Eksamensoppgaver KFL 2060/4060 Gender Equality in the Nordic Countries V21

A)

In Norwegian:

I den norske avisen Aftenposten var det 23.mars i ?r (2021) et oppslag om hvordan kvinnelige finske statsr?der blir ?hetset og trakassert?. Det vises til at Finland, i desember 2019, fikk en ny sentrum-venstre regjering som vekket internasjonal oppmerksomhet fordi fem noks? unge kvinnelige partiledere tok plass i den; deriblant statsministeren Sanna Marin (35). I oppslaget presenteres det s? resultater fra et forskningsprosjekt der twitter-meldinger fra perioden 12.mars-27.juli 2020 er gjennomg?tt ("Abuse of power: Coordinated online harassment of Finnish government ministers"). Meldingene var rettet til de 19 finske statsr?dene eller handlet om dem. Et resultat fra forskningsprosjektet var at de ?kvinnelige statsr?dene ble utsatt for uforholdsmessig mye hat og trakassering sammenlignet med sine mannlige kollegaer?. Statsministeren er blitt kalt ?hore? og ?regnbue-hore?, uttrykk som ?leppestift-brigade?, ?tampax-team? blir brukt.

Dette er et empirisk eksempel p? kj?nnsbasert og seksualisert trakassering i nordisk politikk. Diskuter, basert p? tekster fra pensum, hvordan de som er aktive i politikk/offentlighet kan bli m?tt basert p? ulike standarder knyttet til kj?nn. Dr?ft s? hvordan kvotering som skal bidra til numerisk kj?nnsbalanse i politikk/arbeidsliv kan bidra til ? endre kj?nnede standarder, men ogs? hvordan et slikt tiltak kan v?re utilstrekkelig for ? endre slike kj?nnede standarder.

Ekstra sp?rsm?l til masterstudentene: Hvordan kan teori om maskuliniteter ¨C slik disse for eksempel brukes i forskning om kj?nnsbasert vold, bidra til ? forst? slike former for nettbasert trakassering?

NB!
Det er ikke n?dvendig ? lese avisoppslaget eller forskningsrapporten for ? kunne besvare denne oppgaven. Men du finner oppslaget fra Aftenposten her (p? norsk): Kvinnelige statsr?der hetses, henges ut som leppestift-brigade og str?mpebukse-regjering (aftenposten.no)
澳门葡京手机版app下载srapporten vil bli postet p? Canvas, for de som vil sjekke ut den. Den er skrevet p? engelsk.

 

In English:

On March 23rd 2021, the Norwegian newspaper Aftenposten published a news story about the fact that female Finish cabinet ministers are experiencing harassment and bullying. The story refers to the center-left government appointed in Finland in December 2019. This is a government that gained international attention, because amongst the new cabinet there were five quite young, female leaders of political parties, including Prime Minister Sanna Marin (35). Findings from a research project are presented in the news story from March, where Twitter posts from March 12th to July 27th 2020 are analyzed. ("Abuse of power: Coordinated online harassment of Finnish government ministers"). The posts were either addressed to the nineteen Finish ministers or were about them. One finding from the research project was that the ¡°female ministers were subjected to a disproportionate amount of hatred and harassment compared to their male counterparts¡±. The Prime Minister was called a ¡°whore¡± and a ¡°rainbow-whore¡±. Expressions like ¡°lipstick-brigade¡± and ¡°Tampax-team¡± were used.

This is an empirical example of gender based and sexualized harassment in Nordic politics. Discuss, using texts from the syllabus, how those who are active in politics and the public sphere can be met based on different gendered standards. Also, discuss how quota policies, that are intended to create numeric gender equality in politics and in workplaces, can help to change gendered standards, as well as how such a policy can be insufficient in order to change gendered standards.  

MA questions (KFL4060)
How can theories on masculinity ¨C for example the way they are implemented in research on gender violence, help us to understand this kind of internet harassment?

NB!
It is not necessary to read the news article or the research report in order to answer the assignment, but you will find the news article (in Norwegian) here: Kvinnelige statsr?der hetses, henges ut som leppestift-brigade og str?mpebukse-regjering (aftenposten.no)
And the research report (in English) will be posted on Canvas for those who want to check it out.

 

B)

In Norwegian:

I teksten av Knobblock og Kuokkanen (2015) som er p? pensum, insisterer Kuokkanen p?: ¡±incorporating a critical examination of racism and colonialism as an inseparable part of all feminist theory and practice.¡± (s.277) Hvordan forst?r/fortolker du, basert p? tekster p? pensum, tiln?rmingen Kuokkanen tar til orde for her? Diskuter deretter, basert p? ? hente eksempler fra tekster p? pensum, hvordan dette kan v?re en viktig tiln?rming til likestillingspolitikk?  Til slutt, diskuter om det er n?dvendig, slik Kuokkanen argumenterer, ? ha dette perspektivet med i all feministisk teori og praksis?

