WOMEN?S STUDIES 360: WOMEN IN CROSS-CULTURAL PERSPECTIVE Theme: Gender in Contemporary Global Politics University of Tennessee Spring Semester 2010 Instructor: Dr. Rebecca Klenk Classroom: JHB 308 Office: JHB Suite #310 Class Meets: Tu & Th 9:40-10:55 Office Hours: Tu & Th 2-3 Email: firstname.lastname@example.org & by appointment Phone: 974-2409 Course Description: The theme for this section of WS360 is gender in contemporary global politics. This course examines how global economic and political processes affect gender, culture, and society in diverse contexts. Through a variety of theoretical approaches, including Marxist analysis and theories of postcolonialities, we will explore historical, economic, and political connections between women in the U.S. and women in various ?Third World? locations. We will analyze the implication of ?Third World? and ?First World? women and men in historical processes such as colonialism, capitalism, and militarization. Our approach will emphasize women?s subjectivity and agency in relation to these processes. The course will conclude by exploring diverse forms of women?s activism in specific contexts and investigating possibilities for transnational feminist collaborations. This broad, international and intercultural course is as much about ?First Worlders? as about women and men living in the so-called ?Third World,? because we are all implicated differently in global economic and political structures. Objectives: To develop feminist frameworks for the analysis of colonialism, global capitalism, nationalism, and militarization To map out differences and connections between women?s experiences in the ?First World? and in the ?Third World? To develop an understanding of the structural and ideological underpinnings of these differences and connections By carefully completing all of the reading assignments and keeping journals, to acquire a broad understanding of issues covered, and to develop critical reading skills By attending lectures, viewing films, and participating in discussion, to thoroughly understand the assigned readings and issues presented from a number of angles and to develop skills of critical reasoning and oral discussion By completing the writing assignments, to integrate and interrogate what you are learning in this course and to develop writing skills Organization and Requirements: This is a discussion-oriented course, and prompt, regular attendance is required. Students are expected to complete substantial reading assignments by the dates indicated below and come to class prepared to participate actively in discussion. If discussion is a problem for you because of shyness or any other reason, it is important that you let me know about this right away. Some of the readings are relatively easy, while others are quite challenging. When I post guides for challenging readings, these are required reading. The schedule of readings below is not set in stone, but rather open to change as the course progresses and we see how things are going. This course requires that you read carefully, think critically about what you are reading and about questions included in the course schedule below, and note down your own critical ideas and questions. You are required to keep reading journals, to bring your journals and the assigned readings with you to class, and to raise questions for discussion in class. My lectures will situate the readings and explain complex issues, then class discussions will draw on the readings, lectures, and student journals. On some days, we will break up into groups to generate issues to take up in the class as a whole. In addition to the reading journals, students are required to lead discussion in small groups and complete three writing assignments. The writing assignments include a take-home exam and two essays. I will hand out exam questions and essays topics in advance of their due dates. Discussion leadership will entail working together with a small group of students and will count towards your participation grade. **All assignments must be turned in on time; late assignments generally will not be accepted.