women's study course

WGSS 280 Global Women

Credits 3

“If you have come to help me, you are wasting your time. But if you have come because your liberation is bound up with mine, then let us work together.”

- Anonymous peasant woman, in the conflict zone of southern Chiapas, Mexico

Course Description

Focuses on women's experiences throughout the world and examines women's issues and status cross-culturally. (Bacc Core Course)

Women’s Issues in Global Perspective

In this course we will work together to employ a nuanced analysis that situates women's lives within a contemporary context of globalization, where the local and the global are integrally linked. Beginning from the local, we will think about the ways in which our own perspectives are informed by ideologies of gender, race, class, sexuality and nationality and how in turn, we view the world. We will examine how gender is shaped by, and in turn shapes the political, economic and social structures in which we live. We will ask how do constructions of gender interact with constructions of racial, ethnic, cultural, geographical and national borders? Our efforts will be to avoid simplistic analyses that understand women’s lives through “us” vs. “them” frameworks that flatten out the diverse experiences and perspectives of women in global perspective. As such, the goal of this course will be to understand the frameworks that shape our own perspectives just as much as it is to understand the workings of gender globally.

Course Objectives

As a result of having taken and participated actively in this course, students will be able to:

· Comprehend the category “global woman” as a complex and dissonant category of analysis.

· Discuss general concepts and themes in women studies, particularly in terms of women's issues in global perspective including the U.S.

· Analyze the intersections of gender, race, class, nationality, and sexual identity in the lived experiences of women throughout the world and understand the ways in which these socially constructed categories intersect in the representations, lives, and experiences of women.

· Understand how these intersections are related to patterns of privilege and discrimination in your own life.

· Explain general concepts of transnational and global feminisms, and feminist organizing throughout the world.

· Think critically and more deeply about American exceptionalism, Orientalism, and the Western gaze.

· Develop a theoretical framework for critical analysis of the multiple forms of oppression against women worldwide, as well as ways to counter injustice.

· Improve critical analysis, writing, and presentation skills

Course Readings

· Lee, J & Shaw, S. (2010). Women Worldwide: Transnational Feminist Perspectives on Women. New York: McGraw-Hill. Required. Available in OSU bookstore.

· There may also be an occasional reading posted in Canvas and/or a reading online to which a link will be provided.

Textbook Information: NOTE: For textbook accuracy, please always check the textbook list at the OSU Bookstore website ( http://osubeaverstore.com/ ).  Sample syllabi may not

have the most up to date textbook information!

Communicating with me:

If you have any questions about the syllabus or other aspects of the course, please ask. You can contact me via email through the Canvas email option. I strive to respond to emails within 48 hours. The subject line of your email must include our course number and your name. All emails must begin with a greeting that includes my name; mention what course you are enrolled in; and end with a sign-off that includes your name. For instance: “Hi Sanju, I am enrolled in your online 280 class. Can you please tell me if we need a Works Cited page on the Feminist Interview paper? Thanks, Student X.” One-line emails without greeting and sign-off will not receive a reply from me, because professional communication is vital to a civil and productive online classroom (in other words…I’ll have no idea who you are or what you want).

Statement Regarding Students with Disabilities:

Accommodations for students with disabilities are determined and approved by Disability Access Services (DAS). If you, as a student, believe you are eligible for accommodations but have not obtained approval please contact DAS immediately at 541-737-4098 or at http://ds.oregonstate.edu. DAS notifies students and faculty members of approved academic accommodations and coordinates implementation of those accommodations. While not required, students and faculty members are encouraged to discuss details of the implementation of individual accommodations.

OSU diversity/discrimination statement: OSU is dedicated to establishing a learning environment that promotes diversity of the students’ race, culture, gender, sexual orientation, and physical disability. Anyone noticing discriminatory behavior in this class, or if you feel discriminated against, please bring it to the instructor’s attention.   

 

Resources for Students: 

Survivor Advocacy Resource Center (SARC): http://studenthealth.oregonstate.edu/survivor-advocacy-and-resource-center, 311 Plageman Building, Student Health Services. 541-737-2030. “We offer free and confidential services for all OSU students, faculty and staff affected by different forms of sexual harassment, including sexual assault, unwanted sexual experiences, domestic violence, dating violence and stalking.”  Confidential.

