BYRAM WGS 1500



Introduction to Women & Gender StudiesWGS 1500 Online CourseInstructor: Tanji ByramEmail: tanjerinevei@REQUIRED TEXTSWhile we will not be using a textbook in this course, there are weekly readings that are available on Canvas.COURSE DESCRIPTIONWhile this course is designed to introduce you to major perspectives and themes within the Women’s and Gender Studies program and feminist discourses, it is as much about you as it is about scholarship. That is, because gender manifests itself through narratives about bodies, and because indignation is born from oppression, your lived experiences, embodied knowledge, and emotions are important factors in the learning process. Throughout the course, you will be challenged to explore who you are in the world, where your values come from and why, and to relate your own embodied knowing to that of your peers and the arguments within our texts. How do you contend with your experiences in the world and how they differ from or relate to course content? Where might those differences and similarities come from? In this way, we explore how our individual and interpersonal relationships and experiences interact with, respond to, and are informed by, larger institutional structures and practices, and we utilize feminist scholarship to further investigate these relationships. OBJECTIVESUpon completion of the course, students will be able to:Demonstrate an understanding of gender, how it differs from sex, and ways in which it governs bodies.Recognize how gender intersects with race, class, religion, and other identity signifiers.Have a basic understanding of feminism.Identify gendered narratives, both explicit and implicit, within cultural artifacts such as social media, stories, local culture, fashion, etc.Demonstrate an ability to encounter differing perspectives and arguments while supporting their own stance with viable evidence. Examine the interplay between individual, interpersonal, and institutional manifestations of gender. COURSE REQUIREMENTS & EVALUATIONCultural Artifact (20%): On Wednesday of each week, two students will be responsible for finding and posting to the class Canvas page a cultural artifact that relates to that week’s readings. A cultural artifact can be anything that you encounter in your daily life that includes but is not limited to: a meme on social media, an advertisement, a character in a movie or book, an article, a poem, art work, etc. In your post, you must explain to the class the connections that you are making between the artifact and the readings in no less than 400 words. If you cannot provide an image, link to, or copy of this artifact, you must be able to describe it with enough detail for the class to understand the nature of the artifact and how you are thinking about it (note that the description counts as the artifact and should not be included in the word count). Your summary does not need to come to any particular conclusions and, in fact, may work to raise questions and trouble the arguments made in the readings. It is important that, when it is your week to submit an artifact, you submit it on time as the rest of the class will need to be able to respond to it in their weekly posts by Friday night. I will provide the artifact(s) for our first week of posts (week 2) to give everybody an example of how to write about a cultural artifact. During that week, I will assign to each of you your week for posting a cultural artifact. You may trade with classmates should you have a conflict in the schedule, but I must approve of the trade at least one week in advance. Remember, cultural artifact submissions are due Wednesday by 11:59 pm for the week which you are assigned. Weekly Readings & Posts (30%): In lieu of weekly class discussions, you are expected to engage with the readings and each other by posting a response to the articles and one of that week’s cultural artifacts online each week. Given that there will be 2 artifacts most weeks, you will have a choice as to which one you prefer to respond to. Posts should have a minimum of two paragraphs (3-4 sentences each) and must demonstrate an understanding of the readings and thoughtful engagement with the artifact in relation to that week’s topic. A way to ensure that you are meeting this