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JANUARY 11-MAY 7, 2010 Instructor: Margo Tamez Contact: email@example.com Office Hours: Monday, 10:30-11:30 a.m. Room: CUE 316
U.S.Border Wall one mile inside Texas
Casta, Gender & Hetero Norming
Slave auction, Richmond, Virginia. (The illustrated London news, 27 September 1856.
Emma Tenayuca, Labor Organizer
Mohter Earth Trashed Today
Course Objectives: Women‘s Studies 200 is an introduction to the discipline of Women‘s Studies, through the lenses of ‗Gender‘ and ‗Power.‘ As such, this course will provide a general survey to histories, theories, methods and movements relevant to the interdisciplinary fields of Women‘s Studies, Womanist, Feminist, Gender Studies, Critical Race, Indigenous Studies, Chicana materialist, Queer Theory. Students will engage the scholarship and explore the concepts basic to the field. What we will do: We will analyze the operation of systematic discrimination against communities of women. We will explore strategies of individual and group resistance both historically and in the present. Together, we will read, write, work in groups, raise discussions, learn new tools, learn how the tools are used, learn to apply the tools to our own productive research. 1
Preparations: A strong emphasis on reading, critical thinking, writing, research, and analytical skills are emphasized. I guarantee your critical thinking and research skills will improve dramatically by the end of this course. Hopefully, you will also have a little fun along the way. Key Frames: This class invites and requires you to examine critically the social, economic and political understandings of GENDER and how class, race, sexuality, ethnicity, nationality, citizenship and gender operate as interlocking systems in the construction of social identities in a stratified society. You will learn the difference between socialized myths and social realities. You will learn to identify and to see the often invisible/hidden role played by these critical constructions within institutionalized systems of power. POWER—the construction of, production of, reproduction of, diffusion of, exercise of, institutionalization of, and contestation of—will be examined in the overlapping arenas of sex, knowledge, technology, reproductive rights, health, citizenship, work, the state, communities, media, globalization, the environment, and human rights. Key Frames of the Course/ Key Words: Class, Race, Gender, Power; Work, Reproduction, Technology, Health, the State, War, Media, Citizenship, Borders, Globalization, Environment, Human Rights. These will help you to stay focused on your comprehension of major themes of this course when you are constructing your major projects for the course. By the close of the semester students will be able to: 1. define and explain womanist, feminist, Indigenous, Chicana theories; 2. apply the above theories to specific historical events and current social problems; 3. identify key primary documents, to historicize events and social problems 4. discuss specific events and issues specific to women & power in the US with supporting evidence; and 5. complete a womanist, feminist, Indigenist research project using resources from the WSU Libraries. Required Texts: (‗IK‘) Grewal Inderpal and Caren Kaplan. An Introduction to Women‟s Studies: Gender in a Transnational World. Second Edition. (New York: McGraw-Hill, 2006. (‗R‘) Rothenberg, Paula S. White Privilege: Essential Readings on the Other Side of Racism, Third Edition. (New York: Worth Publishers, 2007). (‗IS‘): Internet Source (as assigned) (‗HO‘): Hand-outs (as assigned) Resources: See Last page of syllabus Recommended Sources:
Global Issues, at www.globalissues.org Theories & Methods in American Studies, at http://www.wsu.edu/~amerstu/tm/genea.html Anne Serene‘s ‗Trans-Gender Theories‘ (one of my fave‟s), at http://www.humboldt.edu/~mpw1/gender_theory/; ----, ‗Perspectives Used to Look at Gender,‘ at http://www.humboldt.edu/~mpw1/gender_theory/perspectives4.shtml ‗Gender & Power‘, variety, at http://www.google.com/search?hl=en&rlz=1W1RNWN_en&q=gender+and+power&aq=f&aql=&aqi=g-p1g9&oq= Womanism at ‗Womanism 101,‘ http://elledub08.wordpress.com/2009/02/04/womanism-101/ at, ‗Womanism Bibliography,‘ http://science.jrank.org/pages/8159/Womanism.html
Native /Indigenist feminisms: ‗Race, tribal nation and gender,‘ by Renya Ramirez, at http://www.accessmylibrary.com/article-1G1-166186735/race-tribal-nation-and.html; ―Patriarchal Colonialism and Indigenism…‖ by M.A. Jaimes Guerrero, at http://inscribe.iupress.org/doi/abs/10.2979/HYP.2003.18.2.58?cookieSet=1&journalCode=hyp; and Andrea Smith, ―Indigenous Feminism Without Apology,‖ at http://www.newsocialist.org/newsite/index.php?id=1013;
Chicana feminisms: ‗Chicana Feminism: In the tracks of ―the‖ native woman,‖ Norma Alarcon, at http://books.google.com/books?hl=en&lr=&id=SIL82RpRoWAC&oi=fnd&pg=PA119&dq=%22Alarc%C3%B3n%22+%22 Chicana+feminism:+In+the+tracks+of%22+the%22+native+woman%22+&ots=i6NTEnjq2H&sig=6jBupZSuYT_IFPZpG5z sNSlvux0#v=onepage&q=&f=false; ‗Chicana feminism‘ student project, at http://www.umich.edu/~ac213/student_projects05/cf/; Feminism, 1st, 2nd, 3rd Wave: ―This is What a Feminist Looks Like in 1910,‖ at http://www.youtube.com/watch?v=JtmJATzUSgE ―Second Wave Feminist Movement,‖ http://www.youtube.com/watch?v=DRu5fzNZavw ―Rebecca Walker on the origins of Third Wave Feminism,‖ http://www.youtube.com/watch?v=ITzwYy0_xs0
Thoughts on Critical Feminist Lenses & ‘Whiteness’ as a Category of Analysis
