Course Syllabus

Course Description

In this course, we will explore the fields of Masculinities in a Scandinavian context. This class will focus on a variety of topics, cases and theories about masculinities and other categories of difference. Which kinds of masculinity exist, how is masculinity understood and how does it relate to power, class, race, femininity, sexuality and identity? This is debated and analyzed through studies of how possibilities and limitations are handled in the lives of different men and women, and how masculinities are articulated and negotiated in popular media, politics, literature, art, television, everyday life, families and communities.

As Scandinavia is often praised for being the most gender equal region in the world, Scandinavian men are frequently seen as effeminate metrosexuals who are not threatened in their masculinity when they clean, cook and care for their children. Equal distribution of resources and opportunities are said to be cornerstones of modern Scandinavian welfare societies. Also, shared participation in childcare, housework and policies promoting women’s leadership are among the characteristics of Scandinavian societies. Yet, new developments constantly change the gender structure and ideals, from the #metoo movement, new parantal laws, ideals of business leadership to new queer, black and norm-critical voices in society. 

In this course we will explore how this has impacted the notion of masculinity, and look at the positions of men from all sorts of backgrounds. While this class explores the particular expressions of masculinities in Scandinavia, we will also compare with notions of masculinities in other parts of the world, such as the US and Africa and adress the history of masculinity and gender relations. In this line of thinking, manhood is not understood as something given or normative that can be taken for granted. Masculinities are rather understood as socially constructed identities and as an entanglement of bodily forms, perceptions, struggles, powers and sensitivities and alwayas related to overall gender structures and new developments. Thus, we will also discuss questions of new and 'soft', 'queer', 'non-white' or non-dominant masculinities, and meet activists, writers and performers who struggle with these questions in the Danish public space. 

The course is divided into 5 modules:

• Module 1: Constructing masculinities
• Module 2: Changing masculinities in Scandinavia
• Module 3: Current tensions, challenges and possibilities
• Module 4: Boyhood, fatherhood
• Module 5: Masculinity in public domains

Please note that class schedule is subject to change if necessary with as much notice as possible.

Learning goals and objectives

Upon completing the course, you will be able to:

• Familiarize yourself with theories of hegemonic masculinity and how this is related to other masculinities and femininities.

• Critically compare constructions of masculinities and their integration in institutional structures in Scandinavia and the US and relate this to current debates and issues.

• Recognize the influence of masculinities on the personal narratives of individuals.

• Reflect on intersectionality and the ways constructions of masculinity and gender can relate to race, sexuality, bodies, class, etc. in the shaping of positions and experiences.

• Understand and be able to critically reflect on how your own understanding of masculinities is socially constructed.

In the classroom

Approach to Teaching

This course relies heavily on in-class participation. Class time will be largely discussion-based, with some lecture and interactive activities.

Late work will be deducted a grade point per day it is late.

Readings:

All readings will be available through Canvas. 

A readings are mandatory.

B readings are suggested further reading.

Students are expected to:

• Read the assigned homework for each class as these are the basis for our classroom dialogue.
• Engage actively in classes.
• Complete assignments and hand in written papers on time.
• Maintain an open mind and respectful attitude, as we will be touching on culturally sensitive subjects that are potentially divisive and/or mimic personal and private experiences of you or your fellow students.

The class as a SAFER and BRAVE SPACE:

Please note the class is discussion-based and it is very important that we all contribute to creating and maintaining a safer AND brave space throughout the semester. Your peers will come from a variety of backgrounds which we seek to use as an added value. Be open, curious and respectful during your own and other’s learning process. Remember to challenge ideas, not people.

A note on subject matter, participation and mental health

The course format is dialogue based and active participation is mandatory and will account for 30 % of your grade. However, we will be discussing potentially sensitive and/or triggering subject matters during the semester and I wish to prioritize that the classroom is a safer space for everyone. If you find a subject difficult to discuss or engage with for personal reasons, or if you are nervous about speaking in class, giving presentations, coming to class in time or the like, please come to me (in class, outside of class or via email is fine), and we will find a solution together.

Digital etiquette

The use of mobile phones is not allowed during class. Laptops can be used at certain times during class for notetaking, research and group work. I will let you know when, so please do leave them in your bags till that time. If you have the use of your laptop as an academic accomodation, please let me know.

Evaluation

Readings

Boise, Sam de & Jeff Hearn (2017:) "Are men getting more emotional Critical sociological perspectives on men, masculinities and emotions". The Sociological Review 1 –18. Sage.

Connell, R. (1995): Masculinity. University of California Press

Diefendorf, Sarah & Tristan Bridges (2020): On the enduring relationship between masculinity and homophobia. Sexualities, 23 (7).

Ellis, Heather (2008): "Boys, Boyhood and the Construction of Masculinity" in Boyhood Studies. An Interdisciplinary Journal, Vol. 2, Iss. 2.

Evans, Gareth Lloyd and Jessica Clare Hancock (2020): Afterword: "The Ethics and Urgency of Studying Old Norse Masculinities" in Masculinities in Old Norse Literature. D.S. Brewer.

Halberstam, J. (1998): Female Masculinity. Duke University Press.

Hearn et. al. (2012). "Hegemonic Masculinity and Beyond: 40 Years of Research in Sweden", Men and Masculinities, 15(1), 31-55

Rostgaard, Tine and Ejrnæs, Anders (2021): "How Different Parental Leave Schemes Create Different Take-up Patterns. Denmark in Nordic Comparison" in Social Inclusion, vol 9. issue 2.

Shorrocks, Rosalind, (2021): "Theoretical arguments. Gender, vote choice and political supply" in Women, Men, and Elections. Policy Supply and Gendered Voting Behaviour in Western Democracies. Taylor & Francis.

Whitehead, S. & Frank Barrett (eds.) (2001). The Masculinities Reader. Polity Press.

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