CPO 3713 / JST 3930

Women and Politics in the Modern Middle East

Spring 2021
Dr. Patricia Sohn, Ph.D.
Associate Professor
Political Science
333 Anderson
pjsohn@ufl.edu
Ofc. 352-273-2370

Course Description
Examines women and gender in the politics of the modern Middle East from the late 19th
century into the 2000s.
Spring 2021 themes center upon:
 Traditional social norms, early feminists, and the Egyptian Revolution of the 1920s
 Personal accounts of professional women from working class to high society to
politicians in Pakistan
 A feminist exploration of the place of women in Islam using some Islamic interpretive
methods, Fatima Mernissi, a Moroccan sociologist
 Veiling
 Women as subject and object of state policies
 Women and the politics of fertility / reproduction

HiFlex and Zoom Information

This is a HiFlex class, so some of you are registered for in-class teaching, and some of you for
online, Zoom. The first day of class will meet on Zoom for all at this link:
https://ufl.zoom.us/meeting/register/tJckceqvpj0sH9Bp7YsqoVa_BfJ_LwFx002G (Links to an
external site.)

Class Session Meetings

For those registered to attend by Zoom, or for those not cleared to be on campus, session links
are as follows. You must register in advance for each session. When you have registered for
Monday, Wednesday, and Friday sessions once, you do not have to register again; use the same
link all semester for each session. You must sign in using your Gatorlink authentication to be
allowed into the session.

 All Monday Sessions:

https://ufl.zoom.us/meeting/register/tJckceqvpj0sH9Bp7YsqoVa_BfJ_LwFx002G (Links
to an external site.)
 All Wednesday Sessions:
 https://ufl.zoom.us/meeting/register/tJEudeCppjsjEtHfw5kWMsWZBSdctw8-
aiwo (Links to an external site.)
 All Friday Sessions:
https://ufl.zoom.us/meeting/register/tJcuduqrrD4qGNIlooyhoeEfvJPJ_VkA_I9Z (Links
to an external site.)

Zoom Session Etiquette

Please have your video image open if at all possible. Please do not be lying down. It is good to
find a space with a backdrop for your video image that makes a nice public presentation. If you
have some serious issue that mitigates against having your video image open, please contact me
individually. Please keep your mic/voice on mute unless you are speaking. For more, see "Other
Links" below.

In-Classroom Session Etiquette

Please wear a mask at all times. Please practice social distancing at all times. Wash hands and
do not touch your face when possible. If you have symptoms, please be screened to see if testing
is appropriate. If you are not cleared to be on campus, please attend class via Zoom.

Office Hours
Mondays and Wednesdays 3:00 - 4:30 p.m. in office (333 Anderson Hall) and via Zoom. On the
first day of class, office hours will be held only via Zoom.

All Monday office hours:

https://ufl.zoom.us/meeting/register/tJYkdO-hqzMoGtchdBmMJmqff_6rR0oXd1YT (Links to
an external site.)

All Wednesday office hours:

