Women’s and Gender Studies Program



Women’s and Gender Studies Program

Undergraduate Courses

Spring 2010

ARCH 481 Sec. 001 Women in Design Credits: 3

Kuska TR 12:30 – 1:45 p.m. Call No. 8599

Aim: This course will study historical and contemporary contributions by women to the design professions related to the built environment. It will seek to examine the roles and values of women in design and their impact on the assumptions and issues currently held by the profession. We will evaluate design work by and about women seen in their aesthetic and intellectual context, and identify a feminist perspective and how it affects the workplace.

Requirements: In-class participation, informal response journal, discussion, brochure, research project and presentation.

Tentative Reading List: Berkeley and McQuaid, Architecture: A Place for Women; Hughes, ed., The Architect: Reconstructing Her Practice; selected readings from journals and books.

CRIM 339 Sec. 001 Women, Crime and Justice Credits: 3

Anderson MW 12:30 – 1:45 p.m. Call No. 2797

Note: CRIM 339 is a Women’s and Gender Studies course and Women’s and Gender Studies majors and minors may take this course without the specified prerequisite.

In this course, we examine the various ways women interact with the criminal justice system. First, we examine the role of gender in society before moving on to women as offenders. One part of this section deals with women in prison and related societal issues. Additionally, we examine the issue of pregnancy and the role it plays in the criminalization of acts that women commit (such as drug use and abortion). Second, we examine the victimization experiences of women by focusing on the risk factors for victimization (individual and societal), outcomes as a result of victimization, and criminal justice responses to women. Finally, we examine women as workers generally and also within the criminal justice system specifically. This final section focuses on the evolution of the various roles of women, as well as the challenges they face in traditionally male criminal justice jobs.

Sex Roles in Literature: Gay and Lesbian Literature

ENGL/WMNS 212 Sec. 001 Credits: 3

Schaffert TR 12:30 – 1:45 p.m. Call No. 7829

This class counts toward the LGBTQ/Sexuality Studies minor.

In this multi-genre class, we’ll examine the role of the gay and lesbian writer, filmmaker, and artist in shaping literary and popular culture; we’ll look at fiction, memoir, commentary, comic book, e-literature, film, and theater. We’ll study how these artists have influenced mainstream culture, how mainstream culture has appropriated gay and lesbian texts, aesthetics, and sensibilities, and how gay and lesbian writers have revised classic texts to reflect their own sensibilities and histories. The tentative reading list includes: classics such as "Breakfast at Tiffany’s" and "The Well of Loneliness"; examples of lesbian pulp fiction of the 1950s; early essays on gender by Bram Stoker; the theater of Tennessee Williams; and contemporary works such as "The Danish Girl" by David Ebershoff, and the comic book memoir "Fun Home" by Alison Bechdel.

ENGL/WMNS 215 Introduction to Women’s Literature Credits: 3

Aim:  Introductory course for undergraduates interested in women’s studies and women’s literature. Introduces students to a selection of poetry, short fiction, and film texts. The course is designed to encourage students to reflect on their assumptions about women’s literature.

Sec. 001 - Staff TR 9:30 – 10:45 a.m. Call No. 7830

Sec. 002 – Deb MWF 10:30 – 11:20 a.m. Call No. 7831

Subtitle: Decolonizing Our Voices

Aim: This section will introduce students to literature produced by women from the fourteenth to the twenty-first centuries. The earlier writings are mostly drawn from British and American women writers, while our contemporary cross section of literature will introduce students to a greater diversity of women writers. As students move through the course, they will grapple with the significant question about why anthologies of women’s literature become more inclusive of ethnic literature, lesbian literature, and working class literature as we approach contemporary writings. What historical events led to the emergence of these voices? How does a postcolonial frame of reference offer us alternative understanding of the emergence of these voices? How do we connect our explorations of these issues to our driving questions: Why do we need to define a course introducing women writers exclusively? Our work will involve considerable time for discussing our readings using these approaches to women’s literature. This will enable students to develop their critical thinking and reasoning along new ways of understanding women’s literature. Students will, in the process, formulate convincing and coherent arguments about the course material through their writing, oral presentations, and class participation. This course aims to lay the intellectual foundation for more specialized courses in women’s literature for students who will later on pursue advanced courses in this terrain. At the same time it will offer a basic but comprehensive understanding of women’s literature to students.