** Grading: Final grades will be based on reading journals, three writing assignments and class participation. Prompt attendance is required; chronic lateness and/or early departure and/or more than three absences will reduce your final grade. Reading journals: 20% (4 short essays @50 points each; 200 points total) Unit i take-home exam: 20% (200 points) Unit ii essay: 20% (200 points) Unit iii essay: 20% (200 points) Participation: 20% (200 points) 100% (1000 points) *Note: Participation includes regular, thoughtful contribution to class discussion and group work based on having completed the reading, and any other assignments, before coming to class, as well as discussion leadership in small groups. Use of laptops for any non-class related activity at any time during class will reduce your participation grade. Required Books: (available at the University Bookstore and at the Hodges Library Reserve Desk) 1. Joni Seager, 2008, The Penguin Atlas of Women in the World. New York: Penguin Books 2. Piya Pangsapa, 2007, Textures of Struggle: The Emergence of Resistance Among Garment Workers of Thailand. Ithaca & London: Cornell University Press. 3. Nadje Sadig Al-Ali, 2007, Iraqi Women: Untold Stories from 1948 to the Present. London & New York: Zed Books. 4. Anne E. Brodsky, 2003, With All of Our Strength: The Revolutionary Association of the Women of Afghanistan. New York: Routledge. Required Articles: (See *s below. Copies of articles are available via Blackboard) *** COURSE SCHEDULE Unit I: Creating an Analytic Framework A. Introduction to Understanding Gender and Feminisms in the Context of Global Processes What is feminism? What do the terms ?First World? and ?Third World? mean? How are they useful? How are they not so helpful? Where are we located within these terms? What types of preconceptions do we have about ?Third World? and ?First World? women? How might these preconceptions be shaped by historical relationships between Western countries and the so-called ?Third World?? Why do we need to ?internationalize? gender? Why is it important to talk about international feminisms? Who, historically, has ?Western feminism? served? Jan 14: Introduction to the course and to each other Jan 19 Readings: 1. *Cheryl Johnson-Odim, ?Common Themes, Different Contexts: Third World Women and Feminism,? in Third World Women and the Politics of Feminism, Mohanty, Russo & Torres (eds), 1991, 314-27. 2. *Suzan Pritchett, ?Will dualism tear us apart?? in Defending Our Dreams: Global Feminist Voices for a New Generation, Wilson, Sengupta & Evans (eds), 2005, 8-19. 3. *Peggy Antrobus, ?The Global Women?s Movement: Definitions and Local Origins,? in The Global Women?s Movement, 2004, 9-27. 4. Joni Seager, ?Introduction? & ?Part One? in The Penguin Atlas of Women in the World. Continue to leaf through The Penguin Atlas, and come to class prepared to discuss something specific that surprises you. B. Critical Feminist Perspectives on Colonialism and Capitalism What is economic globalization? What is ?history?? Do all women share a history? What is ?race?? What is racism? How does capitalism build on preexisting social and economic relationships? How is the international division of labor connected to gender ideologies and racial ideologies? How is the racial division of labor in capitalism connected to colonialism? Why is the gendered division of labor an issue for feminist analysis? Jan 21 Readings: 1. View 15 min. presentation located at the Yale Center for the Study of Globalization?s website, HYPERLINK "http://yaleglobal.yale.edu/multimedia_list/flash" http://yaleglobal.yale.edu/multimedia_list/flash watch parts 1&2 of ?Globalization in the Mirror of History? by Nayan Chandra 2. *Sarah Anderson et al, ?What is Economic Globalization?? in Field Guide to the Global Economy, 2000, 5-25. 3. Joni Seager, Parts 4&5 in The Penguin Atlas of Women, 61-73. **Film (in class): Globalization: Winners and Losers** Jan 26 Readings: 1. *Stuart Hall, ?The West and the Rest: Discourse and Power? (selection) in Modernity, Hall et al (eds), 1996, 185-205 2. *Jennifer L. Morgan, ?Male Travelers, Female Bodies, and the Gendering of Racial Ideology, 1500-1770? in Bodies in Contact: Rethinking Colonial Encounters in World History, Ballantyne & Burton (eds), 2005, 54-66. Jan 28 Reading: 1. *Jean Comaroff, ?The Empire?s Old Clothes: Fashioning the Colonial Subject,? in Situated Lives, Lamphere, Ragone & Zavella (eds), 1997, 400-19. Feb 2 Reading: 1. *Faye V. Harrison, ?Unraveling ?Race? for the Twenty-First Century,? in Exotic No More: Anthropology on the Front Lines, 2002, 145-66. 2. Explore the American Anthropological Association?s website for its public education project on race, HYPERLINK "http://www.understandingrace.org/home.html" http://www.understandingrace.org/home.html Feb 4 Reading: 1. *Evelyn Nakano Glenn, ?From Servitude to Service Work,? Signs, 18.1 (1992): 1-43. 