Required Content & Format for Course Syllabus

Amanda L. Peacock
CCHE640 – Syllabus Assignment

Ormond Beach Community College

383 Pine Road Ormond Beach FL 32176

Mission Statement

To help students foster their personal and professional growth through theoretical and applicable
means in order to gain an understanding of the importance of intersectionality.

Syllabus-School of Humanities and Communications

Department of English

Course Number 280

Course Title Racism in First Wave Feminist Literature

Fall semester 2020

Date: August 26, 2020 to December 4, 2020

Credit Hours:3
Instructor: Amanda L. Peacock
Office Phone and Fax: 985.768.8489
Office address: 383 Pine Road Ormond Beach FL 32176
Office hours: by appointment
Email: peacock@ormond.edu

Class Meeting (Days and Time): Monday, Wednesday, Friday 10am-11:30 am

Class Meeting Location: Main campus building 300 classroom B

Course Description

This course explores racism in First Wave Feminist Literature. It compares and contrasts

literature from various women writers of the late 19th century and early 20th century, analyzing

through the lens of intersectional feminism.

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 Prerequisite and Co-Requisites

Prerequisites:

ENG 101 English Composition I

ENG 102 English Composition II
ENG 201 Introduction to Literature
Co-requisite (optional): WGST 101 Introduction to Women and Gender Studies

Instructional Method

(Face-to-face and online)

• Lecture / Discussion
• Student Led Discussion
• Reflection Journaling
• Essays

Basis/Rationale for this Course

Through feminist pedagogical theory and praxis, this course is grounded in intersectional
feminism and aims to broaden students understanding of the women’s movement. It is important
to look at the various perspectives and experiences of all women, and in this case, all women
writers, in order to truly progress in unifying and acknowledging differences inside and outside
the women’s movement that still exists today.

Course Objectives

At the completion of this course, students will be able to-

• Analyze the history of the women’s movement in the contexts of race, privilege, class, sex,
and gender.
• Analyze the writing and literature of white women and women of color throughout this
time period; and demonstrate the ability to compare and contrast their experiences.

 • Analyze authors non-fiction works, personal letters, autobiographies, etc. along side their
literary works.
• Recognize bias, xenophobic, and racist language that is not otherwise easily identified.
• Understand and identify subversive writing and its positive impact on the women’s
movement.
• Develop an understanding of the intersectionality of race, class, and gender.
• Foster a sensitivity for and inclusion of all women writers when surveying women’s
literature.
• Demonstrate how all women writers’ literary interpretations are shaped by their race,
politics, culture, and perspective.
• Apply a critical, historically accurate, and intersectional perspective to literature and
current issues.

Course Overview & Schedule

Each module will contain the following:

• 1 lecture per week

• 2 discussion classes per week

• 1 instructor led

• 1 student led

• assigned readings

• Submission of weekly reflection journals- due by 11:59 pm on the Sunday closing out the
previous week

Module 1

History of First Wave Feminism- Foundational establishment of the women’s rights

movement circa 1880-1940.

• White feminist’s views / experiences of work, home life, motherhood, politics, and the
establishment of the suffragist movement.

 • Comparison of Black women’s views / experiences of work, home life, motherhood,

politics, and exclusion from the suffragist movement.
Module 2

Diversified selections of women’s writing and literature 1880-1940.

• This review will include advertising, magazines, journals, and books.

• This review will examine women’s political speeches and proposed legislation.
• Identify racist propaganda, advertising, writing and viewpoints in the above listed
formats.
Module 3

Subversive women and men’s writing and literature

• Author’s exposition of social injustice, prejudice, sexism, and racism.

• Male writers that supported the advancement of women of color throughout the early
women’s movement.
• White feminists and/or women writers who supported their cause, joined in solidarity,
and fought for inclusion.
Module 4

Contemporary Feminists : Where are we now?

• Tying together the past and present.

• Students individual reading selections

Course Structure/Approach

This course will utilize an intersectional feminist framework which applies theories of
intersectionality of race, class, gender and other marginalized identities. We will be studying
through the lens of theoretical analysis as exemplified in bell hooks approach to teaching found
in her book Teaching to Transgress:Education as the Practice of Freedom. In this approach we
will examine various types of teaching styles and collectively determine what is best for the
entire class through open discussion.