Teaching Method: Reading, writing, instructor led and student led discussions of reading material, small and large group activities, some short lectures, student presentations , visual aids like films (subject to availability)

Requirements: Short papers, Proposal/Abstract and Annotated Bibliography of Final Paper,

Final research paper, Class participation, including in-class activities and in-class and take home informal assignments, Oral Presentation

Tentative Reading List: Schnell, Lisa, Rashmi Varma, & Beth Kowaleski Wallace ed. Women’s World: The McGraw Hill Anthology of Women’s Writing . New York: McGraw Hill, 2008

Sec. 003 - Castro MWF 11:30 a.m. – 12:20 p.m. Call No. 7832

Aim: To explore the complex traditions of British and U.S. women's fiction and various kinds of literary theory that illuminate those traditions.

Teaching Method: Discussion, small-group work, lecture, writing.

Requirements: Weekly papers (250-300 words) in response to the reading; an annotated bibliography of 5 scholarly sources relevant to the topic of the final paper; a final 10-page research paper.

Tentative Reading List: Susan Cahill, ed. Women & Fiction: Short Stories By and About Women; Charlotte Brontë, Jane Eyre (1847); Charlotte Perkins Gilman, The Yellow Wallpaper (1892); Katherine Mansfield, Stories (1908-23); Virginia Woolf, A Room of One’s Own (1929); Zora Neale Hurston, Their Eyes Were Watching God (1937); Jean Rhys, Wide Sargasso Sea (1966); Toni Morrison, The Bluest Eye (1970); Sandra Cisneros, The House on Mango Street (1984); Angela Carter, Saints and Strangers (1986)

Instructor contact info: Joy Castro, jcastro2@unl.edu, 345 Andrews Hall

Sec. 004 – Staff TR 2:00 – 3:15 p.m. Call No. 8712

Black Women Authors

ENGL/ETHN/WMNS 244B Sec. 001 Credits: 3

Honey MWF 11:30 a.m. – 12:20 p.m. Call No. 7834

In this course we will examine writings by African American women writers from the nineteenth through the late twentieth centuries with an eye to reviewing predominant themes and concerns from this very important group of writers. We will also look at the diversity of these writers in terms of region, era, class standing, affectional preference, age, genre and other significant categories of authorial identity. The format of the class will be discussion, with some small group group work, and a good bit of writing. Each student will be required to give a presentation on a black woman writer or figure of his or her choice.

Requirements: Response papers on each of the required texts. Two longer papers at mid-term and finals time. One oral presentation of 10 minutes. Daily attendance and class participation.

Required Texts (tentative): Incidents in the Life of a Slave Girl Harriet Jacobs; Plum Bun Jessie Fauset; Their Eyes Were Watching God Zora Neale Hurston; The Street Ann Petry; Zami Audre Lorde; The Color Purple Alice Walker; Song of Solomon Toni Morrison; Kindred Octavia Butler.

Introduction to Writing of Poetry: Women and Poetry

ENGL/WMNS 253A Sec. 001 Credits: 3

Staff TR 12:30 – 1:45 p.m. Call No. 7835

Contact the English Department for course description.

Survey of Women’s Literature

ENGL/WMNS 315A Credits: 3

Sec. 001 Deb MWF 12:30 – 1:20 p.m. Call No. 8985

Subtitle: Thinking Women and War Postcolonially

Aim: In the current context of the war with the Middle East, violence has once again become a prevalent mode of perception. However, in the undergraduate classroom relatively little attention has been given to a historical understanding of why violence happens in particular geopolitical contexts. What has been considered even less is the figure of the woman caught in wartime violence. However, with new forces like postcolonialism in the field of literary studies, the examination of world politics through literature is increasingly gaining ground through a variety of courses at the university level. As a consequence, in recent years the literature classroom has also become a significant space for the study, through world literature, of the distinctive situation of women caught in warfare as well as women's writings about war and its gendered manifestations. This course will use a postcolonial approach to the literary representations of war and resistance against such violations, but will foreground the figure of the woman in conflict zones. The philosophical and theoretical apparatus of this course aims to provide students with an understanding of the logic and uses of violence in conflict zones. Our work in this class will also bring a transnational feminist perspective by engaging with the issue of readership. Throughout the course students will critically engage with the following question: What transnational material effects can reading such literature produce? This class will address all of these issues and more with the aim of allowing students to develop their critical thinking, reasoning, and formulate convincing and coherent arguments through their writings and oral participation.

Teaching Method: Reading, writing, instructor led and student led discussions of reading material, small and large group activities, some short lectures, student presentations , visual aids like films (subject to availability)

Requirements: Short papers, Proposal/Abstract and Annotated Bibliography of Final Paper, Final research paper, Class participation, including in-class activities and in-class and take home informal assignments, Oral Presentation

Tentative Reading List: Daniela Gioseffi ed. Women on War: An International Anthology of Writings from Antiquity to the Present . 2nd ed. NY: The Feminist Press at CUNY, 2003. Other texts to be included.