Ekstra sp?rsm?l til masterstudentene: Hvordan kan Nancy Fraser (1994) sin tiln?rming i pensum-artikkelen: ¡°After the Family Wage: Gender Equality and the Welfare State¡± brukes som et utgangspunkt for ? gj?re det Kuokkanen etterlyser/insisterer p??

In English:
In the text by Knobblock and Kuokkanen (2015), Kuokkanen insists on the need to ¡°incorporate[e] a critical examination of racism and colonialism as an inseparable part of all feminist theory and practice¡± (p. 227). How do you understand, or interpret, based on texts from the syllabus, this approach by Kuokkanen? Discuss, based on examples from texts on the syllabus, how this can be an important approach to gender equality? Also, discuss whether it is necessary, as Kuokkanen argues, to have this perspective in all feminist theory and practice?

MA question (KFL4060)

How can you use Nancy Fraser¡¯s (1994) approach from the article ¡°After the Family Wage: Gender Equality and the Welfare State¡±, as a starting point to respond to what Kuokkanen asks for/insists on? 

Sensurveiledning

Eksamen 2060/4060 Gender Equality in the Nordic Countries, V21

Learning outcome for KFL2060/4060 as defined on the course web page

 

Knowledge:

• basic knowledge of the Nordic context
• knowledge of concepts used in analyzing gender equality issues
• knowledge of different conceptions of gender equality
• knowledge of challenges and outcomes of gender equality in specific areas

 

Skills:

• analyze gender equality issues and place them in societal and cultural contexts
• discuss historical processes of gender equality measures in the Nordic region
• discuss the status of gender equality in areas such as everyday life, education, working life and politics
• work in an independent, thorough and critical manner with central issues in research literature
• understand the need to follow ethical norms in academic work

 

Competences:

• acquired insight into gender equality issues and processes in general, which can be used to analyze specific gender equality concerns

• the ability to see, analyze and problematize gender equality in texts, practices and policies

 

Hva oppgave A og B sp?r etter og hva som kreves for ? oppn? de ulike karakterene.

Hjemmeeksamen er en pr?ve der studenten skal vise at de har oversikt over, innsikt i og har forst?tt pensumtekstene, og at de kan bruke disse til ? gjennomf?re en diskusjon i tr?d med det oppgaveteksten sp?r etter.  En hjemmeeksamen krever videre evne til ? strukturere en oppgave, velge relevante perspektiver og tekster, og til ? kommunisere innsikter og poenger p? en god m?te.

 

What is asked for in case A and B and descriptions of the marking scale.

In the home exam, the student is meant to show that they have insight into, as well as an overview and an understanding of texts from the curriculum. Students should demonstrate that they are able to use what they have learned in discussing and reflecting on questions asked. A home exam requires the ability to structure a text, to choose relevant perspectives and theories, and to communicate insights and important points in a good way.  

 

 

Oppgave A:

Oppgave A) ettersp?r f?lgende: 1) diskusjoner/dr?ftinger av kj?nnede standarder som (s?rlig) kan ramme kvinner i offentligheten og 2) etter en vurdering av hvordan virkemiddelet kj?nnskvotering p? den ene siden kan bidra til ? m?te/endre slik forskjellsbehandling, p? den andre, hvordan dette kan v?re et utilstrekkelig virkemiddel i m?te med slike standarder. Det vil si med standarder som ogs? kan v?re kulturelt fundert.

I den delen av pensum som omhandler hva likestilling er, hva det (normativt) kan bety, og hvordan skape likestilling s? er en sentral problemstilling hvordan likestilling og mangel p? likestilling b?de kan v?re knyttet til ulik sosiokulturell fordeling, inkludert mangel p? anerkjennelse og respekt, samt knyttet til forst?elser av kj?nn/standarder for kj?nn. Relevante, og forventede, pensumtekster som kan anvendes for ? besvare oppgave A) er de som gir overordnede perspektiver p? likestilling og strategier - som Hernes (1987), Borchorst (2008), Skjeie og Teigen (2005), Lister (2009), og for masterstudenter ogs? f.eks. Fraser (1998), Nielsen (2004).

