JINDAL GLOBAL LAW SCHOOL

COURSE MANUAL

Gender & Society

COURSE INSTRUCTORS:

Aditi Krishan
Akshata Ashok Ahire
Ajmal K Ayoob
Asmita Singh
Ayushi Vashisth
B. M. Amarnath
Bedasruti Das
Kartikeya Kumar
Maria Camila Duque
Mahak Jain
Niharika Banerjea
Nishtha Pant
Paridhi Sharma
Pink Mathur Anurag

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Preethi Krishnan
Sameena Dalwai
Shradha Rajam
Sonali Khatri
Saumya Saxena

COURSE COORDINATOR:

Dr. Sameena Dalwai

Asmita Singh

SEMESTER:

FALL 2023
(ACADEMIC YEAR 2023-24)

CORE COURSE

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CONTENTS

PART I

General Information ……………………………………………………………………………..…… Page 4

PART II

a. Course Description.…………………………………………………………………………….…… Page 5

b. Course Aims ……………………………………………………………………………………….…. Page 5

c. Intended Learning Outcomes ………………………………………………………….…… Page 5 -6

d. Grading of Student Achievement ……………………………………………….….……. Page 6 - 7

PART III

a. Keyword Syllabus ………………………………………………………………………..….....… Page 8

b. Course Policies ……………………………………………………………………………………….. Page 8

PART IV

a. Weekly Course Outline …………………………………………………………..……….. Page 10 - 18

b. Readings ……………………………………………………………………………………….. Page 10 - 18

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PART I

General Information

General information on, Gender & Society, offered by Jindal Global Law
School in the AY 2023-24

The information provided herein is by the Course Coordinator. The following

information contains the official record of the details of the course.

This information shall form part of the University database and may be
uploaded to the KOHA Library system and catalogued and may be distributed
amongst Law students for B.A. LL.B. (Hons), B.B.A. LL.B. (Hons), B.Com
LL.B. (Hons), LL.B., B.A. (Hons) Legal Studies, (B.A. Legal Studies for
students enrolling in or after AY 2023-24), B.A. (Hons) Criminology and
Criminal Justice (B.A. Criminology and Criminal Justice for students
enrolling in or after AY 2023-24), and LL.M. courses, if necessary.

COURSE TITLE: GENDER & SOCIETY

COURSE CODE: L-CA-0012

COURSE DURATION: 15 WEEKS X 4 HOURS PER WEEK = 60 HOURS

NUMBER OF CREDIT UNITS: 4

LEVEL:

MEDIUM OF INSTRUCTION: ENGLISH

PRE-REQUISITES: NONE

PRE-CURSORS: NONE

EQUIVALENT COURSES: NONE

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PART II

a. COURSE DESCRIPTION

This course, Gender and Society, is designed in keeping with the recommendations of UGC’s
SAKSHAM Report of 2013 that suggested a course module to enhance gender sensitization
by analyzing and understanding the context and factors that shape gender in society, more
specifically, the set of intersectional relations and structures that produce men and women,
often through norms of masculinity and femininity. In keeping with the said aims, the course
is not narrowly about ‘women’ alone but seeks to encourage open-minded engagement with
normative and non-normative ideas about gender and sexuality. Gender equality and
fundamental freedoms are guaranteed to all citizens, but these ideals often exist in stark
contrast to unequal and discriminatory scenarios. The course, therefore, will encourage
students to think about day-to-day hierarchies, discrimination and differences, sexual
violence and harassment and how to actualize the ideals of rights, dignity and respect to
build a genuinely free, just and open society. [Source: SAKSHAM Report, Suggested
Course Module].

b. COURSE AIMS
During the course:
• To familiarize students with key questions and debates on gender, both historical and
contemporary, global and local.
• To encourage critical thinking that goes beyond ghettoizing gender issues.
• To expand the understanding of Gender through intersectionality with particular reference
to India and exhibiting the centrality of Caste in its social, political, economic and legal
imagination.