Sec. 002 Staff TR 11:00 a.m. – 12:15 p.m. Call No. 7836

ENGL/WMNS 315B Women in Popular Culture Credits: 3

Sec. 001 - Staff MWF 8:30 – 9:20 a.m. Call No. 7837

Sec. 004 - Staff TR 3:30 – 4:45 p.m. Call No. 7840

Aim: To theorize and analyze as a class the representation of women in popular culture, focusing primarily on television, film, art, and literature.

Contact the English Department for further information.

Modern and Contemporary Women Writers: 20th Century Lesbian Literature

ENGL/WMNS 414B Sec.001 Credits: 3

DiBernard TR 2:00 - 3:15 p.m. Call No. 7847

Aim: We will read and discuss a wide range of lesbian literature written in the U.S. in the 20th and 21st centuries, including autobiographical writings, poetry, novels, short stories, speeches, manifestoes, and essays. [One geographical exception is the British novel The Well of Loneliness, acknowledged as the first “out” lesbian novel in English.] Our reading will encompass literature by lesbians of different ages, lesbians of color, European-American lesbians, Jewish lesbians, lesbians with disabilities, lower income lesbians, and economically privileged lesbians. We will consider such questions as what is a lesbian? what qualifies as lesbian literature? how does the author's "politics of location" affect her writing? where are we located as readers of this writing? The course will be arranged historically so that we can look at the changes in the definition of “lesbian” throughout the 20th and into the 21st century in the U.S., moving into transgender and queer identity as well. We will use some ideas from queer theory to look at issues of identity and pedagogy, but our attention will primarily be on the personal experience, the human experience, expressed in the writing. I believe, with Adrienne Rich, that “Theory—the seeing of patterns, showing the forest as well as the trees—theory can be a dew that rises from the earth and collects in the rain cloud and returns to earth over and over. But if it doesn’t smell of the earth, it isn’t good for the earth.” (“Notes toward a Politics of Location,” Blood, Bread, and Poetry, Norton 1986, pp. 213-14).

I expect this to be an exciting, challenging class, characterized by open discussions and a feeling of community. I hope you will want to join such a group.

Teaching Method: We will do small group work, free writing, round robin discussions, reading aloud, and other experiential activities. This is a class where you must be active.

Requirements: A weekly reading journal; reports on out-of-class events; a project which includes an oral report; a final paper.

Tentative Reading List: Lillian Faderman, Odd Girls and Twilight Lovers; Radclyffe Hall, The Well of Loneliness; Ann Bannon, Beebo Brinker or another “pulp” novel; Audre Lorde, Zami; writing by Adrienne Rich, including "Compulsory Heterosexuality and Lesbian Existence;" Pat Parker, Movement in Black; Leslie Feinberg, Stone Butch Blues; Chrystos, Not Vanishing; Eli Clare, Exile and Pride; Amelia Montes, stories and theory. Also articles on lesbian and queer theory on E-Reserve.

Rhetorical Theory: Rhetoric of Women Writers

ENGL/WMNS 475A Sec. 001 Credits: 3

Stenberg M 2:30 – 5:10 p.m. Call No. 8117

Aim: This semester we’ll examine women’s discursive practices and their relationship to the 2000-year tradition of rhetoric, analyzing how women’s contributions have subverted and transformed traditional assumptions about rhetorical theory and practice. We’ll focus on some central questions:

How is “traditional” rhetoric defined? How do women’s contributions work within and against masculine rhetorical traditions?

What social, political and historical contexts inform women’s rhetorical contributions (or silence)? What has fostered women’s authority as speakers/writers?

How have women sought to control and revise the construction and representation of their embodied identities: racial, ethnic, physical, sexual?

How have women challenged assumptions about what “counts” as evidence in the production of knowledge?

What are the implications of women’s rhetorical practices for teaching writing and rhetoric?

What are our ethical responsibilities to speak, write and act? How can women work collaboratively to contribute to our own communities through discursive acts?

What are our own rhetorical histories? How can we strengthen our speaking/writing/rhetorical practices in private and public spheres?

With these guiding questions in mind, we’ll explore several specific forms of rhetoric(s) used by women to challenge, expand or rewrite traditional rhetorical theory and practice: silence, listening, “talking back,” the body and the erotic, anger.

Teaching Method: Small-group discussions that stem from your weekly writing, full-class discussions, and student-led facilitations.

Requirements: weekly response writing, analysis of two women’s public speech acts, and two formal projects that involve a proposal, peer review, and revision (one a more traditional academic paper, one an "action-rhetoric" project).