2. *bell hooks, ?Race and Gender? in Feminism is for Everybody, 2000, 55-60. **Unit i take-home exam will be discussed in class; due Friday, Feb 12. Please download from Blackboard C. Critical Perspectives on Feminism Do ?Third World? women make up a unified group? Are all ?Third World? struggles feminist? How do the authors define feminism? How do you define feminism? How do the authors critique feminism? Do you agree with their critiques? Feb 9 Readings: 1. *Chandra Mohanty, ?Under Western Eyes? in Third World Women and the Politics of Feminism, C. Mohanty, A. Russo & L. Torres (eds), 1991, 51-80. 2. *Susan Muaddi Darraj, ?Third World, Third Wave Feminism(s): The Evolution of Arab American Feminism? in Catching a Wave: Reclaiming Feminism for the 21st Century, R. Dicker & A. Piepmeier (eds), 2003, 188-203. **Film (in class): They Call Me Muslim** Unit II: Women in the Context of Economic Globalization A. Introduction: Women in the ?New? International Division of Labor How are women being ?integrated? into the new international division of labor? What roles does immigration play? What strategies make women?s work invisible? How do women resist domination? Feb 11 Readings: 1. *Sarah Anderson et al, ?What?s New About the Global Economy?? Field Guide to the Global Economy, 2000, 27-35 2. Joni Seager, Parts 3&6 in The Penguin Atlas of Women in the World, 76-89. 3. Visit website, HYPERLINK "http://en.maquilasolidarity.org/" http://en.maquilasolidarity.org/ (Maquila Solidarity Network) **Film (in class): Global Assembly Line** ***Friday, Feb 12*** Due: Unit i take-home exam due by 5 pm today*** This weekend: Recommended Films: (Available via Blackboard links for this course, and at Hodges Library or easy to rent) A Day Without a Mexican. This often humorous feature film explores serious issues regarding Mexican immigrants? crucial contributions to U. S. society and economy. Dirty Pretty Things. This contemporary feature film is a mystery/ thriller that explores the experiences of Nigerian and Turkish immigrants in west London. Feb 16 Readings: 1. *Cynthia Enloe, ?Blue Jeans and Bankers,? in Bananas, Beaches &Bases: Making Feminist Sense of International Politics, 1990, 151-76. 2. *Ann Kingsolver, ?In the Fields of Free Trade,? in The Gender of Globalization: Women Navigating Cultural and Economic Marginalities, Gunewardena & Kingsolver (eds) 2007, 235-55. Group 1 will lead discussion today B. Sweated Labor: Thai Women on the Global Assembly Line. What is structural adjustment? What is economic restructuring? How does it play a role in Thailand?s economy? What demands and constraints do Thai women face at work? How do global economic trends shape their work settings and their personal lives and choices? How do women resist their working conditions? Feb 18 Reading: 1. *Gwyn Kirk and Margo Okazawa-Rey, ?External Debt? through ?Connections to U.S. Policy Issues? in Women?s Lives: Multicultural Perspectives, 2001, 272-4. UPDATE 2. Piya Pangsapa, Textures of Struggle, Introduction 3. Joni Seager, Ch. 34, ?Debt,? The Penguin Atlas of Women in the World, 88-9 **Film (in class): Banking on Life and Debt ** Feb 23 Reading: 1. Piya Pangsapa, Textures of Struggle, Chapter 2 2. Visit website for Clean Clothes Campaign, HYPERLINK "http://www.cleanclothes.org/" www.cleanclothes.org/ Group 2 will lead discussion today Feb 25 Reading: 1. Piya Pangsapa, Textures of Struggle, Chapter 3 2. Visit website for United Students Against Sweatshops, HYPERLINK "http://usas.org/" http://usas.org/ March 2 Reading: 1. Piya Pangsapa, Textures of Struggle, Chapter 4 & Conclusion 2. Visit website for Fair Olympics, HYPERLINK "http://www.fairolympics.org/countries/thailand.html" http://www.fairolympics.org/countries/thailand.html Group 3 will lead discussion today **Unit ii essay topics will be discussed in class; due Friday, March 19. Please download from Blackboard C. Economic Restructuring in the U. S. and Transnational Feminist Action for Economic Justice What is privatization? What is neoliberalism? What is welfare reform, and how is it connected to economic restructuring? How are immigration, structural adjustment programs (SAPs) in the ?Third World,? and economic restructuring interconnected? What types of transnational feminist organizing can address these interconnections? March 4 Reading: 1. *Catherine Kingfisher, ?Introduction: The Global Feminization of Poverty,? in Western Welfare in Decline: Globalization and Women?s Poverty,2002, 3-12. 