https://ufl.zoom.us/meeting/register/tJUufuiurDkiHdWD6Yx0USOHcQEZwMZCOZLd

Texts
Your required readings are on textbook adoptions; you can find our e-reserves chapters/articles
at this link: https://ares.uflib.ufl.edu/ares/ares.dll?Action=10&Form=60&Value=21770 (Links
to an external site.). And, your required texts are listed below:
 Harem Years: The Memoirs of an Egyptian Feminist, 1879-1924, by Huda Shaarawi
(Marot Badran, editor and translator), Feminist Press at CUNY, 1987.
 No Shame for the Sun: Lives of Professional Pakistani Women by Shahla Haeri, Syracuse
Univ. Press, 2002 (available as an ebook @ Smather's Library).
 The Veil and the Male Elite: A Feminist Interpretation of Women’s Rights in Islam by
Fatima Mernissi, Persius Press, 1991.
 Reader on e-reserves (Links to an external site.) at library. Includes individual chapters
or journal articles from Arlene MacLeod, Diane Singerman, Elizabeth Fernea, Isobel
Coleman, Khaled Fahmy, Marcia Inhorn, Nilufer Gole, Saba Mahmood, Rhoda
Kanaaneh, Sarab Abu-Rabia-Queder, Suad Joseph, and Susan Martha Kahn.
Assignments
 10% Participation (A) 33.3% - Active and appropriate participation in ad hoc group
activities and individual discussions of readings in the class session. (B) 33.3% - Each student
will give one 5-7 minute reading report 1 day in class. These reports will be scheduled by the end
of Week 2. Students will be graded upon content; verbal communication (including language);
and analysis. (C) 33.4% - Each student will be assigned to a study group of 5-6 people. Each
study group will be assigned to one reading for a presentation in class. The study group will
provide an outline for that reading on PowerPoint or similar modality, and each member will
speak for 1-2 minutes in a presentation organized by the group. Study group presentations will be
assigned by early in Week 3. They may be done live on Zoom, or they may be pre-recorded if
you prefer. Students will be graded upon content; verbal communication (including language);
and analysis.
 NOTE: Attendance. More than 3 absences will result in .05 points off your final grade on a 100-
point scale per absence over 3.
 30% Journal (2) 1.5 – 2 pages. This is your opportunity to engage with the course
readings on a personal level. Include only information that would be appropriate for the
professor to read. Students are encouraged to keep a wider journal of your experience of the
course for your own posterity. Please use footnotes and give a reference list, all formatted
according to the Chicago Manual of Style and the professor’s style guide, both of which are
available in Announcements. Paragraphs must be 5 – 7 sentences each (strict limit, no more than
7 sentences, and no fewer than 5 sentences). Sentences with semi-colons are allowed; please be
sparing with them. Students may turn in one journal or abstract per class session; you may
choose the session and reading about which you will write. Write for the reading assigned for the
day you turn in the journal or abstract.
 30% Abstracts (2) 1 page. Explain the central argument/contention (or take-home
message) of the assigned drawing upon three (3) major pieces of evidence used in the reading to
support that argument/contention. In this assignment, you are working on developing analytical
distance and analytical neutrality or clarity. In some ways, it is the opposite of personal
engagement. Please use footnotes and give a reference list, all formatted according to the Chicago
Manual of Style combined with the professor’s style guide, both of which are available in
Announcements. Paragraphs must be 5 – 7 sentences each (strict limit, no more than 7 sentences,
and no fewer than 5 sentences). Sentences with semi-colons are allowed; please be sparing with
them. Students may turn in one journal or abstract per class session; you may choose the session
and reading about which you will write. Write for the reading assigned for the day you turn in the
journal or abstract.
 30% Final Essay 6 pages. Each student will write one 6-page essay. The student can
choose between responding to an essay topic that will be provided; or choosing a major research
text of interest to him or her and writing a 6-page analytical essay on that text (e.g., modeled on
the abstract assignment but extended to six pages). If the latter is chosen, students should relate
the text, analytically, to the arguments provided in at least 8 other course readings. To write a
review of a major research text, you must have professor approval by the end of Week 4. For
either option, use Chicago Manual of Style combined with the professor’s style guide, both of
which are available in Announcements on Canvas. The final essay will be due on Canvas on the
day and time of the scheduled Final Exam for this course. There is no final exam for this
course. For the prompt option, you will be asked to distinguish between analytical
distance and personal engagement with the materials, and to demonstrate both. When in
doubt, analytical distance should come first. You may draw in some part upon your abstracts and
journals, as appropriate to answering the essay prompt, or to linking the chosen text to our course
readings. Essays responding to the essay prompt are limited to the readings from class. Essays
 choosing a major research text are also limited to course readings with the exception of that
selected and approved research text. Please use footnotes and give a reference list, all formatted
according to the Chicago Manual of Style and the professor’s style guide, both of which are
available in Announcements. Paragraphs must be 5 – 7 sentences each (strict limit, no more than
7 sentences, and no fewer than 5 sentences). Sentences with semi-colons are allowed; please be
sparing with them.