Tentative Reading List: Ritchie and Ronald, Available Means: An Anthology of Women's Rhetoric(s) and other texts available electronically.

HIST/WMNS 225 Sec. 001 Women in History Credits: 3

Wood Seefeldt MWF 12:30 – 1:20 p.m. Call No. 7833

Survey of the role and status of women within Western society from ancient Greece and Rome to contemporary America, with the major focus upon 19th and 20th century developments. Primary emphasis on analysis of the evolution of the position of women in society within the context imposed by cultural milieu, level of technological development, political and economic structure, family structure, and social class.

Sexuality in Nineteenth and Twentieth Century America

HIST/WMNS 402 Sec. 001 Credits: 3

Holz MWF 2:30 – 3:20 p.m. Call No. 7845

This upper-division course is intended to introduce students to some of the key themes in the history of sexuality in nineteenth and twentieth century America. Among the many topics we will explore include: Victorianism and “passionless-ness,” contraceptives and abortion, age-of-consent laws and inter-racial marriage, homosexuality and sexuality in film, music, and literature, to name just a few. Ultimately, my goal is to encourage a curiosity about the various ways people have viewed sexuality in the past in the hopes of provoking even more questions about what this might mean today. Requirements for the course include: extensive reading of primary and secondary sources (including several full-length books), several papers (both formal and informal), quizzes, in-class quick-writes, and active participation in classroom discussion.

Women and Gender in the U.S. A.

HIST/WMNS 441 Sec. 001 Credits: 3

Jacobs TR 12:30 - 1:45 p.m. Call No. 8264

This course examines the ways in which women in the area of the present-day U.S. have experienced and given meaning to their history from around 1500 to the present. The class also explores gender as a system of power relations that has been integral to the shaping of American politics and public policy and the development of the American economy.

COURSE OBJECTIVES

To explore the meaning of women's and men’s status in the U.S. across cultures and through different historical periods;

To examine changing conceptions and experiences of masculinity and femininity

To identify common dilemmas/struggles faced by women and examine how women have attempted to define, maintain, or gain power in changing historical circumstances;

To inquire into women's differences based on race, class, sexual orientation, and other factors;

To study gender as a system of power relations that manifests itself in many realms of American history;

To develop a greater historical consciousness, including:

7. the ability to critically examine primary and secondary sources,

8. the ability to put events in a chronological framework,

9. the ability to identify multiple causes for historical change;

To improve reading, writing, and analytical skills;

To promote more active participation of students in their education.

FORMAT OF CLASS:

Lectures on Tuesdays:

On Tuesdays (and sometimes at the beginning of class on Thursday) I will give presentations on the topic or topics for the week. These lectures offer a broad survey of women and gender in U.S. history and provide a context for the assigned readings.

Discussions on Thursdays:

On Thursdays, the class will divide into small discussion sections. Each student must come to class with a prepared discussion guide based on the readings assigned for the week. Each week, one student from each section will be required to lead discussion based on her or his guide.

READINGS: Readings will include a textbook -- Ellen Carol DuBois and Lynn Dumenil, Through Women’s Eyes: An American History with Documents – as well as memoirs, novels, and interpretive histories, to be announced.

Black and African-American Women’s History

HIST/ETHN/WMNS 456 Sec. 001 Credits: 3

Jones TR 2:00 – 3:15 p.m. Call No. 8271

This course is aimed at exploring the history of women of African descent in the Americas, with a particular focus on the United States. We will begin studying black women’s experiences from their African origins before the rise of the transatlantic slave trade. Then the course will focus on black women’s history from enslavement to the present day. Since the course will cover a vast chronological period, this course is designed as an overview of black women’s history. It will address such topics as black women’s resistance, labor, cultural expression, religion, racial identity (in comparative perspective), and sexuality, through an exploration of a range of primary sources, secondary sources, films, and documentaries. Pedagogically, this course will be taught from a feminist/womanist perspective, which recognizes the experiences of black women as singular and particular, when viewed through the lenses of gender and race. This is not to say that the experiences of all women in America did not and do not intersect at some point; rather that the experience of black women is distinct because of the legacy of slavery and the realities of racism and sexism in American culture and society.

POLS/WMNS 338 Sec. 001 Women and Politics Credits: 3

Theiss-Morse TR 2:00 – 3:15 p.m. Call No. 8343

This course examines the expanding role of women in political life. It will survey women’s ongoing participation in political life, political attitudes, issues of special concern to women both in the U.S. and internationally, and the varied roles attained and denied women both in the U.S. and abroad. The course is an investigation of the female experience from exclusion, to protest, to participation, to policymaking. By the end of the semester students will have a strong foundation from which to critically evaluate the positions and contributions of women in politics today.