―The term feminism, even without ―indigenous‖ attached, has long been elusive to those who strive to define and reify it. In the United States feminism has never been widely popular and rarely understood, often reduced in its meaning to something similar to what is considered ―liberal feminism‖: a feminism largely based on improving women‘s opportunity and rights to economic, social and sexual equality in the global capitalist system. In truth, there are a plethora of feminisms, some of which do question the very basis of this socio-economic system, which is deeply embedded with colonial, racist and sexist oppression.‖ Soneile Hymn, ―Indigenous Feminism in Southern Mexico‖ ―Whiteness is everywhere in U.S. culture, but it is very hard to see. As Richard Dyer suggests, ―[White] power secures its dominance by seeming not to be anything in particular.‖ As the unmarked category against which difference is constructed, whiteness never has to speak its name, never has to acknowledge its role as an organizing principle in social and cultural relations.‖ George Lipsitz, ―The Possessive Investment in Whiteness‖, from White Privilege: Essential Readings from the Other Side of Racism ―that 'whiteness' is not the objective and normal state it is assumed to be and that, until it is deconstructed, it will continue to be assumed to be natural and neutral. In feminist discourse and praxis, this objectivity is the privilege of middle-class white women. All others, in particular Indigenous women, will be treated as 'different' or other. Through this asserted 'difference', the subjectiveness of whiteness remains invisible.‖ Larisse Berendt, from a Review of ―Talkin‘ up the White Woman: Indigenous Women and Feminism.‖ “Speaking the words “White”, “White man”, “White woman”, “White kids”, and “White-ness” in most social contexts, is to risk inviting a response of shock, denial, anger, distrust, defensiveness, hostility, and in some contexts, outright physical violence against you. People are in various stages of denial, naiveté, and plain ignorance about the bare facts of colonization and oppression, which are the foundations of U.S. history. All other racial categories are thrown around casually—„normally‟—and the one that contours all of them—White—is still such a taboo to speak about in this society. That to me is a signal. We live and condone a society that requires „citizens‟ to live in silence about the nation‟s mass-violence against specific groups. To discuss the mass-scale slaughter and impoverishment of groups—is considered „wrong‟ and „anti-U.S.‟ to those who live in a whitestream bubble. We must talk about Whiteness, the settler State, the celebration of the settler state—and the invisibility of alternative history telling/writing—and why these important truths are repressed by the State. If we could do that—we could literally transform all social relations.” (WSU student CES300 blog, 2008). ―My mother used to say that through her life, through her living testimony, she tried to tell women that they too had to participate, so that when the repression comes and with it a lot of suffering, it‘s not only the men who suffer. Women must join the struggle in their own way. My mother‟s words told them that any evolution, any change, in which women had not participated, would not be change, and there would be no victory. She was as clear about this as if she were a woman with all sorts of theories and a lot of practice.‖ [emphasis added] Rigoberta Menchú Tum, Indigenous Quiche Maya, Noble Peace Prize Winner-1992. (Quoted from bell hooks‘ Teaching to Transgress, 1994)
COURSE REQUIREMENTS Class Attendance and Participation (30% = Attendance 10%, Quizzes 10%, and Preparation 10%): Class attendance is mandatory for this class. You are allowed up to two absences from class, after that your grade will be lowered by 5 points for each class missed. In addition, you will lose points for any assignments missed during that time. Approved and documented university excuses are acceptable (for athletes, this means forms from the Athletic Department handed in before the absence; for serious illness or a family emergency, this means an email to the instructor before class followed up with a note from Student Health or doctor). In the case of an excused absence, students must turn in typed notes of readings for the missed day in addition to completing any missed in-class assignments. Class participation is also an important part of this class. Meaningful, thoughtful, and productive contributions to class discussions and cooperation with fellow scholars and is worth 30 points of your final grade. Being prepared (reading, writing, organizing) prior to class helps you to be productive while in class. To help structure preparation, you will be quizzed a minimum of two times, and no more than three times during the course. Participation Behaviors includes: You must read the assigned material prior to being in class. While you read, take good notes, and keep these organized, week-by-week. When in class think and work from your notes. Take more notes during the class discussion to broaden and deepen your own. Develop these notes for your Journal Short Assignments. Critical Thinking Journal Responses (15%): Due at the beginning of class on Monday, starting the second week of class, students must complete a one page, typed, 1.5 spaced, journal entry summarizing and responding to some of the key points of their readings for the week we just completed (prior to). You will use the following format: Overview of Key Words; Summarize Main Arguments; Select an Important Quote; Examine your social identity through a Lens, situating yourself within systems and structures of power analyzed that week. ‗(KMQL).’ Re-Search, Me-Search, and We-Search. I will provide examples in class which illuminate three core research strategies you will learn in this course. The Critical Thinking Journal Response is a reading, writing, and critical thinking skills ‗test‘ that you will do each week to ‗warm up, exercise, and work out‘ your mind. These will be collected each Monday and are worth 10 points/week. No late entries will be accepted. If you don‘t get it in on time. Papers: (15% + 25%) There will be two individual writing assignments for this class. ‗FOUNDATIONS’ (mid-term) and ‗STRUCTURES’ (final). The purpose of the first assignment ‗FOUNDATIONS‘ is to familiarize you with library resources, particularly those sources that directly address gender, power and women‘s lenses on both. You will develop an analysis based on a set of keywords of your own choosing. You will prepare a brief abstract of your idea, provide your thesis (argument), make a claim (theorize a certain issue/problem), and provide a key primary document, and two journal articles related to your topic‘s use of the tools of gender, race, and class to ground a short discussion of feminist, womanist, Indigenist, Chicana materialist uses of these tools to analyze POWER. You will begin to use these to analyze a key historical event which took place in a place that has great significance for your family. (Guidelines to be provided). The second assignment, STRUCTURES, is built upon your FOUNDATIONS and will be developed a few more steps. Using the tools of gender, ethnicity, race, class, nation, state, citizenship, nationality, borders, … you will take your Mid-Term argument further. Developing your key words, claims, and historical primary documents you will develop a project that intersects history and contemporary issues. 4
In the domain of your project, you will utilize your reflective, journal, notes, theorizations, and ‗hunches.‘ This project will map the personal, intimate and familiar documents, narratives, and histories of gender, race, class in your historical community—the one which most intimately constructed your social identity. You will make visible the social, religious, scientific, and legal construction of identities (individuals, groups) which played key roles in a key event. You will use special collections of the WSU library, or other libraries if/when necessary, to build your arguments and provide evidence. You will carefully select materials which amplify as well as focus your lens to a key historical event in your community, a local struggle, connected to your family‘s labor, citizenship, migration. You will touch upon the key frames of the course. In this project, you will apply specific womanist, Indigenist, Chicana materialist, and/or feminist methods and conduct: 1. Re-search incorporating 2 journal articles which define key words, methods, tools that you will be using in your project. (Ex: gender theory, critical race, Chicana feminism…) 2. Me-search tethering the problem to a real issue/problem in your ‗home‘ community, using historical key documents to ground your narrative, and argument). 3. We-Search theorizing the ways in which the problem/issue was constructed through collective identities which utilized Power to oppress; Theorizing the ways collective identities contested the abuse/manipulation of Power and attempted to disrupt oppression and institutionalized power; Theorizing collective identities which emerged from the struggle—on all sides. And Theorizing whether new collective identities emerged from the struggle which were not there before. Guidelines to be provided. Final Oral & Visual Presentations (15%): The purpose of the Final Research Presentation is threefold: to require you to build on the research skills you began to develop in your first two writing assignments, to provide you with an opportunity to polish and refine your work further with peer reviews; learn about a specific Womanist/Feminist or Chicana Materialist topic in-depth, and to give you experience developing a presentation. Attendance during Group Presentations is mandatory and students who miss any presentations will lose 10 points from their own project. The Final Research Project is worth 100 points.
GRADING SCALE 94-100%A 90-93% A87-89% B+ 84-86% B 80-83% B77-79% C+ 74-76% C 70-73% C67-69% D+ 64-66% D 60-63% DBelow 60% F
Students with Disabilities: I am committed to providing assistance to help you be successful in this course. Accommodations are available for students with a documented disability. Please visit the Disability Resource Center (DRC) during the first two weeks of every semester to seek information or to qualify for accommodations. All accommodations MUST be approved through the DRC (Admin Annex Bldg, Rooms 205). Call 509 335 3417 to make an appointment with a disability counselor.
Disruptive Behavior and Hostility
Will not be tolerated either in class or in communication with the instructor outside of class. Students are expected to maintain a respectful attitude toward classmates, the instructor, and perspectives which differ from their own during this class.
Please refer to: ―WSU Conduct Standards: A Division of Student Affairs‖ http://conduct.dev.ultranet.wsu.edu/default.asp?PageID=119 ―Academic Integrity: Standards & Procedures‖ http://www.conduct.wsu.edu/academicIntegrity.asp
Changes to the Course Syllabus:
Indigenous children playing along the U.S.-Mexico border, which divides their lands.
I reserve the right to make changes to this syllabus during the semester. Changes will be announced in advance through email and/or other available technologies.