Dernest tematiserer sp?rsm?lene s?rlig adgang til det offentlige rom og til politikk. Dette er sp?rsm?l som ber?res gjennom utdraget fra boka til Dahlerup (2018). Dahlerup ber?rer ogs? diskusjoner om kvotering og hva man oppn?r og kanskje ikke oppn?r med kvotering. Noe ogs? Teigen (2011) er inne p? i sin tekst om kvotering til n?ringslivsstyrer. Videre vil det, for ? kunne besvare oppgave A), v?re sentralt for studentene ? anvende perspektivene fra artikkelen til Railo (2014) om hvordan kvinnelige politikere sin kropp ?behandles? og definerer dem i forholdet til staten. (Empiri i artikkelen er fra finske dameblader). Teksten til Berit ?s om hersketeknikker er ogs? relevant, men den har imidlertid v?rt mindre belyst i undervisningen, s? det forventes ikke utvidet bruk av denne teksten i eksamensbesvarelsen.

Sp?rsm?lene som stilles i oppgaven kan ogs? dr?ftes basert p? en utvidet tiln?rming til pensum ¨C for eksempel til deler av det som behandler kj?nnet arbeidsdeling i den private sf?ren, som Halrynjo (1987), Bach & Aarseth (2016) og Ellings?ter (1999). ? overf?re en tiln?rming til kj?nnede standarder fra en sf?re til en annen er imidlertid krevende. Det vil derfor telle som et stort pluss i sensureringen dersom studenten gj?r dette bra, i tillegg til ? bruke tekster og perspektiver som tar utgangpunkt i politikk og offentlighet.

Sp?rsm?let til masterstudentene krever at studenten i sin besvarelsen anvender Hearn mfl. (2012) sin dr?fting av hegemonisk maskulinitet i nordisk kontekst og setter det i forbindelse med for eksempel Gottz¨¦n (2019) sin tekst om heteroseksuell vold og unge menns skam (sistnevnte er p? pensum p? 2060). Det kreves av KFL4060-studenter

...--------

Exam cases and questions for KFL2060/4060 Spring 2020

 

In the home exam, you will show that you are able to use what you have learned in the course: think and write independently based on course literature and teaching sessions. Make sure to make reference to your course readings in your response.

The exam must have a total length of

• 3600 words for Bachelor students
• 4500 words for Master student
• +/- 10% (not counting spaces)
• References and Front page are in addition to these requirements.

These word requirements are for the total exam text, not per sub-question.

Use Times New Roman 12, line spacing 1,5 and regular margins. Remember to insert page numbers!

Make a front page with your candidate number, word count, date of submission and course code.

Use a consistent referencing system. In addition, we recommend using headings in your text. You are obliged to know the rules and regulations for academic referencing.  If you violate these rules, you can risk accusation of cheating or plagiarisms. For information about correct referencing, see below:

http://www.uio.no/english/studies/examinations/sources-citations

 

Deadline: May 22 at 11:00 AM (Oslo time)

Exam system: Inspera, PDF file

 

 

Good luck!

 

 

NB! You are asked to choose between Case A or B. You shall answer all three questions if you are a Bachelor student and all four questions if you are a Master student. Please indicate clearly which case you choose.

1. Identify and describe, drawing on key texts from the course material, how gender equality can be defined in different ways.
2. Explain and discuss why the Nordic welfare states have been defined as women friendly and what some of the critique against this understanding is.
3. Give at least two examples of gender equality measures, which explain women¡¯s political participation in the Nordic countries. You may also make comparisons to your own country.

Additional 4^th point for 4060 (master students): 

4. Discuss challenges and dilemmas described in the course material with regard to women¡¯s political participation.

 

1. Identify and describe the term intersectionality and give at least one example of how Nordic gender equality measures are challenged by intersectional concerns.
2. Explain how the major cultural changes from the 1970¡¯s to today might affect how we view gender based violence within majority and minority groups.
3. There is one policy area which has been seen as the last frontier of gender equality in the Nordic countries, namely the military. Identify and discuss different arguments for gender neutral military conscription.

 

Additional 4th point for 4060 (master students):

4. Identify and discuss how the concepts of masculinity and femininity have changed over time (in different generations) in Nordic countries. Relate the discussion to notions of intersectionality.

