GSFS 304 Postcolonial Feminist Theories-Fall 2020

Institute for Gender, Sexuality, and Feminist Studies

McGill University
Instructor: Dr. Pascale N. Graham
Course Logistics
Office Hours: Wednesdays 9:30-11:30 AM, by appointment
Email the instructor to set up a time to speak via phone or Zoom

Email: pascale.graham@mcgill.ca
Introduction to the Course

The syllabus provides details about the assignments for successful completion of this course.
Throughout the term students will be receiving additional information, as appropriate, through
McGill’s online learning management system, myCourses. Please take the time to thoroughly
read the syllabus and consult it first for any questions about the course. Unlike a conventional
classroom setting, students will be expected to participate in online, largely asynchronous,
discussions and activities. This means that instead of a set class schedule from 2:35pm- 5:25pm
ET every Friday, students will access content via myCourses based on their own schedule and
adhere to the deadlines provided by the instructor. Therefore, it is critical that student remain
disciplined, self-motivated, and independent learners! Keep in mind that the amount of time one
spends on the course depends on individual learning styles and that students may find themselves
spending more or less time from week to week, depending on their level of engagement and
mastery of course materials. If students are not familiar with online learning, please consult
McGill’s Teaching and Learning Services website for success strategies for making the most
productive use of the course: https://www.mcgill.ca/tls/students/remote-learning-resources.

Lecture modules, links to outside content, readings, discussion forums, and other content
produced and curated by the instructor are designed to help students integrate critical thinking
and analysis, with the ultimate goal of expanding their knowledge base that can be applied
beyond this course. Everything covered in this course is intended to develop students’ ability to
critically examine texts, media, and other artifacts to help comprehend the world around us.
Discussion forums on myCourses are of critical importance for developing critical ways of
processing information and articulating them to peers. It is the instructor’s goal for students to be
able to project themselves in the online classroom environment both socially and effectively,
building a community of inquiry through our discussion boards and peer networks. It is the role
of the instructor to create an online learning environment, facilitate the learning process, catalyze
discussions, and evaluate students (Conceição-Runlee, 2001).

Methods of Evaluation
1) Weekly Discussion Board (11) 20%
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2) Group Presentation/Podcast (1) 15%

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3) Peer Review (1) 5%

4) Paper (1) 25%
5) Final Exam (1) 35%

1) Discussion Board Posts (Completion Grade): 20%

All students are expected to actively participate in class discussions. This entails completing all
required reading assignments and posting to the class discussion board on-time to engage with
peers. The objective of this course is to encourage critical reading of texts, not simply passive
consumption, in order to foster a constructive dialogue with others. In order to accomplish this
goal, students are expected to post a minimum of one detailed question based on the week’s
readings that will be used as the basis of course discussions and reply to a minimum of one
question posed by your peers. Each question must be thoughtful, in depth, with the intention of
probing the content in the assigned reading and pushing discussions. One question is due for the
corresponding week by Wednesday, 12 PM ET, and be a minimum of 250 words each. The
response to a peer must be completed by Friday 12 PM ET, and be of at least 250 words.

In order to receive credit for this assignment, both the questions and responses must be submitted
to myCourses discussion board for the corresponding week. No late submissions will be
accepted. This is a completion grade, meaning that if students fulfill all the requirements for the
assignment (one 250 word question by Wednesday, 12 PM ET and a 250 word response by
Friday, 12 PM of the corresponding week that are based on a critical understanding of the week’s
content), they will receive full credit for the assignment.

The role of the instructor will be to facilitate discussions by providing probing questions,
keeping discussions on track, and ensure proper online etiquette standards. Generally speaking,
the instructor will not respond to individual posts as the discussion forum is for peers to share
their thoughts and ideas with one another. The instructor may summarize or reflect on the
discussions in the course announcements and will provide individual grades. Please look at the
discussion question section in the Content folder for guidelines and suggestions.

2) Group Presentation/Podcast (Assessment Grade): 15%

Each student is expected to give a 10-15 minute polished group presentation consisting of
approximately 3-5 students on a topic in relation to that week’s theme, in consultation with the
instructor. The presentation should not be a summary of readings but a critical engagement with
the material based on the chosen subject, in a video or podcast audio format. The presentation
must be provided to the instructor by 12noon on Friday of the assigned presentation week via
myCourses (please do not email them to the instructor). The instructor will include the
presentation as part of the course content for the following week. Allocation of the presentation
dates will be provided the week of September 14th and will begin the following week on
September 21th. The students are required to write a one-two paragraph peer evaluation and
submit it via myCourses no later than the week of their presentation that will be worth 2% of the
overall 15% grade.
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Some helpful resources for planning group work can be found at

