correct grammar and references
WGST 2906 N1: Women and Gender in the Modern World
Minimum length: 1000 words
Module 1 - What is Women's Studies?
Required reading
Ward and Edelstein: Introduction, pp. 1-16
Crow and Gottell: Pp.1-9 “Introduction” Pp. 11-16 “Who is the woman of Canadian Women’ Studies?” Pp. 29-35 “Introducing Racism: Notes towards an Anti-Racist Feminism” Pp. 35-48 “Canadian Anti-Racist Feminist Thought: Scratching the Surface” Pp. 65-70 “Riding the Feminist Waves: In with the Thirds” Brettell and Sargent: Pp.13-28 “Delusions of Gender: What Does It all Mean, Anyway? And Brain Scams.”
Peggy McIntosh: "White Privilege: Unpacking the invisible knapsack" This article will be cited several times throughout the course. Students are urged to bookmark the URL.
Introduction
This module introduces the student to the subject of women’s studies. The focus of the readings includes: (a) a review of what women’s studies is and why we need to continue to offer it in the curriculum; (b) how women’s studies has evolved over the years, especially since it was first taught in North American Universities in the late 1960’s/early 1970’s. (c) To embrace the similarity, difference, privilege, oppression, power and sexuality that is a part of women’s lives. Attention is given to debunking some of the public myths and misconceptions about women’s studies and feminism.
Learning objectives
The learning objectives of this lesson are:
1. To introduce students to a brief history of the development of women's studies and how it has evolved as a discipline.
2. To enable students to understand that women's studies is quite diverse and that the subject matter itself has both theoretical and methodological tensions.
3. For men and women to locate themselves in the material based upon their own life experiences (including race, ethnicity and culture).
4. For students to recognize that women’s studies are about gender issues which affect all people: men, women, transgendered--such as violence and economic exploitation.
5. To introduce students to some of the terms, concepts and theoretical views presented in the curriculum, such as sex, gender, gender roles, gender ideologies, the social construction of gender, agency.
Web links
· How hard is it for women in 2017? - https://ca.yahoo.com/news/quora-hard-women-2017-090002281.html
· Bibliography on gender bias in all academic disciplines - http://blogs.lse.ac.uk/impactofsocialsciences/2017/03/08/newly-updated-for-international-womens-day-gender-bias-in-academe-bibliography/
· Gender inequality persists in Canada, around the globe: Ipsos poll - http://globalnews.ca/news/3291058/gender-inequality-persists-in-canada-around-the-globe-poll/
· Celebrating Women - http://www.collectionscanada.gc.ca/women/index-e.html
· Journal articles of interest - http://www.msvu.ca/atlantis/
Lesson
This lesson will raise some questions, which will challenge you to think about feminism, its many definitions, and what it means to be a feminist. The so-called ‘first wave’ of feminism in the 60’s and 70’s focused on gender-based oppression. However, as bell hooks has pointed out, this first wave of feminists did not consider race, class or ethnicity. As hooks argues, “all forms of oppression are linked in our society because they are supported by similar. …structures” (1993). The second wave of feminism and in particular, the current ‘third wave’ focus on the various ways in which feminism can be understood, with all its branches, diversity and interpretations.
Assignment # 1
Why do we need women’s studies? What do the authors mean when they refer to the ‘third wave’ of feminism? How has women’s studies become linked with feminism? What comes to mind when you hear the term? Do you consider yourself a feminist? Why or why not? Are there any particular groups of women absent in the literature on women’s studies? How does ‘white privilege’ as discussed by McIntosh, affect our worldview? Explore some of these issues as you reflect upon the readings for this module.
Module II - Women's Culture: The work of gender and the gender of work
Ward & Edelstein: Chapter 1 "What's for dinner, honey"? Work and Gender
Brettell and Sargent: Pp. 77-80 Domestic Worlds and Public Worlds Pp. 81-88 “The Domestic Sphere of Women and the Public World of Men” Pp. 119-123 Equality and Inequality: The Sexual Division of Labor and Gender Stratification” Pp. 124-130 “Woman the Hunter: The Agta” Pp. 131-138 “Gender, Horticulture and the Division of Labor on Vanatinai”
Introduction
This module is a review of patterns of work and gender, the sexual division of labour and the multiplicity of work that women do- - from production to reproduction: piece work, homework, child work, sex work and the work of marriage. Particular attention is given to the socio-cultural issues of housewives and housework—is it valued? How is it valued? The readings examine what the sexual division of labour means for men and women in different cultures. It also begs the question of whether or not men ‘help’-- in the home, with the children, with the chores and routines of daily living. Even asking the question automatically signals it as something out of the ordinary- - i.e., it is ‘expected’ of women, but men ‘help.’
Learning Objectives
The learning objectives of this lesson are:
1. To examine the different kinds of work that women do: kin-work and familial gatherings, home work, informal work and formal work, the double work day (second shift), and how this work affects women’s status within the society.
