Module Paper 1: Integrating Learning Experiences

This Module Paper aims to reflect on the whole learning experiences and activities

undertaken throughout Module 1, considering with special emphasis on the progressive

development of understanding on gender, identity, and social constructs. Through the course

design, we have done different exercises that critically pondered and deconstructed the

existing gender stereotypes followed by fundamental explanations of those theories along

with studying how the personal identities converge with larger social frameworks. It is these

activities that have made me enlightened to what seems to be concepts of gender roles and

inclusiveness are being derived from cultural, media, and institutional structures.

On this paper, I would sum up by saying that this project has really dwindled into

reflections of the most important activities and themes that have driven a much deeper

understanding of gender and identity. I learnt that gender is not an intrinsic or fixed concept

but the changing social construct that intersects with other dimensions of identity: sexual

orientation, gender identity, and expression, as developed in class discussions. The thesis of

this paper is that the social construct of gender is fluid and complex and influenced by

multiple factors. Through activities and discussions around this module, I have developed a

more nuanced and all-embracing view of role and stereotype related to gender and social

inclusion. This reflection will show how these activities have helped me to know myself

better and understand my identity in personal and broader contexts.

The first activity, which was known as "Deconstructing Gender Stereotypes," focused

on deconstruction of gender stereotypes in that, as a group, we decided to discuss nuances

and overt ways in which societal expectations are formed by gender norms. We were assigned

the task of identifying a common stereotype of masculinity and femininity, such as for

example men are perceived to be aggressive, emotionally stoic, and dominant, whereas
women are very nurturing, passive, and emotional. Going through this analysis reveals the

strict nature of these norms not only for those who easily fall into the traps but also for those

who dare break the chains. It then became clear that gender stereotypes are more than just

expectations of society; they are instead instrumental in controlling and limiting and deciding

to what extent behavior, roles, and even aspirations will be as directed by the gender to which

one was born.

What stood out in this activity was how deeply the stereotypes are embedded in most

aspects of life-from media portrayals to familial expectations and also how they subtly

reinforce power dynamics between men and women. Group discussion highlighted the impact

of these stereotypes on career choices, relationships, and self-expression. As such, an

assertive woman who speaks her mind at work gets stigmatised as "too bossy," while telling a

man to assume the skills of leadership is taken as normal. This exercise really opened my

eyes to just how much my perception of gender roles had been shaped by these norms and

encouraged personal reflection about just how many stereotypes I would have absorbed

unwittingly. In the end, through the activity, I realized stereotypes aren't that unbreakable.

Perhaps there's a call to challenge such outdated understandings through the collaborative and

promote more fluid and open understandings about gender.

For our second activity entitled "Exploring Theories of Gender", this individual activity

explored gender theories that has been a helpful opportunity to follow some academic and

theoretical frameworks that guide the understanding of gender. That is why I developed my

focus on Judith Butler's theory about gender performativity: This theory fundamentally

questions the theory that gender is an inherent quality tied up with biological sex. Butler

claims that gender is not what we are, but something we do-we perform it through habitual

practices, discursive speech, and behavior deemed suitable for each gender. This theory
brought a new perspective by moving out of the sense of gender existing in a binary form,

rather than being a thing "set" rather than fluid and dynamic, socially constructed.

However, it was through the interpolation of Butler's theory into actual examples and

media that further created a basis for my understanding of how gender roles are performed

and reinforced: for instance, analyzing characters in TV and films to see how people who

refused to play by traditional gender roles are marginalized and deviant. Women who are

aggressive or independent- that is, characteristics that people associate with being masculine-

are generally depicted as less likable, whereas emotion or vulnerability in a man spawns

ridicule. It definitely helped me understand the way media works as a powerful tool for fixing

the gender rules, and it makes me more aware of how much pressure people are under to fit

into certain roles. Indeed, this activity has given me a deeper insight into what gender is and

constitutes, like the performative nature of gender and how one is constantly being regulated

through social expectations, to some extent, forces me to think in a different way as to how I

view my own gender identity as well as other people's gender identities.