Center Against Rape and Domestic Violence (CARDV): http://cardv.org. 541-754-0110 or 800-927-0197. They provide a 24-hour hotline service (and more) for the Corvallis area but can also assist others in finding resources in your area. Confidential.

 

Classroom Behavior: OSU has community rules and expectations that are formulated to guarantee each student’s freedom to learn and to protect the fundamental rights of others.  We must treat each other with dignity and respect in order for teaching, learning, and scholarship to thrive.  Behaviors that create a hostile, offensive, or intimidating environment based upon gender, race, ethnicity, color, religion, age, disability, socio-economic status, marital status, or sexual orientation will be referred to the Office of Equal Opportunity and Access.  See the last page of the syllabus for our Guidelines for Safe Space in the WGSS Classroom. 

 

If you have a concern about student or faculty conduct anywhere on campus, you can contact the Office of Equal Opportunity and Access (OEOA).   http://eoa.oregonstate.edu .  541-737-3556. and/or any of the above resources. 

 

If you have a concern about this class, you can visit me during office hours or make an appointment to talk with me; I am glad to hear from students and look forward to collaborating with you in helping make our classroom a space for rigorous intellectual and academic learning while also being mindful of the very real personal histories and experiences of all of our students.  I can also help you connect with other resources on campus.  If you would like to talk with my supervisor, the Director of WGSS is Dr. Patti Duncan, [email protected] . The advisor and coordinator of the WGSS online major is Kryn Freehling-Burton, [email protected].

Note about Instructors’ Reporting Responsibilities:

In WGSS classes, many students feel comfortable and safe sharing their experiences about a wide range of life experiences.  In this class, we do ask that students reflect thoughtfully about privilege and power in their own lives, through the context of the academic literature of the discipline, but students always retain the right to share only what she, he, or they feel comfortable sharing, whether in written work, in class discussions, or on projects.

However, please note:  Faculty members and graduate instructors are not confidential resources; we are required by Title IX and other federal regulations to report instances that we see or hear about regarding abuse, assault, discrimination, and/or harassment.  We report to our supervisors and the Office of Equal Opportunity and Access. And as mandatory reporters, we must report any abuse of a minor directly to the police/child welfare. It is up to the student who has experienced abuse, assault, discrimination, or harassment to decide if and how they might choose to respond to a campus administrator’s request for more information, or if and how they might choose to report their experiences directly.  In other words, faculty must report, but students do not have to.  In WGSS, we believe that survivors should have the right to decide if, when, and how they want to proceed with reporting or filing charges.   The reporting regulations for faculty and other campus employees, including graduate instructors, exist to protect people, especially minors, from institutional silence that leads to complicity about abuse.   This notice is so that you may make the best-informed decision about if, when, and how you choose to talk or write about your own experiences in this class or with the instructor or GTA.  If you have questions about this, you can always ask for more information from me or OEOA (asking in hypotheticals can be helpful when you aren’t sure if you are ready to disclose to someone who is required to report). 

The confidential resources (SARC and CARDV) listed above can meet with you anytime without the mandate to report (unless you or someone else is in immediate danger).  

Statement on Academic and Scholarly Dishonesty

*It is expected that all the work turned in for evaluation be your individual work unless you are given instructions for joint projects, and that you understand how to cite and reference others’ work (from journals, books, and web sites) in order to avoid plagiarism. Anyone who cheats on exams or assignments will be immediately referred to the OSU Student Conduct Program for disciplinary action and will receive an automatic F for the class. We regularly check online sources and know what papers are available on the web. Do NOT copy or purchase papers. *At Oregon State University academic dishonesty is defined by the Oregon Administrative Rules OAR 576-015-0020 (2) Academic or Scholarly Dishonesty:

a) Academic or Scholarly Dishonesty is defined as an act of deception in which a Student seeks to claim credit for the work or effort of another person, or uses unauthorized materials or fabricated information in any academic work or research, either through the Student's own efforts or the efforts of another.

b) It includes:

(i) CHEATING - use or attempted use of unauthorized materials, information or study aids, or an act of deceit by which a Student attempts to misrepresent mastery of academic effort or information. This includes but is not limited to unauthorized copying or collaboration on a test or assignment, using prohibited materials and texts, any misuse of an electronic device, or using any deceptive means to gain academic credit.