criteria is to write one paragraph that connects the readings to each other and one paragraph that speaks directly to the artifact with the readings in mind. You are invited to express how you are thinking and feeling about the topics, and you must demonstrate that you are weighing the arguments made by your peers and the authors of our texts. While these posts will be graded as credit/ no credit, I will be reading all of them. Given the size of the class, however, I can only provide commentary on a few posts each week. Should your post not count for credit, I will tell you why and let you amend your work for credit. Posts are due every Friday by 11:59 pm via Canvas. On weeks where there are holidays or breaks on Friday (e.g., fall and Thanksgiving breaks), you have until that Sunday to post. Myself as a Gendered Subject & Syllabus Quiz (10%): To help you to make personal connections to the readings, and to help me assess your level of familiarity with Women’s and Gender Studies topics (which you need not be familiar with at the beginning of the course), your first assignment is to write a 2-3 page reflection on your experiences as a gendered subject. Implied in this assignment is that everybody has embodied knowledge of gender whether we have had to think directly about it or not. To guide you in this reflection, consider the following questions:What was my anatomical sex assigned to me at birth, and do I identify with that assignment (i.e., do the labels female, male, intersex fit how I feel in my body)?What is my gender (e.g., woman, man, gender queer, non-binary, masculine, femme, etc.)?When was I first aware of my sex and my gender, and how often do I think directly about these identity signifiers?Have I ever been denied access to spaces, conversations, hobbies, types of clothing, or possessions based on my sex and my gender?What sexed and gendered assumptions might I make about myself and others on a daily basis? How do these identity signifiers play out in institutions such as schools, stores, media, and politics? You do not have to speak to all of these questions, nor are you limited to these prompts. However, you are expected to demonstrate a thorough examination of your experiences as a gendered person. Feel free to raise any questions you hope to explore in the course.Syllabus Quiz: In addition to this reflection, you are required to complete a quiz on the content of the syllabus for this course. This is to ensure that you have read the syllabus thoroughly and that you are aware of my expectations for you as a student in this class. This also works as an opportunity for you to address any questions and concerns that may come up for you in preparing yourself to successfully complete this course. The quiz is posted to Canvas. Complete it when you submit your reflection paper. Reflection papers will not be accepted without a completed quiz.Due Friday, Sept. 2 by 11:59 pm via Canvas.Midterm Reflection Paper/ Project (20%): In place of an exam, you will complete a reflection paper and/or project using readings from the first half of the course. Specific details of this assignment will be posted to Canvas. Due: Friday, October 14 by 11:59 pm via Canvas.Final Reflection Paper/ Project (20%): In place of a final exam, you will complete a reflection paper and/or project using readings primarily from the second half of the course. Specific details of this assignment will be posted to Canvas. Due: Wednesday, December 14 by 11:59 pm via CanvasGRADING SCALEA 94-100%B- 80-83%D+ 67-69%A- 90-93%C+ 77-79%D 64-66%B+ 87-89%C 74-76%D- 60-63%B 84-86%C- 70-73%E 59% or lessEMAIL POLICYAs this is an online course, it is important that you check Canvas regularly. All updates and changes to the syllabus will be posted on the Announcements page. While most of our correspondence will be through Canvas, you are also welcome to email me at the address listed on the syllabus. Given that this is an online class, please email me in lieu of office hours with any questions or concerns you have. I do check my email regularly; however, I also reserve 48 hours to reply during the week and longer over weekends and holidays. Note that all assignments must be submitted via Canvas—not through email—by the due dates listed on the syllabus.ACADEMIC HONESTY/ PLAGIARISMCompliance with strict standards of academic honesty is expected. Academic misconduct/plagiarism will not be tolerated and may be grounds for failure of the course, and suspension or dismissal from the University. Note that “plagiarism” is the failure to correctly cite/reference any words or ideas which are not your own. You should always reference the sources of your information. Plagiarism also includes the using of (or sharing with) others’ essays, quizzes, etc., and the use of pre-written, purchased, or downloaded materials. If there is ever a question, please ask me.AMERICANS WITH DISABILITES ACTAny student requiring accommodations or services due to a disability must contact Services for Students with Disabilities, Rm. 181, Student Services Center. SSD can also arrange to provide materials (including this syllabus) in alternative formats if necessary. Please refer to SSD’s website for more information: CONTENT DISCLAIMERBecause sexuality, queer theory, trans activism and other radical political agendas are central topics of many of the texts we explore, we will necessarily discuss/analyze content that may not always be comfortable and may in fact be objectionable to some of you.? ‘PG’ versions of such material are simply not available. If you are uncomfortable with subversion / destabilization of heteronormativity, patriarchy and neoliberalism, and/or uncomfortable with discussing methods and means for challenging dominant power structures, including the academy, please take a moment to consider your enrollment in this course.You do not have to change or adapt your core beliefs to succeed in this class; your beliefs and opinions are yours to keep and to share in class if you so choose.? There will be limits as to expression of opinions, however.? In my attempt to enforce a respectful and safe environment, I simply will not tolerate blatantly homophobic, transphobic, misogynistic, classist or racist comments.? If you have questions about these terms, please email me.*Syllabus is tentative and open to change.? Changes will be posted under announcements on Canvas*COURSE SCHEDULEWeek 1 (8/29 - 9/2) IntroductionKillermann, S. (2013). The Social Justice Advocate’s Handbook: A guide to Gender (12-47).Due Friday (9/2): Myself as a Gendered Subject Essay & syllabus quizWeek 2 (9/5 - 9/9) What is Gender?Cranny-Francis, A. et al. (2003). Ways of talking. In Gender studies: Terms and debates (pp. 1-41). New York, NY: Palgrave Macmillan.Kimmel, M. (2011). Ordained by Nature. In The gendered society. Oxford University Press.Week 3 (9/12 – 9/16) What is Gender? (continued)Elliot, L. (2010). In Pink brain, blue brain. New York: Mariner Books (1-17).Kimmel, M. (2011). The social construction of gender relations. In The gendered society (111-136). New York: Oxford University Press.Orenstein, P. (2012). Cincerella ate my daughter: Dispatches from the front lines of the new girlie-girl culture. Harper. (55-72).Cultural Artifact:Week 4 (9/19 – 9/23) Media & Representation Miss Representation (2011) VIDEOThe Mask You Live In (2015) VIDEOKilbourne, J. (1999). “In your face…all over the place”. In Can’t buy my love: How advertising changes the way we think and feel. (pp. 57-75) New York, NY: Touchstone. Cultural Artifact:Week 5 (9/26 – 9/30) Oppression McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent Schools, 49, 31-36.Tatum, B. D. (2003). Defining Racism: ‘Can We Talk?’. In P.S. Rothenberg (Ed.), Race, class, and gender in the United States: An integrated study. New York: Worth Publishing.Frye, M. (2003). Oppression. In Politics of reality (pp. 1-16). Trumansburg, New York: The Crossing Press.Cultural Artifact:Week 6 (10/3 – 10/ 7) FeminismTong, R. (2014). Introduction: The diversity of feminist thinking. In Feminist thought: A more comprehensive introduction (4th ed.) pp. 1-10. Philadelphia, PA: Westview Press.hooks, b. (2000). Introduction & Feminist Politics. In Feminism is for everybody: Passionate politics (pp. vii-6). Cambridge, MA: South End Press.Gay, R. (2014). Bad Feminist. New York, NY: Harper Perennial (ix-xiv).Cultural Artifact:Week 7 (10/10 – 10/14) Feminism (continued)hooks, b. (2000). Feminism: A movement to end sexist oppression. In Feminist theory from the margin to center (pp. 18-33). London: Pluto