Written Assignments Grading Rubric

Explanation of Grading of Written Assignments
Your grades for your written assignments are made up primarily of three components: research,
writing, and ideas. The three are weighted in that order.
You can go a long way with meticulous RESEARCH into our readings, perfectly formed
footnotes, and perfectly formed reference lists. No outside sources for abstracts or final essay,
and minimal outside sources are allowed for journal entries (more details in class). I provide a
style guide to help with footnotes, reference list, and some basic comma issues. But that will not
take you to an A or A+.

Your WRITING should be well organized, coherent, grammatically correct, and follow a certain
political science model. The political science model entails writing in a way that is to the point,
direct, succinct, active voice, avoids passive voice wherever possible, avoids generalizations, and
stays very grounded in the readings (and their details, where appropriate). You will learn and
develop writing skills in this model as we move through the semester. You are not expected to
know it in advance.

IDEAS means that, once you have effectively and accurately explained the main argument or
take-home message of our reading(s) using the political science model just mentioned, you can
then move to the third step, which is to develop your own analytical ideas about what really
matters in the readings. That is, what should the reader of your abstract/journal/essay take home
as the central point from your essay about the readings? (Journals include personal engagement;
more details in class.)

When you have effectively achieved strong skills in all three areas, research, writing, and ideas,
you can expect an A+ grade on written assignments in this class.

I do not grade on a curve. If you put the time and effort in and learn these skills, you can get a
good grade in this class.

Note: If you have writing issues that you know about with regard to grammar, syntax, style,
English language, etc., I recommend going to the Writing Lab (address at end of syllabus) with
your first few written assignments to get comments from the lab before turning them in to
me. You are also welcomed to bring them to office hours for feedback.
Student Learning Outcomes
1. Identify the "harem" in traditional Egyptian society. Explain its role and position in society,
social status, economic status, etc.
2. Identify and explain key women who were involved in the Egyptian Revolution against the
British; what were their roles and how did they contribute to the revolution.
3. Identify and explain key themes through which we can see women emancipated vs.
constrained through traditional gender roles in Pakistan.
4. Identify and explain key themes through which we can see women emancipated vs.
constrained through modernizing gender roles in Pakistan, according to our interviewees.
5. Identify several key issues in which we see women emancipated in the early Muslim
community by comparison with other societies of the time. Explain how Islamic theologies or
principles contributed to this emancipation in practice, according to Mernissi.
6. Explain Mernissi's argument regarding the use of traditional Islamic interpretive methods to
discover an authentic Islamic feminism in practices, particularly those of the early Muslim
community. (Of the arguments that Mernissi made regarding women in the Middle East, this
one was controversial in the region; however, she lived to the end of her life in peace in the
region.)
7. Identify and explain the arguments of key scholars regarding fertility, reproduction, women as
subject and object of the state, veiling, social change, and informal processes and
interactions. Develop your own positions regarding the theoretical approaches offered by these
scholars.
8. Develop skills in analytical distance, personal engagement, and distinguishing the two as you
are speaking and writing in verbal discussion and in written assignments.
Reading Schedule
Week I.
Introductions

Week II. Harem Years: The Memoirs of an Egyptian Feminist, 1879-1924, by Huda Shaarawi
(Marot Badran, editor and translator)
Monday Part I
Wednesday Page 33-52
Friday Presentations and Discussion

Week III. Harem Years

Monday Page 52-70
Wednesday Page 70-90
Friday Presentations and Discussion

Week IV. Harem Years

Monday Page 90-112
Wednesday Epilogue
Friday Presentations and Discussion

Week V. No Shame for the Sun: Lives of Professional Pakistani Women by Shahla Haeri
Monday and Wednesday, "Identity: Contested Visions of Womanhood and Society"
Friday Presentations and Discussion

Week VI. No Shame for the Sun

Monday and Wednesday, "Violence: Woman's Body, Nation's Honor"
Friday Presentations and Discussion