2. *Judith Goode, ?From New Deal to Bad Deal: Racial and Political Implications of U.S. Welfare Reform,? in Western Welfare in Decline: Globalization and Women?s Poverty, Catherine Kingfisher (ed), 2002, 65-89. 3. Read Washington Post Opinions piece on welfare reform, HYPERLINK "http://www.washingtonpost.com/wp-dyn/content/article/2009/12/04/AR2009120402604.html" http://www.washingtonpost.com/wp-dyn/content/article/2009/12/04/AR2009120402604.html Group 4 will lead discussion today ***March 8-12: SPRING BREAK!*** March 16 Reading: 1. *Debra J. Liebowitz, ?Constructing Cooperation: Feminist Activism and NAFTA? in Feminist Locations, Marianne DeKoven (ed), 2001,169-90. 2. *Fran Ansley, ?Putting the Pieces Together: Tennessee Women Find the Global Economy in Their Own Backyards,? in Women Working the NAFTA Food Chain, Deborah Barndt (ed), 1999,141-60. **Film (in class): Morristown** Unit III: Gendering Key Issues in War and Peace-Making A. Introduction: Gender, Militarization, and Nation in Conflict Zones What is militarization? What isn?t militarization? Why is militarization a feminist issue? How is militarization related to masculinity? How are sexuality and militarization intertwined? What do Enloe?s insights about gender and militarization reveal about the Iraq war? What do you think of her findings? Do they seem valid? Are they surprising? March 18 Readings: 1. *Cynthia Enloe, ?How Do They Militarize a Can of Soup?? in Maneuvers: The International Politics of Militarizing Women?s Lives, 2000, 1-34. 2. Presentation by Cynthia Enloe, ?Women and Men in the Iraq War: What Can Feminist Curiosity Reveal?? Please watch this fascinating description and analysis of US men and women in the Iraq war on YouTube, HYPERLINK "http://www.youtube.com/watch?v=XXUCLahznqs" www.youtube.com/watch?v=XXUCLahznqs . Professor Enloe gave this presentation at Dickinson College in March 2008. The first 5 min. are so are taken up with introductions, and then she gets into interesting issues; the last half hour or so is Q&A, which you may skip if you wish. 3. Joni Seager, Part 7 in The Pengiun Atlas of Women in the World ***Friday, March 19*** ***Due: Unit ii essays due by 5 pm today*** B. Experience, Memory, Truth: Iraqi Women?s Personal Narratives March 23 Readings: 1. Nadje Sadig Al-Ali, Iraqi Women, Introduction & Chapter 1 (begin Ch. 2) 2. Visit website for Women in Black, HYPERLINK "http://www.womeninblack.org/en/about" http://www.womeninblack.org/en/about March 25 Readings: 1. Nadje Sadig Al-Ali, Iraqi Women, Chapters 2 & 3 2. Visit website for Act Together: Women?s Action for Iraq, HYPERLINK "http://www.acttogether.org" http://www.acttogether.org Group 5 will lead discussion today March 30 Reading: 1. Nadje Sadig Al-Ali, Iraqi Women, Chapters 4 & 5 April 1 Reading: 1. Nadje Sadig Al-Ali, Iraqi Women, Chapter 6 & Conclusion 2. View 20 min. interview with Iraqi author Haifa Zangana about history of the Iraqi women?s rights movement and the impact of the US occupation on Iraqi women, HYPERLINK "http://www.madre.org/index.php?s=4&news=55" http://www.madre.org/index.php?s=4&news=55 Group 6 will lead discussion today C. War and Peace-Making in Afghanistan: RAWA How have the US government and US feminist groups been involved in Afghanistan? Why is a homogeneous notion of ?Islamic fundamentalism? flawed? What does RAWA strive to achieve? How do its members encourage resilience and resistance? Do you think RAWA members are nationalist feminists? April 6 Reading: 1. ?Women and Islam in the Wake of the American War in Afghanistan: An Interview with Lila Abu-Lughod? (read this interview at website for Asia Source, HYPERLINK "http://www.asiasociety.org/policy-politics/international-relations/us-asia/why-we-cant-save-afghan-women" http://www.asiasociety.org/policy-politics/international-relations/us-asia/why-we-cant-save-afghan-women ) 2. Anne Brodsky, With All of Our Strength, Forward-Ch2, ix-57 3. Visit website: HYPERLINK "http://www.rawa.org" www.rawa.org (Rev. Assn. of the Women of Afghanistan) April 8 Readings: 1. Anne Brodsky, With All of Our Strength, Chapters 3&4 2. Visit website: HYPERLINK "http://www.peacewomen.org" www.peacewomen.org (Women?s International league for Peace and Freedom) April 13 Readings: 1. Anne Brodsky, With All of Our Strength, Chapters 5&6 2. Visit