Press.Collins, P. H. (1989). The social construction of black feminist thought. Signs, 745-773.Adiche, C. (2013). We should all be feminists. Ted Talk at URL: Cultural Artifact:Due Friday (10/14): MidtermWeek 8 (10/17 – 10/21) IntersectionalityShields, S.A. (2008). Gender: An intersectionality perspective. Sex Roles, 59 (5-6), 301-311.Lorde, A. (1984). Age, race, class, and sex: Women redefining difference. In Sister Outsider (pp. 114-123). Trumansburgg, NY: Crossing Press.Lowe, L. (1991). Heterogeneity, hybridity, multiplicity: Marking Asia American differences. Diaspora” A Journal of Transnational Studies, 1(1), 24-44.Cultural Artifact:Week 9 (10/24 – 10/28) EmotionsCampbell, S. (1994). Being dismissed: The politics of emotional expression. Hypatia 9 (3): pp. 46-65.Frye, M. (1983). A note on anger. In The Politics of Reality: Essays in Feminist Theory. Trumansburg, New York: The Crossing Press.Tuck, E. (2011). Humiliating ironies and dangerous dignities: a dialectic of school pushout. International Journal of Qualitative Studies in Education. 24 (7), 817-827.Dworkin, A. (1988). I want a twenty-four-hour truce during which there is no rape. In Letters from a war zone writings 1976-1989 (pp. 162-171). New York, NY: E. P. Dutton.Cultural Artifact:Week 10 (10/31 – 11/4) FemininityWolf, N. (1994). Hunger. In P. Fallon, M. A. Katzman, and S. C. Wolley (Eds.) Women’s Feminist perspectives on eating disorders (pp. 94-111). New York: Guilford Press.Wittig, M. (1993. One is not born a woman. In H. Abelove, M. A. Barale, & D. M. Halperin (Eds.), The lesbian and gay studies reader (pp. 103-109). New York: Routledge.Seifert, C. (2015). Virginity in young adult literature after Twilight. Rowman & Littlefield. (1-22).Cultural Artifact:Week 11 (11/7 -11/11) MasculinityMessner, M. (1990). Boyhood, Organized Sports, and the Construction of Masculinities. Journal of Contemporary Ethnography, 18, 216-444.Smith, W. A., Allen, W. R., Danley, L. L. (2007). “Assume the position… you fit the description” Psychosocial experiences and racial battle fatigue among African American male college students. American Behavioral Scientist 51 (4), 551-578.Schooner, D., & Ward, L. M. (2006). Average Joes: Men’s relationships with media, real bodies, and sexuality. Psychology of Men & Masculinity, 7 (1), 27.Cultural Artifact:Week 12 (11/14 – 11/18) Reconfiguring Femininity and Queer MasculinitiesGalewski, E. (2005). Figuring the Feminist Femme. Women’s Studies in Communication, 28 (2), 183-206.Halberstam, J. (1998). An introduction to female masculinity: Masculinity without men. In Female Masculinity (pp. 1-43). London: Duke University Press.Heasly, R. (2005). Queer masculinities of straight men: A typology. Men and masculinities 7, 310-320.Fausto-Sterling, A. (1995). How to build a man. In M. Berger, B. Wallis, and S. Watson (Eds.), Constructing Masculinity (pp. 127-135). New York: Routledge. Cultural Artifact:Week 13 (11/21 – 11/25) SexualityDiamond, L. (2008). Sexual Fluidity. Cambridge, MA: Harvard University Press.Ngel, J. (2000). Ethnicity and sexuality. Annual Review of Sociology, 26, 107-133.Moraga, C. (1987). La Guera. In G. Anzaldua & C. Moraga (Eds.), This bridge called my back: Writings by radical women of color (pp 27-34).Reason, R. D. & Rankin, S. R. (2006). College students’ experiences and perceptions of harassment on campus: An exploration of gender differences. College Student Affairs Journal, 26(1), 7-29.Cultural Artifact:Week 14 (11/28 – 12/2) Social Structures of Sex & GenderSpade, D. “For Lovers and Fighters” , C. (2013). Unsettled relations: Schools, gay marriage, and educating for sexuality. Educational Theory 63 (5), 543-558.Cultural Artifact:Week 15 (12/5 – 12/9) Gender and PoliticsPhillis, A. (998). Democracy and representation: Or, why should it matter who our representatives are? In Feminism and politics (pp. 224-240). Oxford, NY: Oxford University Press. Krenshaw, K. (1998). Demarginalizing the intersection of race and sex: A Black Feminist critique of antidiscrimination doctrine, Feminist theory, and antiracist politics. In Feminism and politics (pp. 314-343). Oxford, NY: Oxford University Press.Cultural Artifact:Due Wednesday 12/14 by 11:59 pm: Final Project/ Reflection ................
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