 • https://libguides.usc.edu/writingguide/groupprojects
• https://writing.colostate.edu/guides/guide.cfm?guideid=42%20%20%20
• https://writingcenter.unc.edu/tips-and-tools/group-writing/
• http://chris.golde.org/filecabinet/writegroups.html

3) Peer Reviews (Completion Grade): 5%

Using the peer review software PeerGrade found on myCourses, students will be required to
provide anonymous, constructive feedback on two peers’ papers. Only those who submit their
written work on-time to PeerGrade will be able to receive an evaluation and participate in the
evaluation process. Therefore, in order to receive the 5% credit, you must submit your paper
draft by 5pm ET, Friday, October 23, 2020. To receive credit for this assignment, two peer
reviews are due the following week by 5pm ET, Friday, Friday, October 30, 2020. No late
submissions will be accepted.

4) Paper (Assessment Grade): 25%

Students have two choices for their paper topic: (I) Write a literature review based on the course
materials that highlights the important debates and how each author engages with the topics; or
(II) write a paper engaging in one’s genealogy of colonialism. The paper should be five-seven
double-spaced pages in length, not including the bibliography. The paper must be submitted to
the Assignments folder on myCourses on Friday, November 6, 2020 by 5pm ET in order to
receive written feedback. Those received after that deadline but by 5 pm ET Friday, November
13, 2020 will not be marked late but will not receive any written feedback. Submissions after
November 13, 2020 will not be accepted without prior approval from the instructor. For those
wanting to receive peer feedback on their papers prior to their final submission, a draft must be
submitted to PeerGrade by 5pm ET, Friday, October 23, 2020.
5) Final Exam (Assessment Grade): 35%
The final evaluation will be a take-home, open book/note exam that relies on the cumulative
application of key themes highlighted in the course, requiring students to use a critical lens to
compare and contrast concepts learned throughout the semester. Three questions will be
provided to the students on December 7, 2020 and the students must answer one of the questions
in 5-7 double-spaced pages.
The deadline for the exam submission has not been determined yet but will fall during the final
exam schedule between December 8-22, 2020; the exam must be submitted online via
myCourses by the established deadline. Please do not email them to the instructor as that will
not be counted as “submitted.” Late submissions will not be accepted unless prior arrangements
were made with the instructor.
Note Regarding Email Correspondence
Students are encouraged to use the discussion board for questions not already answered in the
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syllabus, for brief points of clarification, and other questions related to course content. Students
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are able to reply to each other’s posts if they have the answer to the posted question(s).
Email is used for setting up appointments or relaying information that is of a personal nature or
specific to the student. Note that the instructor has a policy of replying to emails within a 48-
hour window, excluding weekends and holidays.
Technological Support
Being an online course means that technology is central to participation. This course will make
extensive use of myCourses, McGill’s library, and, to a lesser extent, Zoom. Students will also
be using platforms like Kanopy, Films on Demand, and the National Film Board, which are
accessible through McGill’s digital library. Students are expected to familiarize themselves with
these technologies in order to fully participate in the class. Questions regarding technical support
should be directed to McGill’s IT Services.
Get Support!
Please contact the Office for Students with Disabilities if you are in need of any accommodations
(https://www.mcgill.ca/osd/) and notify the instructor as soon as possible so they can
appropriately support you throughout the course. In addition, being a student can be a stressful
and (sometimes) lonely experience. Please contact McGill’s Student Wellness Hub for services
available to students at https://www.mcgill.ca/wellness-hub/.
Language

In accordance with McGill University’s Charter of Students’ Rights, students in this course have
the right to submit in English or in French any written work that is to be graded.

Conformément à la Charte des droits de l’étudiant de l’Université McGill, chaque étudiant a le

droit de soumettre en français ou en anglais tout travail écrit devant être noté (sauf dans le cas
des cours dont l’un des objets est la maîtrise d’une langue).

Academic Integrity
McGill University values academic integrity. Therefore, all students must understand the
meaning and of cheating, plagiarism and other academic offences under the Code of Student
Conduct and Procedures (see www.mcgill.ca/students/srr/honest/ for more information).

Late Submissions
All assignments must be completed on-time unless advance approval was given by the instructor
or a medical note is provided. Only in exceptional situations will extensions be granted.
Format of Written Submissions
All assignments, unless otherwise noted, must be turned in their corresponding submissions
folder on myCourses. Please do not email them to the instructor as that will not be counted as
“submitted.” Proper citation of course materials is expected using Chicago Manual of Style,
Author-Date system (https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-
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2.html). Please consult this guide for all your citation questions. In addition, standard 12 Times
New Roman Font with 1” margins must be used.
Course Readings
All readings unless otherwise notified are available on myCourses.

