OSU Department of Women's, Gender, and Sexuality Studies



WGSST/ENR 3530Women, Environment and DevelopmentAutumn 2014 … Scott Lab. E0105 … W/F 2:20-3:40 pmDr. Cathy A. Rakowski292-6447 (office) rakowski.1@osu.edu The best way to reach me is through email414C Kottman, Office hours T 4-5 or by appointmentCourse DescriptionThis course provides an introduction to the interdisciplinary study of women’s roles in sustainable development and as environmental stewards, farmers, and activists, among others. The course brings together theories of women, environment, and development with attention to the role of gender in policy making as illustrated through case studies. Case studies examine women’s and men’s agency and struggles as well as the growing importance of gender differences for specific issues such as forest conservation, climate change mitigation and adaptation, sustainable agricultural production, disaster recovery, toxic waste movements, resistance to construction of dams and the privatization of water, etc. This is the first course ever to be offered jointly by both Environment and Natural Resources and Women’s, Gender and Sexuality Studies. Objectives: When students complete the course, they should have a basic understanding of:The importance of “gender” as a variable for promoting sustainable development and environmental stewardshipWhy women have been leaders of some groundbreaking movements Why environmental issues have been “women’s” issuesThe relative strengths and shortcomings of the theoretical approaches known as “ecofeminism” and “feminist political ecology”Diverse approaches to gendering development policies, projects, and programs that have influenced major international policies on agriculture and environmental sustainabilityGrading and Requirements- participate actively in discussions, “HW comments,” special assignments - 25% - 3 exams = 60%Midterm 1, in class – 20%Midterm 2, in class – 20%Final exam, take home – 20%- final short paper/essay on a topic of your choice – 15%Readings and Other Course Materials We will use book chapters, journal articles, policy reports, news items, and video materials. Some items will be posted to our Carmen “content” page. Others can be downloaded through the Library’s online journal service and still others can be accessed through online web addresses that I will provide. Some videos will be shown in class while others can be viewed through Vimeo or Youtube or another online source. I also will post reports and materials used in development programs that may interest some of you.There is one book assigned and an electronic version is posted to our Carmen “content” page (with the permission of its owners): Gita Sen and Caren Grown. Development, Crises, and Alternative Visions: Third World Women’s Perspectives. Monthly Review Press, 1987. It presents a Third World approach to development that critiques capitalist economic rationales and their outcomes and emphasizes environmental sustainability and social justice as pre-requisites to genuine development.ParticipationYou start out with an A. It is up to you to keep it. Participation includes attendance, in-class workshops and discussions, and homework assignments. I reserve the right to call on students randomly to facilitate fairness in participation opportunities for class discussion. We also will break down into small groups now and then for discussion. A seating chart will be prepared to help identify students and to record participation and attendance. Participation and assignments are 25% of your grade. Don’t waste it!Homework AssignmentsEach student should plan on submitting a total of 5 “homework assignments” (HW on syllabus). There are 8 HW options spread out over the semester and you can choose 4 from 7 of the options (HW 1 is mandatory for everyone). Two should be handed in before Midterm exam 1, 2 are due before Midterm exam 2, and the final one is due before the last day of class. They are designed to help you prepare for class discussion and engage with course materials. You hand them in at the end of the assigned class and I will provide feedback. They will be marked U, S-, S, S+ to let you know how you are doing. They count toward your participation grade.Each assignment should consist of a statement of about 200-300 words (printed, not hand written) for the