This course introduces connections between gender and the gig economy. We will draw on global examples of gendered labor on digital platforms in ride hailing, delivery, care work, domestic work, cloud/online-remote work. We will apply feminist approaches to thinking about digitally mediated labor.
Your course instructor, Dr Kavita Dattani, previously conducted research with the exciting Fairwork project hosted at Oxford University. The course will be drawing from the Fairwork project's exciting work. You can read more about the project here https://fair.work/en/fw/homepage/
To get a sense of some of the course's themes, read Dr Dattani's co-authored report on Gender and Gig work here:
https://fair.work/en/fw/publications/gender-and-platform-work-beyond-techno-solutionism/
Or listen to an interview about it here:
*This course fulfills the GWSS department's Decolonizing Empire and Building Social, Cultural and Political Movements for Change Focus Points requirements - contact gwssadvs@uw.edu for more information.
GWSS 290 A: GENDER AND GIG WORK SYLLABUS
*This syllabus is subject to changes
CLASSES |
|
SPRING Mondays and Wednesdays 10.30AM – 12.30PM Room: CDH 110 A |
INSTRUCTOR |
|
Dr Kavita Dattani Office Hours: Wednesdays 11-1 Room: B110-S, Padelford Hall |
COURSE DESCRIPTION |
|
Digital platforms are changing the ways in which people access and carry out work. The ‘gig’ or ‘platform’ economy have emerged as terms to describe the ways in which work is being reorganised through digital platforms.
This course introduces connections between gender and the gig economy. We will apply feminist approaches to unpacking ideas around labor and work in the gig economy. We will draw on global examples of gendered labor on digital platforms in ride hailing, delivery, care work, domestic work, cloud/online-remote work.
|
COLLOBORATIVE CODE |
|
1. Think of the best ways you can learn and engage in this course, and go easy on yourself in the process. 2. If you feel yourself falling behind, come and talk to me as soon as possible. I can support you best when I know what is happening. 3. Don’t presume or challenge anyone’s identity. If you don’t know someone’s gender, use the pronoun ‘they’ until you do. 4. No phones in class. If you need to use your phone for an academic reason, speak to Dr Dattani first. Photos are strictly forbidden unless you have been given prior permission by Dr Dattani. 5. Laptops/tablets are permitted in class, but only for academic purposes. 6. Some activities will use pen and paper only, please bring those to each class.
|
|
ACCESSIBILITY
|
|
Your experience in this class is important to me. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.
If you have not yet established services through DRS but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu.
|
MEDICAL NOTES |
|
Students are expected to attend class and to participate in all graded activities, including midterms and final examinations. To protect student privacy and the integrity of the academic experience, students will not be required to provide a medical excuse note to justify an absence from class due to illness. A student absent from any graded class activity or examination due to illness must request, in writing, to take a rescheduled examination or perform work judged by the instructor to be the equivalent.
|
TECHNOLOGY PROTOCOL |
|
Cell phones may not be used in class unless required to create an inclusive and accessible learning environment. Always request permission from the instructor and other students before recording any class content. Photographs are strictly forbidden. Slides will be uploaded to Canvas, so please do not take photos in class.
|
RELIGIOUS ACCOMMODATIONS |
|
Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form.
|
ACADEMIC DISHONESTY |
|
Academic dishonesty: includes cheating on assignments, plagiarizing (misrepresenting work written by another author as your own, including paraphrasing or quoting sources without acknowledging the original author, or using information from the internet without proper citation), using ChatGPT or other generative AI to produce whole assignments, and submitting the same paper or a substantially similar paper to meet the requirements of more than one course without instructor approval. To avoid unintentional misconduct and clarify the consequences of cheating read more here.
|
COURSE OBJECTIVES |
|
|
1 |
Map connections between gender and the gig economy |
|
2 |
Unpack the mechanics of digitally mediated platform work |
|
3 |
Apply feminist approaches to understanding gendered labor in the gig economy |
|
4 |
Draw on multiple global examples across different sectors |
|
5 |
Develop a well organised, analytical project |
GWSS WEEKLY READING EXPECTATIONS |
|
|
200 Level |
60 Pages |
|
300 Level |
80 – 100 Pages |
|
400 Level |
100 – 140 Pages |
|
500 Level |
200 – 250 Pages |
UW WEEKLY WORK EXPECTATIONS |
|
|
1 credit represents a total of 3 hours of student time commitment per week. This is a 5-credit course, so the expectation is 15 hours of time commitment per week. This should be spread a across class time, readings, assignments and any other course-related work.
This will differ week on week depending on when assignments are, but as a general rule, I suggest the following:
|
|
|
Class Time |
4 hours per week |
|
Reading/Class Materials |
6 hours per week |
|
Assignment Prep |
5 hours per week |
GRADING |
||
|
1 |
Key Concepts
Every content focused class will have a ‘key concepts’ portion, based on one or two key concepts that have come up in the readings or class content that week. A section of the class will be dedicated to students writing short excerpts on what their understanding of these concepts are, and how they would apply them. This will be followed by a short discussion. I prefer you to do this activity using pen and paper. Use a laptop in cases that you need to.
