Wgs 300w: feminist theories women’s and Gender Studies Program Fall 2010; 3 credit hours Course Number: 8220



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GRADING AND COURSE REQUIREMENTS: 4

PART I: FEMINIST THEORIES in the EURO-AMERICAN TRADITION 6

Required Reading: 8

Required Reading: 9

PART II: FEMINISMS FROM MULTIPLE SOCIAL LOCATIONS 9

Required Reading: 10



WGS 300w: FEMINIST THEORIES

Women’s and Gender Studies Program

Fall 2010; 3 credit hours

Course Number: 8220
“…you cannot afford to think of being here

to receive an education; you will do much better

to think of yourselves as being here to claim one.”

Adrienne Rich, 1977, speaking on college



On Lies, Secrets and Silence


Dr. Karla B. Hackstaff

Office: SBS West, 100

Office Phone: (928) 523-2128

Email: Use VISTA



Office Hours: Tuesdays 3:00-5:00 pm and by appointment

Classroom: SBS-West, 115



Time: Monday 4:10-6:40 pm


Course Prerequisites: Introduction to Women’s and Gender Studies (WGS 200).
Description of the Course: The feminist theories course meets several requirements: 1) the theory requirement for majors and minors in Women’s and Gender Studies; 2) the university requirement for a writing intensive course at the junior level; 3) and finally, it serves as a Liberal Studies course in the block of Aesthetic and Humanistic Inquiry.
In this seminar we take a journey from Western feminist theories of the 18th century through more recent and diverse theories accounting for gendered experiences; we will examine theories across ethnoracial groups in the United States as well as those of transnational feminists. How have various feminist theories explored and explained the status of women in society? What have been their assumptions, their insight and their oversights? How have they accounted for injustice? Whose experiences are included and excluded in these theories? How have they conceived pathways and strategies that might move our society toward greater justice? These are the kinds of questions that we will address in this course.
As a writing intensive course most of our work together will entail writing. Writing is strengthened by reading, writing frequency and by rewriting. The goal of improving our writing is interwoven with understanding theories; writing is tool to understand theoretical perspectives, not its culmination. Furthermore, a writing intensive class requires that we write, edit, and rewrite a 20 page paper. In this way we simultaneously rethink our analyses and hone our writing.
Aesthetic and Humanistic Inquiry is a block that enables students to explore the human condition via philosophical questions, analysis, and creative endeavors. Courses in this block aim to illuminate the relationship between context and the human condition. Therefore, we examine feminist theories in light of the articulation of values, creativity, analysis, and ethical reasoning.

Course Structure: The course is organized as a seminar, meaning that discussion is the core of this course. As a Socratic seminar, it aims to develop your critical thinking through questioning the readings as well as the reflections of others in the course. While I will facilitate discussion, and I provide room for silence, I do not intend to lecture. Instead, as a small group we will read, digest, and question the meanings of these theories as a community. In order to share a seminar, reading, reflecting and writing are essential before our discussion. Therefore, every week you will bring a reflection paper; I will often bring questions for you to select out of a basket—as a way to encourage preparation. You will receive credit for an informed reflection on the week’s readings. In short, preparation is essential for our seminar.
Objectives of the Course: By the end of this course, students will be expected to demonstrate:

  • Familiarity with early, if still vital, feminisms drawn from Euro-American traditions;

  • Understanding of feminist theories – their assumptions, applications, insights and oversights;

  • Knowledge of how women’s and men’s experiences vary by social class, race, ethnicity and sexuality and early theories accounting for multiple standpoints;

  • Understanding women’s experiences across nations and in global systems;

  • An ability to apply feminist theories to substantive issues and assess them in terms of their practical and ethical ramifications for diverse groups in collective, national, and global contexts;

  • Imagining and devising avenues to obtain social justice;

  • Synthesizing the historical, political and social-cultural forces shaping gendered experiences through writing and in dialogue with one another;

  • Facility with evaluating sources such as articles, books, and websites online;

  • An ability to recognize strong and weak writing habits to improve written communication and critical thinking.


Required Books at NAU Bookstore:
Tong, Rosemarie. 2009. Feminist Thought: A More Comprehensive Introduction. 3rd edition.