Disability Accommodation: Accommodations are available for students who have a documented disability. Please notify me during the first week of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be unavailable. All accommodations must be approved through the Disability Resource Center (DRC) located in the Administrative Annex Building, Room 206 (335-1566). Academic Integrity Policy: Plagiarism or cheating of any kind on any assignment or exam will not be tolerated and will result in a failing grade in the course and a report to Student Affairs. Please note that turning in work downloaded from the Internet, or turning in any work without citing your sources is plagiarism. Always site the source of your work and never ―cut and past‖ another‘s work and call it your own. (See the WSU handbook, Academic Dishonesty as well as Handout #1 for this class). If you are at any time unclear about what constitutes plagiarism or cheating, please see me.
Spring Schedule of Readings and Assignments
All classes begin promptly at 12:10 p.m. and end at 1:00 p.m.
PART ONE: SOCIAL AND HISTORICAL CONSTRUCTIONS OF GENDER (GK) ESSAY: 1-5 Week One: Monday, Wednesday, January 11, 13, 2010 An Introduction to Women’s Studies: Critical Lenses Selected Histories of Feminism, Womanism, Indigenous feminisms, Black Feminism, Chicana Materialists, Chicana Feminism, Transnational Feminism (H.O.) Background, contexts, and lexicon of debates Introduction to ‘Gender & Power’: Some Quick Samples IS: Women of Color Lesbian Cultural Critique: Stayceyann Chin ―Feminist or a Womanist‖ at http://www.youtube.com/watch?v=PQOmyebFVV8 IS: Critical Queer Performance: My First Period-Spoken Word of Staceyann Chinn http://www.youtube.com/watch?v=bGk3-OJX7KE&feature=related IS: Anti-colonial Feminism: ―Mexica Nican Tlaca Anahuac women vs white racist colonialism‖ http://www.youtube.com/watch?v=j_kti1td130 IS: Gender Stereotypes in Media http://www.youtube.com/watch?v=0nIXUjzyMe0 IS: Masculinity: ―The Line of Masculinity‖ http://www.youtube.com/watch?v=k7RybsdZ9JM IS: Femininity: ―What‘s in Aubrey‘s School Bag,‖ http://www.youtube.com/watch?v=k7RybsdZ9JM IS: ―gender-sexuality 101‖ http://www.youtube.com/watch?v=7eqo0y2_XGA Friday, January 15 Film: The F-Word Read:(GK) ‗Introducing Women‘s Studies: Gender in a Transnational World,‘ xx-xxvi. Changing Ideas of Gender Dr. Martin Luther King Day—ALL UNIVERSITY HOLIDAY Extra Credit: Seek out a historical document today ( a law and a struggle) and add it to your weekly lessons journal/notebook. Listen to one of MLK‘s speeches all the way through. Investigate how Black women‘s labor, knowledge, and experiences were utilized by the civil and human rights movement led by Dr. MLK. What are traditional ways that the civil rights movement portrays the roles of women, Black women? What are the unseen/invisible contributions which founded the civil rights/human rights movement which is largely portrayed through male-dominated media? (GK) Part One, Section 1: A, B, E & Reflecting…; Resources: Anne Serene‘s Trans-Gender site, at http://www.humboldt.edu/~mpw1/; and ‗Perspectives Used to Look at Gender, at http://www.humboldt.edu/~mpw1/gender_theory/perspectives4.shtml (GK) Section 2: The Rise of Western Science, A, B, C, D, E. Reflecting… Research: Library Quiz
Week Two: Monday, January 18
Wednesday, Jan 20
Friday, Jan 22
Week Three: Monday, January 25
Western Science, Sex, Race, and Technology Film: Race: The Power of an Illusion, Part I (GK) Section 3: The Making of Race, Sex, and Empire, A, B, C.