(ii) FABRICATION - falsification or invention of any information including but not limited to falsifying research, inventing or exaggerating data, or listing incorrect or fictitious references.

(iii) ASSISTING - helping another commit an act of academic dishonesty. This includes but is not limited to paying or bribing someone to acquire a test or assignment, changing someone's grades or academic records, taking a test/doing an assignment for someone else by any means, including misuse of an electronic device. It is a violation of Oregon state law to create and offer to sell part or all of an educational assignment to another person (ORS 165.114).

(iv) TAMPERING - altering or interfering with evaluation instruments or documents.

(v) PLAGIARISM - representing the words or ideas of another person or presenting someone else's words, ideas, artistry or data as one's own, or using one's own previously submitted work. Plagiarism includes but is not limited to copying another person's work (including unpublished material) without appropriate referencing, presenting someone else's opinions and theories as one's own, or working jointly on a project and then submitting it as one's own.

c) Academic Dishonesty cases are handled initially by the academic units, following the process outlined in the University's Academic Dishonesty Report Form, and will also be referred to SCCS for action under these rules.

Classroom Philosophy: The classroom is a place of collaborative learning. Students are expected to carefully and critically read the assigned articles. Please remember that you are under no obligation to agree with the authors of the readings or with us as your instructors. Your obligation is to engage with the material of the course critically and with university level analysis be able to demonstrate your understanding of these concepts verbally and in writing.

We encourage all students to be in conversation with us early in the term about any special issues!

It is understood that participation in class is conducted under the guidelines in this syllabus and the Guidelines for Creating a Safe Space in the Classroom found on the last page of the syllabus.

For assistance with writing, OSU’s Online Writing Lab can give you feedback on your rough drafts. Follow this link for the directions: http://cwl.oregonstate.edu/owl.php

You can also visit the Writing Center on Waldo’s first floor: http://writingcenter.oregonstate.edu/making-appointment

You also have access to tutoring services through NetTutor. You can find a link in Canvas to this resource.

ASSIGNMENTS, PAPERS, AND EXAMS

Use APA Style Guidelines. http://owl.english.purdue.edu/owl/resource/560/01/.

Only in-class writings can be hand-written. For all formal assignments, follow the formatting as described and APA guidelines.

Your writing assignments will be submitted to the Canvas-Turnitin plagiarism prevention service. Your assignment will be checked for potential plagiarism against Internet sources, academic journal articles and the papers of other students. Turnitin generates a report that highlights any potentially unoriginal text in your paper.  Papers that you submit through Turnitin for this class or any class will be added to the OSU Turnitin database and may be checked against other OSU paper submissions.  You will retain all rights to your written work.

Late Work Policy: I will accept late work up to one week after the due date. Late work grades will reflect a 10% reduction in score, be graded after all current assignment grading is completed, and receive no comments (in other words, you may not see a grade until the end of the term). Except under extenuating circumstances that have been formally approved by the instructor, no late work is accepted more than one week after the due date. In the case of a Discussion Board assignment, NO late Discussion Board posts will be graded since this is your participation portion of your grade; it relies on the conversation you have with your classmates and the instructor.

1. Weekly Discussion Board 10 points each (30% of final grade)

In the feminist classroom, we understand knowledge as a product constructed by the knowers. This means your participation and input into our collective knowledge-making is valuable. As a student in a feminist class, you are responsible to your classmates as well as to yourself for the success of our joint teaching and learning. Therefore your active participation is required. You demonstrate your commitment to the class by contributing respectfully to discussions, and engaging enthusiastically in learning activities. All students are expected to post on our Canvas discussion site at least FOUR times each week between Monday and Sunday of that school week. You are expected to post a reply for each thread/question by the instructor by Friday at 11:59 pm PST. You will then need to reply and comment on three of your classmates posts before Sunday at 11:59 pm PST.