Boulder, CO: Westview Press. [Tong indicated in weeks below]


Required Articles in VISTA Readings Folder in the order of the semester’s requirements:

Stanton, Elizabeth Cady. (1848) “Declaration of Sentiments” ”pp. 411-421 in The Feminist Papers: From Adams



to de Beauvoir. Edited by Alice S. Rossi. New York: Bantam Books, 1973.

Friedan, Betty (1963) “The Problem That Has No Name” pp. 15-32 in The Feminist Mystique. New York: W. W,

Norton and Company.

Daly, Mary (1978) “The Metapatriarchal Journey of Exorcism and Ecstasy” pp. 1-34 in



Gyn/ecology: The Metaethics of Radical Feminism. Boston: Beacon Press.

Mainardi, Pat. (1970) “The Politics of Housework” pp. 33-37 in Feminist Frameworks:



Alternative Theoretical Accounts of the Relations between Women and Men. Edited by Alison M. Jaggar and Paula Rothenberg Struhl. New York: McGraw-Hill Inc., 1978.

Engels, Frederick (1884) Excerpt from The Origin of the Family, Private Property, and the State pp. 118-139.

Edited and with an Introduction by Eleanor Burke Leacock. New York: International Publishers, 1942.

Hartmann, Heidi (1981) “The Unhappy Marriage of Marxism and Feminism: Towards a More

Progressive Union” pp. 169-183 in Feminist theory Reader: Local and Global Perspectives, 2nd edition. Edited by Carole R. McCann and Seung-kyung Kim. New York: Routledge 2010.

Grosz, Elizabeth (1995) “Psychoanalysis and the Imaginary Body” pp. 299-308 in Feminisms.

Edited by Sandra Kemp and Judith Squires.

Irigary, Luce (1977). “This Sex Which Is Not One” pp. 384-89 in Feminist theory Reader: Local and Global



Perspectives. 2nd edition. Edited by Carole R. McCann and Seung-kyung Kim. New York: Routledge 2010.

Anzaldua, Gloria (1987) “La consciencia de la mestiza: Towards a New Consciousness” pp.

377-389 in Making Face, Making Soul: Creative and Critical Perspectives by Women of Color. Edited by Gloria Anzaldua. San Francisco, CA: An aunt lute foundation book, 1990.

Lorde, Audre (1979) The Master’s Tools Will Never Dismantle the Master’s House”

pp. 98-101 in This Bridge Called My Back: Writings by Radical Women of Color. Cherrie Moraga and Gloria Anzaldua (eds.). Watertown, MA: Persephone Press, 1981. [VISTA]

Nnaemeka, Obioma (2003). “Nego-Feminism” pp. 206-209 in Gender Inequality: Feminist



Theory and Politics, 4th edition. Edited by Judith Lorber. New York: Oxford University Press.

Walker, Alice (1983) “Definition of a Womanist” p. 370 in Making Face, Making Soul: Creative and Critical



Perspectives by Women of Color. Edited by Gloria Anzaldua. San Francisco, CA: An aunt lute foundation book, 1990.

Baca Zinn, Maxine and Bonnie Thornton Dill (1996) “Theorizing Difference from Multiracial Feminism” pp. 19-25

in Through the Prism of Difference: Readings on Sex and Gender. New York: Oxford University Press, 2005.

Collins, Patricia Hill (1990) “Defining Black Feminist Thought” pp. 341-356 in Feminist Theory



Reader: Local and Global Perspectives. 2nd edition. Edited by Carole R. McCann and Seung-kyung Kim. New York: Routledge 2010.

Deutsch, Barry. (2010) “The Male Privilege Checklist” pp. 14-16 in Men’s Lives. 8th edition.

Edited by Michael Kimmel and Michael Messner. Boston, MA: Allyn and Bacon.

Minh-ha, Trinh T. (1989) “Commitment for the Mirror-Writing Box” pp. 5-44 in Woman Native



Other: Writing Postcoloniality and Feminism. Bloomington, IN: Indiana University Press.

Mohanty, Chandra Talpade. 2003. “’Under Western Eyes’ Revisited: Feminist Solidarity through

Anticapitalist Struggles,” pp. 446-462 Feminist theory Reader: Local and Global Perspectives. 2nd edition. Edited by Carole R. McCann and Seung-kyung Kim. New York: Routledge 2010.

