Introduction to Women's Studies Spring 2002 Prof. J. Wirth-Cauchon Email: janet.wirth-cauchon@drake.edu; Phone: 271-4586 105D Howard Hall and 214A Meredith Office Hours: Monday, 11:00 AM-12:30 PM in Howard 105D Tues-Thurs. 11:00- 1:00 PM in Meredith 214A   Course Description This course is a multicultural examination of women's lives and women's issues, and an analysis of the centrality of gender in social life. We will read feminist writings and analyze the dynamics of gender and power, as these intersect with race, class, sexuality, and culture. The course is interdisciplinary and emphasis is placed on collaboration and discussion. Course Goals: To analyze gender as a central dimension of social life To learn about women in diverse racial, sexual, and cultural locations To analyze power dynamics related to gender, race, class, sexuality, and culture; To gain an appreciation for the importance of activism on behalf of women and the diversity of women's issues   COURSE APPROACH Only interactive, dialogical learning is true learning. Learning is a social event; it cannot occur unless the parties involved in the process are individually and mutually committed to the endeavor.   Collaborative Learning: In this course we will strive to make learning active and grounded in our experience both inside and outside the classroom. We will place emphasis on the exchange of ideas and on the collaborative creation of knowledge. Your own active formulation of questions and directions for further inquiry are crucial resources that you bring to the class. A collaborative learning approach requires your active participation. You are required to come to each class prepared to speak and/or write on your own reflections on readings and course topics, or on outside experiences in connection with course themes. We will be placing emphasis on group discussion, in both small groups and as a class.   READINGS RoseMarie Putnam Tong. Feminist Thought, 2nd Edition. Westview Press, 1998. Dorothy Allison. Bastard Out of Carolina. Plume Press, 1993. Eve Ensler, The Vagina Monologues. Villard Books, 2000. Susan Griffin, Woman and Nature: The Roaring Inside Her, Sierra Club Books, 2000. Course Packet: A course packet of readings is required for the course, to be purchased at Copycat, located at 2503 25th St., phone 255-9284.   COURSE REQUIREMENTS Course Participation: (15%) 1. Participation in Class Discussion This class is designed as a seminar. That means that the production of knowledge is a responsibility shared by teacher and students. Therefore each of you has a role to play in creating knowledge, and that includes being involved in discussion. A key requirement of this course is thoughtful contribution to class discussion, grounded in your readings or the topic at hand, and respectful listening to other class members. While this contributes to the "Class Participation" percentage, it really goes far beyond a percentage, forming the foundation of the course and your experience of it. 2. Attendance Policy: One of the most important requirements of the course is to attend each class period, on time, and prepared to discuss the readings assigned for that week. I will take attendance through the use of a sign-up sheet. It is your responsibility to make sure you sign the sheet each class period. Of course, emergencies arise, and in this circumstance, you must communicate with me prior to the class period if you are going to be absent. More than 3 absences will result in the loss of all credit for attendance and a zero for the attendance/participation portion of the course.   3. Introducing Readings/Discussion Questions: Each of you will be assigned a class session in which you are required to prepare a summary of the main points of the readings, and bring in at least three questions for discussion. 4. News on Women around the World: Read a newspaper every day and bring in news items about women around the world to share in class. (*Current, daily newspaper; No magazines or news magazines). As one part of your ongoing active investigation of women's issues, consider this as a potential source for a topic that you would be interested in exploring further for your final group project. 5. Attend 3 Women-Related Events during the semester. Turn in a one-page summary/response about the event. *Please Note: No films, unless they are part of Womyn's Week, taking place at Drake during the first week of March (March 5-9); and no sorority events. Writings 1. Reading Response Papers. (15%) There will be a series of short (1-2 pages) response papers. These will ask you to summarize and respond to readings. These will be graded. 2. Three 5-6 page Essay Papers (45%; 15% each). You will write three longer essays, in response to questions that I will distribute. Handouts provided in class. 3. Final Paper and Group Project: You will collaborate with your group to prepare a final project in which you apply theoretical analysis to a selected topic. This will entail researching your topic, writing an individual paper, as well as a brief group paper, and preparing a 15-20 minute presentation of your project to the class More details about the Group Project will be provided early in the semester. Your individual final paper will be worth 10%, and the group presentation and group paper portion will be worth 10%. Final Paper due on May 15. ***Late Papers Policy***: Except in the event of extreme circumstances, late papers will not be accepted. Late papers will have the grade lowered by one/half a grade per calendar day it is late. GRADE SUMMARY Course Participation 10% Reading Response Papers 15% Three 5-page Essays 55% Group Project 10% Final Paper 10% _____________________________________________________ Total 100%     COURSE CALENDAR * = in course packet Week 1 Jan. 22-24 Introduction: Defining Women's Studies *Kesselman et al, "What is Women's Studies?" from Women: Images and Realities: A Multicultural Anthology Mayfield Publishing, 1995. *"Yes, I Am A Feminist &..." MS. Magazine, September/October 1997. Week 2: Jan. 29-31 Feminism and The Social Construction of Gender Tong, "Introduction: The Diversity of Feminist Thinking" (pp. 1-9) *Judith Lorber, "The Social Construction of Gender" from Paradoxes of Gender, Yale University Press, 1994. Week 3: Feb. 5-7 Gender, Race, and Class: Unpacking Privilege *Peggy McIntosh, "White Privilege" *Cynthia Enloe, "Beyond the Global Victim " and "The Globe-Trotting Sneaker" Week 4: Feb. 12-14 Liberal Feminism Tong, Chapter 1, "Liberal Feminism" Film: One Woman, One Vote Week 5: Feb 19-21 Radical Feminism Tong, Chapter 2, "Radical Feminism: Libertarian and Cultural Perspectives" *Audre Lorde, "Letter to Mary Daly" Week 6: Feb 26-28 Sexuality and Power *Adrienne Rich, "Compulsory Heterosexuality and Lesbian Existence" Signs: Journal of Women in culture and Society 5(4) Summer 1980, pp. 631-690. *Audre Lorde, "Uses of the Erotic" Week 7: Mar. 5-7 "In Celebration of Womyn" Week Ensler, The Vagina Monologues Week 8: Mar 12-14 Ecofeminism Tong, Chapter 8, "Ecofeminism" Griffin, Woman and Nature, selections. Week 9: Mar 19-21 Spring Break Week 10: Mar 26-28 Bastard Out of Carolina Dorothy Allison, Bastard Out of Carolina Week 11: April 2-4 Bastard Out of Carolina (cont.) Vincent King, "Hopeful Grief: The Prospect of a Postmodernist Feminism in Allison's Bastard Out of Carolina" Week 12: April 9-11 Socialist Feminism Tong, Chapter 3, "Marxist and Socialist Feminism" Week 13: April 16-18 Multicultural and Global Feminism Tong, Chapter 7, "Multicultural and Global Feminism" *Audre Lorde, "The Master's Tools Will Never Dismantle the Master's House" *Patricia Hill Collins, "Defining Black Feminist Thought" Week 14: April 23-25 Global Feminism *Farida Shaheed, "Controlled or Autonomous: Identity and the Experience of the Network, Women Living Under Muslim Laws" *Marnia Lazreg, "Feminism and Difference" Week 15:April 30- May 2 Women and Science *Sue Rossner, Female Friendly Science, "Introduction," "Crisis in Higher Education"; "The M. Butterfly Dilemma," and "Women's Ways of Knowing." Week 16: May 7-9 Final Projects Final Exam Period: Wed. May 15, 12:00-1:50 PM Closing and Course Evaluations