Week VII. No Shame for the Sun

Monday and Wednesday, "Religion: Reinterpreting the Text, Reinventing the Self"
Friday Presentations and Discussion

Week VIII. The Veil and the Male Elite: A Feminist Interpretation of Women’s Rights in
Islam by Fatima Mernissi
Monday Chapter 2
Wednesday Chapter 3
Friday Discussion and Presentations

Week IX. The Veil and the Male Elite

Monday Chapter 4
Wednesday Chapter 5
Friday Discussion and Presentations

Week X. The Veil and the Male Elite

Monday Chapter 6
Wednesday Chapter 7
Friday Group Presentations and Class Roundtable

Week XI. The Politics of Fertility and Reproduction (e-reserves)

Monday Marcia Inhorn
Wednesday Rhoda Kananneh
Friday Susan Martha Kahn

Week XII. Women, Politics, State (e-reserves)

Monday Suad Joseph
Wednesday Nabila Espanioly
Friday Khaled Fahmy

Week XIII. Veiling (e-reserves)

Monday Nilufer Gole
Wednesday Fernea and Fernea
Friday Arlene MacLeod

Week XIV Social Change and Informal Processes (e-reserves)

Monday Singerman chapter 4
Wednesday Jenny White
Friday Sarab Abu-Rabia Queder

Week XV.
Conclusions
USEFUL UNIVERSITY AND COURSE RELATED LINKS AND CONTACT INFORMATION

Wellness
Information from Academic Advising:

WELLNESS

These are stressful times. If you feel the need for support, please consider these resources.

 The group counseling and workshops offered through the Counseling and Wellness
Center. They are quite good, and you can learn more by starting
here: https://counseling.ufl.edu/ (Links to an external site.)
 UF Gatorwell virtual services include wellness coaching, goal setting workshops, sleep
consultations, and more. The full range of virtual offerings are described
here: https://gatorwell.ufsa.ufl.edu/

Additional UF Policies, Links, and Course Information

UF and Course Policies

 Requirements for class attendance and make-up exams, assignments, and other work in
this course are consistent with university policies. Click here to read the university
attendance policies (Links to an external site.).
 Students with disabilities who experience learning barriers and would like to request
academic accommodations should connect with the disability Resource Center. Click
here to get started with the Disability Resource Center (Links to an external site.). It is
important for students to share their accommodation letter with their instructor and
discuss their access needs, as early as possible in the semester.
 Current UF grading policies for assigning grade points. See: link to the university grades
and grading policies (Links to an external site.).
 Students are expected to provide professional and respectful feedback on the quality of
instruction in this course by completing course evaluations online via GatorEvals. Click
here for guidance on how to give feedback in a professional and respectful manner (Links
to an external site.). Students will be notified when the evaluation period opens, and can
complete evaluations through the email they receive from GatorEvals, in their Canvas
course menu under GatorEvals, or via ufl.bluera.com/ufl/. (Links to an external
site.)Summaries of course evaluation results are available to students here (Links to an
external site.).
  Materials and Supplies Fees: Books and e-reserves. E-Reserves should not cost money;
if you are asked to pay for an article on e-reserves, please contact the professor
immediately. One film is also listed in “Texts” and in the reading schedule; it is optional.
 Course materials will be provided to you with an excused absence, and you will be given
a reasonable amount of time to make up work. Find more information in the university
attendance policies (Links to an external site.).
 Our class sessions may be audio visually recorded for students in the class to refer back
and for enrolled students who are unable to attend live. Students who participate with
their camera engaged or utilize a profile image are agreeing to have their video or image
recorded. If you are unwilling to consent to have your profile or video image recorded,
be sure to keep your camera off and do not use a profile image. Likewise, students who
un-mute during class and participate orally are agreeing to have their voices recorded. If
you are not willing to consent to have your voice recorded during class, you will need to
keep your mute button activated and communicate exclusively using the "chat" feature,
which allows students to type questions and comments live. The chat will not be recorded
or shared. As in all courses, unauthorized recording and unauthorized sharing of recorded
materials is prohibited.
 Please note recommendations for preferred methods for public and private
communication regarding the course: Please keep the audio on “mute” if you are not
speaking about something related to class. It is best to keep your audio on “mute” unless
you are speaking to the class. Please note that when you are not on “mute,” all sound
from your computer can be heard by everyone in the class and may be recorded, as noted
immediately above. Please use the “raise hand” feature on Zoom to ask to speak in class;
please be as respectful as possible to all students and faculty when speaking; please keep
comments related to the readings and course materials, or other course items. Your
participation and speaking in class are welcomed and encouraged. Just keep these
guidelines in mind.
 For technical computer or Canvas issues, please visit the helpdesk website (Links to an
external site.) or call (Links to an external site.)352-392-4357.
 Please do not be late to class. Please keep cell phones on mute during class.
 UF students are bound by The Honor Pledge which states, “We, the members of the
University of Florida community, pledge to hold ourselves and our peers to the highest
standards of honor and integrity by abiding by the Honor Code. On all work submitted
for credit by students at the University of Florida, the following pledge is either required
or implied: “On my honor, I have neither given nor received unauthorized aid in doing
this assignment.” The Honor Code specifies a number of behaviors that are in violation of
this code and the possible sanctions. Click here to read the Honor Code (Links to an
external site.). Furthermore, you are obligated to report any condition that facilitates
academic misconduct to appropriate personnel. If you have any questions or concerns,
please consult with the instructor or TAs in this class.
 Office hours will be in person, via phone, or via Zoom. If you come to office hours in
person, remember:

o You are required to wear approved face coverings at all times during class and within
buildings. Following and enforcing these policies and requirements are all of our responsibility.
Failure to do so will lead to a report to the Office of Student Conduct and Conflict
Resolution. Follow your instructor’s guidance on how to enter and exit the office for office
hours.

o Cleansing materials will be available to wipe chair if you would you like. Please remain six
feet apart at all times.

o Chairs are set 6 feet from the faculty member. Practice physical distancing to the extent
possible when entering and exiting the office.

o If you are experiencing COVID-19 symptoms (Click here for guidance from the CDC on
symptoms of coronavirus (Links to an external site.)), please use the UF Health screening system
and follow the instructions on whether you are able to attend class. Click here for UF Health
guidance on what to do if you have been exposed to or are experiencing Covid-19
symptoms (Links to an external site.).

CAMPUS RESOURCES

Health and Wellness

 U Matter, We Care: If you or someone you know is in distress, please

contact umatter@ufl.edu, 352-392-1575, or visit U Matter, We Care website (Links to an
external site.) to refer or report a concern and a team member will reach out to the student
in distress.
 Counseling and Wellness Center: Visit the Counseling and Wellness Center
website (Links to an external site.) or call 352-392-1575 for information on crisis services
as well as non-crisis services.
 Student Health Care Center: Call 352-392-1161 for 24/7 information to help you find the
care you need, or visit the Student Health Care Center website (Links to an external site.).
 University Police Department: Visit UF Police Department website (Links to an external
site.) or call 352-392-1111 (or 9-1-1 for emergencies).
 UF Health Shands Emergency Room / Trauma Center: For immediate medical care call
352-733-0111 or go to the emergency room at 1515 SW Archer Road, Gainesville, FL
32608; Visit the UF Health Emergency Room and Trauma Center website (Links to an
external site.).

Academic Resources

 E-learning technical support: Contact the UF Computing Help Desk (Links to an

external site.)at 352-392-4357 or via e-mail at helpdesk@ufl.edu.
  Career Connections Center (Links to an external site.): Reitz Union Suite 1300, 352-392-
1601. Career assistance and counseling services.
 Library Support (Links to an external site.): Various ways to receive assistance with
respect to using the libraries or finding resources.
 Teaching Center (Links to an external site.): Broward Hall, 352-392-2010 or to make an
appointment 352- 392-6420. General study skills and tutoring.
 Writing Studio (Links to an external site.): 2215 Turlington Hall, 352-846-1138. Help
brainstorming, formatting, and writing papers.
 Student Complaints On-Campus: Visit the Student Honor Code and Student Conduct
Code webpage for more information (Links to an external site.).
 On-Line Students Complaints: View the Distance Learning Student Complaint
Process (Links to an external site.).