Wednesday, January 27
(GK) Section 3: D, E, Reflecting; Peggy McIntosh, ―Unpacking the Invisible Knapsack,‖ (HO); Section 4: Medicine in a Historical Perspective, A, B, C, LIBRARY RESEARCH SESSION: MANDATORY! Section 4 (cont‘d), D, E, Reflecting…; Section 5 Population Control & Reproductive Rights, A, B
Friday, January 29
Week Four: Monday, February 1
Technology, Citizenship, Rights and Power Section 5 (cont‘d) C, D, E, Reflections; Rothenberg (R) Part One: Whiteness—the power of invisibility; (GK) Section 5: Population Control and Reproductive Rights: Technology and Power PART TWO: GENDERED IDENTITIES IN NATIONS AND STATES (GK) ESSAY 149-154
Wednesday, February 3
Abstract Proposal Development Statement, Due February 3 Section 7: Citizenship and Equality—Private/Public Divide, A, B, C, D, E, Reflections Section 8: Gender and the Rise of the Modern State, A, B, C, D, Reflections LIBRARY SESSION: MANDATORY! Contesting Histories, Standpoints, and Social Positions to Capitalism
Friday, February 5
Hand Out (HO) Mid-Term Guidelines: ‘FOUNDATIONS PROJECT’ Monday, February 8 Section 9: New Social Movement and Identity Politics, A, B, C, D, E, Reflecting Wednesday, February 10 Section 10: Communities and Nations, A, B, C, D, Reflecting Friday, February 12 Section 11: Feminist Organizing Across Borders, A, B, C, D, E, Reflecting
PART THREE: REPRESENTATIONS, CULTURES, MEDIA, AND MARKETS, (GK) ESSAY 265-268 Week Six: Representation, Media, Production: The Viewer and the Viewed
Monday, February 15 Section 12: Ways of Seeing: Representation and Art Practices, A, B, C, Reflecting Wednesday, February 17 Section 13: Artistic Production and Reception, A, B, C, D, Reflecting Friday, February 19 Section 14: Gender and Literacy: The Rise of Print and Media Cultures, A, B, C, D, E Film: The Silver Needle: Joyce Scott and the Historiography of Southern Black Women‘s Literacies Week Seven: Monday, February 22 Colonial Contexts, Capitalism, Cultural Imperialism, and Critical Feminist Lenses President‘s Day –ALL UNIVERSITY HOLIDAY Extra credit: Seek out a historical document today (a law, and a struggle) and add it to your weekly lessons journal/notebook. Thinking about ‗President‘s Day‘…how has gender functioned as a dominant aspect of the accumulation, control and domination of political power in the United States? How would you respond to the argument ―U.S. Presidents‘ do not need a special day recognizing them. Everyday is already a presumed ―Presidents‘ Day‖ in the U.S.—look at the history of U.S. law, politics, and culture. Males dominate the most powerful spheres of political, economic, and social control in the U.S., and that power is largely symbolized through the Presidents‘ role and the masculinization of ‗the President.‘ One is automatically, normatively collapsed in with the other in the U.S.‖ (GK) Section 15: Representing Women in Colonial Contexts, A, B, C, D, Reflecting Wednesday, February 24 Abstracts: Polished Draft Due in Class for In-class Workshop Section 16: Consumer Culture and Advertising, A, B, C, D, Reflecting Friday, February 26 Mid-Terms Due and Submitted through Email to firstname.lastname@example.org
Friday February 26. Independent Research: Develop three journal sources on three keywords of your project. Compose a short bibliography in either MLA or Chicago Turabian style. Due February 24. Section 17: A, B, C, D, E, F, Reflecting
Cyberculture, Tourism, Modern Industry and Colonialist Frontiers in and through the World Wide Web (R) Part Two: Whiteness: the Power of the Past; (GK) Section 18: A, B, C, Reflections PART FOUR: GENDERING GLOBALIZATION AND DISPLACEMENT (GK) ESSAY 383-387
Monday, March 1
Wednesday, March 3 Friday, March 5
Section 19: Travel and Tourism A, B, C, D, Reflections Section 20: Forced Relocations and Removals, A, B, C, D, Reflections Resource: ―Seeing Women: A Perspective on the Effect of U.S. Imperialism on Women Across the World,‖ Student Project, on youtube, at http://www.youtube.com/watch?v=ee7kRgQ5P3o Film: ―The American Village in Okinawa,‖ discusses ‗Militourism‘, where Militarism and Tourism collide, TBA.
Week Nine: Monday, March 8 Wednesday, March 10 Friday, March 12 Week Ten:
War, Dispossession, Displacement, and Diasporas Section 21: Diasporas, A, B, C, D, Reflecting Section 22: Women, Work, and Immigration, A, B, C, D, Reflecting Section 23: Gender Politics of Economic Globalization, A, B, C, D, Reflecting Global Consumption, Privileged Identities, Factors of Persistent Injustice & Violence
March 15-19, 2010
WSU Spring Vacation Section 24: A, B, C, D, Reflecting (GK) Conclusion: A, Cynthia Enloe, ―Beyond the Global Victim.‖
PART FIVE: AMERICAN TEXTS & CONTEXTS (CLASS LECTURES, DISCUSSIONS, ACTIVITIES AND RESOURCES)
Hand Out (HO) Final Project Guidelines Women and Labor
Monday, March 22 Wednesday, March 24 Friday, March 26 Week Twelve: Monday, March 29 Wednesday, March 31