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c. EVALUATION

Teaching learning activities Estimated Weightage

date

Class participation All semester 5

Reflexive Essay or Research 09-21-2022 20

paper

Group’s Presentations All semester 15

Quizzes All semester 10

Final exam 50

D. GRADING OF STUDENT ACHIEVEMENT

To pass this course, students must obtain a minimum of 40% in the cumulative
aspects of coursework, for example, moot, and final examination. End of semester
exam will carry 50 marks out of which students have to obtain a minimum of 15
marks to fulfil the requirement of passing the course.

The details of the grades as well as the criteria for awarding such grades are provided
below.

PERCENTAGE GRADE
GRADE GRADE DESCRIPTION
OF MARKS VALUE
Outstanding – Exceptional knowledge
of the subject matter, thorough
understanding of issues; ability to
80 and above O 8
synthesize ideas, rules and principles
and extraordinary critical and analytical
ability

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PERCENTAGE GRADE
GRADE GRADE DESCRIPTION
OF MARKS VALUE
Excellent - Sound knowledge of the
subject matter, thorough understanding
75 – 79 A+ 7.5 of issues; ability to synthesize ideas,
rules and principles and critical and
analytical ability
Very Good - Sound knowledge of the
subject matter, excellent organizational
capacity, ability to synthesize ideas,
70 – 74 A 7
rules and principles, critically analyze
existing materials and originality in
thinking and presentation
Good - Good understanding of the
subject matter, ability to identify issues
65 – 69 A- 6 and provide balanced solutions to
problems and good critical and
analytical skills
Fair – Average understanding of the
subject matter, limited ability to identify
60 – 64 B+ 5 issues and provide solutions to
problems and reasonable critical and
analytical skills
Acceptable - Adequate knowledge of
the subject matter to go to the next level
55 – 59 B 4
of study and reasonable critical and
analytical skills.
Marginal - Limited knowledge of the
subject matter and irrelevant use of
50 – 54 B- 3
materials and, poor critical and
analytical skills
Pass 1 – Pass with basic understanding
45 – 49 P1 2
of the subject matter
Pass 2 – Pass with rudimentary
40 – 44 P2 1
understanding of the subject matter
Fail - Poor comprehension of the
subject matter; poor critical and
Below 40 F 0 analytical skills and marginal use of the
relevant materials. Will require
repeating the course

Absent Ab 0 When the student has not appeared in

the examination. If an "Ab" grade is

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PERCENTAGE GRADE
GRADE GRADE DESCRIPTION
OF MARKS VALUE
assigned, it will require a resit
examination and/or repeating the
course.

PART III

a. KEYWORD SYLLABUS

Gender, Intersectionality, Caste, Sexuality, Desires, Queerness, Transgender, Violence, Pleasure,

Sexual harassment, Consent, Labour, Mobility, Public/Private, Religion, Nationalism

b. COURSE & CLASS POLICIES

Attendance will be taken 5 minutes after the class commences.

The deadlines are fixed and cannot be modified.
Laptops only for academic propurse
Phones should be switched off. No calls shall be entertained during the class.
Students shall be prepared with the readings before coming to class.
Academic Integrity and Plagiarism: all ideas must be supported by citations
Safe Space
15-minute break after one hour of class

If multiple people start talking simultaneously during the class, we will implement the
following procedure to handle the situation:

1. Raise Hands: As soon as I notice that multiple people are talking at the same
time, I will calmly request everyone to raise their hands. This will help me identify
who was speaking and who is paying attention.
2. Identify the Speaker: By observing the raised hands, I will be able to identify
the individuals who were speaking and those who were not.
3. Ask to Leave the Class: Those individuals who were speaking during the
interruption will be respectfully asked to leave the class for the remainder of the
day's session. This is to ensure a conducive learning environment for others.
4. No Attendance: Students who are asked to leave the class will not be marked
"present" for the day's attendance.
5. Pause the Class: I will pause the class until the disruptive individuals have left
the room. This ensures that everyone understands the importance of maintaining
a respectful and focused learning environment.

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6. Resume Class: Once the disruption is resolved, I will resume the class and
continue with the planned lesson.
7. Addressing the Behavior: After class, I will speak individually with the
students who were asked to leave and discuss the importance of active listening,
raising hands, and respecting their fellow classmates' learning experience.