2. To outline ways in which women balance work and family and the implications and backlash for women who work both inside and outside the home.
3. To critically analyze ways in which men and women contribute to the family and household.
4. To examine why women’s work is underpaid and under-valued.
5. For students to become aware of some of the ways in which women’s work is ‘invisible’ and/or ‘made’ invisible.
Web Links
· Icelandic Women protest - https://unitedhumanists.com/2016/10/27/women-in-iceland-protest-pay-gap-by-leaving-work-14-percent-early/
· How gender may define us - http://aeon.co/magazine/philosophy/why-do-the-norms-of-gender-dominate-our-existence/?utm_source=Aeon+newsletter&utm_campaign=aafdfa7066-Aeon_weekly_newsletter8_14_2015&utm_medium=email&utm_term=0_411a82e59d-aafdfa7066-68687929
· Women and the media - http://www.womenaction.org/global/wmrep.html
· Value of a 'housewife' - http://ca.shine.yahoo.com/blogs/shine-on/stay-home-mom-salary-worth-survey-suggests-125-174604921.html
Lesson
See Power Point - Women, Work and Women's Culture
This lesson examines women’s work and how it is viewed within our own culture, as well as cross-culturally. Since the work that women do is usually less visible and does not appear to contribute to the marketplace, it is often regarded as non-existent. But, the job of acquiring all the things needed to make a household and run that household is just that—a job. Just as we experience “the practice of sexist domination in family settings”, we also inherit biases about work and its sexual division through our enculturation (socialization). These ideas contribute to the invisibility of women’s contributions.
Assignment
Assignment # 2
This assignment asks you to consider the sexual division of labour in our own society. Some of the questions you might address are: How is work ‘marked’ by gender? Who decides which jobs are done by men and which by women? Is shopping work? Is shopping gendered in our society? What kind of work is it and what skills are involved? If shopping is work, then do rich women work? How about poor women or those on social assistance? Can the State be considered as a ‘husband?” Do you think women’s work is de-valued and if so, why? How are household tasks allocated in your household and who is responsible for which tasks?
Alternative Option: Write an essay around some of the questions posed at the end of the chapter in Ward and Edelstein (p. 36).
Module III - Cultural Systems for Separating Females and Males
Required Reading
Ward and Edelstein: Chapter 6, A Two-Bodied World: Cultural Systems for Separating Females and Males Brettell and Sargent: Pp. 159-163 “The Cultural Construction of Gender and Personhood” Pp. 163-174 “My Encounter with Machismo in Spain” Pp. 175-178 “Rituals of Manhood: Male Initiation in Papua New Guinea” Crow and Gottell: Pp.233-245 “Between Body and Culture: Beauty, Ability and Growing up female” Pp.245-251 “The Flight from the Rejected Body” Pp. 251-256 “From Airbrushing to Liposuction: The Technological Reconstruction of the Female Body”
Introduction
Why do people throughout the world separate males from females? The explanation is as broad and as myriad as the many different cultures that exist around the world. What we do know is that gender is a cultural construct. The ways it is constructed and perpetuated are the primary focus of this unit. How is femininity defined? Masculinity? An examination of some of the gender separation systems historically and cross -culturally challenge our Western/North American ideas of gender and sex and compel us to think about ways in which our society constructs men and women and how these constructs might limit and define us as persons.
Learning Objectives
The learning objectives of this lesson are:
1. To analyze how traditional sex roles and gender stereotyping can lead to discrimination against women.
2. To understand some of the practices that separate the sexes cross-culturally and inn Canada and how we participate in them.
3. To peruse some of the ways in which women have resisted male hegemony.
4. To differentiate between gender and sex and to recognize how both are socially constructed.
5. To examine ways in which gender is constructed through formal and informal rituals.
Web Links
· Who's really in charge? - http://mic.com/articles/92651/18-empowering-illustrations-to-remind-everyone-who-s-really-in-charge-of-women-s-bodies
· Sexist Baby PJ's - http://thechronicleherald.ca/business/1240272-sexist-baby-pjs-prompt-outcry
Lesson
See Power Point - Cultural Construction of Gender
We all make assumptions about what to expect from a ‘man’ or a ‘woman’. Often, we conflate sex (biology) with gender (culture). Being able to recognize how we are shaped and socialized into becoming persons of a particular gender within our society is important in understanding many of the activities that we engage in. For example, why is it okay for men to chew and spit tobacco, but for women it is viewed as taboo? Who decides what is or isn’t appropriate for a specific gender? The media? The politicians? Who are the gatekeepers? We examine some of the rituals surrounding the construction of masculinity and femininity
Assignment
Assignment # 3
Sometimes, it is difficult to see gender separation working within our own society. Yet, we can see gender separation in various ways: social space (is the kitchen the woman’s domain in your household?), private space, clothing, etc. Among the issues you might address in this assignment are: What are some of the ways in which gender separation affects your life? Some of the readings focus on rituals of manhood and on rites of passage for young men and women. What are some rites of passage for women in our society? For men? Compare these with similar rituals in another society. Alternative Option: Write an essay around some of the questions posed at the end of the chapter in Ward and Edelstein (p. 147).
