MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title Marxisms and Feminism
Module code HC352
Credit value
Level
Mark the box to the right of the appropriate level with an ‘X’
60
Level 4
Level 0
Level 5 Level 6 X
(for modules at foundation level)
Level 7 Level 8
Entry criteria for registration on this module
Pre-requisites
Specify in terms of module codes or equivalent
Students must: (1) have developed an ability to organise and present argument in written and oral forms, (2) have learnt to address interdisciplinary means of working, based on the methodologies taught in level 4, and consolidated at level 5; (3) normally, have successfully completed level 4 and level 5 of the
Humanities Degree Programme or equivalent.
Co-requisite modules
Specify in terms of module codes or equivalent
Module delivery
Mode of delivery Taught X Distance Placement Online
Other
Pattern of delivery Weekly X
When module is delivered Semester 1
Block
Semester 2
Other
Throughout year X
Other
Brief description of module content and/ or aims
The unit examines Marxist and post-Marxist, and Feminist and post-Feminist notions of human nature, concentrating on the tensions between the individual and society, and the responses of critics to the central claims of these traditions in recent decades.
Overview (max 80 words)

Module team/ author/ coordinator(s)
School
Site/ campus where delivered
Mark Devenney/Mark Abel
School of Humanities
Grand Parade
Course(s) for which module is appropriate and status on that course
Course Status (mandatory/ compulsory/ optional)
BA Humanities (LV00) Optional
BA Philosophy, Politics and Ethics (LV25) Optional
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims The unit aims: (to introduce key concepts central to conceptualising capitalism and feminism; (ii) to critically address the limits of these traditions and further develop the ability to engage in close reading and practice immanent critique; (iii) to critically assess the limits of Marxist, post-Marxist, feminist and postfeminist thought, and make informed decisions about one’s view of these critiques.
Learning outcomes
Content
(i) the appropriate use of methodologies introduced in Level 5 and an enhanced capacity for independent and self-motivated learning;
(ii) the ability to analyse and synthesise material through the effective presentation of appropriately researched oral and written work; (iii) to develop and consolidate students’ analytic, synthetic and comparative abilities through the critical and effective presentation of competently researched oral and written work; (iv) to develop a clear understanding of the Marxist and feminist traditions work, as well as of the limits of different theoretical accounts within these traditions.; (v) the ability to use key critical theoretical concepts appropriately.
The unit examines Marxist and Feminist notions of human nature, concentrating on the tensions between the individual and society, and the responses of critics to central claims of these traditions in recent decades. The unit begins by addressing the

Learning support development of Marx’s own thought, contrasting ‘humanist’ and
‘economist’ Marxism, while assessesing ‘determinist’ and a
‘subjectivist’ interpretations of historical materialism. It then addresses the various critics of Marxism notably Laclau, Mouffe, and Zizek, while focusing on the limits of Marxist theoretical accounts when addressing feminist politics and the responses of contemporary Marxist theorists to these charges.
This prepares for the analysis of debates about gender in contemporary society. Critical analysis of classical liberal feminism leads to a consideration of second wave feminism in its liberal, socialist and radical forms, focusing on questions of equality, justice and difference. The course then focuses on more recent developments in feminism by exploring Black feminist critiques of first and second wave feminisms, the practical and theoretical implications of new feminist epistemologies, convergences with postmodernis m and ‘queer theory’, ‘French feminism’ and the phenomenon of
‘postfeminism’. We will explore how feminist positions both advance and contest claims about human nature; in particular with respect to alleged differences in the natures of men and women. The course ends with a reflection on the role that gender and class analysis might still play in the critique of contemporary society.
Indicative Reading and References
Balibar, Étienne, The Philosophy of Marx . Verso, 1995.
Barrett, Michelle, The Politics of Truth , Cambridge, Polity, 1992.
Callinicos, A. The Revolutionary Ideas of Karl Marx , Bookmarks
1983.
Dennis, B “The Woman Question ” in Reform and Intellectual
Debate in Victorian England.
Eds. B. Dennis and D. Skilton.
London: Croom Helm, 1987.
Eagleton, T. Marx , Phoenix 1997.
Fraser, Nancy ‘Feminism, Capitalism and the Cunning of History’ in New Left Review 56, (March-April, 2009). Available at: http://www.newleftreview.org/?view=2772
McLellan, D. The Thought of Karl Marx , 2nd edn., Macmillan
1985.
Nash, K ‘The Feminist Production of Knowledge: Is

Deconstruction a Practice for Women?’ in Feminist Review No.
47, (Summer, 1994)
Reiss, E, Marx: A Clear Guide , Pluto 1997.
Segal, L “Whose Left? Socialism, Feminism and the Future”.
New Left Review . Issue 185. (Jan/Feb 1991) pp. 81-91. http://newleftreview.org/?view=1621 .
Teaching and learning activities
Details of teaching and learning activities
Tutor-led introductions/lectures to key themes and reading; staff directed but student-led seminar presentations and discussions; student lead seminars exploring key readings; pre and postessay tutorials to discuss written work; timetabled revision sessions to guide preparation for examination.
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours
Study hours
SCHEDULED This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, external visits, and work-based learning.
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions.
PLACEMENT The placement is a specific type of learning away from the University that is not work-based learning or a year abroad.
120
480
TOTAL STUDY HOURS 600
Assessment tasks
Details of assessment for this module
• Assessment criteria
The essays are assessed in relation to Learning Objectives i, ii, iv and v with particular attention to students’ ability to (i) produce a clearly structured and cogently argued essay; (ii) draw on an appropriate range of interdisciplinary resources and demonstrate their relevance to the question at hand; (iii) identify the key

issues and problems in their analysis, and in the upper range to attempt a resolution of those issues, and/or show an awareness of the limitations of the work, (iv) demonstrate a reasonable understanding of particular aspects of Enlightenment thought.
The seminars and oral presentations are assessed in relation to
LOs iii, iv and v with particular attention to: (i) students’ ability to contribute effectively to group work, responding and listening appropriately to the contributions of others, (ii) clarity of thought and of argument in presentation, (iii) knowledge of key concepts and arguments in relation to required reading.
The examination is assessed in relation to LO i, ii, iv and v.
•Assessment process
All essays are assessed by the tutor, and then discussed with each student on return;
Seminars are assessed continuously by the tutor;
Seminar marks and comments are fed back to students by personal tutors at the end of term 1, and at the end of term 2.
Types of assessment task 1
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression.
WRITTEN
COURSEWORK
PRACTICAL
Written exam (LO ii, iv, v)
Four 1800 word essays (LO i,ii, iii, iv, v)
Weekly participation in two seminars and assessment of presentation (LO iii, iv, v)
12
44
44
1
Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.
% weighting
(or indicate if component is pass/fail)

EXAMINATION INFORMATION
Area examination board
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name Position and institution
Professor Darryl Jones Trinity
Professor Mark McGovern Edgehill
Professor James Connelly Hull University
Professor Brian Kelly Queens University, Belfast
QUALITY ASSURANCE
Date of first approval
Only complete where this is not the first version
1989
Date of last revision
Only complete where this is not the first version
2008
Date of approval for this version
Version number
Modules replaced
Specify codes of modules for which this is a replacement
Available as free-standing module?
Date appointed Date tenure ends
2009/10
2012/13
2013/4
2015/16
2009/10
2012/13
2012/13
2015/6
Yes No x