Each week you will have a set of assigned readings and these will form the basis of your discussion postings. Many weeks, we will send you to online content (websites, blogs, news articles, short youtube videos) that will enhance your engagement with the readings and the assigned Disney film. Each week’s discussion board content is worth 10 points. Partial credit is given according to quality of post, length and amount of posting. Remember, four posts a week minimum. You must have seen the films and done the readings to post. In Week 1 we will be introducing ourselves on the discussion board as well.

How the Discussion Board Will Be Graded is below.  All points from discussions will count toward a total of 30% of your final grade.

You will be graded on a scale of 0-10, and the points will be divided as follows:

STEP 1.  Your initial post is worth 5 points and graded for quality and meeting the requirements (Your response to each of the prompts should be a good size paragraph in length).  Start a new thread in this Discussion Forum.  The 5 points will be earned as follows:

            5 pts: Responses to the question prompts.  Clear writing and examples.  A clear quote/reference to at least 1 assigned reading for the week with proper in-text citation using APA.

            Points will be deducted if the initial post is not on the DB by the deadline.

STEPS 2 and 3.  Each of the replies is worth 2 points (4 pts total).  Read through your classmates' posts and choose 2 to respond to.  Each reply will be scored as follows:

             1 pt: for replying to a classmates' discussion prompt in a substantive way.  (in other words: "Yes" or "I agree" is insufficient.  Keep going!  Why do you agree? What can you add?)  This should take at least 3-4 full sentences and at least one of your responses to classmates should include a clear quote/reference to at least 1 assigned reading for the week with proper in-text citation using APA.

             1 pt: Your response should enhance your classmates' analysis of the definitions and examples.  Go further; address another aspect.  If your reply is the first reply, ask another question.  If its the second reply, respond to the original posting as well as the first reply.

             Points will be deducted if the replies are not on the DB by the deadline.

STEP 4.  Your final response should be a conclusion for the week and is worth 1 point.  You can reflect on what you learned through the discussion and draw some conclusions about the theme of the week. This can be brief and succinct (2 sentences) but clear and specific also.

            Points will be deducted if the Final post is not on the DB by the deadline.

NOTE:  If you don’t post anything at all or post after the final deadline, you earn no points. 

Be respectful and remember to follow the Netiquette and guidelines for discussions.  

2. Critical News Response Essays 25 points each (10% each)

For each of the 2 critical news responses, students will find a news report that relates to the topics discussed and write a critical essay analyzing the content through the lens of course concepts and readings.

You need to be appropriately citing the textbook readings at least twice. Each presentation should contain an introduction, a clear, specific thesis statement, a body (an argument which supports the thesis statement using the citations from the news item and from the readings), and a succinct conclusion.

You can find a description and examples of Thesis Statements at this link: http://owl.english.purdue.edu/owl/resource/545/1/. For this assignment, you should follow the directions to the Analytical and/or Argumentative papers as one or both may be appropriate.

Critical News Response Essays are due in the end of Week 3 and Week 6.

Rubric for Critical News Response Essays

	Unacceptable	Acceptable	Outstanding
Source use and documentation Source are academic and minimum number met. All referenced at least once in paper and all sources referenced in paper are in Works Cited .	Minimum source requirements are not met. Documentation is incomplete or in incorrect form. Missing source documentation. Missing or incorrectly formatted Works Cited.	Minimum source requirements are met. Documentation is complete and in correct form in text and in Works Cited. All sources used are present. References discussed fully in your analysis, not merely dropped into the essay.	Number of sources exceeds minimum. And/or Sources are used expertly to support arguments.
Style Page minimum met. Formatting and directions followed. (points will be deducted for every half page below full pages and any formatting errors)	Text is unwieldy or imprecise or difficult to understand. Unclear attribution of scholars’ ideas and images.	Text is clearly articulated. Sentences flow smoothly and are varied in length and structure. Words used effectively; sentences varied for effective understanding.	Text demonstrates a writing style that is clearly the student’s own. Sentences varied for maximum effectiveness for illuminating the concepts.
Grammar & Mechanics (Points will be deducted if there are grammatical errors.)	Grammatical mistakes and spelling errors present	Good sentence structure and few grammatical errors	No grammatical or spelling errors
Analysis of the Issue/topic : each of these should be clearly addressed in the paper -clear context for the issue - intersectionality - systems and institutions -connects to a course objective -analysis not merely describing	Context is not clearly defined. Lack of focus. Evaluation is minimal or more descriptive than analytical.	Context is clearly and concisely stated. Demonstrates grasp of material and context of the issue. Evaluation goes beyond biography or listing of information/data. Addresses at least one intersection of categories. Analysis connects to at least one course objective.	Provides a complex, feminist analysis in the field and recognizes intersectionality of multiple categories in the field. Analysis connects to multiple course objectives. Offers multiple perspectives.
Introduction Clear Thesis Statement Conclusion	Lack of thesis for the paper. Thesis too general and/or does indicate the specifics addressed in poster. Does not include an argument or stance on the issue/topic. No introduction or conclusion.	Thesis adequately describes the purpose of the poster that includes the main points the poster addresses and a clear argument or stance on the topic. Incomplete Introduction or conclusion paragraphs.	Thesis provides complex context for the paper that will allow for analysis of how multiple intersections of identity impact the topic for women. Introduction is clever and captures the reader’s attention and clearly sets up the thesis. Conclusion wraps up the paper succinctly and clearly.