ACADEMIC INTEGRITY AND PLAGIARISM

Learning and knowledge production of any kind is a collaborative process. Collaboration

demands an ethical responsibility to acknowledge who we have learnt from, what we have
learned, and how reading and learning from others have helped us shape our own ideas.
Even our own ideas demand an acknowledgement of the sources and processes through
which those ideas have emerged. Thus, all ideas must be supported by citations. All ideas
borrowed from articles, books, journals, magazines, case laws, statutes, photographs,
films, paintings, etc., in print or online, must be credited with the original source. If the
source or inspiration of your idea is a friend, a casual chat, something that you overheard,
or heard being discussed at a conference or in class, even they must be duly credited. If
you paraphrase or directly quote from a web source in the examination, presentation or
essays, the source must be acknowledged. The university has a framework to deal with
cases of plagiarism. All form of plagiarism will be taken seriously by the University and
prescribed sanctions will be imposed on those who commit plagiarism.

DISABILITY SUPPORT AND ACCOMMODATION REQUIREMENTS

JGU endeavours to make all its courses accessible to students. In accordance with the
Rights of Persons with Disabilities Act (2016), the JGU Disability Support Committee
(DSC) has identified conditions that could hinder a student’s overall well-being. These
include physical and mobility related difficulties, visual and hearing impairment, mental
health conditions and intellectual/learning difficulties e.g., dyslexia, dyscalculia. Students
with any known disability needing academic and other support are required to register
with the Disability Support Committee (DSC) by following the procedure specified at
https://jgu.edu.in/disability-support-committee/

Students who need support may register any time during the semester up until a month
before the end semester examination begins. Those students who wish to continue
receiving support from the previous semester, must re-register within the first month of
a semester. Last minute registrations and support might not be possible as sufficient time
is required to make the arrangements for support.

The DSC maintains strict confidentiality about the identity of the student and the nature
of their disability and the same is requested from faculty members and staff as well. The

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DSC takes a strong stance against in-class and out-of-class references made about a
student’s disability without their consent and disrespectful comments referring to a
student’s disability.

All general queries are to be addressed to disabilitysupportcommittee@jgu.edu.in

SAFE SPACE PLEDGE

This course may discuss a range of issues and events that might result in distress for some
students. Discussions in the course might also provoke strong emotional responses. To
make sure that all students collectively benefit from the course, and do not feel disturbed
due to either the content of the course or the conduct of the discussions. Therefore, it is
incumbent upon all within the classroom to pledge to maintain respect towards our peers.
This does not mean that you need to feel restrained about what you feel and what you
want to say. Conversely, this is about creating a safe space where everyone can speak and
learn without inhibitions and fear. This responsibility lies not only with students, but also
with the instructor.

P.S. The course instructor, as part of introducing the course manual, will discuss the
scope of the Safe Space Pledge with the class.

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PART IV

WEEKLY COURSE OUTLINE AND READINGS

WEE TOPIC ESSENTIAL READING

K

1&2 - GENDER AS MODULE 1: GENDER AS CONSTRUCTED

CONSTRUCTED 1. Martin, E. (2017). The Egg and the Sperm: How Science Has Constructed a Romance Based
on Stereotypical Male-Female Roles. Feminist Theory and the Body, 179-189.
2. Menon, N. (2012), Seeing Like a Feminist, New Delhi, Published by Zubaan in collaboration
with Penguin Books (Introduction & Body)
3. Steinem, G. (2019) If Men Could Menstruate, Women's Reproductive Health, 6:3, 151-152
(Original publication Ms. Magazine, October 1978)
https://www.tandfonline.com/doi/pdf/10.1080/23293691.2019.1619050?needAccess=true
4. Hossain, Rokeya S. (1905). Sultana’s Dream, The Indian Ladies Magazine. A version of it
can be found at https://digital.library.upenn.edu/women/sultana/dream/dream.html
5. Sterling, A. (1993). The Five Sexes: Why Male and Female Are Not Enough. The Sciences.
Vol. 33, Issue 2, pp 20-24. https://doi.org/10.1002/j.2326-1951.1993.tb03081.x
6. Chase, Cheryl. "Letter To The Sciences RE: The Five Sexes, Intersex Society Of North
America". Isna.Org, 1993, https://isna.org/articles/chase1995a/.
7. Fausto-Sterling, A. “The Five Sexes, Revisited.” The Sciences vol. 40,4 (2000): 18-23.
doi:10.1002/j.2326-1951.2000.tb03504.x