designated topic. Doing 5 out of 8 options provides you with considerable freedom for preparing yourself for class discussion and budgeting your time. Note: each assignment should be handed in on the day for which it was assigned. Do not send by email.Special AssignmentsWeeks 8 and 13 there will be “special assignments” that involve students doing research on assigned gender and environment issues and reporting on them in class. Further instructions will be discussed in class once our semester gets underway. Your participation in special assignments can be important to your participation grade—and they are meant to be fun too! “Want to read more?” The readings under this heading are there for students who really do want to explore the topic more and for whom the subject matter is of broader interest. There is NO requirement that you read any of them or view any recommended videos; they will not be covered on exams. However, I may refer to some of these materials during class discussion.Exams: There will be two in-class midterm exams (Sept 26 & Oct 24) and a final exam (take home exam due on Dec 13). Midterm questions will be short answer, short essay, and 1 longer essay. You will receive a study guide the week before each midterm exam; the final exam will be delivered to you the last week of class. The final will be all essay (some short, others a bit longer) and will be more comprehensive in the sense that you may be asked to use some foundational ideas (theories, concepts) introduced early in the course and apply them to your discussion of cases that we covered in the final third of the course. We will discuss this beforehand and are likely to “practice” doing this during our in-class discussions.Final paperThe final paper/essay should be about 1200 words. Give your essay a title that fits its focus and make your objective or argument clear in the opening paragraph. Give the word count (excluding references) at the end of the paper. Choose a topic of your choice that is related to the course’s subject matter but use resources NOT used already in class. Grading is based on clarity, logic, strength of arguments and analysis, and relevance of the essay to the course subject matter. Since students’ majors vary, so will style of writing and interests and I will take this into account in the interest of fairness. It helps if your paper is interesting and thought provoking and “flows” from beginning to end! Write in a style relevant to your major and use consistent formatting for reference materials. You need not list the entire reference for course materials that you use--just put author name and part of the title. Be sure to cite page numbers whenever you are discussing an idea from your sources. Correct grammar and spelling are a must! It is due the last day of class.PoliciesAll deadlines should be met and no late papers will be accepted unless you and I have agreed on this beforehand. If an emergency comes up, please notify me immediately.In principle, there will be no makeup exams and no early exams. However, life happens. If you have a verifiable emergency or urgent matter, a make-up exam will be administered at the instructor’s convenience and questions will not be the same as the original exam. Be sure to notify me or have someone else notify me of any emergency that may come up.Any plagiarism on written assignments will result in referral to the proper university authorities--no exceptions. The university’s policy is to give an F for the course if plagiarism is proven on even just one assignment. Any student who has special needs should let me know and may wish to seek the assistance of Disability Services at 150 Pomerene Hall. I will work with Disability Services to meet your needs.COURSE SCHEDULE@ indicates the reading is on electronic reserve (posted to Carmen “content” page)Week 1, Aug 27-29: Introduction to the Course: What is “women, environment and development”? WednesdayIntroduction to the subject matter and discussion on how we will conduct the course; discussion of syllabus and course materialsFridayEnvironmental issues in the public arena Shared readings:Griswold, Eliza. “How ‘Silent Spring’ Ignited the Environmental Movement.” NYTimes 9-21-2012. Koehn, Nancy. “From Calm Leadership, Lasting Change.” NYTimes 10-27-2012. Want more?Check out the United Nations