3. Annotated Bibliography 35 points (10%)

Each student will conduct individual research on the topic of their choice in preparation for a final group presentation. The Annotated Bibliography should contain 4 entries, 2 different readings (by different authors) from the textbook and 2 from academic, peer-reviewed journal articles published within the last 10 years about the topic. The annotation will be a full paragraph following the guidelines found at the following link and specifically stating how this article will enhance the final presentation. http://www.library.cornell.edu/olinuris/ref/research/skill28.htm

Annotated bibliography is due in the end of Week 6.

Rubric for Annotated Bibliography

	Unacceptable 0-6.9	Acceptable 7.0-8.9	Outstanding 9.0-10
Sources (4 points) 4 sources (2 different class readings, 2 academic journal articles). You may use any reading from the textbooks even if it wasn’t assigned.	Minimum number of sources not met. Documentation is incomplete or in incorrect form. Sources too old. Sources from non-academic magazines or websites. Sources from books	Minimum source requirements are met. Documentation is, for the most part, complete and in correct form. The academic journal article sources are from peer reviewed academic journals published within 10 years.	Number of sources exceeds minimum. And/or sources complement each other exceptionally well.
Annotations (5 points) (Merely copying the published abstract for any article will result in an automatic F for this assignment.)	Missing or incomplete. Text is unwieldy or imprecise, vague, or difficult to understand. Unclear attribution of scholars’ ideas and images.	Annotation for each source is a complete, full paragraph. Summarizes the central theme and scope of the article including an evaluation of the authority or background of the author, a comment on the intended audience.	All of the requirements in “Acceptable” as well as the following: a) comparison or contrast of this work with others you have cited, b) explanation of how this work illuminates your poster presentation topic and thesis, and c) how this source does or does not recognize gender, race, class, sexual identity, age, nation, size, immigrant status and their intersections.
Grammar & Mechanics (Points will be deducted if format is incorrect or if the writing shows evidence of no revision.)	No revision or rewriting apparent. Confusing sentences. Disorganized structure.	Well-structured thinking in organization of ideas. Evidence of revision to reduce spelling and composition errors.	All of the previous and Annotations show complex analysis of the source.
Clear Thesis Statement (1 points) (A working thesis statement. It is understood that your thesis will evolve as you work on the paper but it should still be specific even at this point.)	Lack of thesis for the paper. Thesis too general and/or does indicate the specifics to be addressed in poster. Does not include an argument or stance on the issue/topic.	Thesis adequately describes the purpose of the paper that includes the main points the paper will address and a clear argument or stance on the topic.	Thesis provides complex context for the paper that will allow for analysis of how multiple intersections of identity impact the topic for women.

4. Group Presentation (20%) 100 points (60 points your individual grade, 40 points group grade)

Each students will work in a small group to create a multimedia presentation with notes and/or voice narration plus supplementary documents (including but not limited to annotated bibliographies). Your small group will consist of minimum three and maximum 6 people. I will divide you into groups based on your interests, which you will tell me at midterm. You will communicate to me your top three choices for a topic of interest and I will group you with people with similar interests. This project will be graded using the Course Objectives at the top of the syllabus. Each student and group should demonstrate a thorough understanding of the course objectives as applied to the topic they are assigned.