The following one was the SOGIE Timeline. It was perhaps one of the most reflective

activities done within the term as they asked the students to create their Sexual Orientation,

Gender Identity, and Gender Expression timelines. It made me think about my own journey

regarding sexual orientation, gender identity, and gender expression and trace several

important moments from childhood up to the present. The timeline made me realize many

points in my life through which I understood what gender and identity really mean to some of

the trials and the discoveries I went through. For example, family, peers, and even the media

had a huge influence on how I comprehended gender roles and expectations, especially in my

early years. Growing up, I was raised in a culture that placed sharp edges on rigid gender

roles. So, it made me feel conflicting with my identity to what had been termed as "normal."
 It really was tough to navigate making the timeline as it brought back moments of

confusion or inner conflict that occurred around gender expression or sexual orientation. I

came to the realization that those landmark experiences mapped out in detail how societal

pressures, expectations, and personal encounters made me who I am today. And these

moments also showed a place where actual growth and acceptance of oneself really

emerged-the point when one begins to question traditional gender roles, which were

understood as dominant after receiving such conditioning. Being at the end of this process

made my own sense of gender and expression clearer and told me the importance of holding

dearly this fluidity of gender and sexuality. As such, it has made me more empathetic to

others as I go through their SOGIE journeys, for this is something where everyone is forever

changing into something.

A very crucial part of learning in the term was how Gender and Development, now

referred to as Gender Equality, Disability, and Social Inclusion (GEDSI), had evolved. GAD

primarily addressed issues of gender inequalities, especially in development settings where

most women were excluded and marginalized from decision-making processes. However, it

was evident that considerations on gender alone, apart from these intersecting features like

disability, ethnicity, or socioeconomic status, were insufficient. The shift toward GEDSI

encapsulates a much more holistic and nuanced approach to how different forms of

marginalization interact and overlap in ways that create multiple and compounded

disadvantages for particular individuals and communities.

In class discussions and activities, we tackled importance of this development and how

it relates to present-day issues involving gender. The shift from GAD to GEDSI reflects the

fact that critical intersectionality is now needed, noting the inadequacy of considering gender

inequality alone but rather how it relates to other forms of inequality. For example, women

with disabilities are subject to several forms of gender-related and disability-related

discrimination, thus placing them at a greater risk of social exclusion compared to others.

This much broader perspective on social inclusion has challenged me to think more critically

about the ways in which policies and programs can be made more inclusive when addressing

not only gender disparities but other intersecting forms of oppression. This activity further

pressed upon the necessity of adopting intersectional approaches for achieving true equality

and justice.

All activities took place and depicted common themes such as fluidity of gender as well

as other views of deconstructing stereotypes, theories, and a reflection of personal identity;

they all showed how deeply imbedded and how much of a challenge it is for individuals and

society at large. The notion that gender should be defined within a spectrum rather than as a

binary kept coming up so that it emerged that the question of identity is intrinsically complex,

dynamic, and determined by an array of factors. But what comes to the forefront most is the

fact that gender is not a stable entity but a dynamic shape-scaping born out of the society and

personal experiences that shape an individual and the structures in play.

Furthermore, in these discourses embraced into the intersectionality, among the shifts

from GAD to GEDSI, it is pointing toward a more wide-angle perspective in which one has

to view gender issues. Gender is held tightly, held side by side with all these identities that

are race, disability, and socio-economic status; hence, inequality cannot be seen beyond the

existence of intersecting factors. Generally speaking, the word fostered a greater

understanding of gender and identity and encouraged me to deconstruct the way these

concepts manage not only my personal identity but also broad societal structures.

In conclusion, the term has had a lot to do with my huge learnings about gender,

identity, and social inclusion. The activities and reflections challenged my traditional views

of gender roles and allowed me to develop a more fluid and inclusive and intersectional

understanding of identity. This has not only spurred personal growth but also made one of us
realize very strongly other implications of gender inequality and social exclusion. Moving

forward, I will try to incorporate these learnings not only in my everyday personal life but

also as a professional where possible and challenge the status quo of many gender norms that

exist. So, it is fantastic taking this module and understanding how they so critically evaluate

knowledge and how to go about the issues dealing with gender.

References:

Albaladejo, E. M. (2016). Implementation of gender and development among higher

education institutions: Input to GAD enhancement program. JPAIR Institutional

Research, 7(1), 15-23. https://doi.org/10.7719/irj.v7i1.368

Cagang, A. J., Sinang, A., Butlig, S. P. Q., & Española, E. (2023). Gender and

development awareness towards gender-sensitive pedagogical practices of

pre-service teachers: Basis for a university GAD program.

https://doi.org/10.9734/ajess/2023/v49i31153