Module IV - Female Subordination/The Dynamics of Patriarchy
Required Reading
Crow & Gottell: Pp. 78-86 “Assessing Gender Equality: Trends in the Situation of Women & Men” Pp.149-156 “Rooting out Injustice…………” Pp. 170-179 "Husband Abuse: Equality with a Vengeance?" Brettell and Sargent: Pp. 188-196 “Gender and the Stories Pittsburgh Police Officers Tell About Using Physical Force”
Introduction
This lesson discusses gender roles, socialization and female subordination historically and cross-culturally. Attention is given to how various social and cultural institutions perpetuate and reproduce male hegemony (e.g. military, religion, and academia). Emphasis is given to various gender ideologies, which foster male control and power. How our language contributes to the internalization of the ideas about gender roles and the idea that male equals human is also reviewed. The use of the noun ‘man’ to stand for all humans is one such example. But there are many others. For example, why is it that when we say ‘doctor’ or ‘pilot’ we don’t specify ‘male’, but we do specify sex if referring to a woman; i.e. ‘a woman doctor’. Does one sound ‘odd’ while the other seems ‘natural’?
Learning Objectives
The learning objectives of this lesson are:
1. For students to become aware of some of the mis-conceptions surrounding the subject matter of women’s studies and to deconstruct them. In particular, the whole notion that women’s studies and feminism are male bashing.
2. To examine ways in which the historical record has been biased and to look at women’s contributions which, until recently, have been ignored or overlooked.
3. To have students define patriarchy and how it affects their lives.
4. To increase awareness of power inequities in gender relationships.
5. To examine how patriarchy influences our images of women and men and how these images are presented in the media.
6. To understand the interaction between language and culture and how language can perpetuate patriarchal ideas.
Web Links
· Feminist anthropology - http://www.as.ua.edu/ant/Faculty/murphy/feminism.htm
· Peggy McIntosh" "White Privilege: Unpacking the invisible knapsack" - https://www.csusm.edu/sjs/documents/UnpackingTheKnapsack.pdf
· Anita Sarkeesian, Feminist Critic, Cancels Speech After Death Threats - http://www.huffingtonpost.ca/2014/10/15/anita-sarkeesian-speech-threats_n_5988952.html
· White privilege from a man's perspective - https://ca.shine.yahoo.com/7-things-i-can-do-that-my-black-son-can-t-185445165.html
· Sexism in science - http://www.cbc.ca/radio/asithappens/as-it-happens-friday-edition-1.3057294/peer-reviewer-tells-female-biologists-their-study-would-be-better-if-they-worked-with-men-1.3057301
· New Blog Reveals Disturbing Movie Poster Trend That Needs To Stop - https://ca.style.yahoo.com/post/143426839085/blog-reveals-disturbing-movie-poster-trend-that
Lesson
See Power Point - The Dynamics of Patriarchy
What do we mean when we use the term patriarchy’? The implications of patriarchy are not the same as those of matriarchy, although many people think they are simply the mirror opposite. The structural, institutional and cultural implications of patriarchy are explored here.
Assignment
Assignment # 4
What is patriarchy? What role does patriarchy play in your life? How does patriarchy influence the images of women and men in our culture? How do ‘blonde’ jokes affect women and foster inequities? In addition to addressing the above questions, you are asked to select your favourite popular magazine and go through it looking at the advertisements only. How are males depicted in the magazine? Females? Do you detect any trends or patterns? Can you argue that any of these images contribute to the social control of women? What is your reaction to them? Do any of the images project stereotypes of men and women? Include a copy of at least three of the ads in your assignment/analysis.
Module V - Thinking about Gender and Sexuality: In search of Identity and self-actualization
Required Reading
Ward and Edelstein: Chapter 3 "Blood and Milk: Biocultural Markers in the Lives of Women"
Brettell and Sargent: Pp. 215-223 “From Pollution to Love Magic” Pp. 361-366 “Gender, Politics and Reproduction” Pp. 374-385 “ Political Demography: The Banning of Abortion in Ceausescu’s Romania” Pp.385-393 “Surrogate Motherhood: Rethinking Biological Models”
Crow and Gottell: Pp.223-226 "The Body: Reproduction and Femininity” Pp.226-228 “ A special report” Pp. 228-232 “Abortion”
Introduction
This module explores various themes related to bio-cultural markers in women’s lives and how they relate to women’s bodies: reproduction, infertility, menstruation, abortion, etc. The readings address the question of what is ‘natural’ about Mother Nature. What is ‘natural’ about mothering? It also investigates various issues relating to all women, such as how gender roles and ideologies influence women’s choices about mothering, reproductive choices, and fertility.