 

 

Instructions for exam grading (Sensorveiledning)

 

Learning outcome for KFL2060/4060 as defined on the course web page

Knowledge:

• basic knowledge of the Nordic context
• knowledge of concepts used in analyzing gender equality issues
• knowledge of different conceptions of gender equality
• knowledge of challenges and outcomes of gender equality in specific fields

 

Skills:

• analyze gender equality issues and to place them in societal and cultural contexts
• discuss historical processes of gender equality measures in the Nordic region
• discuss the status of gender equality in fields such as everyday life, education, working life and politics
• work in an independent, thorough and critical manner with central issues in research literature
• understand the need to follow ethical norms in academic work

 

Competences:

• acquired insight into gender equality issues and processes in general, which can be used to analyze specific gender equality concerns

• the ability to see, analyze and problematize gender equality in texts, practices and policies

 

Description of the marking scale of KFL 2060 Gender Equality in the Nordic CountriesKarakterskala slik det er formulert p? emnesiden for KFL1020

 

Marking scale from A to F

Knowledge Understanding and analytical ability Professional communicative ability, relevance and reliability

Below these three criteria are related to the main components of the study program (the significance of gender and gender equality issues in Nordic countries, central questions of gender policy and theory, gender in texts, images, theories and methods, gender equality in different fields, and the specific social and cultural contexts in the different Nordic countries) at each of the six levels of the marking scale. The weighting of every separate criterion will depend of the type of task the student is faced with. It is the overall evaluation which decides the mark given, in that each separate criterion does not have to have the same mark; for example, not all marks have to be A to achieve a final A. Discretional judgement is to be exercised across the board.

 

A ¨C excellent

Best mark. The student gives an outstanding presentation which is clearly superior. Also, the student shows a high degree of independent reasoning.

Knowledge: 

• The student can, in a convincing way, interpret the assigned texts and relate them to the theoretical positions and basic problem areas of the significant issues of gender and gender equality within the specific social and cultural contexts in the different Nordic countries. ?
• The student shows a very high level of empirical knowledge of the status of gender equality in fields such as everyday life, education, working life, politics and ethnic relations and can relate this knowledge in a detailed manner to the assigned reading. ? The student shows exceptional insight into the field of gender policy and theory with its different positions on gender policy, perspectives and strategies.

Understanding and analytical ability:

• The student has acquired a workable conceptual framework and shows outstanding ability in applying it in order to understand and analyse gender equality issues in Nordic countries within the theoretical and empirical framework of the assigned course readings. ? The student shows especially good insight into how the significance of gender and gender equality issues are reflected in the subject area and in relevant contemporary debates.
• The student has a superior grasp of and ability independently to see, analyse and problematise gender in texts, images, theories and methods in a way that can lead to surprising insights.
• The student has got an especially good overview of and ability to reflect systematically upon central questions of gender policy and theory.

Professional communicative ability, relevance and reliability: ?

• The student shows a remarkable ability to formulate her/his knowledge and analytical insights in a precise and stringent manner.
• The student has a good understanding of the significance of the tasks she/he faces and submits a product that is relevant in relation to the course of study as well as the tasks in question.
• References and information about sources are presented in correct academic style.

 

B - very good

The second best mark. The student submits a very good presentation which is well above the average. This student also shows ability to think independently.

Knowledge:

• The student is able to give a comprehensive account of her/his course literature, and is able to relate the texts to theoretical positions and basic problem areas that are significant for gender and gender equality issues within the specific social and cultural contexts in the different Nordic countries.
• The student demonstrates a considerable and sound empirical grasp of knowledge relevant to the status of gender equality in fields such as everyday life, education, working life, politics and ethnic relations and is able to relate this knowledge competently and persuasively to the course readings.
• The student shows considerable insight in the field of gender policy and theory with its different positions, perspectives and strategies on gender policy.

Understanding and analytical ability:

• The student has acquired a considerable amount of the terminology of the field and puts this knowledge to good use when it comes to understanding and discussing gender equality issues in Nordic countries in the context of the theoretical and empirical contents of the course.
• The student shows very good insight into how the significance of gender and gender equality issues are reflected in the subject area and in relevant contemporary debates. ? The student demonstrates considerable insight into and understanding of gender in texts, images, theories and methods and an indubitable ability to independently see, analyse and problematise this knowledge in relation to some central problem areas in course readings.
• The student has a very thorough overview of and ability to reflect systematically on central questions of gender policy and theory.

Professional communicative ability, relevance and reliability:

• The student demonstrates a very well developed ability to reason and avoids superficial use of subject jargon.
• The student shows understanding of the significance of the tasks she/he is faced with, and submits a product that is relevant in relation to the course of study and the task presented.
• References and source identification are on the whole worked out in accordance with standard academic practice.
•  

C ¨C good

An average mark. The student¡¯s performance is average and as such satisfactory on most counts.