Watch/Hear:
1. Afrah Shafiq’s visual project https://www.entersultanasreality.com
2. “The World Before Her”, directed by Nisha Pahuja

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WEE TOPIC ESSENTIAL READING

K

3 MODULE 3: INTRODUCING INTERSECTIONALITY

INTRODUCING
INTERSECTIONALI 1. The Combahee River Collective Statement -
TY
https://americanstudies.yale.edu/sites/default/files/files/Keyword%20Coalition_Rea
dings.pdf
2. Addlakha, R (2007), “How Young People with Disabilities Conceptualize The Body,
Sex and Marriage in Urban India: Four Case Studies” in Sexuality and Disability,
Volume 25, Issue 3, pp 111–123
3. Crenshaw, K. (1991). ‘Mapping the Margins: Intersectionality, Identity Politics, and
Violence against Women of Color’. Stanford Law Review, 43(6), 1241

Watch/Hear:
1. “The Examined Life- Judith Butler and Sunaura Taylor”-
https://www.youtube.com/watch?v=k0HZaPkF6qE
2. Crenshaw, Kimberle Williams. (2016). TED Talks: The Urgency of Intersectionality,
Videotext, 19 mins.
https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality?la
nguage=en
3. Davis, Angela (2017). Revolution Today. Centre de Culture Contemporania de
Barcelona. Speech delivered 9th October 2017.

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WEE TOPIC ESSENTIAL READING

K

4&5 - MODULE 4 & 5: CAST(E)ING GENDER

CAST(E)ING 1. Ambedkar, B. R. (1916, May 9). Castes in India; Their Mechanisms, Genesis and
GENDER Development. Lecture presented at An Anthropology Seminar taught by Dr. A. A.
Goldenweizer in Columbia University.
http://www.columbia.edu/itc/mealac/pritchett/00ambedkar/txt_ambedkar_castes.h
tml
2. T Sowjanya. ‘Who is a Woman and who is Dalit’, Broadsheet on Contemporary Politics.
Vol. 3, No. 1. http://www.anveshi.org.in/broadsheet-on-contemporary-
politics/archives/broadsheet-on-contemporary-politics-vol-3-no-1/who-is-a-woman-
and-who-is- a-dalit/
3. Bhaskar, A. (2017). The Law is Clear: Radhika Vemula and Her Children Are Dalits.
https://thewire.in/law/legal-precedent-establishes-radhika-vemula-and-her-children-
are-dalits
4. Rowena, J. (2012, June 17). The 'Dirt' in Dirty Picture: Caste, Gender and Silk Smitha
[Web log post]. Retrieved July 4, 2020, from
http://roundtableindia.co.in/index.php?option=com_content&view=article&id=5283:
the-dirt-in- the-dirty-picture-caste-gender-and-silk-
smitha&catid=119:feature&Itemid=132
5. Rao, A. (2009). The Sexual Politics of Caste: Violence and the Ritual-Archaic. In The
Caste Question: Dalits and the Politics of Modern India. University of California Press.
6. Wadekar, D. (2021). Rejecting Ideal Womanhood. Economic and Political Weekly, Vol.
56, Issue. 23. https://www.epw.in/journal/2021/23/comment/rejecting-ideal-
victimhood.html

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WEE TOPIC ESSENTIAL READING

K
Watch/Hear:
1. News Click interview with Uma Chakravarty on Caste, Class and Gender Oppression in
India https://www.youtube.com/watch?v=9WlZat1IYDQ
2. ‘India’s Daughter’ Documentary by Leslee Udwin (BBC)
3. ‘India Untouched’ Documentary by Stalin K. (2007)
https://www.youtube.com/watch?v=PZb4lGYkjrg
4. Instagram page on Anti-caste love-
https://www.instagram.com/projectanticastelove/?hl=en