Learning Objectives
The learning objectives of this lesson are:
1. To analyze how patriarchy impacts upon women’s choices in terms of motherhood and child rearing.
2. To question and deconstruct the ‘naturalness’ of motherhood.
3. To discuss how mothering is culturally constructed and often defined by economics.
4. To examine the medicalization of reproduction and its implications for women in the future.
5. To analyze the consequences of some of the new reproductive technologies in the lives of women and men.
6. To examine ways in which women’s bodies are controlled
Web Links
Gendercide in India and China - http://globalvoicesonline.org/2012/04/03/videos-female-gendercide-and-infanticide-in-india-and-china/
Lesson
See Power Point - Culture and Biology
What is the influence of biology on women’s lives? What is it that unifies us? Although different, all women have strategies for coping with various aspects of the life cycle from maidenhood to reproduction to menopause to death. This chapter examines ways in which biology is and is not destiny.
Assignment
Assignment # 5
Would you say there is a mothering instinct or is mothering culturally constructed? Do you think new reproductive technologies empower women? Or, are NRP's just another way in which male hegemony is manifested—i.e. a way for women to fulfill their prescribed ‘ideal’ roles as mothers? Speculate on why you think there aren’t more methods for male contraception?
Alternative Option: Write an essay around some of the questions posed at the end of the chapter in Ward and Edelstein (p. 85).
Module VI - Gender as Performance/ A Third Sex?
Required Reading
Ward & Edelstein Chapter 7 "A Third Sex? Gender as Alternative or Continuum" Pp. 148-161. Brettell and Sargent: Pp. 223-229 “Hijras: An ‘Alternative’ Sex/Gender in India" Pp.351-360 "How to Change a Man: Spiritual Transformation and Shifts in Gender Ideology" Crow and Gottell: Pp. 263-267 “Sexuality” Pp. 267-275 “Heterosexuality and Feminist Theory” Pp. 311-314 “The Silencing of Sexuality” Pp. 325-334 “Sons of the Movement: Feminism, Female Masculinity and Female to Male”…
Introduction
The readings in this module take a closer look at gender alternatives and alternative genders. In so doing, they address the questions of ‘normal’ and ‘deviant’ behaviours as applied to sex and gender and discuss a wide range of gender-sex alternatives cross-culturally and within our own society. The material seeks to challenge our ‘essentialized’ ideas about gender, sex and sexuality.
Learning Objectives
The learning objectives of this lesson are:
1. To discover the wide range of gender-sex alternatives.
2. To understand what the term ‘third gender’ means in terms of gender construction.
3. To challenge traditional western notions of gender and our ideas of the way in which gender is constructed.
4. To consider why occasions for cross dressing (such as Mardi Gras) appeal to so many people. How does these influence ideas about gender bending?
5. To examine issues of gender identification after transsexual surgery, i.e. is someone a ‘real’ man or a ‘real’ woman.
Web Links
· Gender neutral passorts -
· Germany has a new ‘third’ gender - http://www.theatlantic.com/health/archive/2013/11/germany-has-an-official-third-gender/281254/
· No Him, No Her (video) - http://www.cbsnews.com/news/no-him-or-her-preschool-fights-gender-bias/
· Transgender in Brazil - http://www.nytimes.com/2014/03/16/world/americas/transgender-models-prosper-in-brazil-where-carnival-and-faith-reign.html?_r=0
Lesson
See Power Point - Third Genders
It is estimated that approximately 4-5% of all human births result in children with ambiguous genitalia. Generally, such children are considered to be intersexed. This brings into question our traditional notion of only two genders while simultaneously, challenging us to reflect on reasons other than biology which give rise to third genders in our own society and cross culturally.
Assignment
Assignment # 6
What can we learn by studying cultures where two spirited people are revered and even sought after? Other questions you may want to explore include: Can parents choose not to announce the sex of a new child? What would be some of the challenges and some of the benefits for so doing? Do you think it is possible to raise an androgynous child?
Module VII - Thinking about Love and Marriage
Required Reading
Ward and Edelstein; Chapter 4 "Patterns of Partnering: From Romance to Resistance" Brettell & Sargent: Pp. 203-208 “Culture, Sexuality and the Body” Pp. 279-283: "Gender, Household and Kinship” Pp. 283-290 “What to do with Unmarried Daughters? Modern Solutions to a Traditional Dilemma in a Polyandrous Tibetan Society” Pp. 303-310 “Rethinking Caribbean Families: Extending the Links”
Introduction
A review of various patterns of marriage and ‘partnering’ cross- culturally is presented and some of the readings take an in-depth look at the importance of residency patterns and women’s friendship networks, and how women negotiate divorce, inheritance, emotions, power and control.