Knowledge:

• The student has acquired the most essential contents of the course readings, and can, by and large, relate this to the theoretical positions and basic problem areas that are significant for gender and gender equality issues within the specific social and cultural contexts in the different Nordic countries. There are no big ¡°holes¡± in her/his knowledge, but the student lacks some of the deep and broad understanding of the topic that was evident in those with higher marks.
• The student has good empirical knowledge of the status of gender equality in fields such as everyday life, education, working life, politics and ethnic relations and is able to relate this to the course contents.
• The student can identify and explain the field of gender policy and theory with its different positions on gender policy, perspectives and strategies.

Understanding and analytical ability:

• The student demonstrates sufficient knowledge of the terminology of the field and demonstrates ability to use this knowledge when it comes to understanding and discussing gender equality issues in Nordic countries in the context of the theoretical and empirical contents of the course.
• The student demonstrates insight into how the significance of gender and gender equality issues are reflected in the subject area and in relevant contemporary debates. ? The student demonstrates a working knowledge of gender in texts, images, theories and methods and a certain independent ability to see, analyse and problematise this knowledge in relation to some central problem areas in course readings.
• The student has an overview of and a good understanding of central questions of gender policy and theory, but may exhibit some uncertainty when it comes to precise use of terminology and ability to use her/his knowledge in an analytical context.

Professional communicative ability, relevance and reliability: ?

• The student communicates well, but her/his performance may be uneven when it comes to coherence and show vague or imprecise use of concepts.
• The student responds well to assignments, but may show a tendency to lead the discussion towards subject areas where she/he feels more secure and thus make the response less relevant in relation to the task at hand and the contents of the course.
• The student has understood the principles behind correct use of references and source materials, but may make the occasional error.

D ¨C partially satisfactory

A below-average mark. The student¡¯s performance is below average, with some significant shortcomings.

Knowledge:

• The student can, in a partial way, explain the course readings, but without the necessary overview. She/he is uncertain when it comes to relating the reading matter to different theoretical positions and basic problem areas that are significant for gender and gender equality issues within the specific social and cultural contexts in the different Nordic countries.
• The student shows some empirical knowledge of the status of gender equality in fields such as everyday life, education, working life, politics and ethnic relations and can to some degree relate this knowledge to the course contents.
• The student can identify and explain some political positions, perspectives and strategies in the field of gender policy and theory.

Understanding and analytical ability: ?

• The student has not acquired the necessary knowledge of subject terminology, but can make reasonably good use of some relevant concepts necessary for understanding and discussing gender equality issues in Nordic countries within the theoretical and empirical contents of the course.
• The student shows limited insight into how the significance of gender and gender equality issues are reflected in the subject area and in relevant contemporary debates. ? The student shows a reasonably good understanding of gender in texts, images, theories and methods, but does not show sufficient independent ability to see, analyse and problematise this knowledge in relation to the main problem areas of the course readings.
• The student has a reasonably good overview and understanding of the central questions of gender policy and theory, but shows limited ability when it comes to applying this for analytical purposes. The paper gives more indication of rote learning and less of discussion.

Professional communicative ability, relevance and reliability:

• The student reasons quite well, but the submitted papers can seem un-thought through, lack inner consistency or use wrong terminology.
• The student responds to assigned tasks but lacks the ability to distinguish between what is important and what is unimportant or she/he may avoid giving precise answers to questions asked.
• References, sources and quotations are listed but contain serious errors and other flaws.

E ¨C sufficient

Lowest passing mark. The student¡¯s performance is sufficient for the minimum requirements, but no more.

Knowledge:

• The student shows some knowledge of the course readings, but lacks an overview and demonstrates only a superficial familiarity with the theoretical positions and basic problem areas of the significant issues of gender and gender equality within the specific social and cultural contexts in the different Nordic countries.
• The student has some empirical knowledge of the status of gender equality in fields such as everyday life, education, working life, politics and ethnic relations, but shows little ability in relating this to the contents of the course.
• The student¡¯s ability to account for the various political positions, perspectives and strategies in the field of gender policy theory is poor.

Understanding and analytical ability:

• The student has acquired a minimum of the necessary knowledge about the subject terminology, but has difficulties when she/he is to use relevant concepts to gain understanding of or discussing gender equality issues in Nordic countries within the theoretical and empirical framework of the course.
• The student shows a bare minimum of insight into how the significance of gender and gender equality issues are reflected in the subject area and in relevant contemporary debates.
• The student shows some understanding of gender in texts, images, theories and methods, but shows very little independent ability to see, analyse and problematise this knowledge in relation to the main problem areas of the course readings. ? The student shows some insight into and some understanding of the central questions of gender policy and theory, but little ability when it comes to applying this for analytical purposes. The paper is characterized by rote learning and has no relevant discussion of the problem area.

