This module is a resource for lecturers


Guidelines to develop a stand-alone course


This Module provides an outline for a three-hour class, but there is potential to develop its topics further into a stand-alone course. The scope and structure of such a course will be determined by the specific needs of each context, but a possible structure is presented here as a suggestion. It is based on the textbook of Rachels & Rachels (2012).



Brief Description


Research at the turn of the century

Discussions of foundational papers by Dollar and others, 2001; Swarmy and others, 2001; Sung, 2003; Goetz, 2007.


Revisiting those theories

Discussions of work by Stensöta and others 2014, Esarey and Chirillo 2013.


Deconstructing the stereotypes

Descriptive and injunctive stereotyping, and their role in corruption's gendered impacts.


Opportunity structures for corruption

Revisit Goetz's argument, but bring in work on patronage and clientelist networks. See Wängnerud 2008, Szwarcberg Daby 2016.


Corruption's gendered impacts (i)

Overview of the issue, revisit discussions of the pros and cons of sex-disaggregated data.


Corruption's gendered impacts (ii)

Focus on sextortion.


Gender mainstreaming (i)

Gender analysis, gender audit, gender budgeting.


Gender mainstreaming (ii)

Gender stakeholder consultations, gender procurement, gender equality training.

Introduce essay assignment instructions.


Review week

Exercises to assess and reinforce learning over the course. Discussion of possible structures of the essay and feedback for any pre-class preparation of essay plans.


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