Feinberg, Leslie (1992) “Transgender Liberation: A Movement Whose Time Has Come” pp.133-

143 in Feminist Theory Reader: Local and Global Perspectives. Edited by Carole R. McCann and Kim Seung-kyung. New York : Routledge.

Kaufman, Michael (1987) “The Construction of Masculinity and the Triad of Men’s Violence” pp.

4-16 in Men’s Lives. 5th edition. Edited by Michael Kimmel and Michael Messner. Needham Heights, MA: Allyn and Bacon.

Shiva, Vandana (1989) “Chapter 3: Woman in Nature” pp. 38-54 in Staying Alive: Women,



Ecology and Development. Atlantic Highlands, New Jersey: Zed Books.

Warren, Karen (2000) “Chapter Two: What Are Ecofeminists Saying? An Overview of Ecofeminist

Positions” pp. 21-41 from Ecofeminist Philosophy: A Western Perspective on What it is and Why It Matters. Lanham, MD: Rowman & Littlefield.

de Beauvoir, Simone (1949) “Introduction” pp. xv-xxxi in The Second Sex. New York: Vintage Books.

Bailey, Cathryn (2002) “Unpacking the mother/daughter baggage: Reassessing second- and third-wave tensions”

Women’s Studies Quarterly (30) 3/4: 138-154. Fall 2002.

Walters, Suzanna Danuta (1996) “From Here to Queer: Radical Feminism, Postmodernism and the Lesbian

Menace (Or, Why can’t a woman be more like a fag?)” pp. 482-502 in Feminist Theory Reader: Local and Global Perspectives. Edited by Carole R. McCann and Kim Seung-kyung. New York : Routledge, 2010.
Recommended Books:

Lorber, Judith. 2010. Gender Inequality: Feminist Theory and Politics, 4th edition. New York: Oxford Univ. Press.

McCann, Carole R. and Seung-kyung Kim (eds.). 2010. Feminist Theory Reader: Local and Global Perspectives,

2nd edition. New York: Routledge.



GRADING AND COURSE REQUIREMENTS:



Grading Policy: Course grades will be based on the total points accumulated over the semester (for papers and discussions; papers will be assessed by rubrics and comments). Total Points Possible = 500
Course Grades:


Points

Letter Grade

90-100% (450-500)

A

80-89% (400-449)

B

70-79% (350-399)

C

60-69% (300-349)

D

59% or < (299 or less)

F

24% or 120 points Participation in Seminar

Participation will be graded by thoughtful contributions and questions to seminar discussions. As a seminar, this course requires active participation, active listening, respect or courtesy as disagreements arise, and a focus on one another and not the instructor. Every seminar will be evaluated in terms of your presence and contributions—at 10 points each. Participation is assessed in terms of:


  • Quantity—neither overshadowing others nor refraining from discussion.

  • Quality—from outstanding insight or question enriching our discussion; a terrific, probing reflection or question; a useful or knowledgable query or observation; a more surface analysis unrelated to the readings or discussion.

  • Effort—it is important to recognize an element of effort which will be visible by attempts to raise and answer questions, regardless of quantity or quality.

24% or 120 points (10 points each) Short Reflection Papers:

A reflection paper is due weekly at the beginning of the class. This paper is a means for you to digest the material and to come to class prepared to engage in dialogue. These papers are no more than one page and require you to:


  • Provide a well-written, spell-checked, grammatically correct, correctly punctuated, and double-spaced paper that provides a defintion of the theory we are exploring in a paragraph (1/3 to ½ of a page);

  • Two questions on the reading material that either address confusion about the theory (what does de Beauvoir mean by saying women are the other?) and/or enable a discussion (e.g. Mainardi says, “His resistance is a measure of your oppression” – what does she mean? Or, what is the relevance of socialist feminism in a capitalist society such as our own?).

The respective due dates will be provided. (Writing an extra reflection paper for extra credit is not an option unless you have on the order of an institutional excuse, death in the family...)