Learning Objectives
The learning objectives of this lesson are:
1. To realize that there is no one definition or institution that can be defined as ‘the family’. To learn that there are an immense variety of family forms throughout the world and in our own society.
2. To delve into the relationship between architecture, residency patterns and women’s lives.
3. To examine how polygyny as a type of partnering is gendered and the meaning this marriage pattern has for women and men.
4. To analyse the ways in which ‘science’ has marked the genders in terminology and ‘scientific’ explanations.
5. To reflect on the changing nature of marriage and the family in our society.
Web Links
· Kinship tutorial - http://www.umanitoba.ca/faculties/arts/anthropology/tutor/
· Changing face of Canadian Families (video)Play Video
Lesson
See Power Point - Women, Love and Marriage
The various ways in which humans organize their social lives, especially regarding kinship, love and marriage, have important implications for women. This lesson focuses on women- centered households and families and the consequences this pattern of family and residency has on women and children. It also examines various types of kinship arrangements cross-culturally.
Assignment
Assignment # 7
How do traditional family relationships in our society disadvantage women? Cross-culturally? What are some alternatives to marriage that might enable women to empower themselves? Do women-centered households liberate or constrict women’s lives? Consider your favourite fairytale when you were young? Who were the main characters? Was the female the center of the story? How would you describe her? Does she represent feminine stereotypes? What conclusions did you make about this story as a child? Would you teach these stories to your children?
Alternative Option: Write an essay around some of the questions posed at the end of the chapter in Ward and Edelstein (p. 107).
Module VIII - Women’s Lives: Friendships and relationships
Required Reading
Ward and Edelstein: Chapter 2 "Love and The Work of Culture" Chapter 7 "A Third Sex? Gender as Alternative or Continuum" Pp. 161-168 Brettell and Sargent: Pp. 229-236 “Constructing the Lesbian Body” Pp. 311-318 “Resignation and Refusal: The Moral Calculus of Lesbian and Gay Parenthood in the U.S.” Crow and Gottell: Pp. 295-299 “The Respectable Same Sex Couple” Pp. 299-311 “Losing the Feminist Voice” Pp. 314-325 “Does a Lesbian Need a Vagina like a Fish Needs a Bicycle?”
Introduction
This unit looks at how some women constructed their personal and professional lives in the early twentieth century. Remember that these women were trying to forge careers in a man’s world. We look at their friendships, the friendship between women, between women and men and the problems with categories such as normal, bisexual, lesbian, etc. We also examine the construction of the lesbian body. Who defines it? Is the male gaze the framework for these constructions?
Learning Objectives
The learning objectives of this lesson are
1. To examine the professional careers of two pioneering feminists: Margaret Mead and Ruth Benedict
2. To understand how our lives can influence our interpretations of socio-cultural behavior
3. To understand how women’s friendships cannot be easily categorized
4. To examine the politics of gender for same sex couples.
5. To examine the idea that bi-sexuality may be the ‘natural’ sexuality
Web Links
· Gender Equality and Fundamentalism - http://www.huffingtonpost.com/monica-duffy-toft/religious-fundamentalism-women_b_6121190.html
· 'Good Luck Charlie' Gay Couple [VIDEO] Disney Channel Features First Lesbian Parents, Facing Backlash From Conservative Groups - http://crossmap.christianpost.com/news/good-luck-charlie-gay-couple-video-disney-channel-features-first-lesbian-parents-facing-backlash-from-conservative-groups-8699
Lesson
See Power Point - Women's Lives - Friendships and Relationships
This unit looks at the difficulty of categorizing people based on their sexuality or sexual preferences. Often, women’s relationships are not so easily categorized and it confuses those who try to do so. In studying Margaret Mead, we realize that although she has been accused of bringing too much of herself to the field, she made anthropology and the study of sexual mores a popular topic in the U.S. during the 1920’s and 30’s.
Assignment
Assignment #8
In her book, Male and Female (1949: 168), Mead questioned the role and status of men. She wrote: “In every known human society, the male’s need for achievement can be recognized. Men may cook, or weave or dress dolls or hunt hummingbirds, but if such activities are appropriate occupations of men, then the whole society, men and women alike, votes them as important. In a great number of human societies men’s sureness of their sex role is tied up with their right, or ability, to practice some activity that women are not allowed to practice. Their maleness, in fact, has to be underwritten by preventing women from entering some field or performing some feat.” Comment on this quote, including in your response the reasons why Mead may have argued this and whether or not you think it applies today.
Alternative Option: Write an essay around some of the questions posed at the end of the chapter in Ward and Edelstein (p. 58).
Module IX - Women's Spirituality: Women as Healers
Required Reading
Ward and Edelstein: Chapter 8 "Life‘s Lesions: Suffering and Healing" Brettell and Sargent: Chapter IX "Gender, Ritual and Religion" (all readings in this chapter).
