Unit 1: Framing the Analytical Contexts: Gender Methodology and Intersectionality

Unit Objectives:

  • Establishing epistemological and theoretical foundations of gender and feminist research and the links to land tenure, resource policies, and mobility
  • Building the capacity of young researchers to apply gender sensitive and feminist research methods

Module 1: African Feminists Epistemology

  • What is feminism?
  • Is there an African feminism?
  • How has feminism as a concept been debated in the African continent and which role do postcolonial approaches play?
  • How is African feminism linked to politics of knowledge production?

Module 2: Gender-sensitive research methodology

  • What does gender-sensitive research mean?
  • What is the difference between feminist, gender-sensitive and intersectional and queer research methodology?
  • Are there feminist research ethics?

Module 3: Gender and Intersectionality in land research

  • What is the state of the art when it comes to the inclusion of gender-sensitive/ intersectional approaches within research on land? (Could be specified to the African continent)
  • What has been gained through an inclusion of intersectional and gender-sensitive approaches within land research?
  • How has research on gender and land changed?
  • Have they had an impact on mainstream research/ politics?
  • What is still missing, where are theoretical or empirical gaps?

Module 4: Feminist and intersectional theories on resource policies.

  • What are the different feminist/ intersectional and postcolonial theories relating to resources and ecology? What are they all about?
  • How are theories of care linked to theories of sustainability?
  • Are there emancipatory movements which link feminist approaches to sustainability? If so, where and how do they apply?

Unit 2: Cooperative Learning

Unit Objectives:

  • Creating a forum for peer learning and networking among young researchers
  • Working through the students’ case studies with a gender lens/engendering each other’s research
  • Building the capacity of young researchers to apply gender sensitive and feminist research methods research methods
Module 1: Introductory workshop

  • Who are the students? What are their research fields? Where are commons strands? Where do they stand with regards to the issues of the summer school?
Module 2: Creating a forum peer learning and networking among young researchers

  • Mentoring/ peer learning sessions
Module 3: Field trip to a refugee camp and/ or a pastoralist village

  • This module focuses on the preparation, conduction, and evaluation of a field trip related to the topic of the summer school (2 Options for specialization)
Module 4: Analyzing research data: approaches and the use of software

  • This module is about conveying approaches within data analysis, including first, introduction to data analysis software as well as the use of new and social media
Module 5: Working Groups:

  • This module focuses on transmitting very specific research methods which can be useful when applied in research on land use and mobility

1. Multisided Ethnography

2. Human Ecology

3. Participatory Action Research

Unit 3: Land Tenure, Land Rights, and Mobile livelihoods

Unit Objectives:

  • Strengthening the knowledge on mobile livelihoods, politics of land migration, pastoralism, and displacement
  • Looking at current theories on migration and mobile livelihoods from a gender/intersectional perspective
  • Discussing state and development theory its implications for gendered land rights within the context of labour mobility
Module 1: Sedentary bias in land tenure arrangements and land legislation: a gender perspective

  • Do land politics, land tenure arrangements and land legislations generally have a sedentary bias on the African continent?
  • How can legislations better take into account concerns of people on the move?
  • Are there good examples of how the rights of people on the move (migrants, pastoralists) have been included/considered in policy making?
  • What else needs to be taken into account when designing just and equitable land policies?
Module 2: Conflicts over land

A. Land Conflicts, Pastoralists and Agriculturalists

  • What are the specific land conflicts that pastoralists face?
  • How can classic conflicts between agriculturalists and pastoralists best be dealt with?
  • What are examples of how land issues for pastoralists have been resolved and land rights secured?
  • How should states/ “development actors” interfere with customary gendered power governance regimes?


B. Land conflicts: Returnees, Migrants, and Stayers)

  • What are the specific land conflicts that returnees, migrants and stayers often face?
  • How do states deal with their populations on the move in terms of securing land rights?
  • How are migrants involved in global land grabbing as investors?
Module 3: Mobility, Development and the State

  • How do national orders nowadays deal with mobile populations?
  • What is the link between land acquisitions and current trends in migration, displacements, and sedentarization?
  • How do land rights and land ownerships play a role in peace building processes and repatriation and reintegration of displaced persons?