Professional communicative ability, relevance and reliability:

• The student¡¯s response is understandable, but has sequences of muddled and/or confused reasoning with little internal consistency.
• The student¡¯s response is only of minimal relevance to the task set.
• References and source identification are unclear or inadequate. Texts are quoted without adequate reference. The bibliography has serious shortcomings or is missing entirely.

F ¨C fail

The student submits a paper that does not come up to minimum requirements.

Knowledge:

• The student lacks completely basic knowledge of the course readings. Important texts have not been read or have left little trace of understanding of the different theoretical positions and basic problem areas of the significant issues of gender and gender equality within the specific social and cultural contexts in the different Nordic countries.
• The student has an extremely superficial empirical knowledge of the status of gender equality in fields such as everyday life, education, working life, politics and ethnic relations and is unable to relate it to the contents of the course.
• The student is unable to explain adequately certain political positions, perspectives and strategies in the field of gender policy and theory.

Understanding and analytical ability:

• The student has not demonstrated necessary knowledge of subject terminology and is unable to make use of relevant concepts when discussing gender equality issues in Nordic countries within the theoretical and empirical framework of the course. Concepts and theories are partly erroneously rendered.
• The student shows little insight into how the significance of gender and gender equality issues are reflected in the subject area and in relevant contemporary debates.
• The student shows little understanding of gender in texts, images, theories and methods, and shows no independent ability to see, analyse and problematise this knowledge in relation to the main problem areas of the course readings.
• The student shows no ability when it comes to critical reflection about questions of gender policy and theory. Professional communicative ability, relevance and reliability:
• The student¡¯s response is often completely incomprehensible or confusing.
• The student¡¯s answer can show a complete lack relevance in relation to the task presented. ? References and source identification are worthless or missing entirely.

 

Readings that relate to the different questions

1. Identify and describe, drawing on key texts from the course material, how gender equality can be defined in different ways.
2. Explain and discuss why the Nordic welfare states have been defined as women friendly and what some of the critique against this understanding is.
3. Give at least two examples of gender equality measures, which explain women¡¯s political participation in the Nordic countries. You may also make comparisons to your own country.

Additional 4^th point for 4060 (master students): 

4. Discuss challenges and dilemmas described in the course material with regard to women¡¯s political participation.

 

The major aim with these sets of questions is to test the student¡¯s understandings of how gender equality can be conceptualized and how arguments for women¡¯s including women in the labor market have been formulated. Relevant literature for these sets of questions will be found in the course readings linked to the first half of the course (i.e. the literature linked to lectures 1 ¨C 4). It will be important that they are able to explain different conceptualizations of gender equality, state feminism/women friendly welfare states and identify different policy measure which aim to ensure gender balanced participation in the labor market/political participation (ex legislative measures, quotas, childcare, etc¡­).

 

1. Identify and describe the term intersectionality and give at least one example of how Nordic gender equality measures are challenged by intersectional concerns.
2. Explain how the major cultural changes from the 1970¡¯s to today might affect how we view gender based violence within majority and minority groups.
3. There is one policy area which has been seen as the last frontier of gender equality in the Nordic countries, namely the military. Identify and discuss different arguments for gender neutral military conscription.

 

Additional 4th point for 4060 (master students):

4. Identify and discuss how the concepts of masculinity and femininity have changed over time (in different generations) in Nordic countries. Relate the discussion to notions of intersectionality.

 

The major aim with these sets of questions is to test the student¡¯s understandings of what intersectionality means and more specifically, what it means in relation to Nordic gender equality. Readings from Lecture 7 on intersectionality and Lecture 9 on Gender based violence will be particularly relevant. In addition, the questions address the notion that gender equality in the Nordic countries is often depicted as linear upward development (which Lecture 6 on gender equality as nation branding and Lecture 8 on gender and the military are examples of) and asks the students to reflect on this, whether this is an accurate narrative. Lecture 10 challenges this notion with reference to intersectionality; i.e. that new forms of discrimination occur, particularly linked to minority groups

 

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Exam 2060/4060

NB: You are expected to write a paper based on case A or B.  In so doing you are supposed to use texts from the course literature.

For bachelor students (2060) the assignment must have a length of 8 pages, (450 words per page total 3600 +/- 10% (not counting spaces). References and front page in addition.

For master students (4060) the assignment must have a length of 10 pages, (450 words per page total 4500 +/- 10% (not counting spaces). References and front page in addition.

Case A.