The group project will be completed in the following phases:

Phase I – Weeks 1-2 – identifying strengths, group roles (individual assignment; must complete or will lose points on final project grade)

Phase II – Weeks 3-4 – formulating a topic for a group project (individual assignment; must complete or will lose points on final project grade)

By end of week 5, groups will be announced.

Phase III – Week 5-8 – creating a first draft (outline; group submission)

Phase IV – Weeks 9-Finals Week – creating and submitting a final project (final project due on discussion board)

During Finals Week, the projects will be available for viewing and discussion of all students in class. The discussion counts toward the student’s individual portion of the grade.

All members of the group will know their group grade, but only you will know your individual grade.

Group Presentation 40

Individual Content/slides 40 (10 for the Phase III outline/draft and 30 for the final project representation of this content/slides)

Peer Evaluation 20 (each student will complete the peer evaluation sheet that includes a self-evaluation and upload it. The scores from your group members will be averaged and count toward this part of the final project grade.)

Total 100

5. Midterm and Final 10% each

NOT PROCTORED

The Midterm covers all material from the Introduction through Chapter 6. The Final covers all material from Chapters 7 through the Conclusion chapter.

Questions will be drawn from the chapters themselves and any presentations that the instructor makes through power points, lecture notes, and/or clarifying remarks in the discussion board or announcement emails. The essay/article readings may be used to support a student’s main points in response to an essay question but no objective (M/C, T/F, or Matching) questions will be taken out of these readings.

Participation/Discussion Boards 30%

Critical News 20%

Annotated Bibliography 10%

Group Presentation 20%

Exams 20%

Grades will be issued as follows:

A = 93%+; A- = 90-92; B+ = 87-89%; B = 83-86%; B- = 80-82%; C+ = 77-79%; C = 73-76%; C- = 70-72%; D+ = 67-69%; D = 63-66%; D- = 60-62%; Below 60% = F. OSU does not offer the A+ grade.

Course Schedule:

For each chapter listed, students should read the introductory section at the beginning. This is usually about 20 pages. These chapters will provide students with vocabulary, concepts and context for the course and may be used as sources for the critical essays and the annotated bibliography. The midterm and final exam will draw primarily from these chapters. Pay special attention to the Learning Activities; each week, students will complete one of these activities for a discussion board prompt.

In addition to this part of the chapter, students will read several of the readings in the week’s chapter/s (essays and articles by scholars in the field) as assigned below. You are encouraged to read the poems and explore other readings as well. The readings that are not assigned may be helpful to consult for the papers you will write, but are not required reading.

This course schedule lists the readings for each week and the assignments due. There is also a discussion board requirement each week.

Week 1 Transnational Feminisms

Introduction (p 1-14) and Chapter 1 (p 15-46)

Reading 3: The Messy Relationship Between Feminisms and Globalizations (p 50-53)

Reading 4: Under Western Eyes (p 53-57)

Week 2 World Media

Chapter 2 (p 62-84)

Reading 8: Women Enter the World of Media (p 94-96)

Reading 10: Mirror, Mirror on the Wall (p 98-100)

Reading 12: “Telling Our Own Stories”: African Women Blogging for Social Change (p 102-108)

Phase I due

Week 3 Body Politics

Chapter 3 (p 109-130)

Reading 14: Premenstrual Syndrome as Scientific and Cultural Artifact (p 132-141)

Reading 16: Spain Bans Skinny Mannequins (p 148-149)

Reading 19: Unveiled Sentiments: Gendered Islamophobia and Experiences of Veiling Among Muslim Girls in a Canadian Islamic School (p 155-167)

Critical News Response Essay 1 due

Week 4 Sexualities

Chapter 4 (p 168-194)

Reading 20: Toward a Vision of Sexual and Economic Justice (p 195-197)

Reading 23: Sex Tourism Booming (p 200-201)

Reading 24: Lesbian, Gay, Bisexual, and Transgender Rights and the Religious Relativism of Human Rights (p 202-205)

Phase II Due

Week 5 Women’s Health and Reproductive Freedoms

Chapter 5 (p 206-227) and Chapter 6 (p 253-276)

Reading 25: Aging in a Man’s World (p 228-235)

Reading 30: Investing in Reproductive Health and Rights (p 277-278)

Optional reading: Conclusion

Midterm Exam available Mon, week 5 through Sun, week 6. Due, Sun, week 6. May be taken anytime but once open, student must complete the exam.