Lecture: ―Power Analysis of a Broom/ Power Analysis of a Bag of Rice‖ Class Exercise: Livable Wage? Count This! Film: Fast Food Women Labor and Working Women Organizing (R) Part Three: Whiteness: the power of privilege; Lecture: Women‘s Work, Personhood, the American Issue with ‗Work‘ ‗Class‘ in U.S. Media: Some Samples
Friday, April 2
Independent Research: Gender, Work, Race, and Class in My Home Town: The Social History and Close Study of My Family. Due on Monday for panel discussions. You will be assigned to a panel to present your research findings. Bring to class both primary and secondary documents, objects, archives, etc. Hemispheric Contexts & Texts (HO) David Bacon, ―Displaced People: NAFTA‘s Most Important Product,‖ at https://nacla.org/node/4980; Lecture: ―Power Analysis of an Apple,‖ Washington‘s Agriculture in a Historical, Social and Political Framework, With References: Ecologies of Settler Societies and Genocide; Michelle Jack, Okanagan Migrant Laborers; Jose Alamillo, Migrant Indigenous Laborers from Mexico; China: the largest supplier of U.S. Apple Juice & Global Water Displacement as a Product of U.S. Cultural Imperialism (IS) ―The Zapatista Women: The Movement from Within,‖ at http://www.actlab.utexas.edu/~geneve/zapwomen/goetze/thesis.html. 1994, North American Free Trade Agreement at NNIRR Website Analysis (class exercise), at http://www.nnirr.org/index.php Lipan Apache Women Defense Website Analysis (class exercise) at http://lipanapachecommunitydefense.blogspot.com/ If time, ―The Militarization of Guerrero,‖ at http://www.youtube.com/watch?v=o9eOEiMeqto ―Asian Indigenous Women: Violence Against Indigenous Women Springs from the Violation of Ancestral Land Rights, ― at http://www.asianindigenouswomen.org/index.php?option=com_content&task=view&id=49&Itemid=2 ―Indigenous Women and Militarization of Their Territories,‖ (HO) ―Resistance to Development and Militarization—Report on the Second Asian Indigenous Women‘s Conference,‖ at http://www.hurights.or.jp/asia-pacific/no_36/05.htm Film: Cruzando Fronteras, Crossing Borders Final Projects Workshop Sessions This Week. Final Project, ‘STRUCTURES’ due Friday. Lecture: ―Ecologies of Settler Societies, Capitalism, and Empire‖ Workshop: In class work session for final project Film: DrumBeat for Mother Earth, The Wall
Week Thirteen: Monday, April 5
Wednesday, April 7
Friday, April 9
Week Fourteen: Monday, April 12 Wednesday, April 14 Friday, April 16
FAQ: May I continue to work on my final project, and polish it for the final presentation? ANSWER: Yes. You are expected to continue to polish and refine your Final project (‗STRUCTURES‘) and to present your most recent version of it to the class on your assigned calendar date in week fifteen or sixteen. Week Fifteen: Monday, April 19 Wednesday, April 21 Friday, April 23 Week Sixteen: Monday, April 26 Wednesday, April 28 Friday, April 30 Final Project Presentations (R) Part Four: Whiteness: the power of resistance
Final Project Presentations
April 30, 2010
Last Day of Instruction
Beaded Artwork: 21st Indigenous Super-Woman Cultural ‗Text‘
RESOURCES TO SUPPORT YOUR RESEARCH
Indigenous Feminisms: Andrea Smith, ―Indigenous Feminism Without Apology,‖ at http://www.newsocialist.org/newsite/index.php?id=1013 Larissa Berendt, Review of ―Talkin‘ up the White Woman: Indigenous Women and Feminism, by Aileen Morton-Robinson. At http://www.questia.com/googleScholar.qst;jsessionid=L9Bc5lswW2Hdw21Kjhk8zB8nfvpHdrQZWhh7J6hh11rnh01Y8gvc!465310855!1140284561?docId=5008438713 Indigenous Women‘s Environmental Network, at http://ncseonline.org/nae/docs/iwen.html Rural and Indigenous Women Speak Against Globalization, at http://www.globalpolicy.org/component/content/article/218/46632.html North American Indigenous Women and U.S. Third World/Global South Coalitions… at http://www.allacademic.com/meta/p_mla_apa_research_citation/1/0/5/7/9/p105798_index.html Native Women in Traditional and Contemporary Societies, WSU Class Blog Site, at http://nativewomen372.blogspot.com/ Indigenous Perspective on Feminism, Militarism and the Environment, at http://urbanhabitat.org/node/951 Chicana Materialist: Maria Linda Apodaca, ―The Chicana Woman: A Historical Material Perspective.‖ (H.O). ―Making Face, Making Soul: Chicana Feminism,‖ http://www.chicanas.com/huh.html Defining Chicana Feminisms: http://www.chicanas.com/defs.html Chicano History Timeline, at http://depts.washington.edu/civilr/mecha_timeline.htm Chicana ‗Mujeres Activas en Letras y Cambio Social,‘ Timeline at http://malcs.net/timeline.htm Womanist & Black Feminist: Article: at http://science.jrank.org/pages/8159/Womanism.html Bibliography: at http://science.jrank.org/pages/11641/Womanism-BIBLIOGRAPHY.html Sojourner Truth ‗Ain‘t I a Woman?