52% or 260 points Phases of a Long Research Paper

This paper asks you to build an analysis based on the theoretical readings from the course to a topic of your choice; it also requires additional research. There are four phases and due dates for the long research paper:
Points Due Dates

TOPIC, TITLE, AND OUTLINE 50 10/18/2010

BIBLIOGRAPHY FOR RESEARCH PAPER 60 11/01/2010

FIRST DRAFT OF RESEARCH PAPER 75 11/08/2010

FINAL RESEARCH PAPER 125 12/13/2010
I provide more details in a handout, including the rubrics I will use. Note that students will be expected to share their research during the last class meeting. The entire assignment is worth 260 points, including the four phases outlined above.
MY COURSE POLICIES:
1. No late papers. Papers must be brought to seminar on the due date. One-third grade is lost for each day late. It's only fair that every student has the same amount of time to write the paper. All papers must be double-spaced, typed, with your name, date and the week’s theory at the top.

2. Assignments will be given a grade or points, so you can assess your status in the course. You will receive grades within a week for reflection papers. The research papers will require a minimum of two weeks.

3. Plagiarism on papers is not tolerated. If you do not understand plagiarism, please see the link I have provided here or see me. Furthermore, I am more than happy to answer questions. To cheat or to plagiarize can result in an F for the course and even expulsion from the university. Be safe (it is safe to cite more rather than less) rather than sorry; you may miss a two points for over-citing, but you’ll get a zero if you miss a requisite cite). See: http://www.csub.edu/ssricrem/Howto/plagiarism.htm4

5. Rare incompletes.

6. I will be available at the Vista e-mail address. This avoids your emails getting lost in the onslaught of my regular inbox. Students should allow at least two days for a response from me regarding questions—though typically I respond to short questions in a day. Furthermore, please indicate the topic of the e-mail in the subject heading. These practices tend clarify who is writing, your key concern, and/or helps me track responses. It is also good online etiquette, reminding us to respect one another. Finally, IF VISTA is down and you need to reach me then email me at: Karla.Hackstaff@nau.edu.

7. You must check the VISTA shell regularly for email and/or announcements (I recommend every other day). I use announcements to convey urgent information or provide a heads up to all of you.

8. All of the required readings should be read before the seminar for your learning process and for members of the seminar; likewise your reflected papers are due at the beginning of class.

9. I do not provide extra credit in upper division courses.

10. Civility and engagement are expected in the classroom. This means listening to whoever is speaking, disagreeing with respect, coming to class on time, and avoiding chat with others in the class, on the phone, or via text-messaging. I do not allow students to surf, text-message, twitter, e-mail, or talk on phone. If I you distract me, or other students, then expect to be asked to leave that day.

11. Also see: UNIVERSITY POLICIES (http://www2.nau.edu/academicadmin/UCCPolicy/plcystmt.html)

These policies address Students with Disabilities, Safe Learning Environment, Academic Integrity, Academic Contact Hour Policy, Classroom Management Statement, and the Institutional Review Board.

Go to top



PART I: FEMINIST THEORIES in the EURO-AMERICAN TRADITION

The learning objectives in this first section are:



  • Familiarity with early, if still vital, feminisms drawn from Euro-American traditions;

  • Understanding of feminist theories – their assumptions, applications, insights and oversights;

  • An ability to apply feminist theories to substantive issues and assess them in terms of their practical and ethical ramifications for diverse groups in collective, national, and global contexts;

  • Imagining and devising avenues to obtain social justice;

  • Synthesizing the historical, political and social-cultural forces shaping gendered experiences through writing and in dialogue with one another;


WEEK 1: An Overview: What is theory? What does feminism mean to you?
8-30-10: Semester Overview and Aims

Required Readings: Syllabus

Handout: Zimmerman, Laura (2003) “Where are the Women? The Strange Case of the Missing

Feminists; When Was the Last Time You Saw One on TV?” pp. 257-261 in Reconstructing Gender: A Multicultural Anthology. 5th ed. Edited by Estelle Disch. Boston, MA: McGraw-Hill, 2009.

WEEK 2: Labor Day Holiday (9-6-10)

WEEK 3: Liberal Feminism
9-13-10: What does “liberal” signify? How does liberal feminism account for gender inequality?
Required Reading:

Tong: pp. 11-27 & 34-47

Stanton, Elizabeth Cady. (1848) “Declaration of Sentiments” ”pp. 411-421 in The Feminist

Papers: From Adams to de Beauvoir. Edited by Alice S. Rossi. New York: Bantam Books,

1973. [VISTA]

Friedan, Betty (1963) “The Problem That Has No Name” pp. 15-32 in The Feminist Mystique.