PSYC/WMNS 421 Sec. 001 Psychology of Gender Credits: 3

Staff TR 2:00 - 3:15 p.m. Call No. 9060

This class counts toward the LGBTQ/Sexuality Studies minor.

Prerequisite: 12 credit hours in Psychology or permission from the instructor; contact the Psychology Department for further information.

This course examines psychological research and theory related to gender, with a particular focus on the ways in which gender impacts people’s day-to-day lives. First, we will consider the origins of gender in factors such as biology, stereotypes, human development, and the media. Next, we will consider how gender influences ability and achievement, work, sexuality, and relationships. Finally, we will discuss the ways that gender relates to interpersonal violence and mental and physical health. Throughout the course, we will emphasize the importance of race and culture in understanding gender.

SOCI 200 Women in Contemporary Society Credits: 3

Sec. 001 - Hagewen MWF 9:30 – 10:20 a.m. Call No. 6927

Sec. 002 - Wheeler TR 2:00 – 3:15 p.m. Call No. 6926

Sec. 101 - Deegan W 6:30 - 9:20 p.m. Call No. 6928

SOCI 200X Online Course:

Sec. 900 – Wheeler Arranged Call No. 6930

Description: This course will focus on the maintenance and change of women's roles in society through such institutions as the economy, family, education, politics and religion. Various theoretical explanations of women's status are discussed. These perspectives are applied to an overview of research on women from diverse ethnic, racial and class backgrounds, older women, houseworkers, lesbians, and women as victims.

*TXCD 325 Sec. 001 Woven and Nonwoven Textile Design Credits: 3

Weiss MW 3:00 - 5:50 p.m. Call No. Suppressed

*NOTE: For Women’s and Gender Studies credit, the student must complete a substitution form with the Women’s and Gender Studies Director.

Prerequisites: Junior standing; TXCD 206

Contact the TXCD department for call number: 472-2911

Aim: Creative application of woven and non-loom textile construction techniques. The goals of this course are 1) to build the student’s textile vocabulary so fibers can be used as a means of expression, 2) to strengthen the student’s understanding of the design process as one of exploration and discovery and 3) to build the student’s critical thinking ability in relation to observing, analyzing and evaluating contemporary textile art, with an emphasis on the contributions of women artists.

*TXCD 408 Sec. 001 History of Textiles Credits: 3

Gregory MWF 9:00 – 9:50 a.m. Call No. 7709

*To obtain Women’s and Gender Studies credit for this course, you could do your project on a woman, and complete a substitution form with the Director of Women’s and Gender Studies.

Prerequisites: Junior standing; TXCD 206; AHIS 101 or 102 or HIST 101 (Western Civ).

Aim: Textiles in the context of artistic, social, political and economic developments in the cultures of Europe, Asia, Africa and the Americas. Emphasis on evolution of textile design and stylistic differences between cultures.

Teaching Method: Slide lecture, experiential labs and discussion

Tentative Reading List: Elizabeth Barber, Women’s Work in the First 20,000 Years and Jennifer Harris, Textiles: 5,000 Years.

WMNS 101 Introduction to Women’s and Gender Studies Credits: 3

Sec. 001 Kalisa and Schleck TR 12:30 – 1:45 p.m. Call No. 7827

This team-taught course is an introduction to key concepts and debates in Women and Gender Studies with a special focus on transnationalism and globalization. As the world becomes more and more connected, we seek to use both local and global lenses to understand women’s common context of struggle and resistance, as well as the conversations taking place between women about their goals and methods. How do transnationalism and globalization influence our understanding of women’s status and positions? What is the impact of gender on areas of global significance, such as the environment, violence and armed conflict, language, the media, religion, international organizations, reproduction and fertility, sexuality, immigration, human trafficking, and food production?

In addition to the two main instructors, there will be guest lecturers from multiple disciplines who will introduce and lecture on course units as well as engage in formal and informal discussions with participants. We will be engaging with texts from several different disciplines of study (history, literature, sociology, religious studies, law, political science) and in several different formats (books & articles, film, images). Although there will be several common threads tying all of our discussions together, this class is meant to be exploratory in nature, introducing you to the wide variety of ways in which gender impacts our world, and leaving you prepared to pursue them in greater depth across your studies at UNL. Our goal is to leave you more aware, and more curious about the ways in which ideas about gender are shaping our world.

This course fulfills ACE Learning Outcome 9: “Exhibit global awareness or knowledge of human diversity through analysis of an issue.” This course continues to fulfill some requirements of the outgoing general education program as well. If you have questions about which of your degree requirements this course fulfills, please contact an advisor in the college of your major.