UF Tech Help
The first place to call for any and all CANVAS or technical computing questions relating to
this course, including use of ARES e-reserves; call:

For all Technical assistance questions please contact the UF Computing Help Desk (Links to an
external site.)Links to an external site. - (352) 392-HELP (4357) | helpdesk@ufl.edu

 Online Apps (Links to an external site.)Links to an external site. – access to software

applications from any computing device from any location, at any time
 lynda.com (Links to an external site.)Links to an external site. – free online computer
software training
 Safe Computing Practices (Links to an external site.)Links to an external site. - keep your
computer and online information safe
 Student Software Licensing (Links to an external site.)Links to an external site. – free or
reduced rate software for all UF students
 Office365 (Student Cloud services) (Links to an external site.)Links to an external site. –
e-mail, calendars, instant messaging and web conferencing
o Migrating to Office365 (Links to an external site.)Links to an external site.
 UF Mobile App (Links to an external site.)Links to an external site.
 UF Virtual Private Network (VPN) (Links to an external site.)Links to an external site. –
secured internet connection required for some UF services

Netiquitte
General Information and Guidelines from E-Learning
It is important to recognize that the online classroom is in fact a classroom, and certain behaviors
are expected when you communicate with both your peers and your instructors. These guidelines
for online behavior and interaction are known as netiquette.

Security

Remember that your password is the only thing protecting you from pranks or more serious
harm.

 Don't share your password with anyone

 Change your password if you think someone else might know it
 Always logout when you are finished using the system

General Guidelines

When communicating online, you should always:

 Treat your instructor and fellow students with respect, even in email or in any other
online communication
 Always use your professors’ proper title: Dr. or Prof., or if you in doubt use Mr. or Ms.
 Unless specifically invited, don’t refer to your instructor by first name.
 In speaking in class or online:
o Use clear and concise language
o Remember that all college level communication should have correct spelling and
grammar
o Avoid slang terms such as “wassup?” and texting abbreviations such as “u”
instead of “you”
o Use standard fonts such as Times New Roman and use a size 12 or 14 pt. font
o Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS
YELLING
o Limit and possibly avoid the use of emoticons like :)
o Be cautious when using humor or sarcasm as tone is sometimes lost in an email or
discussion post and your message might be taken seriously or offensive
o Be careful with personal information (both yours and other’s)
o Do not send confidential patient information via e-mail

Email Netiquette

When you send an email to your instructor, teaching assistant, or classmates, you should:

 Use a descriptive subject line

 Be brief
 Avoid attachments unless you are sure your recipients can open them
 Avoid HTML in favor of plain text
 Sign your message with your name and return e-mail address
  Think before you send the e-mail to more than one person. Does everyone really need to
see your message?
 Be sure you REALLY want everyone to receive your response when you click, “reply
all”
 Be sure that the message author intended for the information to be passed along before
you click the “forward” button

Chat Netiquette and Guidelines

When posting on the Chat page in your online class, you should:

 Make posts that are on topic and within the scope of the course material
 Take your posts seriously and review and edit your posts before sending
 Be as brief as possible while still making a thorough comment
 Always give proper credit when referencing or quoting another source
 Be sure to read all messages in a thread before replying
 Don’t repeat someone else’s post without adding something of your own to it
 Avoid short, generic replies such as, “I agree.” You should include why you agree or add
to the previous point
 Always be respectful of others’ opinions even when they differ from your own
 When you disagree with someone, you should express your differing opinion in a
respectful, non-critical way
 Do not make personal or insulting remarks
 Be patient whenever possible