Development Programme page on the MDGs-Millennium Development Goals. Look at the goals associated with environment, sustainable development, food security, and related issues. @ Check out AGENDA 21, the non-binding international agreement forged at the United Nations Conference on Environment & Development held in Rio de Janeiro, the “Earth Summit,” 3-14 June 1992Week 2, Sept 3-5: In the beginning there was “development” and then they added women and environment and “stirred”WednesdayFrom “add and stir” to “empowerment”Shared readings:Moser, Caroline. “Third World policy approaches to women in development.” Pp. 55-82 in Gender Planning and Development. Routledge, 1993.@Rowlands, Jo. “Empowerment examined.” Pp. 141-50 in Development with Women. Deborah Eade, ed. Oxfam GB, 1999.Handout: development timeline and prioritiesWant to read more?@Tinker, Irene. “The making of a field.” Pp. 33-42 in Persistent Inequalities. I. Tinker, ed. Oxford University Press, 1990.@Braidotti, et al. “Developmentalism: A discourse of power.” Pp. 17-28 in Women, the Environment and Sustainable Development. Rosi Braidotti, et al. Zed Books, 1994.FridayIntroducing environment and sustainable development into the development equationShared readings:@Mellor, Mary. “Women, development, and environmental sustainability.” Pp. 145-62 in Global Sustainable Development in the 21st Century. Edinburgh University Press, 2000.“IWHC, RESURJ, DAWN and YCSRR Analysis of Rio+20.” 2012. 5 pp. “Rio+20 outcomes: What was agreed and what this means for women’s rights going forward.” AWID, October 2012. 6 pp. Want to read more?@Bradotti, Rosi, E. Charkiewicz, S. Hausler, and S. Wieringa. “Women, the environment and sustainable development.” Pp. 54-61 in the Women, Gender and Development Reader. Zed press, 1997. “The future we want,” final document from the Rio+20 Earth Summit held in 2012 “Rio+20: Indigenous peoples’ international declaration on self-determination and sustainable development.”June 2012. 2 pp. 3, Sept 10-12: WED (the view from the “Third World”) and Ecofeminism (the view from the “First World”)HOMEWORK ASSIGNMENT 1 – everyone does this oneHow do the DAWN authors conceptualize the links between “women,” “environment,” and “development”? There are lots of ideas to choose from. Discuss what most interests you from the book.Wednesday HW 1 due todayThe DAWN collective and the book they produced in preparation for the “Earth Summit”-- the World Conference on Environment held in 1992 (and this is the book referred to in Mellor read last Friday)Shared readings:@ Gita Sen and Caren Grown. Development, Crises, and Alternative Visions: Third World Women’s Perspectives. Monthly Review Press, 1987. Book. Note: focus on getting a sense of what the authors define as problems in how “development” has impacted people who are poor, especially women. And focus on their idea of an alternative vision and its strategies and methods.FridayWhat kind of alternative visions do “ecofeminist” approaches bring to the discussion? Shared readings:Continue discussion of Sen and Grown bookReview Mellor from last weekWant to read more?Leach, Melissa. “Earth mother myths and other ecofeminist fables: How a strategic notion rose and fell.” Development and Change 38, 1, 2007:67-85.Reuther, Rosemary Radford. “Ecofeminism: First and Third World women.” Ecotheology 2, 1997:72-83.Week 4, Sept 17-19: The feminist political ecology framework HOMEWORK ASSIGNMENT Option 2How does the feminist political ecology perspective differ from an ecofeminist perspective? That is, what does it encourage us to focus on to understand how & why women relate to the environment?Wednesday Hand in HW Option 2 todayThe feminist political ecology alternative Shared readings:Rocheleau, Dianne, Barbara Thomas-Slayter, and Esther Wangari. “Gender and environment: A feminist political ecology perspective.” Pp. 3-26 in Feminist Political Ecology. D. Rocheleau, et al, eds. Routledge, 1996. Want to read more?Jackson, Cecile. “Doing what comes naturally? Women and environment in development.” World Development 21, 12, 1993:1947-63.McNeill, Desmond. “Sustainability: An idea that makes a difference?” Pp. 10-30 in Global Sustainable Development in the 21st Century. K. Lee, A. Holland, D. McNeill, eds. Endburgh University Press, 2000.FridayCase study: Wangari Maathai and the Green