Introduction
This module explores ways in which women adapt to life’s experiences by pursuing their historically traditional roles as healers and embracing spirituality. We see a strong correlation between women’s suffering (life’s lesions) and spirituality. Looking as the continuum between formal, institutionalized religions and informal, spiritual experiences enables students to also understand alternative healing systems.
Learning Objectives
The learning objectives of this lesson are:
1. To recognize women’s roles as healers historically and cross-culturally.
2. To examine the boundaries between Western science and religion by understanding how these boundaries are blurred in many non-western societies.
3. To acknowledge how women experience and evaluate their lives on a physical-spiritual level.
4. To deconstruct the ideas of ‘natural’ and ‘supernatural’.
5. To understand the idea of ‘culture-bound’ syndromes in treating illness
Web Links
The Burning Times (NFB video) - http://www.nfb.ca/film/burning_times/
Lesson
See Power Point - Women and Religion
The connection between physical and mental (emotional) illness and spiritual beliefs is examined historically and cross-culturally. How women ‘weather’ life’s lesions, as Martha Ward refers to them, is an important component of understanding the power of religion and spirituality in women’s lives.
Assignment
Assignment # 9
Do you think that ‘world religions’ (formal, institutionalized) contribute to women’s oppression? Why is there so much interest today in rituals that are women-centered? Have you had any experience with such rituals? How can women’s spirituality and intuition inform contemporary medical practices? Spirit possession is an aspect of many women-centered religions. How do western medical professionals label this behaviour? Are spirits really possessing these women? Are they all to be considered crazy?
Alternative Option: Write an essay around some of the questions posed at the end of the chapter in Ward and Edelstein (p. 189).
Module X - Abuse by any other name...women's rights are human rights
Required Reading
Ward & Edelstein: Chapter 9 "Who Owns Her Body? Challenges to Cultural Relativism" Brettell and Sargent: Pp. 37-42 "Lifeboat Ethics: Mother Love and Child Death in NE Brazil" Pp.393-403 “Female Genital Cutting: Culture and Controversy
Introduction
The readings in this module look at cultural relativism in terms of human rights, specifically gendered violence. Do the examples from other cultures bring up parallels closer to home? Do we have the right to pass judgment on or work to change the conditions of women’s lives in places like India, Afghanistan and China? Should we? Can we be feminists and culturally relative at the same time?
Learning Objectives
The learning objectives of this lesson are:
1. To examine gendered violence in our own society as well as cross culturally.
2. For women to consider whether western ideals can and/or should be brought to other cultures.
3. To define the limits of ethnocentrism and cultural relativism.
4. To review ways in which the U.N. and other organizations are advocating for women’s rights.
5. To engage in understanding cultural behaviour within its own cultural context.
Web Links
· Sexual Violence-the new health epidemic in the west - http://www.theglobeandmail.com/opinion/sexual-violence-the-silent-health-epidemic/article33915008/
· Women in Afghanistan - http://www.rawa.org/women.php
· Human rights and global issues - http://www.globalissues.org/
· Female Circumcision in Kurdistan (documentary) - http://www.theguardian.com/society/video/2013/oct/24/fgm-film-changed-the-law-kurdistan-video
· Montreal Massacre Remembered - http://www.cbc.ca/montreal/features/remember-14/
· FGM Outlawed in Nigeria - http://nsnbc.me/2015/05/30/nigeria-outlaws-female-genital-mutilation/
· Women, Harassment and the Media - https://www.yahoo.com/tv/gretchen-carlson-claims-victory-roger-ailes-ouster-women-220602815.html
· Pornography and violence - http://vawnet.org/sites/default/files/materials/files/2016-09/AR_PornAndSV.pdf
Lesson
See Power Point - Women's Rights and Cultural Relativism
One of the challenges facing feminist anthropologists is how to reconcile the principles and ideals of cultural relativism with rituals and practices that contribute to the oppression of women. The issue is complex and the answers are often ambiguous and contextual. You are asked to carefully consider the arguments for and against becoming involved in the rights of women in other cultures.
Assignment
Assignment # 10
The readings look at cultural relativism in terms of human rights, specifically gendered violence. Do the examples from other cultures bring up parallels closer to home? Do we have the right to pass judgment on or work to change the conditions of women’s lives in places like India, Afghanistan and China? Should we? Can we be feminists and culturally relative at the same time?
Alternative Option: Write an essay around some of the questions posed at the end of the chapter in Ward and Edelstein (p. 211).
Module XI - Women and Violence in Canada
Required Reading
Crow and Gottell: Pp. 165-170 "Engendering Violence" Pp. 202-207 "Does no “no” mean reasonable doubt?" Pp. 207-215 “Is Canada Peaceful and Safe for Aboriginal Women?” Pp. 216-222 "The Ultimate Rape Victim" Pp. 180-190 “Erasing Race: The Story of Reena Virk” Pp. 190-201 "Gendered Racial Violence and Spatialized Justice"
Introduction
This unit continues the discussion of violence against women with a focus on women in North America, especially the lives of young aboriginal women. Women are often economically dependent upon their partners, which in itself makes them vulnerable to violence—physical, verbal, sexual, etc.