‘ Sojourner Truth‘s response to the First Wave Feminist rights movement…read by Alice Walker (historicizing Black womanist movements) http://www.youtube.com/watch?v=XaVDCouEcY4 Patricia Hill Collins, ‗Black Feminist Thought,‘ a Timeline, at http://www.rpi.edu/~eglash/eglash.dir/SST/bft.htm Patricia Hill Collins, ‗Black Feminist Thought in the Matrix of Domination,‘ at http://www.hartfordhwp.com/archives/45a/252.html Naomi Schiller, ‗A Short History of Black Feminist Scholars,‘ abstract at, http://www.jstor.org/pss/2678863 Black American Feminisms: A Multidisciplinary Bibliography, at http://www.library.ucsb.edu/subjects/blackfeminism/soc_hist.html Combahee River Collective Statement, 1977, at http://www.buffalostate.edu/orgs/rspms/combahee.html Contemporary Forms in the Spirit of Combahee, at http://combaheesurvival.wordpress.com/about/ ―Privilege‖, You Tube: http://www.youtube.com/watch?v=jQO60hQzERY&feature=PlayList&p=966E08E7FBF29EE8&index=15 Women of Color: ―Privilege‖, You Tube: http://www.youtube.com/watch?v=jQO60hQzERY&feature=PlayList&p=966E08E7FBF29EE8&index=15 Prison Industrial Complex: Angela Davis, ―Masked Racism: Reflections on the Prison Industrial Complex,‖ at http://www.colorlines.com/article.php?ID=309 Reproductive Rights: ‗Women of Color Pressing Reproductive Health Agenda,‘ We-News, Womensenews.org, January 2, 2010, at http://www.womensenews.org/story/health/010626/women-color-pressing-reproductive-health-agenda ‗The Global Prison, Mapping Women‘s Criminalization and Resistance,‘ by Julia Sudbury, abstract at http://www.allacademic.com/meta/p_mla_apa_research_citation/1/1/4/0/3/p114035_index.html Transnational & Immigrant: Asian-American Feminism http://www.cddc.vt.edu/feminism/asam.html ―Gabriela Network‖ http://www.gabnet.org/
―Review of : Dragon Ladies—Asian American Feminists Breathe Fire, at http://feministreview.blogspot.com/2009/07/dragon-ladies-asian-american-feminists.html ―My Mulan,‖ by Mimi Nguyen, at http://www.worsethanqueer.com/slander/mulan.html ―Big Bad Chinese Mama,‖ http://www.bigbadchinesemama.com/ Feminist: First Wave Feminist History Timeline, at http://www.infoplease.com/spot/womenstimeline1.html Feminist Key Documents, 1st Wave, at http://feminism.eserver.org/history/docs/ Western Feminist Approaches to ‗Women‘s History‘ at http://bailiwick.lib.uiowa.edu/wstudies/history.html ―This is What a Feminists Looks Like in 1910,‖ at http://www.youtube.com/watch?v=JtmJATzUSgE ―Second Wave Feminist Movement,‖ http://www.youtube.com/watch?v=DRu5fzNZavw ―Rebecca Walker on the origins of Third Wave Feminism,‖ http://www.youtube.com/watch?v=ITzwYy0_xs0 ―Rebecca Walker: Baby Love‖ http://www.youtube.com/watch?v=O49GfyCDZJU&feature=related ―Conversations with History: Interview with Joan Wallach Scott,‖ (discussion about her book The Politics of the Veil, Youtube, at http://www.youtube.com/watch?v=MrknwNl818Y Eco-Feminist: Ecofeminism: Introduction, at http://www.lilith-ezine.com/articles/environmental/Introduction-to-Ecofeminism.html Bibliography, at http://womenst.library.wisc.edu/bibliogs/ecofem.html Genders & Sexualities: Theory & Method in American Studies, ‗Gender & Sexuality‘ at http://www.wsu.edu/~amerstu/tm/sex.html Anne Serene‘s Trans-Gender site, at http://www.humboldt.edu/~mpw1/ Transgender Modern History Timeline, at http://www.jenellerose.com/htmlpostings/20th_century_transgender.htm Transgender Ancient to Contemporary Timeline, http://www.transgenderzone.com/features/timeline.htm ―Masculinist Discourse, Part I, You Tube: http://www.youtube.com/watch?v=8m8yVKhg4yA&feature=PlayList&p=966E08E7FBF29EE8&index=13 Smith, Andrea. Sexual Violence and American Indian Genocide, at http://southendpress.org/2005/items/Conquest Hymn, Soneile, ―Indigenous Feminism in Southern Mexico, at http://www.mujereslibres.org/Articles/indigenousfeminism.htm Joan Wallace Scott, ―Gender: A Useful Category of Historical Analysis,‖ (Hand Out). Patricia Hill Collins, ―The Social Construction of Black Feminist Thought,‖ (Hand Out). The Womanist Reader, abstract at http://www.allacademic.com/meta/p_mla_apa_research_citation/2/0/8/2/5/p208259_index.html Hochberg, Amy Rebecca. ―Uncovering oppression within the anti-rape movement : the role of race in the reporting experiences of adult Black female rape survivor.‖ iv, 94 p. Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007. Includes bibliographical references. At http://dspace.nitle.org/handle/10090/982. ―This study sought to explore how the oppressions of race and gender intersect within the experiences of Black female survivors in the anti-rape movement, specifically in the experience of reporting rape. The experiences of twelve helping professionals, who work with Black female survivors, were collected to determine the prevalence of discrimination within the anti-rape movement and to examine how anti-oppression training could improve services for survivors of sexual violence.‖ Crass, Chris. ―Looking to the Light of Freedom: Lessons from the Civil Rights Movement and Thoughts on Anarchist Organizing.‖ Colours of Resistance, at http://colours.mahost.org/articles/crass8.html.