Belt Movement Video: [we will view this video in class, 8:52]Shared reading@Muthuki, Janet. “Challenging patriarchal structures: Wangari Maathai and the Green Belt Movement in Kenya.” Agenda: Empowering Women for Gender Equity 20, 69, 2006:83-91.View this video before class: Documentary: Wangari Muta Maathai (1940 - 2011). It provides historical background behind the Green Belt Movement and the personal and political events that led Maathai to found it [47:46] Be ready to discuss in class.Want to read more?Michaelson, Marc. “Wangari Maathai and Kenya’s Green Belt Movement: Exploring the evolution and potentialities of consensus movement mobilization.” Social Problems 41, 4, 1994:540-61.Week 5, Sept 24-26: Forest preservation and the Chipko movementHOMEWORK ASSIGNMENT Option 3Of the many reasons why gender matters for preserving forest resources in India, which do you find the most compelling or interesting and why? Wednesday Hand in HW Option 3 todayCase study: The Chipko movement (legend and reality)Shared readings:Video to watch outside of class: "ON THE FENCE: Chipko Movement Re-visited" [29:14] (film provides history and close look at contemporary situation; we will discuss this in class)Agarwal, Bina. “Conceptualizing environmental collective action: Why gender matters.” Cambridge Journal of Economics 24, 2000:283-310.Read one of the following articles. Note: there is overlap between Haigh and Bhatt, but each also provides some different useful information.Haigh, Martin. “Understanding ‘Chipko’: The Himalayan people’s movement for forest conservation.” International Journal of Environmental Studies 31, 1988:99-110. (an outsider’s perspective)Bhatt, Chandi Prasad. “The Chipko Andolan: Forest conservation based on people’s power.” Environment and Urbanization 2, 1, 1990:7-18. (an insider’s perspective)Want to read more?Jain, Shobita. “Standing up for trees: Women’s role in the Chipko movement.” Pp. 163-78 in Women and the Environment: A Reader. Sally Sontheimer, ed. Monthly Review Press, 1991.Bandyopadhyay, Jayanta. “Chipko movement: Of floated myths and flouted realities.” 1999. An unpublished paper available online: (dispelling some widespread myths)FridayMidterm exam 1Week 6, Oct 1-3: Gender and food security as a development issueWednesdayWomen as farmers and environmental managers in the “global south/third world”Shared readings:Gladwin, Christina et al. “Addressing food security in Africa via multiple livelihood strategies of women farmers.” Food Policy 26, 2001:177-207.Aguilar-Stoen, Mariel et al. “Home gardens sustain crop diversity and improve farm resilience in Candelaria Loxicha, Oaxaca, Mexico.” Human Ecology 37, 2009:55-77.@Lopes, Ana Paula and Emilia Jomalinis (Action Aid Brazil). “Agroecology: Exploring opportunities for women’s empowerment based on experiences from Brazil.” A manual. Feminist Perspectives Towards Transforming Economic Power December 2011. An AWID publication. 18 pp.Want to read more?Gadio, Coumba Mar and Cathy A. Rakowski. “Farmers’ changing roles in Thieudeme, Senegal: The impact of local and global factors on three generations of women.” Gender & Society 13, 6, 1999:733-757.Padmanabhan, Martina. “The making and unmaking of gendered crops in northern Ghana.” Singapore Journal of Tropical Geography 28, 2007:57-70.FridayWomen, gender and food security: a policy approachVideo to view in class: Growing Impact: African Women in Agricultural Research and Development (AWARD) [9:35]Shared readings:“The vital role of women in agriculture and rural development.” Conference results, FAO, Rome 2011. 12 pp. “Innovative approaches to gender and food security: Changing attitudes, changing behaviors.” Food Security Insights 82, January 2012:1-8. Brown, Lynn et al. “Generating food security in the year 2020: Women as producers, gatekeepers, and shock absorbers.” International Food Policy Research Institute (IFPRI) Brief 17, May 1995. 4 pp. Want to read more?@Sarojeni Rengam (PAN Asia-Pacific). “Women and Food Security.” Pp. 37-44 in Drawing on Farmers’ Experiences in Food Security: Local Successes and Global Failures. Gabrielle Stoll, ed. For the German NGO Forum on Environment and Development. 2001. (look for the entire book on Carmen and then read this chapter)IFPRI Policy briefs: “Focus 6: Empowering women to achieve food security.” Briefs 1-12, 2001. 