Required Textbooks

The Portable Nineteenth-Century African American Women Writers (Penguine Publishing)

 White Women's Rights: The Racial Origins of Feminism in the United States Louise Michele
Newman
Beyond the Pale: White Women, Racism, and History Vron Ware
Playing in the Dark: Whiteness and the Literary Imagination Toni Morrison
Teaching to Transgress bell hooks
Required Literature
• Iola Leroy or Shadows Uplifted Francis E.W. Harper
• True Love: A Story of English Domestic Life Sarah E. Farro
• The Magazine Novels Pauline Hopkins
• Herland Charlotte Perkins Gilman
• With Her in Ourland Charlotte Perkins Gilman
• Passing Nella Larsen
• Orlando Virginia Woolf
• Student chosen novel- to be used in final essay in conjunction with course texts

Supplemental / suggested reading

• White Tears/ Brown Scars: How White Feminism Betrays Women of Color Ruby Hamad

• Beyond the Pale: White Women, Racism, and History Vron Ware

Web Resources

https://www.blackwomenradicals.com/database

nowhitesaviors.org

blackpast.org

bellhooksinstitute.com

https://www.tonimorrisonsociety.org

Optional Resources Collectively, in the first week of class, we will determine optional resources
based on student suggested books, articles, videos, etc. This list will continue to develop through
the semester as students continue to find pertinent and meaningful information surrounding
feminist literature and/or analysis that they have read, found, and/or they wish to share.

 Attendance/Class Participation Requirements

Students are required to attend all classes.

If an excused absence is needed, please speak to the instructor and a plan will be determined
in the best interest of the student.

Students are required to participate in class discussions, small group analysis, and help
determine the collective resources chosen by the class as a whole.

If a student needs special accommodations that can help them to

Course Management and Classroom Behavior

The classroom will be a place for respectful dialogue and inclusive practice. There will be no
tolerance for students that are unable to respect their fellow students- i.e. racism, sexism,
misogyny, or gender discrimination. Meals are not allowed in the classroom (snacks are
permitted). Beverages are acceptable, but should be contained appropriately. Please silence all
cell phones and refrain from texting during class. If needed, student are encouraged to take /
make a phone call outside of the classroom.

Evaluation Methods

Letter grades will be assigned on an A-F scale: A 92-100, B 83-91, C 75-82 , D 67-74, F 66 and
below

• In class discussion participation 10%

• Student led topic discussion 20%

• Reflection journals 20%

• Short analysis paper (2) 20%

• Final critical essay 30%

There will be no extra credit in this course. Late work will be accepted up to 2 days after the
official due date. Students must be present during student led topic discussions. If you encounter
an emergency, please reach out as soon as possible and we will both figure out what is in your
best interest to complete the work. There are no exams in this course.

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 What To Expect From Your Instructor:

Students can reach me via email. If a meeting is needed, please let me know and we will make
arrangements to meet in person, video chat, phone, or whatever best suites your needs and the
instructors availability.

You can expect that I will remain accountable and transparent about myself and the content of
this course. You can expect that I will respect and be mindful of sensitive topics to be discussed
in the classroom. If a student is finding themselves triggered or anticipates that they may be
triggered by upcoming lesson content, you can expect that accommodations for the student will
be devised by the student and their unique needs- e.g. a plan for the student to study the content
in a different fashion.

Policy Statements of Ormond Beach Community College

Student Code of Conduct

*Please see Student Handbook

Students with Disabilities

Under the protection of the ADA, students who need accommodations will get any and all of the
supports they need from the instructor, the class, disabilities office, or any other appropriate
resource that enables a safe and effective learning experience.

Plagiarism

Plagiarism is not tolerated. This course utilizes the schools online platform for submissions of
papers and journals. When submitted, software will assess for plagiarism. Self-plagiarsim is also
not acceptable. However, if a student is finding this class overlaps another class they are taking,
please see the instructor on how to properly use research across 2 courses and/or how they can
bring the content together for a cohesive learning experience.

Weather Related Class Cancellation

If there is a hurricane warning and/or evacuations, student safety comes first and arrangements
will be made to account for this disruption of classes.

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