Instructors contact info: Chantal Kalisa (Modern Languages) mkalisa2@unl.edu and Julia Schleck (English) jschleck2@unl.edu

Sec. 002 Gannon TR 3:30 – 4:45 p.m. Call No. 7828

The study of women is the thematic thread that connects all of our learning this semester, and from which we will branch out to study all forms of identity, social constructions, and institutions. Being a member of this class does not require you to be a woman, feminist, liberal, to be forthcoming about personal matters, or to accept all ideas associated with Women’s Studies. It does, however, require you to think critically and empathetically about your own experiences and the experiences of others and to be an active participant in every class discussion. Successful completion of this class constitutes approximately four to five hours of work outside of class per week (including 30 pages of reading, a typed reading response, an activity, and a 2-page typed reflection paper weekly.) In addition, you will complete a typed 5-page biomythography, as well as a self-designed final project which you will complete over the course of the semester.

Textbook: Women's Voices, Feminist Visions, editors Susan Shaw and Janet Lee

Instructor contact info: Megan Gannon (English) megangannon@

WMNS 101 X Online Course:

Sec. 900 Burnett and Leichner Arranged Call No. 8584

This course is an introduction to basic concepts of the study of women and gender in American society and transnational contexts. We will examine historical connections and major historical figures, contemporary topics and debates, and the future of Women’s and Gender Studies. Our online section of WMNS 101 shares the same philosophy, goals, and objectives as a traditional, face-to-face classroom setting. However, given that most Women’s and Gender Studies courses at UNL rely heavily on discussion-based learning and opportunities for students to grapple with new and challenging ideas (rather than memorization), the online version of the course has a heavy written component, both in a weekly personal blog and through online discussion on a social networking website. In addition, students will demonstrate learning through quizzes and a final exam.

Required Texts and Materials:

1. Feminist Frontiers (8th edition), Verta Taylor, Nancy Whittier, Leila J. Rupp; ISBN: 978-0073404301

2. Articles, web pages, or videos linked through or posted on Blackboard at my.unl.edu

3. A computer with Microsoft Office (Word & PowerPoint), high-speed internet, audio playback capabilities, and the most recent versions of Quicktime Video, Adobe Flash Player, and Adobe Reader Software (both are free downloads). Note: the current version of Microsoft Office (which contains Word) is available for less than $20 at the UNL Computer store to current students.

4. A working knowledge of basic computer skills, including word processing, web navigation, email, and audio/video playback.

Instructors contact info: Tamy Burnett (English) tburnett2@unl.edu and Amber Harris Leichner (English) aleichner2@unl.edu

Applying Social Justice to LGBTQA Programs and Services

WMNS 211 Credits: 3

Sec. 001 Tetreault R 2:30 – 5:00 p.m. Call No. 7974

This class counts toward the LGBTQ/Sexuality Studies minor

Prerequisites: WMNS 201 or ENGL/WMNS 212 or instructor’s permission (Pat Tetreault, 472.1752, ptetreault1@unl.edu)

Aim: An overview of social justice education and the social change model of leadership development with an emphasis on developing the ability to apply this information to LGBTQA Programs & Services on a university campus. The information provided will be applied through development and implementation of an individual and group project. This course will also require personal reflection consistent with the social change model, which emphasizes seven core essential elements: Consciousness of self, congruence, and commitment (at the individual level); collaboration, common purpose, and controversy with civility (at the group level), and citizenship (the community level). Change is the goal of the social change model of leadership development, which gives purpose to the 7 C’s listed above.

Requirements: Participation in class, development and implementation of an individual project related to social justice education, social change and LGBTQA Programs and Services; and participation in a group or classroom project that also exemplifies or explores how to apply social justice to LGBTQA Programs & Services. The individual project will also be presented to / shared with the class and written summary or report will be turned in. The group project will have a brainstorming session, a timeline, idea development, group participation in implementation, and an evaluation component. A written report will also be turned in. Research and outreach may be required to implement the individual and/or group project.

Course Objectives:

▼ To develop an understanding of the theoretical perspectives of social justice education and the social change model of leadership development

▼ To examine concepts of multiple identities and the social change model of leadership development as they relate to LGBTQA Programs & Services

▼ The opportunity to develop, with the assistance of faculty, staff and/or community members/organizations, and implement a program or service for the LGBTQ community

▼ The opportunity to work on a collaborative project with classmates that utilizes the social change model of leadership development as a framework and provides a program or service for the LGBTQA community

Overview: Students will have the opportunity to clarify values, consider the theoretical underpinnings of social justice and apply their knowledge in the development and implementation of a program and/or service on campus or in the community that will benefit the LGBTQA population and fit within the social justice model. Students will have the opportunity to work with LGBTQA Programs, Services and the LGBTQA Resource Center to develop and provide a program and collaborative project or work with a community-based agency that utilizes a social justice model and apply their coursework to benefit the LGBTQA community.