24 pp. Scan the briefs to get a sense of the list of activities and issues that are on the policy agenda.Week 7, Oct 8-10: Gender and water managementHOMEWORK ASSIGNMENT Option 4Why is water considered to be a “women’s issue”?Wednesday Hand in HW 4 todayWomen and water managementShared readings:Green, Cathy and Sally Baden. “Integrated water resources management: A gender perspective.” IDS Bulletin 28, 1, 1995:92-100.Laurie Nina. “Gender water networks: femininity and masculinity in water politics in Bolivia.” International Journal of Urban and Regional Research 35, 1, 2011:172-88.Want to read more?@Moraes, Andrea and Patricia Perkins. “Deliberative water management: Women’s experience in Brazil.” Pp. 140-54 in Eco-Sufficiency and Global Justice: Women Write Political Ecology. Ariel Salleh, ed. Pluto Press, 2009.Ray, Isha. “Women, water, and development.” Annual Review of Environment and Resources 32, 2007:421-49.FridayThe fight against Coca Cola in Plachimada, Kerala, IndiaVideo we will view in class: Indians Protest Coca Cola Plant [1:31]Shared video and readings:Video to watch before class: Always Coca-Cola - India [28:56] uses Coca Cola link to Fifa sports as a way to begin critiques of how Coca Cola operates and to discuss the conflict over depletion/pollution of water resources by Coca Cola plants in countries like IndiaKarthika, Annapoorna. “Bottling up a corporate giant: Victory of a mass movement.” Covalence Ethical Quotation System, Analyst Paper. 2008. “The case against Coca-Cola Kerala State: India.” Want to read more?Drew, Georgina. “From the groundwater up: Asserting water rights in India.” Development 51, 2008:37-41.World March of Women. “Water is the common good of all humankind. Access to quality water is everyone’s right.” 2012. 4 pp. Week 8, Oct 15-17: Dams: Development? What kind? At what cost?Special assignments this week HOMEWORK ASSIGNMENT Option 5Should human rights and environmental impacts be taken into account when deciding on big, expensive dam projects? WednesdayDams versus people and environmentView video in class: Video, 1 of a series on the displacement of people in the Narmada River Valley [12:30]Shared readings:Mehta, Lyla. “Balancing pains and gains: A perspective paper on gender and large dams.” WCD Thematic Review 1,1, 2000. 42 pp. Look for information specific to how gender plays a role in conflicts over dams and how dam projects impact men and women differently.Brieger, Tracey and Ali Sauer. “Narmada Valley: Planting trees, uprooting people.” Economic and Political Weekly, October 28, 2000:3795-97.Want more?Gandhi, Ajay. “Developing compliance and resistance: The state, transnational social movements and tribal peoples contesting India’s Narmada project.” Global Networks 3, 4, 2003:481-95.O’Bannon, Brett. “The Narmada River project: Toward a feminist model of women in development.” Policy Sciences 27, 1994:247-267.Video, 3rd in a series on the displacement of people in the Narmada River Valley [13:13]Russo, Christina. “A Kenyan woman stands up against massive dam project.” Environment 360 (Yale University). 4 pp. Friday Hand in HW Option 5 todayBefore class, students will choose one of the two topics, then will do the research and discuss them in class, guided by the HW questions. Everyone watches these 2 videos before class to familiarize themselves with both cases:Video: Is the Three Gorges Dam a Ticking Time Bomb? 19:30 min. Video: Brazil’s Belo Monte Dam: Conflict in the Amazon. 13 min. 1: Three Gorges Dam – ChinaSome resources: (you choose which to read)Du, Daisy Yan. “Documenting Three Gorges Migrants: Gendered Voices of (Dis)placement and Citizenship in Rediscovering the Yangtze River and Bingai.” Women’s Studies Quarterly 38, 1-2, 2010.Yardley, Jim. “Chinese Dam Projects Criticized for Their Human Costs.” NYTimes 11-19-2007 “China's Enormous Three Gorges Dam Could End Up Being A Huge Mistake” Business Insider 4-23-2012. , John, et al. “Toward holistic evaluation and assessment: Linking ecosystems and human well-being for the Three Gorges Dam.” EcoHealth March 2010.Aird, Sarah. “China’s Three Gorges: The impact of dam construction on emerging human rights.” Human Rights Brief, 2001. Choice 2: Belo Monte Dam – BrazilSome possible resources: (you choose which to read)Fearnside, Philip. “Dams in the Amazon: Belo Monte and Brazil’s