New York: W. W, Norton and Company. [VISTA]


Recommended Reading:

Lorber, pp. 25-45 in Gender Inequality

Mills, John Stuart (1869) “The Subjection of Women” pp. 196-238 in The Feminist Papers: From

Adams to de Beauvoir. Edited by Alice S. Rossi. New York: Bantam Books, 1973.

Wollstonecraft, M. (1792) “A Vindication of the Rights of Woman.” pp. 41-85 in The Feminist Papers



From Adams to de Beauvoir. Edited by Alice S. Rossi. New York: Bantam Books, 1973. [VISTA]
DUE: Reflection Paper
WEEK 4: Radical Feminism
9-20-10: What is the basis for the oppression of women, according to radical feminists?
Required Reading:

Tong: pp. 48-95, Chapter 2

Daly, Mary (1978) “The Metapatriarchal Journey of Exorcism and Ecstasy” pp. 1-34 in

Gyn/ecology: The Metaethics of Radical Feminism. Boston: Beacon Press. [VISTA]

Mainardi, Pat. (1970) “The Politics of Housework” pp. 33-37 in Feminist Frameworks:



Alternative Theoretical Accounts of the Relations between Women and Men. Edited by Alison M. Jaggar and Paula Rothenberg Struhl. New York: McGraw-Hill Inc., 1978. [VISTA]
Recommended Reading:

Lorber, J. pp. 121-141 in Gender Inequality

Boston Women’s Health Collective. (1973) Our Bodies Ourselves.

Millet, Kate. 1969. Sexual Politics. New York: Avon Books.


DUE: Reflection Paper
WEEK 5: Marxist and Socialist Feminisms
9-27-10: How have feminists accounted for and appropriated class analysis? How have theories on class integrated with theories on gender?

Required Reading:


Tong: pp. 96-127, Chapter 3

Engels, Frederick (1884) Excerpt from The Origin of the Family, Private Property, and the State

pp. 118-139. Edited and with an Introduction by Eleanor Burke Leacock. New York: International Publishers, 1942. [VISTA]

Hartmann, Heidi (1981) “The Unhappy Marriage of Marxism and Feminism: Towards a More

Progressive Union” pp. 169-183 in Feminist theory Reader: Local and Global Perspectives. 2nd edition. Edited by Carole R. McCann and Seung-kyung Kim. New York: Routledge 2010. [VISTA]
Recommended Reading:

Lorber, J. pp. 39-53 in Gender Inequality

Folbre, Nancy. (2001) “The Invisible Heart” pp. 77-85 in Gender Inequality. Edited by Judith

Lorber. New York: Oxford University Press. [VISTA]

Hansen, Karen and Ilene Philipson eds. (1990) Women, Class and the Feminist Imagination: A

Socialist-Feminist Reader. Philadelphia, PA: Temple University Press.
DUE: Reflection Paper
WEEK 6: Psychoanalytic Feminism
10-4-10: How do feminists understand the gender development, the unconscious, and gender relations?

Required Reading:


Tong: pp. 128-162

Chodorow, Nancy. (1974) “Family Structure and Feminine Personality” pp. 43-66 in



Woman, Culture & Society. Edited by Michelle Zimbalist Rosaldo and Louise Lamphere.

[VISTA]

Grosz, Elizabeth (1995) “Psychoanalysis and the Imaginary Body” pp. 299-308 in Feminisms.

Edited by Sandra Kemp and Judith Squires. [VISTA]

Irigary, Luce (1977). “This Sex Which Is Not One” pp. 384-89 in Feminist theory Reader: Local

and Global Perspectives. 2nd edition. Edited by Carole R. McCann and Seung-kyung Kim. New York: Routledge 2010. [VISTA]
Recommended Reading:

Lorber, J. pp. 159-172 in Gender Inequality

Chodorow, Nancy (1978) The Reproduction of Mothering. Berkeley, University of California

Press.


Dinnerstein, Dorothy. (1976) The Mermaid and the Minotaur: Sexual Arrangements and

Human Malaise. New York: Harper & Row.

