WOST 301/ENGL 349—Feminist Theory—Spring 2004
Office: Fenton 258, TR 3:30-4, W 12-3, and by appt.
I. Course Description: In-depth critical exploration of selected theories to explain the sources of women's roles in society. A multi-disciplinary approach will be employed to account for the social, economic, political, and cultural status of women in contemporary societies.
What is considered theory in the dominant academic community is not necessarily what counts as theory for women of color. Theory produces effects that change people and the way they perceive the world. Thus, we need teorías . . . that will rewrite history using race, class, gender and ethnicity as categories of analysis, theories that cross borders, that blur boundaries--new kinds of theories with new theorizing methods.
Gloria Anzaldúa, Making Face, Making Soul
These are not essays as much as they are poems and these are not poems as much as they are essays. Possibly the distinction no longer matters-- between the poem and the essay, between my art and my activism.
Cherríe Moraga, The Last Generation
[W]e cannot move theory into action unless we can find it in the eccentric and wandering ways of our daily life.
Minnie Bruce Pratt, S/HE
II. Rationale: As an interdisciplinary course, this class is a location where majors, minors, and concentrators from a variety of locations come together to interact. The goals of professional programs are integrated with specific course goals, so that students from a variety of disciplines and professional programs will benefit from the intersection of analyses that take place in this classroom.
III. Required Texts:
Feminist Theory Reader: Local and Global Perspectives. Eds. Carole McCann and Seung-Kyung Kim.
New York: Routledge, 2003.
The Vagina Monologues. Eve Ensler. New York: Random House, 2000.
Woolf, Virginia. A Room of One's Own. San Diego: Harvest, 1929.
Gilman, Charlotte Perkins. The Yellow Wallpaper. New York, NY: Feminist Press at CUNY, 1973.
Course copy packet.
IV. Course Objectives and Outcomes:
1) All students are expected to attend class, participate in oral discussion regularly, and participate on the class listserv in order to demonstrate their engagement with the readings and their ability to articulate their responses.
2) All students will complete a take-home midterm essay examination to check progress in the course.
3) All students will engage in discussion leader days in order to demonstrate a) their familiarity with an assigned topic or text; b) their ability to articulate their readings of that topic or text; c) their research skills in locating materials on that topic or text; and d) their ability to work collaboratively.
4) All students will produce a final project in order to demonstrate how they have synthesized the knowledge they have gained over the course of the semester.
V. Instructional Methods and Activities: This class will be largely based upon discussion. Some classes will begin with instructor mini-lectures, and instructor-led discussion. But most of the time, students will be expected to lead discussion, especially through their presentations. Collaborative small-group discussions will also be used, as well as frequent video and other technological resources in the classroom.
VI. Evaluation and Grade Assignment: Most of these assignments will be graded using traditional assessment methods. All writing assignments will be evaluated based upon their content and their style. Clear arguments and concise documentation using the MLA or APA styles are required. Grammar will also be taken into consideration in assigning grades. Oral presentations will be graded using performance assessment methods. I will take into consideration how well you balance the requirements of the presentation orally as well as in relation to research and preparation. Most important is your actual delivery of the oral presentation. The assignments will be weighed according to the following:
1) Attendance & participation 20%
2) Discussion Questions 20%
3) Discussion Leader Day 20%
4) Exam 20%
5) Final Paper 20%
A 94-100 B+ 87-89 C+ 77-79 D+ 67-69 E below 60
A- 90-93 B 84-86 C 74-76 D 64-66
B- 80-83 C- 70-73 D- 60-63
VII. Bibliography (all texts are on reserve at Reed Library):
Andermahr, Sonya, Terry Lovell, and Carol Wolkowitz. A Concise Glossary of Feminist Theory. Distributed by St. Martin's Press, 1997.
Bordo, Susan. Unbearable Weight: Feminism, Western Culture, and the Body. Berkeley: U of California P, 1995.
Edut, Ophira, editor. Body Outlaws: Young Women Write about Body Image and Identity. Seattle: Seal Press, 2000.
Enloe, Cynthia. Bananas, Beaches, and Bases: Making Feminist Sense of International Politics. Berkeley: U of California P, 1989.
García, Alma M. Chicana Feminist Thought: The Basic Historical Writings. New York: Routledge, 1997.
Grewal, Inderpal, and Caren Kaplan, eds. Scattered Hegemonies: Postmodernity and Transnational Feminist Practices. Minneapolis: U of Minnesota P, 1994.
Guy-Sheftall, Beverly, ed. Words of Fire: An Anthology of African American Feminist Thought. New York: New Press, 1995.
Hull, Gloria T., Patricia Bell Scott, and Barbara Smith. All the Women Are White, All the Blacks Are Men, But Some of Us Are Brave: Black Women's Studies. New York: Feminist Press, 1982.