Hydroelectric Development of the Xingu River Basin.” Environmental Management (2006) Bingham, Alexa. “Discourse of the Damned: A study of the impacts of sustainable development discourse on indigenous peoples in the Brazilian Amazon in the context of the proposed Belo Monte hydroelectric dam.” POLIS Journal 4, Winter 2010. Timo, Petalla Brandao. “Development at the cost of violations: The impact of megaprojects on the human rights in Brazil. SUR, a human rights journal, 18, 2013. Bratman, Eve Z. “Contradiction of Green Development: Human rights and environmental norms in light of Belo Monte Dam activism.” Journal of Latin American Studies 46, 2, 2014.Brown, Chip. “Kayapo Courage.” National Geographic January 2014. 9, Oct 22 – 24WednesdayMaking sense of it all…a stop, breathe and reflect discussionFridayMidterm exam 2Week 10, Oct 29 - 31: Toxic waste movementsHOMEWORK ASSIGNMENT Option 6How would you describe the relationship between race, class and/or gender in toxic waste issues?WednesdayLove CanalVideo we will view in class: Love Canal by lexilou1461 [9:29]Shared readings:Hay, Amy. “Recipe for disaster: Motherhood and citizenship at Love Canal.” Journal of Women’s History 21, 1, 2009:111-34.Want more?Newman, Rich. “Making environmental politics: Women and love canal activism.” Women’s Studies Quarterly 1&2, 2001:65-84. [this one has a lot of historical detail and interview info]Robinson, Erin. “Community frame analysis in Love Canal: Understanding messages in a contaminated community.” Sociological Spectrum 22, 2002:139-69.Video: Love Canal 01, History Channel, [7:10] (this film discusses aspects of the clean up as well as the origin of the problem; terrible editing but great facts here)Friday Hand in HW option 6Race, class, gender and environmental injustice Shared readings:@Simpson, Andrea. “Who hears their cry? African American women and the fight for environmental justice in Memphis, Tennessee.” Pp. 82-104 in The Environmental Justice Reader. J. Adamson, M. Evans, and R. Stein, eds. University of Arizona Press, 2002.Krauss, Celene. “Women and toxic waste protests: Race, class and gender as resources of resistance.” Qualitative Sociology 16, 3, 1993:247-62.Want to read more?Brown, Phil and Faith Ferguson. “’Making a big stink’: Women’s work, women’s relationships and toxic waste activism.” Gender & Society 9, 2, 1995:145-72.Newell, Peter. “Race, class and the global politics of environmental inequality.” Global Environmental Politics 5, 3, 2005:70-94. Week 11, Nov 5 - 7: Gender and disastersHOMEWORK ASSIGNMENT Option 7Prepare notes for discussion on either the Red River Valley or Katrina and hand your HW in on the day we discuss your chosen topic WednesdayGender and class in chronic flood situationsShared readings:Enarson, Elaine and M. Fordham. “From women’s needs to women’s rights in disasters.” Environmental Hazards 3, 2001:133-36.Enarson, E. “What women do: Gendered labor in the Red River Valley flood.” Environmental Hazards 3, 2001:1-18.“Unsung heroines: Women and natural disasters.” Gender Matters Information Bulletin No. 8, January 2000. Want more?Juran, L. “The Gendered Nature of Disasters: Women Survivors in Post-Tsunami Tamil Nadu.” Indian Journal of Gender Studies 9, 1, 2012: 1-29. FridayGender, class, race and Hurricane KatrinaShared readings:@Litt, J., A. Skinner and K. Robinson. “The Katrina Difference: African American women’s networks and poverty in New Orleans after Katrina.” Pp. 130-141 in The Women of Katrina: How Gender, Race, and Class Matter in an American Disaster, ed. E. David and E. Enarson. Vanderbilt Univ. Press, 2012.Elliott, J. and J. Pais. “Race, class, and Hurricane Katrina: Social differences in human responses to disaster.” Social Science Research 35, 2006:295-321.Belkhir, J. and C. Charlemaine. “Race, gender and class lessons from Hurricane Katrina.” Race, Gender & Class 14, 1-2, 2007:120-152.Want more?Scott, J. and W. Katz-Fishman. “American through the eye of Hurricane Katrina—Capitalism at its “best.” What are we prepared to do?” Race, Gender & Class 14, 1-2, 2007:7-16.Fin, S. “Life and death in a hospital ravaged by Hurricane Katrina.” Excerpt from a book. Oct. 13, 2013. Human Rights Watch. “New Orleans: Prisoners abandoned to floodwaters.” September 21, 2005. Ariyabandu, Madhavi M. “Impact of hazards on women and children: Situation in South Asia.” Practical Answers to Poverty paper. June 2000. Week 12, Nov 12 - 14: Gender and climate change, the environmental challengeWednesdayShared readings:Terry, G. “No climate justice without gender justice: An overview of the issues.” Gender & Development 17, 1, 2009:5-18.Nelson, V. and T. Stathers. “Resilience, power, culture, and climate: A case study from semi-arid Tanzania, and new research directions.” Gender & Development 17, 1, 2009:81-94.