DUE: Reflection Paper (river runners: get a jump on 10/18 assignment too)
WEEK 7: River Rafting trip down the Colorado.
10-11-10: No Class and no reading; prepare for your long research paper
Go to top

PART II: FEMINISMS FROM MULTIPLE SOCIAL LOCATIONS

The learning objectives in this section include:



  • Understanding of feminist theories – their assumptions, applications, insights and oversights;

  • Knowledge of how women’s and men’s experiences vary by social class, race, ethnicity and sexuality and early theories accounting for multiple standpoints;

  • Understanding women’s experiences across nations and global systems;

  • An ability to apply feminist theories to substantive issues and assess them in terms of their practical and ethical ramifications for diverse groups in collective, national, and global contexts;

  • Imagining and devising avenues to obtain social justice;

  • Synthesizing the historical, political and social-cultural forces shaping gendered experiences through writing and in dialogue with one another;

  • Facility with evaluating sources such as articles, books, and websites online;

  • An ability to recognize strong and weak writing habits to improve written communication and critical thinking.


WEEK 8: Muticultural/Multiracial Feminisms
10-18-10: “Women of Color” and multiple voices

Required Reading:


Tong: pp. 200-215

Anzaldua, Gloria (1987) “La consciencia de la mestiza: Towards a New Consciousness” pp.

377-389 in Making Face, Making Soul: Creative and Critical Perspectives by Women of Color. G. Anzaldua (ed.). San Francisco, CA: An aunt lute foundation book, 1990. [VISTA]

Lorde, Audre (1979) The Master’s Tools Will Never Dismantle the Master’s House”

pp. 98-101 in This Bridge Called My Back: Writings by Radical Women of Color. Cherrie Moraga and Gloria Anzaldua (eds.). Watertown, MA: Persephone Press, 1981. [VISTA]

Nnaemeka, Obioma (2003). “Nego-Feminism” pp. 206-209 in Gender Inequality: Feminist



Theory and Politics, 4th edition. Edited by Judith Lorber. New York: Oxford Univ. Press.

Walker, Alice (1983) “Definition of a Womanist” p. 370 in Making Face, Making Soul:



Creative and Critical Perspectives by Women of Color. Edited by Gloria Anzaldua. San Francisco, CA: An aunt lute foundation book, 1990. [VISTA]

Ross, Luana. (2009) From the “F” Word to Indigenous/Feminisms” in Wicazo Sa Review 24(2):

39-50, Fall 2009. [VISTA]
Recommended Reading: Lorber, J. pp. 197-214 in Gender Inequality

Davis, Angela. “Rape, Racism and the Myth of the Black Rapist” pp. 172-201 in Women,



Race & Class. New York: Vintage, 1983.

Dill, Bonnie Thornton. 1988. “Our Mothers’ Grief: Racial-Ethnic Women and the Maintenance

of Families” Journal of Family History 13(4): 415-431. [VISTA]

Gunn Allen, Paula (1985) “Kochinnenako in Academe: Three Approaches to Interpreting a Keres

Indian Tale” North Dakota Quarterly 53(2): 84-106.

hooks, bell (1989) “talking back” pp. 5-9 in Talking Back: thinking feminist, thinking black.

Boston, MA: South End Press. [VISTA]

Rushkin, Donna Kate “The Bridge Poem” pp. xxi-xxii in This Bridge Called My Back: Writings by



Radical Women of Color. Cherrie Moraga and Gloria Anzaldua (eds.). Watertown, MA: Persephone Press, 1981. [VISTA]

Sojourner Truth (1851) “Ain’t I a Woman?”

Udel, L. 2001. “Revision and Resistance: The Politics of Native Women’s Motherwork” pp.

296-307 in M. Baca Zinn, P. Hondagneu-Sotelo, and M. Messner (eds.). 2005. Through The Prism of Difference: Readings on Sex and Gender. NY: Oxford University Press.