Learning Objectives
The learning objectives of this lesson are:
1. To examine the incidence of violence against women in the past two decades.
2. To analyze the circumstances around which violence is perpetrated
3. To examine the disproportionate amount of violence against aboriginal women, which goes unheeded.
4. To understand why violence is accepted in our society
Web Links
· 2017 and justice is still failing women - http://www.cbc.ca/news/canada/nova-scotia/halifax-cab-driver-sex-assault-acquittal-judge-decision-transcript-1.4008375
· School of Secrets (CBC-The Fifth Estate) - http://www.cbc.ca/fifth/episodes/2015-2016/school-of-secrets
· University culture and attitudes towards rape - http://www.huffingtonpost.ca/toula-foscolos/smu-rape-chant_b_3879915.html
· Rape culture - http://thechronicleherald.ca/opinion/1192743-williams-weasel-words-whitewash-rape#.UyBWALgF5dk.email
· How no means no became yes means yes - http://www.theglobeandmail.com/life/relationships/sex-on-campus-how-no-means-no-became-yes-means-yes/article21598708/
· Annapolis Valley Project Against Sexual Violence - http://www.valleysvp.ca
· Christmas Greetings?? - http://nytlive.nytimes.com/womenintheworld/2015/12/10/chilling-holiday-display-in-store-window-grabs-attention-of-onlookers-passing-by/
Lesson
See Power Point - Women and Violence in Canada - Cross Cultural Comparisons
The statistics on violence against women in Canada and North America have not changed significantly between 1996-2013. ‘Intimate femicide’ is still one of the leading causes of death among women in Canada. This unit seeks to understand why violence against women continues, despite efforts by academics, feminists and activists to increase public awareness and effect positive change.
Assignment
Assignment # 11
Violence against women in our society is generally unrecognized. With the exception of a murder case, which attracts attention in one’s own Province, or State, few if any, are aware of the incidence of violence (in all forms) against women and children in our society. Follow your regular newspaper for a week, or choose at least three episodes of a popular TV show and examine them for incidences of violence against women. Do you detect any trends or patterns? If following the newspapers, where are the stories usually placed in the newspaper? Headlined? Peripheral? How about the TV show?? How often are the victims women? How often are the perpetrators men? How are things resolved and by whom? What kind of violence is it: humour, verbal, physical? Be sure to mention the name of the paper or TV program and the dates you are examining for this content analysis.
Module XII - Invisible Workers: Women
Required Reading
Ward & Edelstein: Chapter 10 "Invisible Workers: Women as the Earth’s Last Colony"
Brettell and Sargent: Pp. 237-241 "Gender, Property and the State" Pp.250-261 "Japanese Mothers and Obentos…" Pp. 262-271 "Single Women are Bitter"
Crow and Gottell: Pp. 86-95 "Thinking it Through: Women, Work and Caring…" Pp. 95-104 "The Great Undoing: State Formation, Gender Politics and…"
Introduction
This module examines how gender intersects with class, race and ethnicity in the everyday world. In particular, it examines the lives of non-professional women. How do they cope with the demands of a work life and a home life and how are some of the strategies similar to those of professional women? The readings include an examination of how capitalism and colonialism have impacted women’s lives throughout the world, especially in so-called ‘underdeveloped’ nations. It also looks at some of the struggles women face as a consequence of patriarchal oppression.
Learning Objectives
The learning objectives of this lesson are:
1. To review some of the ways capitalism has affected women, especially those in the third world. For example, latest U.N. statistics demonstrate that over 70% of the world’s refugees are women.
2. To recognize the cultural mandates that present obstacles to women in professional fields.
3. To examine ways in which women exert power and influence outside of the realms of traditionally identified political or public arenas.
4. To become aware of ways in which women resist male hegemony and exercise agency in their lives.
Web Links
· Women, Patriarchy and Capitalism (video) - http://www.democracynow.org/2013/3/8/vandana_shiva_on_intl_womens_day
· Newspaper run by women - http://blog.newspapers.com/womens-papers-on-newspapers-com/?xid=425&utm_source=content&utm_medium=email&utm_campaign=content-march-2015
· Why women leave academia and why universities should be worried - http://www.theguardian.com/higher-education-network/blog/2012/may/24/why-women-leave-academia?CMP=share_btn_tw
Lesson
See Power Point - The 'Invisible' Workforce
The struggles and hardships that women endure as a result of patriarchal oppression are explored, and we continue to examine ways in which women have resisted male hegemony to empower themselves. We examine how colonialism and capitalism worked together to devalue women’s work and how the double work day impacts on wage earning women in our society and throughout the world.