@Spitzner, Meike. “How global warming is gendered: A view from the EU.” Pp. 218-29 in Eco-Sufficiency & Global Justice, ed. Ariel Salleh. Pluto Press, 2009.Video to watch before class: Adapting to climate change in Eastern and Southern Africa 20:42 min. more?Video: “When the Water Ends: Africa’s Climate Conflicts” produced by Yale University Environment 360 project. 16 min. Nelson, Valerie et al. “Uncertain predictions, invisible impacts, and the need to mainstream gender in climate change adaptations.” Gender & Development 10, 2, 2002:51-59.Dankelman, Irene. “Climate change: Learning from gender analysis and women’s experiences of organizing for sustainable development.” Gender & Development 10, 2, 2002:21-29.Denton, Fatma. “Climate change vulnerability, impacts, and adaptation: Why does gender matter?” Gender & Development 10, 2, 2002:10-20.Video: Weathering Change - Stories About Climate and Family from Around the World [13:58]FridayGendering policy and actionsShared readings:@Brownhill, L. and T. Turner. “Women and the Abuja Declaration for Energy.” Pp. 230-250 in Eco-Sufficiency & Global Justice, ed. Ariel Salleh. Pluto Press, 2009.Nampinga, R. “Emerging issues panel: Gender Perspectives on Climate Change.” Paper presented to the Commission on the Status of Women, UN, 2008. 7 pp. Hernmati, M. and U. Rohr. “Engendering the climate-change negotiations: Experiences, challenges, and steps forward.” Gender & Development 17, 1, 2009:19-32.Want to read more?“Women as key players in climate adaptation.” JotoAfrika 6, March 2011: 1-8. and Climate Change: Toolkit for women on climate change. ISIS International. No date. Makhabane, Tieho. “Promoting the role of women in sustainable energy development in Africa: Networking and capacity-building.” Gender & Development 10, 2, 2002:84-91.BRIDGE. “Gender and climate change: Mapping the linkages. A scoping study on knowledge and gaps.” 2008. Video: Africa's Climate Change Challenge [9:10] considers policy discussions and some strategiesWeek 13, Nov 19 - 21: Land rights and land grabs in Africa – environmental and social issuesHOMEWORK ASSIGNMENT Option 8In the film on land grabs (Planet for Sale), what environmental or social consequences do you see? WednesdayWomen and land rightsWatch video in class: Dignity: Women and Land Rights in Burundi 11:25 min. video and reading:Koopman, Jeanne and Iba Mar Faye. “Land grabs, women’s farming, and women’s activism in Africa.” Conference paper for Land Deal Politics Initiative, October 17-19, 2012. Watch this film before class. We will discuss the issues both days this week: Video: Food crisis and the global land grab documentary - Planet for Sale? [54:22] The first part of this film focuses on the economic rationale behind “land grabs.” The second half follows an investor and the impact of his take over of land on local people and ecosystem. FridayContinue discussion of land land grabsVideo we will watch in class, 1:20 min: Tanzanian women talking about land grabs. readings:@Chu, Jessica. “Gender and ‘land grabbing’ in Sub-Saharan Africa: Women’s land rights and customary land tenure.” Development 54, 1, 2011:35-39.@Zoomers, Annelies. “Introduction: Rushing for land: Equitable and sustainable development in Africa, Asia and Latin America.” Development 54,1, 2011:12-20.Week 14: THANKSGIVING WEEK. NO CLASS. Take Tuesday to work on your final essay.Week 15, Dec 3-5: Pulling it all together Final exam (a take home) will be emailed to you this week.Final Essay due FridayWednesdayWe will go back over key concepts and frameworks and revisit case studies and issues as you wish. Friday Hand in your essays/papers todayDiscuss student papers & final examFINAL EXAM: Take home exam due on Saturday, December 13 by 9 pm. SEND TO ME AS AN EMAIL ATTACHMENT. I will acknowledge receipt. ................
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