Tentative Reading List: Peaks and Valleys by Spencer Johnson, MD and A Social Change Model of Leadership Development, Version III, Higher Education Research Institute (UCLA).

WMNS 399 Sec. 001 Independent Study Credits: 1-6

Jacobs Arranged Call No. Suppressed

Prerequisite: PERMISSION OF WOMEN’S AND GENDER STUDIES PROGRAM DIRECTOR, MARGARET JACOBS, 472-9300.

WMNS 399H Sec. 001 Honors Thesis Credits: 1- 6

Jacobs Arranged Call No. Suppressed

Prerequisite: Open to candidates for degree with distinction, high distinction or highest distinction in the College of Arts and Sciences; junior standing or above, with the consent of the instructor.

This course allows WGS majors and minors and LGBTQ Sexuality Studies minors to get credit for their work on an honor’s thesis. For more information, contact the Women’s and Gender Studies office at 472-9392, or Margaret Jacobs at mjacobs3@unl.edu

WMNS 400 Sec. 001 Senior Seminar Credits: 3

DiBernard W 2:30 – 5:10 p.m. *Call No. Suppressed

This class counts toward the LGBTQ/Sexuality Studies minor.

*Note: This course is required for all Women’s and Gender Studies majors; you cannot graduate without taking this class. Women’s and Gender Studies minors and LGBTQ/Sexuality Studies minors are also welcome. If you plan to graduate in May, August or December 2010, you should take the Senior Seminar this semester. The call number will be suppressed in the Class Schedule, so you must contact Professor Barbara DiBernard at bdibernard2@unl.edu to obtain the call number before you register for the class.

Aim: The Senior Seminar is meant to be a “capstone” experience for students. For probably the first time in your college experience, you will be working with only Women’s & Gender Studies students. That will give us the opportunity to form a WGS community and to delve more deeply into topics and issues than might be possible in a class where the majority of students have other majors. One of the main goals of the course is to give you the opportunity to do a major research project in WGS. I will be working with each of you to choose a topic and develop your research plan early in the semester (in fact, I’ll be contacting you about it even before the semester begins). We will also integrate the research and writing/creation of your project into our class activities, so that you receive regular feedback from your classmates and me.

Teaching Method: Expect to be active in this class. Our mode will be discussion, in-class exercises that involve reading aloud, writing, performing, and using our creativity.

Requirements: Weekly response journals; attending and reporting on WGS events on campus and in the community; informal oral reports, and a major research project. Tentative Reading List: Vandana Shiva, Earth Democracy, sections from Cynthia Enloe, The Curious Feminist, Melody Berger (ed.), We Don’t Need Another Wave. Additional articles through Blackboard. We will also integrate WGS-related speakers and programs into our discussions and readings.

It’s a real honor to teach the WGS Senior Seminar. I look forward to working with each of you, and invite you to contact me at any time before the class starts, at bdibernard2@unl.edu. My office is Andrews 337C, and my office hours for fall are M 2-3 p.m., T 12:30-1:30 p.m., and

Th. 3:30-4:30 p.m. I’d be happy to see you anytime!

--Barbara DiBernard

Internship in Women’s and Gender Studies

WMNS 497 Sec. 001 Credits: 1 - 6

Jacobs Arranged Call No. Suppressed

Students may gain practical knowledge in applying concepts learned in WGS classes in a service-learning opportunity with such organizations as Voices of Hope, Friendship Home, the YWCA, Planned Parenthood, and the ACLU. The internship will engage students with particular issues including workplace discrimination against women, prejudice faced by lesbian and gay couples, violence against women, and women’s reproductive health. Together with an on-site internship supervisor and a WGS faculty member, students will design and sign a contract that defines the number of hours to be spent at the organization, types of work, assignments, and how the student will be evaluated and graded. For more information, contact the Women’s and Gender Studies office at 472-9392, Margaret Jacobs at mjacobs3@unl.edu, or Rose Holz at rholz2@unl.edu.

OTHER UNDERGRADUATE

COURSES OF INTEREST

These courses may or may not count toward a Women’s and Gender Studies major or minor. Please consult a Women’s and Gender Studies advisor before registering.