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Course Readings and Calendar
Week One (September 2-4): Class Introduction
McClintock, Anne. “Postcolonialism and the Angel of Progress.” In Imperial Leather: Race,
Gender, and Sexuality in the Colonial Contest, 1-17. New York: Routledge, 1995.
Oyewumi, Oyeonke. “Colonizing Bodies and Minds: Gender and Colonialism.” In
Postcolonialisms: An Anthology of Cultural Theory and Criticism, edited by Gaurau Desai and
Supriya Nair, 339-61. New Brunswick: Rutgers University Press, 2005.
Week Two (September 7-11): Postcolonial Theory
Fanon, Franz. “The Negro and Language.” In Black Skin, White Masks, 8-27. London: Pluto
Press, 2008.
Said, Edward W. “Introduction.” In Orientalism, 1-28. New York: Vintage Books, 1979.
Week Three (September 14-18): Foundations of Postcolonial Feminist Theory
Lorde, Audre. “The Master’s Tools Will Never Dismantle the Master’s House.” In Sister
Outsider: Essays and Speeches, 110-14. Berkeley, CA: Crossing Press: 2007.
Mohanty, Chandra Talpade. “Under Western Eyes: Feminist Scholarship and Colonial
Discourses.” In Feminism without Borders: Decolonizing Theory, Practicing Solidarity, 17-42.
Durham: Duke University Press, 2003.
Spivak, Gayatri Chakravorty. “Can the Subaltern Speak”[excerpt]. In Can the Subaltern Speak?
Reflections on the History of an Idea, edited by Rosalind C. Morris, 266-91. New York:
Columbia University Press, 2010.
Week Four (September 21-25): Feminisms and Location
hooks, bell. “Global Feminism.” In Feminism Is for Everybody: Passionate Politics, Second
Edition, 33-4. New York: Routledge, 2014.
Lugones, Maria and Elizabeth Spelman. “Have We Got a Theory for You! Feminist Theory,
Cultural Imperialism, and the Demand for “The Woman’s Voice.”” In Feminist Philosophies,
edited by Janet A. Kouany, James P. Sterba, and Rosemarie Tong, 378-90. Eaglewood Cliffs:
Prentice Hall, 1992.
Minh-Ha, Trinh T. “Difference: “A Special Third World Women Issue”.” In Woman, Native,
Other, 79-116. Bloomington: Indiana University Press, 2009.
Week Five (September 28-October 2): “Sisterhood is Global”?
Acevedo, Luz del Alba. “Speaking Among Friends: Whose Empowerment, Whose Resistance?”
In Telling to Live: Latina Feminist Testimonios, 250-62. Durham, Duke University Press, 2001.
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hooks, bell. “Sisterhood: Political Solidarity between Women.” In Dangerous Liaisons: Gender,
Nation, and Postcolonial Perspectives, edited by Anne McClintock, Aamir Mufti, and Ella
Shohat, 396-411. Minneapolis: University of Minnesota Press, 1997.
McKenzie, Mia. “The Myth of Shared Womanhood and How it Perpetuates Inequality.” In
Gender and Women’s Studies: Critical Terrain, Second Edition, 62-4. Toronto: Women’s Press,
2018.
Week Six (October 5-9): Counter-hegemonic Feminism in the North American Context
Guerrero, Marie Anna Jaimes. “Civil Rights versus Sovereignty: Native American Women in
Life and Land Struggles.” In Feminist Genealogies, Colonial Legacies, Democratic Futures,
edited by M. Jacqui Alexander and Chandra Talade Mohanty, 101-21. New York: Routledge,
1997.
Sandoval, Chela. “US Third World Feminism: The Theory and Method of Oppositional
Consciousness in the Postmodern World.” In Feminist Postcolonial Theory, A Reader, edited by
Reina Lewis and Sara Mills, 75-99. Edinburgh: Edinburgh University Press, 2003.
Week Seven (October 12-16): Reading/Writing Difference
Smith, Linda Tuhiwai. “Imperialism, History, Writing, and Theory.” In Postcolonialisms: An
Anthology of Cultural Theory and Criticism, edited by Gaurau Desai and Supriya Nair, 94-115.
New Brunswick: Rutgers University Press, 2005.
Spivak, Gayatri Chakravorty. “Teaching for the Times.” In Dangerous Liaisons: Gender, Nation,
and Postcolonial Perspectives, edited by Anne McClintock, Aamir Mufti, and Ella Shohat, 468-
90. Minneapolis: University of Minnesota Press, 1997.
Week Eight (October 19-23):In/Out-sider
DRAFT PAPERS DUE BY 5 PM ET FRIDAY, OCTOBER 23, 2020 TO PEERGRADE
Ang, Ien. “I’m a Feminist but…“Other” Women and Postnational Feminism.” In Feminist
Postcolonial Theory, A Reader, edited by Reina Lewis and Sara Mills, 190-206. Edinburgh:
Edinburgh University Press, 2003.
Narayan, Uma. “Undoing the ‘Package Picture’ of Cultures.” Signs 25, no. 4 (2000): 1083-6.
Sequoya, Jana. “How (!) Is an Indian? A Contest of Stories.” In Postcolonialisms: An Anthology
of Cultural Theory and Criticism, edited by Gaurau Desai and Supriya Nair, 290-310. New
Brunswick: Rutgers University Press, 2005.
Week Nine (October 26-30): Globalization
TWO PEER REVIEWS DUE BY 5PM ET FRIDAY, OCTOBER 30, 2020
Chabram-Dernersesian, Angie. “Chicana! Rican? No, Chicana Riquena! Refashioning the
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Transnational Connection.” In Between Woman and Nation: Nationalisms, Transnational