In an international magazine you can read:

¡°Outsiders often identify the Nordic countries of Denmark, Finland, Iceland, Norway, and Sweden as feminist utopias. Compared to other parts of the West, these countries have low gender pay gaps, generous parental leave policies, and provide women with equal access to education. Yet in this Utopia, not all is well.¡±
http://harvardpolitics.com/world/the-nordic-paradox-gender-equity-and-sexual-assault/

Reflect on the cited quote by discussing these three points:

1. Identify and describe at least two factors that could explain why the Nordic countries are in a situation which is described as a gender equality utopia.

2. Identify and describe at least two challenges to gender equality in the Nordic countries.

3. Discuss why there are persisting challenges to gender equality in countries some refer to as utopias. 

Additional fourth point for 4060 (master students):

4. Include in the discussion whether it¡¯s plausible to talk about a Nordic model of gender equality.

Case B:

The following text is written by Bj?rg Vik (1935-2018). She was a Norwegian author who wrote short stories, novels and plays and who was part of the editorial board of the feminist magazine Sirene. The text is from a story in Sirene named ¡°Er det sant at kvinner er undertrykte¡± (¡°Is it true that women are oppressed¡±) from 1973: 

[¡­] Now you can see it everywhere. You see it in the supermarket where men are shop managers and we sit at the till or serve at the vegetable counter. You see it in the corner shops which are practically all owned by men and where we are purely paid shop assistants. You go to some kind of office, the social services, the tax office, the bank, the post office, the school office. In all these places you see us in subordinate positions. Exceptions do exist, and some people try to make them the rule. But the rule is: men are at the top, men are in all significant leadership positions, in all institutions, from the government to the church, the legal apparatus, education and industry. All are dominated and led by men. You are still living in the
shade. [¡­]
(Vik, B. 1973: ¡°Er det sant at kvinner er undertrykte?¡± in Sirene 1/1973, translated and republished in: Garton, J. ed. 1995. Contemporary Norwegian Women¡¯s Writing. Norvik Press, Norwich, England.)

1: This text is written in 1973. Discuss, based on texts from the course, whether it could have been written by a female author in a Nordic country of today.

2: In so doing, describe some major institutional and cultural changes when it comes to gender equality that have occurred in Nordic countries in the time span from 1973 up to today.

3: Discuss briefly which changes, if any, are lacking given visions of a gender equal society. 

Additional fourth point for 4060 (master students):

4: Include in the discussion some features that characterize the Nordic countries when it comes to making gender equality policy.

 

-----------------

You are expected to write a paper based on assignment 1 or 2.  In so doing you are supposed to use texts from the course literature. Read the assignments carefully and be sure to answer all the questions in the assignment.

 

1. The Nordic countries tend to be portrayed as women-friendly welfare states. Describe what Helga Hernes meant by women-friendly welfare states and discuss some of the criticism of the Nordic gender equality model.

 

2. The Nordic countries regularly rank on top of Gender Equality Indexes. Explain why the Nordic countries regularly rank on top of Gender Equality Indexes. In your explanation identify and describe the development of at least two different childcare policies, before discussing whether these policies promote a complementary family model or a dual earner model. Discuss further how gender equality ideals compete with informal norms regarding motherhood and fatherhood.

 

 

Du m? svare p? oppgave 1 eller 2. Du m? bruke pensumlitteratur i besvarelsen av oppgaven. Les oppgaveteksten n?ye og svar p? alle sp?rsm?lene i oppgaveteksten.

 

1. De nordiske landene blir gjerne omtalt som kvinnevennlige velferdsstater. Beskriv hva Helga Hernes mente med kvinnevennlige velferdsstater og diskuter noe av kritikken av den nordiske likestillingsmodellen.

 

2. De nordiske landene pleier ? ligge p? toppen av ulike internasjonale likestillingsbarometre. Forklar hvorfor de nordiske landene topper ulike likestillingsbarometre. I forklaringen din m? du identifisere og beskrive minst to ulike foreldrerettigheter f?r du diskuterer hvorvidt disse fremmer en komplement?r familiemodell eller en to-inntektsmodell. Diskuter videre hvordan likestillingsidealer konkurrerer med idealer knyttet til morskap og farskap.

 

Exam 2060/4060

NB: You are expected to write a paper based on case A or B.  In so doing you are supposed to use texts from the course literature.

For bachelor students (2060) the assignment must have a length of 8 pages, (450 words per page total 3600 +/- 10% (not counting spaces). References and front page in addition.

For master students (4060) the assignment must have a length of 10 pages, (450 words per page total 4500 +/- 10% (not counting spaces). References and front page in addition.