Week 6 Families

Chapter 7 (p 301-323)

Reading 37: Mothers, Fathers, or Parents: Same-Gendered Families in South Africa (p 326-333)

Reading 38: Female Headship and the “Feminization of Poverty” (p 334-336)

Reading 40: Indonesian Feminists Confront Polygyny (p 337-338)

Critical News Response Essay 2 due

Week 7 Violence Against Women

Chapter 8 (p 349-377)

Reading 45: Killed in the Name of Honor (p 385-387)

Reading 47: War Against Women: Congo and Kosovo (p 389-394)

Annotated Bibliography due

Week 8 Women and Work

Chapter 9 (p 399-422)

Reading 53: Oil, Islam, and Women (p 428-437)

Reading 55: Banking on Women (p 438-443)

Reading 56: The 40-Percent Rule (p 443-444)

Phase III Due

Week 9 Environmental Politics

Chapter 10 (p 445-473)

Reading 57: Temperatures Rising: Four Essays on a Theme: Women and Climate Change (p 474-487)

Reading 60: An Ugly Picture for Flower Workers and Their Children (p 493-494)

Reading 61: Poverty, Pests, and Pesticides (p 494-498)

Week 10 Political Systems and War/Peace

Chapter 11 (p 502-527) and Chapter 12 (p 553-578)

Reading 67: Dal Dy Sir/Stand Your Ground: International Lessons on Women’s Equality from a Small Nation (p 532-539)

Reading 74: Building Cultures of Peace: Four Cornerstones (p 591-596)

Reading 76: Do Muslim Women Really Need Saving? (p 597-606)

Finals Week

Final Exam

Phase IV Due

Final Discussion Due

STUDENT EVALUATION OF TEACHING

We encourage you to engage in the course evaluation process each term – online, of course. The evaluation form will be available toward the end of each term, and you will be sent instructions through ONID. You will login to “Student Online Services” to respond to the online questionnaire. The results on the form are anonymous and are not tabulated until after grades are posted.

GUIDELINES FOR CREATING A SAFE SPACE IN THE

WOMEN, GENDER, AND SEXUALITY STUDIES CLASSROOM

1. Make a personal commitment to learning about, understanding, and supporting women and other traditionally marginalized people.

2. Assume the best of others in the class and expect the best from them. Give people the benefit of the doubt.

3. Acknowledge the impact of sexism, racism, ethnocentrism, classism, heterosexism, ageism, antisemitism, ableism, and other systems of oppression on the lives of class members. Do not make purposefully biased, hurtful, or victim-blaming comments.

4. Recognize and value the experiences, abilities, and knowledge each person brings to class. Value the diversity of the class.

5. Come to online class prepared, having completed the readings and thought about the issues.

6. Disagree with ideas, but do not make personal attacks.

7. If you tend to be quiet or not post very much, challenge yourself to see the online discussions as a chance to practice being assertive, particularly if you were raised as a girl.

8. If you tend to share a lot and/or often, challenge yourself to remain quieter to make space for other voices. This can mean waiting until others have posted in to the discussion before posting responses to the instructor’s prompt or to classmates’ responses. Encourage others to share their ideas.

9. Be open to be challenged or confronted on your ideas or prejudices.

10. Be especially encouraging of people who are working through their prejudices and attempting to grow as feminists. We call this “kind mistakes”— in a WGSS and DPD class, we are meant to learn and grow as we learn more about marginalized people. As we discover the history behind words, phrases, concepts, we have the chance to stop using hurtful words or ideas.

11. Be willing to change.

Susan M. Shaw

Oregon State University

Adapted from: Annie Popkin, WS 514 Systems of Oppression, Fall 1993, and Lynn Weber Canon, “Fostering Positive Race, Class, & Gender Dynamics in the Classroom,” Women’s Studies Quarterly 18 (Spring/Summer 1990): 126-134.