website: HYPERLINK "http://www.womenwarpeace.org" www.womenwarpeace.org (United Nations) Group 7 will lead discussion today April 15 Readings: 1. Anne Brodsky, With All of Our Strength, Chapters 7&8 3. Visit website: HYPERLINK "http://www.afghanwomensmission.org" www.afghanwomensmission.org (Afghan Women?s Mission) April 20: 1. Explore Malalai Joya websites, HYPERLINK "http://www.malalaijoya.com/index1024.htm" http://www.malalaijoya.com/index1024.htm , HYPERLINK "http://www.pbs.org/now/shows/309/joya_interview.html" http://www.pbs.org/now/shows/309/joya_interview.html **Film (in class): Enemies of Happiness** (Begin reading for April22&27) D. Wrap-up: Leading Issues in Women?s Human Rights & Transnational Feminist Work What do human rights approaches to social change strive for? What issues do they emphasize? How do human rights approaches connect global and local? Why is transnational feminist work challenging? What risks are involved? Given what you?ve learned, how do you respond to the Beijing Declaration, Platform for Action, and updates? Do they seem feasible? Does anything surprise you? Would you make revisions? April 22&27 Readings: 1. *Documents: ?Beijing Declaration? and ?Platform for Action? (adopted by the Fourth World Conference on Women, 15 September 1995) 2. *Updates on Beijing +10 3. *Charlotte Bunch, ?Women?s Human Rights: The Challenges of Global Feminism and Diversity,? in Feminist Locations, DeKoven (ed), 2001, 129-46. 4. *Nira Yuval-Davis, ?Human/Women?s Rights and Feminist Traversal Politics? in Global Feminism, Ferree & Tripp (eds), 2006, 275-95. 5. Joni Seager, Chs. 1&40 in The Penguin Atlas of Women in the World, 103. 6. Visit website: HYPERLINK "http://www.amnestyusa.org/women" www.amnestyusa.org/women (Amnesty International?s Women?s Human Rights Action Network) explore website, then select ?Resources? and ?CEDAW Fact Sheet?. Read document. Group 8 will lead discussion on April 22 **Unit iii essay will be discussed in class on Apr 22; due May 4. Please download from Blackboard. April 29: Catch up ***Tuesday, May 4*** ***Due: Unit iii essays due today by 5 pm** WOMEN?S STUDIES 360: GUIDELINES FOR READING JOURNALS Reading journals are a tool for your own learning and use throughout the course. They are worth 20% of your final grade. You will be able to refer to them in class for discussion purposes, and they will become your study guides. Journal essays are due four times during the semester and are worth fifty points each. Content: Sometimes I will suggest journal topics; in general, however, requirements for the content of journal essays are flexible. Each of your essays should take into consideration the full scope of the readings assigned on the day that each essay is due (in other words, finish the whole reading assignment for the day before writing your journal essay). Your journal essays should be based upon specific information from the assigned readings. Building on specific details, your essay may include, for example, any of the following: 1) A comparative summary of the author?s main argument in each reading for the day 2) Points you find particularly interesting in the readings and why you find them interesting 3) A critique of points raised by the readings 4) Places in the readings where you need clarification (be specific) 5) Ideas and questions about how points raised by the readings relate to points raised by other assigned readings and/or to your work in other courses 6) How the reading resonates with you--confusion, anger, frustration, affirmation, etc. 7) Your own ideas and experiences around the issues raised by the readings 8) Links to an aspect of popular culture, such as an ad, news item, tv show, etc. *Note: To receive full credit, all journal essays must conclude with at least one discussion question * Accountability: You will be held accountable for doing the assigned reading for each class meeting and participating in discussion, whether you turn in a journal for that meeting or not.