pleasure," in The Feminist Porn Book: the politics of producing pleasure, the Feminist Press at the City University of New York, 9-22

Kristin Shutts, Ben Kenward, Helena Falk, Anna Ivegran, and Christine Fawcett (2017) Early preschool environments and gender: Effects of gender pedagogy in Sweden, Journal of Experimental Child Psychology 162: 1-17

Irina Schmitt (2022) Transgressing purity: Intersectional negotiations of gender identity in Swedish schools,  Journal of LGBT Youth, 1-18 

Anna Odrowąż-Coates (2015) Is gender neutrality a post-human phenomenon? The concept of 'gender neutral' in Swedish education, Journal of Gender and Power, Vol. 3 , No.1, 113-133

Janne Bromseth & Renita Sörensdotter (2013), "Norm-critical Pedagogy" in Gender Studies, Education and Pedagogy, Anna Lundberg & Ann Werner (Eds.), Swedish Secretariat for Gender Research: Gothenburg, 24-31

 

Approach to Teaching

Mutual learning atmosphere: The course is based on a student-centered approach with a strong emphasis on class discussions. My role as instructor is to facilitate the course and learning process, but all of us are responsible for creating the most beneficial atmosphere and environment for creation of knowledge. Different learning activities will occur during the course, such as group work, workshops, reflection tasks, field studies, film and text analysis and more. In addition to this, you will also be given the opportunity to add your own research and to get insights into the contemporary public debate.

Everyone’s opinion counts: Some of the topics covered in this course could be seen as controversial and sensitive. You should feel comfortable in expressing your personal opinions regarding issues discussed in class, and we are all responsible for creating the discussion climate where this is felt by all participants. In order to attain this, also be prepared to be open to other points of view than your own, and always express disagreement in a respectful and constructive way. See this as an opportunity to broaden your perspective by listening to other opinions. 

Names and Pronouns: Students should be referred to by the name they prefer by the teacher of this course and other students. As a teacher, I will gladly honor your request to address you by the name you prefer and the gender pronouns that correspond to your gender identity. We will introduce ourselves to each other with names and pronouns when we meet the first day of class. 

Disability Access: If you need accommodations related to disability, please let me know as soon as possible so that your learning needs can be appropriately met.

 

Expectations of the Students  

Assigned readings must be done prior to class to encourage active engagement and informed participation. I want to see your participation, understanding, and engagement with the material during our discussions.

Computers can be used in class, but please keep phones in your bag. You are encouraged to take notes (because you won’t remember everything), but the how and where is up to you to decide. Please be aware that failure to comply with these expectations will negatively affect your participation grade.

Evaluation

You will be evaluated in several ways. Each assignment will let you meet course objectives. All work has to be completed in order to pass the class.

Areas for assessment

• Handling of course material 
• Scholarly argumentation and analytical abilities 
• Command of relevant terminology 

Grades

A - Excellent. The assignment is notably elucidative, knowledgeable, inventive and critical. 

B - Well above average. The assignment is sound, well-reasoned and independent.

C - Average. The assignment is competently understood with good individual reasoning. 

D - Below average but passing. The assignment shows adequate understanding and treatment of course contents. 

F - Failure or failure to complete

I = Incomplete - to be completed (only issued in place of final course grade if an agreement exists for completion by a definite deadline which is approved by the instructor and the DIS registrar)

 

Grading  

FORMAT	EVAL.	CRITERIA	Deadlines Please see course calendar
Participation	25%	Includes attendance & in-class, field/study tour participation: engaged listening, speaking up in productive ways, participating actively in the learning activities, small group discussions, &/or group work.
Presentation / discussion leading	25%	30 minute presentation / discussion leading, during one of the sessions marked with a rainbow: 🌈
Study Tour Group Reflection Presentation	15%	Students will participate in a Group Reflection Presentation on an aspect of our Study Tour.
Academic Reflection Paper	35%	Academic reflection paper on a chosen topic.
		Further information about assignments will be presented in class.

 

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on: 

• Course Enrollment and Grading  
• Academic Expectations and Honor Code 

 DIS - Study Abroad in Scandinavia - www.DISabroad.org

                                     Please note that the schedule and its content is subject to change