Case A.

In an international magazine you can read:

¡°Outsiders often identify the Nordic countries of Denmark, Finland, Iceland, Norway, and Sweden as feminist utopias. Compared to other parts of the West, these countries have low gender pay gaps, generous parental leave policies, and provide women with equal access to education. Yet in this Utopia, not all is well.¡±
http://harvardpolitics.com/world/the-nordic-paradox-gender-equity-and-sexual-assault/

Reflect on the cited quote by discussing these three points:

1. Identify and describe at least two factors that could explain why the Nordic countries are in a situation which is described as a gender equality utopia.

2. Identify and describe at least two challenges to gender equality in the Nordic countries.

3. Discuss why there are persisting challenges to gender equality in countries some refer to as utopias. 

Additional fourth point for 4060 (master students):

4. Include in the discussion whether it¡¯s plausible to talk about a Nordic model of gender equality.

Case B:

The following text is written by Bj?rg Vik (1935-2018). She was a Norwegian author who wrote short stories, novels and plays and who was part of the editorial board of the feminist magazine Sirene. The text is from a story in Sirene named ¡°Er det sant at kvinner er undertrykte¡± (¡°Is it true that women are oppressed¡±) from 1973: 

[¡­] Now you can see it everywhere. You see it in the supermarket where men are shop managers and we sit at the till or serve at the vegetable counter. You see it in the corner shops which are practically all owned by men and where we are purely paid shop assistants. You go to some kind of office, the social services, the tax office, the bank, the post office, the school office. In all these places you see us in subordinate positions. Exceptions do exist, and some people try to make them the rule. But the rule is: men are at the top, men are in all significant leadership positions, in all institutions, from the government to the church, the legal apparatus, education and industry. All are dominated and led by men. You are still living in the
shade. [¡­]
(Vik, B. 1973: ¡°Er det sant at kvinner er undertrykte?¡± in Sirene 1/1973, translated and republished in: Garton, J. ed. 1995. Contemporary Norwegian Women¡¯s Writing. Norvik Press, Norwich, England.)

1: This text is written in 1973. Discuss, based on texts from the course, whether it could have been written by a female author in a Nordic country of today.

2: In so doing, describe some major institutional and cultural changes when it comes to gender equality that have occurred in Nordic countries in the time span from 1973 up to today.

3: Discuss briefly which changes, if any, are lacking given visions of a gender equal society. 

Additional fourth point for 4060 (master students):

4: Include in the discussion some features that characterize the Nordic countries when it comes to making gender equality policy.

Exam KFL2060 & KFL4060 ¨C Gender Equality in the Nordic Countries ¨C Spring 2019

NB: You are expected to write a paper based on case A or B.  In so doing you are supposed to use texts from the course literature.

For bachelor students (2060) the assignment must have a length of 3600 words, +/- 10%. References and front page in addition.

For master students (4060) the assignment must have a length of 4500 words, +/- 10%. References and front page in addition.

 

Case A ¨C Women¡¯s right to work in the Nordic countries

In the 1970¡¯s, ¡°women¡¯s right to work¡± was an important slogan and goal for the Nordic women¡¯s movements. It is also a recurrent theme throughout the course, and ¡°women¡¯s right to work¡± can be interpreted and analysed in many different ways. In your paper, make sure to include these dimensions:

• Describe and discuss at least two institutional policies in the Nordic countries with the intention of encouraging ¡°women¡¯s right to work¡±.
• Describe and discuss cultural changes that have taken place in the Nordic countries since the 1970¡¯s that could explain changes in how we view ¡°women¡¯s right to work¡± today.
• Discuss how ¡°women¡¯s right to work¡± can be interpreted in different ways.

Additional 4^th point for 4060 (master students):

• Include and discuss at least two theories or concepts from the course literature that can shed light on ¡°women¡¯s right to work¡±. 

Exam KFL4060 Autumn 2017.

Describe tendencies towards convergence and divergence and/or historical differences and similarities related to gender equality in Nordic countries.

Include different perspectives that may explain these tendencies.

Discuss different explanations for the tendencies you have described. All in all, argue for or against one Nordic model for gender equality.

 

You may choose to compare two or more countries. Refer at least to four articles in your syllabus.

 

 

Exam KFL2060 Autumn 2017.

Describe tendencies towards convergence and divergence related to gender equality and/or historical differences and similarities in Nordic countries.

Discuss different explanations for the tendencies you have described. All in all, argue for or against one Nordic model for gender equality.

 

You may choose to compare two or more countries. Refer at least to three articles in your syllabus.