6&7 GENDER, MODULE 6 & 7: GENDER, SEXUALITY AND DESIRES

SEXUALITY AND
1. Rubin, Gayle. “Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality.”
DESIRES
Pleasure and Danger: Exploring Female Sexuality. Ed. Carole S. Vance, London Pandora
1992. (pp. 267-293)
2. Jyoti, Dhrubo (2018), ‘A Letter to My Lover(s)’ in Eleven Ways to Love, Penguin
Random House India, pp. 3-30 [to be read in class]
3. Katyal, A. (2016), The Doubleness of Sexuality: Idioms of Same-Sex Desire in Modern
India, New Text: New Delhi (Introduction and Chapter 1)
4. Borisa, Dhiren (2020), ‘City and Sexuality: An Auto-ethnographic Storytelling of
Geographies of Caste, Class and Queerness in Delhi’, Geography and You, 20 (4-5): 82-
87.

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WEE TOPIC ESSENTIAL READING

K
5. Kang, A. & Sahai, A. (2020) Guruswamy and Katju, your rainbow doesn’t hide your
casteism, AKADEMI MAG, https://www.akademimag.com/guruswamy-katju-
rainbow-casteism.
Watch/Hear:
1. Pinku from Movie Mast Kalandar (1991)
https://www.youtube.com/watch?v=cpzY9av68m0
2. The Welcome: Celina Jaitley (UNHR)
https://www.youtube.com/watch?v=lihVCIFamb0
3. Dalit Queer statement at Pride http://https//bumpahead.net/dalit-queer-pride-at-
delhi- queer-pride-2015-9658aaf11749#.u1v3ur51k
4. Priya Sen, “Yeh Freedom Life” (2019)

8&9 GENDERED MODULE 8 & 9: GENDERED OTHERS

OTHERS
1. Stryker, S. (2007). Transgender Feminism: Queering the Women Question. Third Wave
Feminism, 59–70.
2. Dutta, A., and R. Roy (2014), ‘Decolonizing Transgender in India: Some Reflections.’
TSQ: Transgender Studies Quarterly, 1 (3): 320–337.
3. Dutta, A. (2014). Contradictory Tendencies: The Supreme Court’s NALSA Judgment on
Transgender Recognition and Rights. Journal of Indian Law and Society, 5(Monsoon),
225-236.

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WEE TOPIC ESSENTIAL READING

K
4. Sahai, Vikramaditya (2020) The Sexual is Political: Consent and the Transgender
Persons (Protection of Rights) Act, 2019, Blog entry, CLPR
(https://clpr.org.in/blog/the-sexual-is- political-consent-and-the-transgender-
persons-protection-of-rights-act- 2019/?fbclid=IwAR2rumWaJ-iMJulaN604-
jESEbRlTH62y-FWUqJ3CugrCtdsyzbVhLPKMpc)
5. N. (2019, October 6). Dalitality: We, the twice-untouchables. The Indian Express.
Retrieved July 4, 2020, from
https://indianexpress.com/article/opinion/columns/dalitalty- untouchables-dalits-
rights-lgbt-transgender-6055510/ (to be read in class)
Watch/Hear:
1. ‘Boxed’ Documentary by Sumit and Sameeksha (2019).
2. ‘Please Mind the Gap’ Documentary by Miltali and Gagandeep Singh (2018) [PSBT]
3. ‘Gender Critical’ Contrapoints
https://www.youtube.com/watch?v=1pTPuoGjQsI&t=1043s (2019)

10 & VIOLENCE AND MODULE 10 & 11: VIOLENCE AND PLEASURE

11 PLEASURE
1. Pratiksha Baxi, Rape Cultures in India, Kafila, December 23, 2012. Available
at:https://kafila.online/2012/12/23/rape-cultures-in-india-pratiksha-baxi/
2. Ratna Kapur, “Sexcapades and the Law”, Seminar 505 (September 2001),
https://www.india-seminar.com/2001/505/505%20ratna%20kapur.htm
3. Brenda Cossman and Shannon Bell, “Introduction”, in Bad Attitude/s on Trial:
Pornography, Feminism, and the Butler Decision (1997) [extracts to be read in class]