* Composition: Your journals are meant to be informal, but they should be thoughtful and written in prose style (no lists or sentence fragments). Please remember to be careful with grammar and to check spelling, and be sure to include page numbers for specific information and quotes. Each essay should be 2-3 pages long (up to 4 full pages is fine; less than 2 full pages is not acceptable work), double-spaced, typed in a standard 10 or 12 point font, with one inch margins all the way around the page. Your name, the course number, and the date should appear in a heading on the upper corner of the first page, with only one line space between the bottom of your heading and the beginning of your text. Schedule for handing in journals: You are required to hand in the first journal essay assigned for your group, and to hand in 4 essays total during the semester (ie, after doing the first assignment, you may skip two assigned dates of your choosing for your group). Your journal essays must cover all of the reading assigned on the due dates for your group. Students are responsible for keeping track of due dates, and you must stick to the schedule for the group to which you are assigned: Group A: (1) Jan 26 (required), (2) Feb 9, (3) Feb 25, (4) March 18, (5) April 1, (6) April 15 Group B: (1) Jan 28 (required), (2) Feb 16, (3) March 2, (4) March 23, (5) April 6, (6) April 22 Group C: (1) Feb 2 (required), (2) Feb 18, (3) March 4, (4) March 25, (5) April 8, (6) April 27 Group D: (1) Feb 4 (required), (2) Feb 23, (3) March 16, (4) March 30, (5) April 13, (6) April 27 Women?s Studies 360: Women in Cross-Cultural Perspective Student Information Sheet This information is for Prof. Rebecca Klenk to get to know you better both individually and as a class. Your responses are strictly confidential. Name:__________________________________________ Major(/s):____________________________________________________ Year: Junior/ Senior/ Other_______________ Email:____________________________ Titles of Women?s Studies courses previously taken: Titles of Economics courses previously taken: Titles of Political Science courses previously taken: Titles of Anthropology courses previously taken: How many other courses are you taking this semester and what are their titles? If you are employed, how many hours a week will you be working this semester?_______ If you are employed, what is your job?_________________________________________ Are you a parent?__________________________________________________________ How would you describe your interest in global economic and political issues? very interested/ interested/ not interested so far but willing to learn/ not interested How would you describe your interest in issues of race? very interested/ interested/ not interested so far but willing to learn/ not interested How would you describe your interest in issues of class? very interested/ interested/ not interested so far but willing to learn/ not interested How would you describe your interest in issues of gender? very interested/ interested/ not interested so far but willing to learn/ not interested How would you describe your awareness of issues of international sweatshop labor? activist/ well informed/ little familiarity/ no familiarity How would you describe your awareness of issues of women and militarization/ war? have served in military/ plan to serve in military/ activist/ well informed/ little familiarity/ no familiarity/ How would you describe your awareness of feminism? activist/ well informed/ little familiarity/ no familiarity OVER How often in a typical school week do you read a newspaper or magazine or visit a website with international coverage? Daily/ 3-4 times per week/ Sundays/ Rarely/ Never How often in a typical school week do you watch news on TV (eg. CNN) or listen to radio (eg. NPR) with international coverage? Daily/ 3-4 times per week/ Sundays/ Rarely/ Never Is your background: Rural/ Small Town/ Large Town/ Big City/ International? Where have you lived for most of your life?____________________________ If you grew up mainly in the U.S., have you ever visited or resided in another country? Yes/ No If yes, which country or countries?___________________________________________ Does/ did your father work in: Agriculture/ Manufacturing/ Services/ Professional/ Managerial/ At-home Work/ Other__________________? Does/ did your mother work in: Agriculture/ Manufacturing/ Services/ Professional/ Managerial/ At-home Work/ Other__________________ ? Was the place you grew up in: racially very homogeneous/ fairly homogeneous/ diverse? Why are you interested in taking a course on women in cross-cultural perspective? What would you particularly like to learn about in this course? How do you think--or hope--this course could relate to your other course work and to your work and life outside of the classroom? PAGE PAGE 1
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