This is a learning activity to develop ideas, growth in critical thinking and dialogue. Taking part in this class activity will contribute to 20% of the class mark. Students can gain the full 20% just by showing up and taking part in writing key concepts and the follow up discussion.
If you are unavoidably absent, please email Dr Dattani before Monday the following week to organise a make-up assignment.
|
20% |
|
2 |
Mid-Quarter Reflections
In Week 5, students will submit a 1-page mid-quarter reflection based on a class topic of their choice (from Weeks 1-5), that they want to spend more time with.
These will also be discussed in class.
Completing this assignment will earn the full 15% grade.
|
15% |
|
3 |
Personal Creative Project
Students will have the opportunity to choose from the following projects.
1) A 10-minute podcast episode 2) Artwork (painting, sculpture or similar) with description or artist statement 3) A 10- minute video-story 4) Another creative form (please discuss with Dr Dattani if choosing this option)
One class will be dedicated to an ‘exhibit’ of these projects
|
40% |
|
4 |
Group Presentation
Part of a feminist ethos is building a collaborative (and not competitive) community to co-enable creative capacity. Students will have the opportunity to do this by building a presentation. You will be assigned to small groups in advance (Week 3 or 4). Presentations will take place in class in Week 9.
It is important that you split the labor of preparation and presentation as equally as possible between all group members. Whole student groups must meet in groups at least 3 times (outside of class time) in advance of the presentation. A meeting log including time, place, discussion points and attendance list should be submitted via email to Dr Dattani on the day of your group’s presentation. In addition to this, there will be some time in class available for presentation planning.
Your presentation can take the form of a debate, an article review, a quiz, a collective spoken word poem, a game or another form. You have a platform to work together and get creative. The presentation should include collaborative elements involving the ‘audience’ (i.e. the rest of the class).
Presentations should be no longer than 10 minutes long. This will be followed by 5 minutes of questions from the audience. Make sure to practice in advance so you don’t go over time. Dr Dattani will stop presentations after 10 minutes to ensure equality for all groups.
|
25% |
|
Please refer to the following link for the details of the GWSS grading scale: https://gwss.washington.edu/sites/gwss/files/documents/gwss_grading_scale.pdf
|
||
|
Grading Framework
I will be grading on a 100-point system, which I will convert to grade points at the end of the quarter. This will be as follows:
|
||||||||||||||||||||||||||||||
|
1. Key Concepts – We will do this 12 times in the quarter. Each will be worth 1.7%, adding up to 20% of class grade total. Full points gained by taking part in activity.
|
||||||||||||||||||||||||||||||
|
2. Mid-Quarter Reflections – 15% full points gained by submitting 1-page reflection based on class content.
|
||||||||||||||||||||||||||||||
|
3. Personal Creative Projects – 40% total.
|
||||||||||||||||||||||||||||||
|
4. Group Presentation – 25% total.
|
||||||||||||||||||||||||||||||
Assessments Timeline and Time management |
|
Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Week 6 |
Week 7 |
Week 8 |
Week 9 |
Week 10 |
|
|
Key Concepts |
Key Concepts |
Key Concepts |
Key Concepts |
Key Concepts |
Key Concepts |
Key Concepts |
20% |
|||
|
Mid-quarter reflections |
15% |
|||||||||
|
|
|
|
|
|
|
|
Creative projects |
|
|
40% |
|
Group Presentation |
25% |
WEEKS 1 – 10: CLASS PREPARATION
For each reading/listening/watching piece, you should also do some research on who the authors/makers are and how they came to the subject. Use the ‘Guide to Critical Reading’ document on Canvas to guide you with how to read critically. All readings will be accessible on Canvas under the relevant week.
|
PART I: Gender and Location-based Gig Work
|
||
|
WEEK 1: Introducing the Course
|
Class 1
|
NO CLASS |
|
Class 2 What is the Gig Economy?
|
LISTEN: https://podcasts.apple.com/us/podcast/the-making-of-uber-w-dalia-gebrial/id1646528688?i=1000641125358
READ: Introduction and Chapter 1 Woodcock J, Graham M. The Gig Economy: A Critical Introduction. Polity; 2020.
|
|
|
WEEK 2
|
Class 1 App-based ride hailing and delivery |
READ: Carnegie M. The Gig Economy Is Much Worse for Women. Wired UK. Published online 2023. Accessed May 23, 2023. https://www.wired.co.uk/article/the-gig-economy-is-much-worse-for-women
|
|
Class 2 App-based ride hailing and delivery
|
PREPARE: Dinh TTQ, Tienari J. Brothers and broken dreams: Men, masculinity, and emotions in platform capitalism. Gend Work Organ. 2022;29(2):609-625. doi:10.1111/gwao.12786
Gebrial, D. (2022). Racial platform capitalism: Empire, migration and the making of Uber in London. Environment and Planning A: Economy and Space, 0(0). https://doi.org/10.1177/0308518X221115439Links to an external site.