Pro-seminar in Latin American Studies -- Women in Latin America

ANTH 478 Sec. 001 (cross listed in several departments) Credits: 3

Sanchez T 2:00 – 4:20 p.m. *Call No. Suppressed

*To obtain call number, contact Professor Carleen D. Sanchez, 472-3925, csanchez2@unl.edu

Latin America has experienced significant social, political, economic, and cultural change over the past 50 years. Women’s roles in society have also changed and traditional perceptions of Latin American women as passive elements of society are currently under scrutiny. Emerging from new explorations of women’s political agency is a growing body of literature that recognizes the critical role of women in struggles for political and social change. In this course we will explore women’s political agency in Latin America from 1950 to the present. We will be examining the various ways that women contribute to political discourse and change as revolutionaries, mothers, workers, peasants, members of Indigenous communities, lesbians, and feminists. Particular attention will be paid to the historical conditions of Latin American women’s oppression by contextualizing Latin American society in terms of social hierarchy based on differences of race/ethnicity, gender, class, and sexuality.

Current Issues: Gender, Economics and Social Provisioning

ECON 389 Sec. 001 Credits: 3

May TR 8:00 – 9:15 a.m. Call No. 8861

Course Description: In the past several decades, feminist economists have made significant contributions to our understanding of household decision-making, the care economy, international migration, development, the economics of globalization, feminization of labor markets, and macroeconomics. What began as a critique of orthodox thinking and attempt to expand the debate in economics in the 1970s and 1980s, has now become a lively and important element of what counts as knowledge in almost every field in the discipline of economics.

Aim: To gain a deeper understanding of economic theory and policy by focusing on gender analysis. The course will explore important current topics in economics, challenging mainstream economic perspectives that treat women as invisible, economic outcomes as simply a matter of choice, and economic theory as objective and unbiased. This course examines contemporary critiques of gender inequality, economic life, and policy-making, offering an alternative framework to explore arrangements surrounding economic provisioning.

Instructor contact info: amay@unlnotes.unl.edu

OTHER COURSES OF INTEREST cont.

ENGL/ETHN 245D Sec. 001 Chicano/Chicana Literature Credits: 3

Staff TR 11:00 a.m. – 12:15 p.m. Call No. 3456

This class counts toward the LGBTQ/Sexuality Studies minor when a significant portion of the course content is related to LGBTQ studies.

Contact the English Department for a description.

Online Course: Women of the Great Plains

GPSP 399 Sec. 796 Credits: 3

Buller Arranged Call No. 9104

Contact instructor for course, section and call numbers.

Who is a woman of the Great Plains? Such a question frequently conjures up an image of a female with specific characteristics regarding her race, class, ethnicity, and religion as well as the place and time in which she lived. But these perceptions are often inaccurate. This new, interdisciplinary online course—framed by humanistic and post-colonial perspectives-- examines gender throughout time and space in the American and Canadian Great Plains. Various disciplines—such as anthropology, communication, economics, geography, history, literature, and sociology–inform explorations of gender in relation to the community, environment, politics, popular culture, social justice, work, and violence.

The course will use personal narratives; print and digital copies of scholarly works, such as articles from Great Plains Quarterly and Plains Song Review; images from the Joslyn Art Museum website; digital projects from the Plains Humanities Alliance; and online resources from the Library of Congress and South Dakota State Historical Society Archives.

Instructor contact info: Rebecca A. Buller at rbuller@huskers.unl.edu

PSYC 471 Sec. 001 Human Sexuality and Society Credits: 3

Esseks TR 2:00 – 3:15 p.m. Call No. 6737

Crosslisted as EDPS 471 and SOCI 471

This class counts toward the LGBTQ/Sexuality Studies minor.

An interdisciplinary approach to the study of human sexuality in terms of the psychological, social, cultural, anthropological, legal, historical, and physical characteristics of individual sexuality and sex in society.

SOCI 225 Marriage and Family Credits: 3

Sec. 001 – Staff TR 9:30 – 10:45 a.m. Call No. 6946

This course will provide an overview of the family from a sociological perspective. The family is considered to be one of the most private and pervasive social institutions in society. All of us have had contact with at least one family, and many of us will be involved in several different families during our lifetime. We will focus on current changes in the American family ideals. We first look at changes in the family, theoretical and research frameworks in studying the family

OTHER COURSES OF INTEREST cont.

and what the concept of family has meant historically. Throughout the course we’ll look at how social structures shape and restructure the family: gender and family, ethnicity and family, social class and family, family violence and other crisis-related issues. We will also focus on contemporary families and examine love, courtship, sexuality, cohabitation, marriage and divorce.

TXCD 123 Sec. 001 Clothing and Human Behavior Credits: 3

McLeod TR 1:00 – 2:20 p.m. Call No. 7653

Analysis of social, cultural, aesthetic, and economic influences on clothing and human behavior.

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