Crass, Chris. ―Going To Places That Scare Me: Personal Reflections On Challenging Male Supremacy.‖ Colours of Resistance, at http://colours.mahost.org/articles/crass15.html. Shenker, Jill. ―Untying the Knots: Marriage Equality and the Struggle for Civil Rights, for Just for Us, a publication of COLAGE (Children of Lesbians and Gays Everywhere), at http://colours.mahost.org/articles/shenker.html. First and Second Wave Feminism, (a synopsis with interesting details) ―Living the Legacy: The Women's Rights Movement,‖ 1848 – 1998, at http://www.legacy98.org/move-hist.html#Second Wave. What Does ‗Waves of Feminism‘ Mean? At http://www.georgetowncollege.edu/Departments/ws/1st,_2nd,_3rd_wave.htm. Naomi Rockler-Gladen, ―Third Wave Feminism: Personal Empowerment Dominates This Feminist Philosophy.‖ Interesting critique of this ‗wave.‘ At http://feminism.suite101.com/article.cfm/third_wave_feminism. Militarism & Militarization: Zerai, Assata. ―A Black Feminist Analysis of Responses to War, Racism, and Repression.‖ Abstract at http://crs.sagepub.com/cgi/content/abstract/32/2-3/501 Cock, Jacklyn. ―Feminism and Militarism: Some Questions Raised by the Gulf War.‖ At http://www.iss.co.za/pubs/ASR/SADR6/Cock.html Cohn, Carol and Sara Ruddick, ―A Feminist Ethical Perspective On Weapons of Mass Destruction,‖ at http://www.genderandsecurity.umb.edu/cohnruddick.pdf Ginoza, Ayano. ―The American Village as a Space of Militourism and Tourism: U.S. Militarism, Gender Hierarchy, Class and Race in Okinawa.‖ Abstract at: http://www.allacademic.com/meta/p_mla_apa_research_citation/0/4/0/7/1/p40718_index.html Hernandez Castillo, Aída. ―Zapatismo and the Emergence of Indigenous Feminism.‖ At http://www.fiu.edu/~hudsonv/HernandezCastillo.pdf Violence Against Women: Human Rights Watch, ‗U.S. Soaring Rates of Rape and Violence Against Women,‘ at http://www.hrw.org/en/news/2008/12/18/us-soaring-rates-rape-and-violence-against-women; and also see http://bjs.ojp.usdoj.gov/index.cfm?ty=gsearch Rita J. Andrews, ‗The Mist of Mysogyny©,‘ at http://www.engender.org.za/publications/misogyny.pdf Mariela Rosario, ―Sheriff Joe Arpaio Forces Woman to Give Birth While Shackled,‖ at http://www.latina.com/lifestyle/newspolitics/video-sheriff-joe-arpaio-forces-woman-give-birth-while-shackled; Elizabeth Mendez Berry , of Incite!: Women of Color Against Violence on gender violence. Interview with Elizabeth Mendez Berry, at http://www.youtube.com/watch?v=FPlLdMTSIGg. Statement on Youtube description: ―conversation with Elizabeth Mendez Berry, who wrote the well-known Vibe magazine feature "Love Hurts" about domestic violence within (and without) hip-hop:http://www.thefreeradical.ca/Love_Hur... UPDATE: Elizabeth wrote to clarify that she misspoke at the end when she said it's the leading cause for all women 15-45, and she sent over more info about where she got the statistics referenced in the video, see below. ----------------"Intimate partner violence is the leading cause of death for African-American women ages 15 to 45 and the seventh leading cause of premature death for U.S. women overall." SOURCE: National Institute of Justice (division of the Bureau of Justice),
http:// www.ncjrs.gov/pdffiles1/jr000250e.pdf MORE INFO:Intimate partner deaths have decreased most dramatically among black men. From 1976-1985, black men were more likely than black women to be a victim of domestic homicide; by 2005, black women were three times more likely than a black male to be murdered by their partners. SOURCE: Bureau of Justice http://www.ojp.usdoj.gov/bjs/homicide...Black women make up 8% of the U.S. population but in 2005 accounted for 42% of all female victims of intimate partner homicide. SOURCE: Bureau of Justice: http://www.ojp.usdoj.gov/bjs/homicide... The rate of death by intimate partner homicide for black women is about three times the rate of death by intimate partner homicide for white women. SOURCE, Bureau of Justice: http://www.ojp.usdoj.gov/bjs/homicide... ------------------The bigger picture around the Chris Brown and Rihanna story. Because for every Rihanna and Chris Brown there are millions of everyday people trapped in a cycle of violence that won't make the headlines. National Domestic Violence Hotline: http://www.ndvh.org/ Institute on Domestic Violence in the African American Community: http://idvaac.org/ National Latino Alliance for the Elimination of Domestic Violence: http://www.dvalianza.org/ Incite: Women of Color against Violence: http://www.incite-national.org/ Men Stopping Violence: http://www.menstoppingviolence.org/in...‖