|
|
|
WEEK 3 |
Class 1
|
IN CLASS: Sorry we missed you
|
|
Class 2 App-based domestic work: care, cooking, cleaning and beauty
|
READ: Mateescu A, Ticona J. Invisible Work, Visible Workers: Visibility Regimes in Online Platforms for Domestic Work. In: Das Acevedo D, ed. Beyond the Algorithm: Qualitative Insights for Gig Work Regulation. Cambridge University Press; 2020:57-81. doi:10.1017/9781108767910.005
Mutandiro, K. Domestic Workers in South Africa say they’re forced to work extra hours for free. Rest of World; 2024. Access: https://restofworld.org/2024/sweepsouth-unpaid-work-south-africa/
|
|
|
WEEK 4 |
Class 1 App-based domestic work: care, cooking, cleaning and beauty
|
READ: Dhar D, Thuppilikkat AA. Gendered labour’s positions of vulnerabilities in digital labour platforms and strategies of resistance: a case study of women workers’ struggle in Urban Company, New Delhi. Gend Dev. 2022;30(3):667-686. doi:10.1080/13552074.2022.2127574
LISTEN: https://techwontsave.us/episode/ 86_what_gig_work_means_for_women_in_india_w_noopur_raval
|
|
Class 2 Technosolutionism and one-sided flexibility |
READ: Section III, Section IV Fairwork (2023) Gender and Platform Work: Beyond Technosolutionism. Oxford, United Kingdom; Berlin, Germany
READ: https://restofworld.org/2023/ladygrab-grab-female-delivery-drivers/
LISTEN:
|
|
|
PART II: Gender and Cloud/Online Remote Work
|
||
|
WEEK 5
|
Class 1 What is Cloud/Online Remote Work?
|
LISTEN: Mary L. Gray, The Rise of the Ghost Workhttps://www.youtube.com/watch?v=Pg8_10XUkII
EXPLORE: Choose one Cloudwork platform from the Fairwork platforms list. Explore the website of the platform, and online articles written about it. See if you can find any details on gendered work on that platform. Write a short paragraph about the platform to bring to class for discussion.
|
|
Class 2 Feminised Cloudwork |
READ: James A. Women in the gig economy: feminising ‘digital labour.’ Work Glob Econ. 2022;2(1):2-26. doi:10.1332/273241721X16448410652000
EXPORE: https://geoworklives.com/images
|
|
|
WEEK 6
|
Class 1 Microwork |
READ: Gurumurthy A, Khawla Z, Sadhana S. The Macro Frames of Microwork. Economic and Political Weekly. 2021. https://www.epw.in/journal/2021/17/review-womens-studies/macro-frames-microwork.html
https://www.bmz-digital.global/en/news/women-in-clickwork-upward-mobility-or-a-step-backwards-on-the-path-to-equality/ |
|
Class 2
|
MID-QUARTER REFLECTIONS discussion
|
|
|
PART III: Gender and Intimate Platform Work
|
||
|
WEEK 7
|
Class 1 What is Sex Work?
|
READ: Smith, Molly, and Juno Mac. 2018. Revolting Prostitutes: The Fight for Sex Workers’ Rights. London ; New York: Verso. Introduction, Ch1 Sex, Ch2 Work READ:
LISTEN: 008 A Platform Named Desire https://fair.work/en/fw/podcasts/
|
|
Class 2 Sex Work in the Gig Economy: OnlyFans |
LISTEN: 007 OnlyBans https://fair.work/en/fw/podcasts/
READ: Jones A. Sex work, part of the online gig economy, is a lifeline for marginalized workers. The Conversation. Published May 17, 2021. Accessed March 15, 2024. http://theconversation.com/sex-work-part-of-the-online-gig-economy-is-a-lifeline-for-marginalized-workers-160238
READ: Easterbrook-Smith G. OnlyFans as gig-economy work: a nexus of precarity and stigma. Porn Stud. 2023;10(3):252-267. doi:10.1080/23268743.2022.2096682
|
|
|
WEEK 8
|
Class 1
|
Guest Seminar: Robbie Warin
READ: Pezzutto, Sophie. 2019. “From Porn Performer to Porntropreneur: Online Entrepreneurship, Social Media Branding, and Selfhood in Contemporary Trans Pornography.” AG About Gender - International Journal of Gender Studies 8 (16). https://doi.org/10.15167/2279-5057/AG2019.8.16.1106.
|
|
Class 2
|
CLASS EXHIBITION: PRESENTING PERSONAL PROJECTS
|
|
|
WEEK 9 |
Class 1
|
PRESENTATION PLANNING TIME
|
|
Class 2
|
GROUP PRESENTATIONS |
|
|
WEEK 10 |
Class 1
|
MEMORIAL DAY: NO CLASS |
|
Class 2
|
REFLECTIONS on GENDER AND GIG WORK |
1