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Feminisms, and the State, edited by Caren Kaplan, Norma Alarcón, and Minoo Moallem, 264-
95. Durham: Duke University Press, 1999.
King, Katie. “There Are No Lesbians Here.” In Queer Globalizations: Citizenship and the
Afterlife of Colonialism, edited by Arnaldo Cruz-Malave and Martin Manalansan, 33-45. New
York: NYU Press, 2002.
Week Ten (November 2-6): Tropes of the “Other”
PAPERS DUE BY 5PM ET FRIDAY, NOVEMBER 6, 2020 FOR THOSE RECEIVING
FEEDBACK FROM THE INSTRUCTOR.
Abu-Lughod, Lila. “Do Muslim Women (Still) Need Saving?” In Do Muslim Women Need
Saving, 27-53. Cambridge: Harvard University Press, 2013.
Goodley Dan and Leslie. “The Place of Disability.” In Disability in the Global South.
International Perspectives on Social Policy, Administration, and Practice, edited by Shaun
Grech and Karen Soldatic, 69-83. Cham: Springer, 2016.
Week Eleven (November 9-13): Queering Postcolonial Studies
PAPERS DUE BY 5PM ET FRIDAY, NOVEMBER 13, 2020 FOR THOSE NOT
RECEIVING FEEDBACK FROM THE INSTRUCTOR.
Finley, Chris. “Decolonizing the Queer Native Body (and Recovering the Native Bull-Dyke):
Bringing “Sexy Back” and Out of Native Studies’ Closet.” In Queer Indigenous Studies: Critical
Interventions in Theory, Politics, and Literature, edited by Qwo-Li Driskill, Chris Finley, Brian
Joseph Gilley, and Scott Lauria Mogensen, 31-42. Tucson: University of Arizona Press, 2011.
Hawley, John C. “Lavender Ain’t White: Emerging Queer Self-Expression in its Broader
Context.” In Postcolonial Whiteness: A Critical Reader on Race and Empire, edited by Alfred J.
López, 53-77. Albany: State University of New York Press, 2005.
Week Twelve (November 16-20): Capitalism and the Postcolonial Critique
Cheah, Pheng. “Biopower and the New International Division of Reproductive Labor.” In Can
the Subaltern Speak? Reflections on the History of an Idea, edited by Rosalind C. Morris, 179-
212. New York: Columbia University Press, 2010.
Mohanty, Chandra Talpade. “Women Workers and the Politics of Solidarity.” In Feminism
without Borders: Decolonizing Theory, Practicing Solidarity, 139-68. Durham: Duke University
Press, 2003.
Week Thirteen (November 23-27): Nation
Kaplan, Amy. “Manifest Domesticity.” In Postcolonialisms: An Anthology of Cultural Theory
and Criticism, edited by Gaurau Desai and Supriya Nair, 479-99. New Brunswick: Rutgers
University Press, 2005.
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McClintock, Anne. “No Longer a Future Heaven: Gender, Race, and Nationalism.” In Imperial
Leather: Race, Gender, and Sexuality in the Colonial Contest, 352-389. New York: Routledge,
1995.
December 8-22: Final Exam Period
The exact due date of the take-home final exam will be provided during the semester.
Copyright

“© Instructor-generated course materials (e.g., handouts, notes, summaries, exam questions, etc.)
are protected by law and may not be copied or distributed in any form or in any medium without
explicit permission of the instructor. Note that infringements of copyright can be subject to
follow up by the University under the Code of Student Conduct and Disciplinary Procedures.”

*In the event of extraordinary circumstances beyond the University’s control, the content and/or
evaluation scheme in this course is subject to change.

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