Humm, Maggie. An annotated critical bibliography of feminist criticism. Boston: GKHall, 1987.
Keller, Evelyn Fox and Helen E. Longino. Feminism and Science. Oxford: Oxford UP, 1996.
King, Katie. Theory in its Feminist Travels: Conversations in U.S. Women's Movements. Bloomington: Indiana UP, 1994.
Mohanty, Chandra Talpade, Ann Russo, and Lourdes Torres. Third World Women and the Politics of Feminism. Bloomington: Indiana UP, 1991.
Schneir, Miriam. Feminism: The Essential Historical Writings. New York: Random House, 1994.
Shiva, Vandana. Biopiracy: The Plunder of Nature and Knowledge. Boston: South End Press, 2000.
Warhol, Robyn R., and Diane Price Herndl, eds. Feminisms: an anthology of literary theory and criticism. New Brunswick: Rutgers UP, 1997.
VIII. Course Schedule and Policies (subject to revision):
A. Syllabus:
22 What is Feminism? What is theory? What counts as theory? What is its material form?
(jan)
Definitions and Concerns of Feminism: An Introduction (that is not chronological)
27 Read both Introductions to Feminist Theory Reader (hereafter FTR), and first 2 articles, 1-40. Friedan handout. Question to consider: how does your definition of feminism or theory compare to what you're reading? Any surprises? 1st DQ's due.
29 FTR, 41-56. Evolving definition of feminism and feminist movement.
3 Feminism in Local/Global Contexts: Basu, 68-77, Mikell 103-112, and Corcoran-Nantes 126-37.
2nd DQ's due. Discussion Leader Group 1.
5 Sturgeon, 113-125.
10 Further problematizing sex and gender: Rubin handout. 3rd DQ's due. DL Group 2.
12 Delphy, 57-67.
17 Eve Ensler, The Vagina Monologues. Read the whole book. Also FTR 80-82, Stetz 138-45.
DL Group 3.
19 FTR, Correa and Petchesky 88-102.
Theorizing Intersecting Identities
Race and Nation
24 FTR, Combahee, Rushin, Yamada, and Anzaldúa 148-87. 4th DQ's due. DL Group 4.
26 FTR, Hélie-Lucas and Dutt 188-205.
Class
2 FTR, Hartmann 206-221, Molyneux 231-241. 5th DQ's due. DL Group 5.
4 FTR, Lim 222-230. Film viewing: Made in Thailand.
Sexuality
9 (mar) FTR, Bunch 83-87, Lorde 255-259, Koedt 242-248, Wittig 249-254. 6th DQ's due. DL Group 6.
11 FTR, Gopinath and Aguilar-San Juan 260-277.
16 FTR, Calhoun 334-352.
18 In-class exam on first two units of text.
Different Approaches to Feminist Theorizing
Standpoints
30 FTR, Intro, Hartsock, and Narayan 278-317. 7th DQ's due. DL Group 7.
1 (apr) FTR, Collins 318-333 and Zinn and Dill 353-363.
Poststructuralist Theories
6 FTR, Scott 378-390. 8th DQ's due. DL Group 8.
8 FTR, Butler 415-427.
13 FTR, Haraway 391-403. 9th DQ's due. DL Group 9.
15 FTR, Sorisio 428-437.
20 Virginia Woolf, A Room of One's Own. 10th DQ's due. DL Group 10.
22 Elizabeth Meese, “When Virginia Looked at Vita.” Handout.
27 Canon Wars of the 70s and 80s: Lillian S. Robinson, “Treason Our Text.” Selections from recovered writers Zora Neale Hurston and Charlotte Perkins Gilman. Group 11?
29 Revisionist Mythmaking: Adrienne Rich, “When We Dead Awaken: Writing as Revision.” Maybe Alicia Ostriker, “Stealing the Language: Revisionist Mythmaking.” Selection of poems by Sexton, H.D., Clifton, Allen, Mora, and McCallum.
4 Elizabeth Abel, “Black Writing, White Reading.” Handout. Toni Morrison, “Recitatif.” Handout.
6 Clarke and Dickerson, “Re/Membering Aunt Jemima: A Menstrual Show.” Handout.
Final Exam time: Tuesday, May 11, 1:30-3:30 p.m. Final research projects due.
B. Course Policies and Procedures:
1) Attendance and Participation: Attendance is assumed and required. I expect you to be in class unless you have an illness or an emergency, for which you will need to present evidence (such as a doctor's note). In the case of extended illness or family emergencies which require you to miss more than one class, I should be notified ahead of time or I will assume you've dropped the class. After three absences, each absence will result in the reduction of your final course grade by one-half letter grade. Five or more absences will result in failure of the course. Participation is also crucial. I lead discussion-based classes. I will frequently do very short lectures to help situate the readings, but the majority of our class-time will revolve around small-group and large class discussions, many of which will be led by you. Start thinking of ways to get yourself involved if you are not a talker. The listserv is an excellent way for you to get active without having to start by talking in class right off.