Assignment
Assignment # 12
How do women cope? What are some of the ways in which capitalism creates a situation where women exploit, rather than support one another? How have women been constructed as ‘the other’ in our society? Cross- culturally? Do rich women work? Do poor women or those on social assistance work? Is the government like a husband? Can women’s power coincide with patriarchal power? Think of a person who holds a position of power and authority in her or his job. What is the sex of that person? If male, do you think he’d have as much power and respect if he were female? Would he have to change the way he dealt with colleagues, subordinates, etc. if he were female? If the person is female, what kinds of challenges or barriers has she faced as she achieved that position or do you perceive she faces now?
Alternative Option: Write an essay around some of the questions posed at the end of the chapter in Ward and Edelstein (p.236 ).
Module XIII - Women, Power and Work
Required Reading
Ward & Edelstein: Chapter 5 "Everyday Power: Women’s Agency, Authority and Influence" Brettell and Sargent: Pp. 208-215 “Is There a Muslim Sexuality?”
Introduction
Women’s power has been translated into control over their own lives, rather than the notion of exercising control over another. As such, women’s power does not look the same as men’s. Often, people assume that women’s power does not exist. However, anthropologists know that power is expressed differently in every culture and historical circumstance.
Learning Objectives
The learning objectives of this lesson are:
1. To understand how women’s power and agency have been unrecognized because of male biases.
2. To realize that women’s power does not have to look like men’s power.
3. To examine the informal, often unrecognized ways that women navigate the challenges they face and how they transform their world.
4. To present ethnographic examples of ways in which women exert agency over their own lives and influence those around them.
Web Links
· Women’s resistance movements in Honduras - http://www.theguardian.com/world/2009/dec/14/honduras-women
· Gender Bias in Academe: An Annotated Bibliography of Important Recent Studies - http://blogs.lse.ac.uk/impactofsocialsciences/2016/03/08/gender-bias-in-academe-an-annotated-bibliography/
Lesson
See Power Point - Women's Power and Agency
This unit examines how women’s power(s) is exerted in various places throughout the world, from small-scale societies to larger nations. We focus on ways in which everyday power goes unrecognized because women’s power is often tied to kinship and households, rather than to public, political offices.
Assignment
Assignment # 13
Chapter five gives several cross-cultural examples of ways in which women hold power. Discuss any one of these ethnographic examples and compare it to a similar behavior within our own society. You can base this on your own experiences or on some of the other readings for the course.
Alternative Option: Write an essay around some of the questions posed at the end of the chapter in Ward and Edelstein (p. 128).
Module XIV - Women, History and Change
Required Reading
Crow and Gottell: Pp. 58-64 “Feminism in Waves: Re-Imagining a Watery Metaphor” Pp. 104-115 “Intersecting Identities and Inclusive Institutions: Women and the Future of Transformative Politics” Pp. 127-132 “Why Women Still Ain’t Satisfied” Pp. 156-163 “Riding the Third Wave”
Introduction
This module explores the history of the women’s movement in Canada and the U.S. and some of the ways the movement has changed over time. Particular attention is given to the contemporary women’s movement and examines if and how it incorporates all women (i.e. third world, aboriginal, handicapped). Issues and problems within the movement are explored.
Learning Objectives
The learning objectives of this lesson are:
1. To look at the similarities between the women’s movement in Canada and the U.S. and women’s movements in the third world.
2. To examine some of the ways in which it is apparent that the women’s movement has had a positive impact on women’s status.
3. To understand the meaning of ‘backlash’ and ways in which it is manifested.
4. An examination of the most critical issues facing women today.
5. To delineate ways in which we can contribute to the women’s movement today.
Web Links
· Rise Up Feminist Archive -
http://us14.campaign-archive2.com/?u=a94620fa68b2e84653dd6e2f3&id=84d1a7359e&e=1436c4c2b6
· 2016 and still a long way to go - http://www.cbc.ca/news/canada/newfoundland-labrador/telegram-journalist-harassment-1.3738023
· Canadian women in history: suffragettes - http://www.collectionscanada.gc.ca/firstworldwar/025005-3300-e.html#a
· Nellie McClung (video) - https://www.historicacanada.ca/content/heritage-minutes/nellie-mcclung
Lesson
See Power Point - The Women's Movement
The history of the women’s rights movement in Canada and the United States enables us to put the struggle for women’s rights into focus. The implications of the women’s movement worldwide are also explored.
Assignment
Assignment # 14
We’ve come a long way? Maybe. This topic examines the history of women’s movement in Canada and the U.S. and some of the ways the movement has changed over time. Present a brief history of the women’s movement in Canada and the U.S. and speculate on whether or not you think the women’s movement is entering a new stage? Do you see evidence of the women’s movement having had a positive effect in your community, or do you see a backlash? What do you think are the most critical issues facing women today?