Woo, Merle “Letter to Ma” 140-147 in This Bridge Called My Back: Writings by Radical [VISTA]

Women of Color. Cherrie Moraga and Gloria Anzaldua (eds.). Watertown, MA: Persephone Press, 1981.
DUE: Reflection Paper
ALSO DUE: PRELIMINARY TITLE, TOPIC, AND OUTLINE indicating your anticipated inquiry/research question and the theoretical orientation(s) you expect to address.
WEEK 9: Standpoint Feminism and Theories of Intersectionality
10-25-10

Required Reading:

Baca Zinn, Maxine and Bonnie Thornton Dill (1996) “Theorizing Difference from Multiracial

Feminism” pp. 19-25 in Through the Prism of Difference: Readings on Sex and Gender. New York: Oxford University Press, 2005. [VISTA]

Collins, Patricia Hill (1990) “Defining Black Feminist Thought” pp. 341-356 in Feminist Theory



Reader: Local and Global Perspectives. 2nd edition. Edited by Carole R. McCann and Seung-kyung Kim. New York: Routledge 2010. [VISTA]

Harding, S. 1990. "Feminism, Science, and the Anti-Enlightenment Critiques," Pp. 83-106 in



Feminism/Postmodernism. Ed. By Linda J. Nicholson. New York: Routledge. [VISTA]

Smith, Dorothy (1979) Excerpt from “A Sociology for Women” pp. 163-187 in The Prism of Sex:



Essays in the Sociology of Knowledge Julia A. Sherman and Evelyn Torton Beck (eds.) Madison, WI: University of Wisconsin Press. [VISTA]

Deutsch, Barry. (2010) “The Male Privilege Checklist” pp. 14-16 in Men’s Lives. 8th edition.

Edited by Michael Kimmel and Michael Messner. Boston, MA: Allyn and Bacon. [VISTA]
Recommended Reading:

Harding, Sandra. (1986) The Science Question in Feminism. Ithaca: Cornell University Press.

Smith, Dorothy (1987) The Everyday World as Problematic. Boston: Northeastern University

Press.


Yuval-Davis, Nira (2006). “Intersectionality and Feminist Politics.” The European Journal of

Women’s Studies, 13(3): 193-209.
DUE: Reflection Paper
WEEK 10: Postcolonial and Global Feminism
11-1-10: How should feminists contend with the ongoing legacies of inequality?
Required Reading:

Tong: pp. 215-236.

Minh-ha, Trinh T. (1989) “Commitment for the Mirror-Writing Box” pp. 5-44 in Woman Native

Other: Writing Postcoloniality and Feminism. Bloomington, IN: Indiana University Press. [VISTA]

Mohanty, Chandra Talpade. 2003. “’Under Western Eyes’ Revisited: Feminist Solidarity through

Anticapitalist Struggles,” pp. 446-462 Feminist theory Reader: Local and Global Perspectives. 2nd edition. Edited by Carole R. McCann and Seung-kyung Kim. New York: Routledge 2010. [VISTA]
Recommended Reading:

Lorber, J. pp. 86-116 in Gender Inequality

Mies, Maria (1981) “Dynamics of Sexual Division of Labour and Capital Accumulation: Women

Lace Workers of Narsapur” Economic and Political Weekly, 16(10/12), Annual Number (Mar., 1981), pp. 487-489+491+493+495+497+499-500. [VISTA]

Smith, Andrea. (2005) Chapter 1: “Sexual Violence as a Tool of Genocide” pp. 7-33 in Conquest:

Sexual Violence and American Indian Genocide. Cambridge: MA South End Press. [VISTA]
DUE: Reflection Paper
ALSO DUE: BIBLIOGRAPHY FOR RESEARCH PAPER: primary and secondary resources that you intend to use in your paper (including course readings, of which two are required).

WEEK 11: Social Construction Feminisms
11-8-10:

Required Reading:

West and Fenstermaker (1995) “Doing Gender, Doing Difference” in Gender & Society (February

1995) 9(1): 8-37. [VISTA]

Connell, R. and J. Messerschmidt (2005) “Hegemonic Masculinity: Rethinking the Concept”

Gender & Society 19(6): 829-859. [VISTA]

Feinberg, Leslie (1992) “Transgender Liberation: A Movement Whose Time Has Come” pp.133-

143 in Feminist Theory Reader: Local and Global Perspectives. Edited by Carole R. McCann and Kim Seung-kyung. New York : Routledge. [VISTA]

Kaufman, Michael (1987) “The Construction of Masculinity and the Triad of Men’s Violence”

pp. 4-16 in Men’s Lives. 5th edition. Edited by Michael Kimmel and Michael Messner. Needham Heights, MA: Allyn and Bacon. [VISTA]
Recommended Reading:

Lorber, J. pp. 243-266 in Gender Inequality

Martin, Patricia Yancy (1993) “"Said and Done" versus "Saying and Doing": Gendering Practices,

Practicing Gender at Work” Gender and Society, 17(3): 342-366. [VISTA]


DUE: Reflection Paper
ALSO DUE: FIRST FULL DRAFT OF RESEARCH PAPER
WEEK 12: Ecofeminism
11-15-10: 5:30-6:30 in order to go to Gardner Auditorium at 7:00

Climate Wise Women, Monday, Nov. 15, 7 pm, Gardner Auditorium, Franke College of Business.



Climate Wise Women is a global initiative to promote women's leadership on climate change and to give a human face and voice to this complex issue. A project of the Earth Island Institute, Climate Wise Women present the stories of women leaders from regions affected by climate change in their own voices. www.climatewisewomen.org
Required Reading:

Tong: pp. 237-269

Shiva, Vandana (1989) “Chapter 3: Woman in Nature” pp. 38-54 in Staying Alive: Women,

Ecology and Development. Atlantic Highlands, New Jersey: Zed Books [VISTA]

Warren, Karen (2000) “Chapter Two: What Are Ecofeminists Saying? An Overview of Ecofeminist Positions” pp. 21-41 from Ecofeminist Philosophy: A Western Perspective on What it is and Why It Matters. Lanham, MD: Rowman & Littlefield. [VISTA]

Recommended Reading:

Kheel, Marti (1990) “From Healing Herbs to Deadly Drugs: Western Medicine’s War Against the Natural World” pp. 650-658 in Living With Contradictions: Controversies in Feminist Social Ethics. Edited by Alison M. Jaggar. Boulder, CO: Westview Press, 1994. [VISTA]
DUE: Reflection Paper

WEEK 13: Poststructuralism and Postmodernism
11-22-10 How?

Required Reading:

Tong: pp. 270-284

de Beauvoir, Simone (1949) “Introduction” pp. xv-xxxi in The Second Sex. New York:

Vintage Books. [VISTA]



Scott, Joan. (2003) “Deconstructing Equality-versus-Difference: Or, the Uses of Poststructuralist Theory for Feminism” in Feminist Studies 14 (Spring 1988), 32-50. [VISTA]

Bordo, Susan. 1993. "Postmodern Subjects, Postmodern Bodies, Postmodern Resistance" in



Unbearable Weight: Feminism, Western Culture and the Body. Berkeley: University of California Press. pp. 277-300. [VISTA]
Recommended Reading:

Butler, Judith. (1993) Bodies that Matter: On the Discursive Limits of Sex. New York: Routledge

Lorber, Judith (2010) pp. 267-281 in Gender Inequality: Feminist Theory and Politics. 4th ed.

New York: Oxford University Press. [VISTA]
DUE: Reflection Paper PAPER DRAFTS RETURNED WITH COMMENTS
WEEK 14: Third Wave+ Feminisms
11-29-10

Required Reading:

Tong: pp. 284-291

Bailey, Cathryn (2002) “Unpacking the mother/daughter baggage: Reassessing second- and third-wave tensions” Women’s Studies Quarterly (30) 3/4: 138-154. Fall 2002. [VISTA]

Walters, Suzanna Danuta (1996) “From Here to Queer: Radical Feminism, Postmodernism and



the Lesbian Menace (Or, Why can’t a woman be more like a fag?)” pp. 482-502 in Feminist Theory Reader: Local and Global Perspectives. Edited by Carole R. McCann and Kim Seung-kyung. New York : Routledge, 2010. [VISTA]
Recommended Reading:

Baumgardner, Jennifer and Amy Richards. (2000) Manifesta: young women, feminism, and the

future. New York: Farrar, Straus and Giroux.
DUE: Bring only two questions/comments on the readings (1/4 of a page).
WEEK 15: Working on Final Drafts
12-6-10: Mini-conferences on your Final Draft in my office
WEEK 16: FINAL EXAM WEEK: 12-13-10: DUE: FINAL RESEARCH PAPER (sharing your work)
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HAVE A WONDER-FULL HOLIDAY




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