Gender Equality and the Nordic Welfare State, 7.5 credits

Learning outcomes

Knowledge and Understanding
After completed studies the student shall be able to describe

• the features associated with the so-called Nordic welfare state model, how the welfare state is gendered and what role gender equality plays in the Nordic welfare states,
• conditions and policies related to sexualities, violence and families in the Nordic context, and
• feminist critiques of the Nordic welfare states and gender equality policy.

Competence and Skills
After completed studies, the student shall be able to

• discuss the development and effects of gender equality policy in the Nordic countries, and
• compare countries regarding gender equality.

Judgement and Approach
After completed studies, the student shall be able to

• critically assess gender equality policies in the Nordic welfare states, and
• analytically problematize the ‘Nordic Model’ of gender equality.

Content

Themes that will be explored and discussed include:

• The Concept of Gender
• Development of Gender Equality Policies in the Nordic Countries
• Gender, political influence and policy
• Family Policies and Parental Leave
• Violence Against Women, and Trans* and Sexuality in Nordic Gender Equality Policies

Examinations and grades

Examination I, 5 credits (Code: A002)
Grades used are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Examination II, 2.5 credits (Code: A003)
Grades used are Fail (U) or Pass (G).

According to the Higher Education Ordinance, Chapter 6, Section 18, a grade is to be awarded on the completion of a course, unless otherwise prescribed by the university. The university may determine which grading system is to be used. The grade must be determined by a teacher specifically nominated by the university (the examiner).

In accordance with university regulations on grading systems for first and second-cycle courses and study programmes (Vice-Chancellor’s decision ORU 2018/00929), one of the following grades is to be used: fail (U), pass (G) or pass with distinction (VG). For courses included in an international master’s programme (60 or 120 credits) or offered to the university’s incoming exchange students, the A to F grading scale is to be used. The vice-chancellor, or a person appointed by them, may decide on exceptions from this provision for a specific course, if there are special grounds for doing so.

The grades used on this course are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Comments on grades

The final course grade is based on the grade of the examination Examination I, 5 credits. Examinations using the grades Fail (U) or Pass (G) are not included in the final course grade. However, Pass (G) are required for a passing grade to be awarded for the full course.

Modes of assessment

Examination I, 5 credits (Code: A002)
Home exam.

Examination II, 2,5 credits (Code: A003)
Oral examinations and/or written assignments.

Comments on modes of assessment
Examination deadline
An examination shall be carried out at the time decided by the university. If an examination, which involves that the student can do the assignment in another place than in the university's premises (for example take-home examination), can not be submitted on time, the examiner decides how the examination shall be handled.

Supplementary assignments for a passing grade
The examiner may decide that a student who has not received a passing grade on the examination may submit supplementary assignments instead of taking a re-examination. Supplementary assignments must be carried out according to the teacher’s instructions and submitted to the teacher within one week after the student is notified of the failing grade.

For students with a documented disability, the university may approve applications for adapted or other modes of assessment.

For further information, see the university's local examination regulations.

Specific entry requirements

General entry requirements for university studies.

For further information, see the university's admission regulations.

Other provisions

The course is given in English.

Students who have been admitted to and registered on a course have the right to receive tuition and/or supervision for the duration of the time period specified for the particular course to which they were accepted (see, the university's admission regulations (in Swedish)). After that, the right to receive tuition and/or supervision expires.

Transitional provisions

Students who have commenced but not completed the course as prescribed in the version of the syllabus in force in the autumn semester 2022, are entitled to take the course examinations within a period of 12 to 18 months from 2024-01-15.

Reading list and other learning resources

Required Reading

Askanius, T., & Møller Hartley, J. (2019)
Framing Gender Justice: A comparative analysis of the media coverage of# metoo in Denmark and Sweden. In Nordicom Review; 40 (2): 19-36

Borchorst, A., Freidenvall, L., Kantola, J., Reisel, L., & Teigen, M. (2012)
Institutionalizing intersectionality in the Nordic countries: Anti-discrimination and equality in Denmark, Finland, Norway, and Sweden. In Institutionalizing Intersectionality
Palgrave Macmillan, London

Connell, R., & Pearse, R. (2009)
The Question of Gende (Chapter 1) and Gender Relation and Gender Politics, chapter 5. In Gender: In world perspective
Polity

Erikson, J., & Josefsson, C. (2019)
The legislature as a gendered workplace: Exploring members of parliament’s experiences of working in the Swedish parliament. In International Political Science Review, 40(2): 197-214

Gracia, E., Martín-Fernández, M., Lila, M., Merlo, J., & Ivert, A. K. (2019)
Prevalence of intimate partner violence against women in Sweden and Spain: A psychometric study of the ‘Nordic paradox’. In PloS one, 14(5), e0217015

Gupta, N. D., Smith, N., & Verner, M. (2008)
The impact of Nordic countries’ family friendly policies on employment, wages, and children. In Review of Economics of the Household, 6(1): 65-89

Kjaran, J.I., Lehtonen, J. (2018)
Windows of opportunities: Nordic perspectives on sexual diversity in education. In International Journal of Inclusive Education, 22(10): 1035-1047

Lee, Soomi, Duvander, Ann-Zofie & Zarit. H, Steven (2016)
How can family policies reconcile fertility and women's employment? Comparisons between South Korea and Sweden. In Asian Journal of Women's Studies, 22(3), 269-288. doi:10.1080/12259276.2016.1202027

Linander, I., Lauri, M., Alm, E., & Goicolea, I. (2020)
Two Steps Forward, One Step Back: A Policy Analysis of the Swedish Guidelines for Trans-Specific Healthcare. In Sexuality Research and Social Policy, 18: 309-320

Lilja, M., & Johansson, E. (2018)
Feminism as power and resistance: An inquiry into different forms of Swedish feminist resistance and anti-genderist reactions. In Social Inclusion, 6(4): 82-94

Nygren, K. G., Martinsson, L., & Mulinari, D. (2018)
Gender equality and beyond: At the crossroads of neoliberalism, anti-gender movements, “European” values, and normative reiterations in the Nordic model. In Social Inclusion, 6(4): 1-7

Permanyer, I., & Gomez-Casillas, A. (2020)
Is the ‘Nordic Paradox’an illusion? Measuring intimate partner violence against women in Europe. In International journal of public health, 65(7): 1169-1179

Sümer, Sevil (2014)
The Nordic approach to work and care: Challenges on the way to inclusive citizenship. In Tidsskrift for Kjønnsforskning, (1), 59-69
https://www.idunn.no/tfk/2014/01/the_nordic_approach_to_work_and_care_challenges_on_the_way

Teigen, M., & Skjeie, H. (2017)
The Nordic gender equality model. In: Knudsen (ed) The Nordic models in political science. Challenged, but still viable?
Universitetsforlaget, Oslo

Additional Reading

Additions and Comments
Additional 1-2 articles, about 50 pages might be selected in collaboration with the teacher.