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WEE TOPIC ESSENTIAL READING

K
4. Kristen N. Jozkowski, Barriers to Affirmative Consent Policies and the Need for
Affirmative Sexuality, 47 U. Pac. L. Rev. 741 (2017). Available
at: https://scholarlycommons.pacific.edu/uoplawreview/vol47/iss4/10
5. MacKinnon, C.A., Sexuality, Pornography, and Method: "Pleasure under Patriarch,
Ethics, Vol. 99, No. 2 (Jan., 1989), pp. 314-346

Watch/Hear:
1. Tales of the Night Fairies (Dir. Shohini Ghosh, 2003):
https://www.youtube.com/watch?v=Ystke5m8now&t=7s
2. The Hunting Ground. 2015. Dir. Dick Kirby
3. We are Foot Soldiers (Dir. Debolina Dutta and Oishik Sircar, 2011, 26 mins.):
https://www.youtube.com/watch?v=Bfm06qBo4c4
4. My Tango with Porn (Dir. Siobhan Devine, 2003)

12 & LABOUR, MODULE 12 & 13: LABOUR, MOBILITY AND PUBLIC/PRIVATE DIVIDE
13 MOBILITY AND
1. Maria Mies, 'Dynamics of Sexual Division of Labour and Capital Accumulation. Women
PUBLIC/PRIVATE Lace Workers of Narsapur, EPW, Annual Number, March 1981, pp 487-500 (1981).
DIVIDE
2. Sonal Sharma, ‘Of Rasoi Ka Kaam/ Bathroom Ka Kaam’, Economic and Political Weekly,
Vol. 51 (2016).

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WEE TOPIC ESSENTIAL READING

K
3. The Sex Worker’s Manifesto (1997):
https://www.nswp.org/sites/nswp.org/files/Sex%20Workers%20Manifesto%20-
%20Meeting%20in%20India.pdf
4. Sameena Dalwai, ‘Bans and Bargirls: Performing Caste in Mumbai’s Dance Bars’,
Women Unlimited 2019 (chapter four).
5. Paul, T. Public Spaces and Everyday Lives: Gendered Encounters in the Metro City of
Kolkata in Saraswati Raju and Kuntala lahiri Dutt (eds.) Doing Gender and Doing
Geography (pp.248-)
Watch/ Hear:
1. Shilpa Phadke, Ted Talk, https://www.youtube.com/watch?v=nlgGNv5t92A (on Why
Loiter?)
2. Mera Apna Shaher’ Documetary by Sameera Jain
https://www.youtube.com/watch?v=3wNtHJ9IQcs
3. ‘Please Mind the Gap’ Documentary by Mitali Trivedi and Gagandeep Singh
4. The Feminist City Podcast https://vidhilegalpolicy.in/podcasts/the-feminist-city-
trailer/

14 MODULE 14: GENDER, RELIGION AND NATION

GENDER, 1. , Charu (Nov, 2001), The Icon of Mother in Late Colonial Northern India ‘Bharat Mata’,
RELIGION AND
‘Matri Bhasha’ and “Gau Mata’, Economic and Political Weekly, 4291-4299.
NATION

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WEE TOPIC ESSENTIAL READING

K
2. Ramaswamy, S. (2011). The goddess and the nation mapping Mother India. New Delhi:
Zubaan. [Images of Mother India]
3. Najmabadi, A. (1997). The Erotic Vatan [Homeland] as Beloved and Mother: To Love,
To Possess, and To Protect. Comparative Studies in Society and History, 39(3), 442-
467.
4. Khol Do: Sadat Hasan Manto (short story)

Watch/Hear:
1. Ravish Kumar show on Nation and Mother (NDTV) [snippets]
https://www.youtube.com/watch?v=sHCzU42_q0A
2. ‘Final Solution’ Documentary by Rakesh Sharma (2004) – [snippets]
https://www.youtube.com/watch?v=tLQA8zJhogU&t=5547s

15 REVISION

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