How to join the class listserv:
Write a message to: listserv@listserv.fredonia.edu
Type in body (not on subject line): join wost30101
When you receive a confirmation message, READ IT! You have to complete this step to join.
To post to list, write to: wost30101@listserv.fredonia.edu
2) Discussion Questions: Throughout the semester you will write 20 discussion questions, two each per day on assigned days (see syllabus). These are due in-class on Tuesdays when we begin discussion of new material. I do not accept them late. They count one point each for a total of 20 points. I will pass out sample discussion questions the first day of class. Important points to note: do not ask questions that can be answered with a yes or a no; do not ask questions that are based on an either/or answer. Neither of these leads to discussion. Finally, do not ask questions based on clarification only that can be answered with one or two words. These questions should be wide-ranging, and can incorporate readings for that day. They must also be original. Do NOT copy questions from anywhere on the internet, and do NOT repeat questions that have already been asked in class, unless you're developing on a common point of conversation in a new way. These should be typed. You will have one opportunity to make-up a set of DQ's. You can only do that extra set if you have skipped a day prior to that set. In other words, you can't turn in 22 discussion questions.
3) Discussion Leader Days: All of you will work in groups of three as discussion leaders for a particular week of readings. See the syllabus. You will be responsible for:
· leading discussion on those days
· bringing in a set of discussion questions on the materials
· looking for supplemental materials to enrich our discussion of the readings for your day
· producing a handout with pertinent information and a list of sources for works you've consulted
· coming up with group activities that will help the class engage with the reading assignment.
Look for discussions and debates that we can build upon in class. Use the internet, overhead, etc. You should all schedule conferences with me to discuss your plans for discussion leader days, and to get suggestions, etc., no later than one week before you're scheduled to go. That means those who are doing the first week need to read ahead and meet with me on Tuesday. What NOT to do: do not split up the readings and do separate mini-presentations. First, this is not a presentation; it's a discussion leading assignment. Second, you need to collaborate on everything, from input on the handout and its design, to each individual reading, to use of secondary materials. You obviously have to split up the responsibilities of the actual in-class work, but everyone should be familiar with everything, so that no one person is solely responsible for a single element of your class plan. Finally, after completing your discussion day, each member of the group must turn in an evaluation, stating when you met, how the work was split up, and assessing how well you think your group satisfied the assignment. Options:
1) February 3 Feminism in Local/Global Contexts
2) February 10 Problematizing Sex and Gender
3) February 17 The Vagina Monologues
4) February 24 Gender and Race and Nation
5) March 2 Gender and Class
6) March 9 Gender and Sexuality
7) March 30 Feminist Standpoint Theories
8) April 6 Feminism and Poststructuralism
9) April 13 The Science Question in Feminism: Situated Knowledges
10) April 20 Feminist Literary Theory: Virginia Woolf
11) April 27 Feminist Literary Theory: Charlotte Perkins Gilman
You will be assessed individually upon a balance of the following:
1) successfully engaging the class in discussion
2) producing a useful handout
3) designing engaging activities
4) demonstrated knowledge of the reading assignment
5) research and use of secondary materials, where pertinent
6) pertinent use of classroom technologies
6) Exam: There will be one in-class short answer and essay exam, covering the first two units of the class. Short answer questions will involve writing a short paragraph or two to discuss and engage with concepts we've read about in our reader and discussed in class, such as feminist definitions and movements, and feminist theories on gender's intersection with race, nation, class, and sexuality. There will be a selection of two or three longer essays to choose from. Thursday, March 18.
research. That means that you will all turn in a Works Cited Page in MLA or APA format. Satisfying this assignment requires that you successfully demonstrate your research and documentation skills. You will all write an 8-10 page analytical research paper exploring a key debate or element of feminist theorizing. Topics need to be approved by me in conference together with you personally and/or over email, so be thinking about these well in advance. Most of your topics should come from issues we cover in the last third of the course, focusing on feminist standpoint theories, and/or feminist approaches to situated knowledges or positionality, the politics of location, etc. But arguments can be made from earlier materials intersecting with these concerns. Due by our final exam period, Tues., May 11, 3:30 p.m.
Procedures for Academic Dishonesty / Plagiarism
To plagiarize is "to steal and pass off as one's own the ideas or words of another" (Webster's Seventh Collegiate Dictionary). Examples of plagiarism include presenting the ideas of another in one's own words without crediting the source, copying sentences, paragraphs or pages from a source without explicit reference to the pages from which the words were taken, and, of course, presenting another's entire work as one's own. If a student is not certain whether a particular practice may be considered plagiaristic, it is his/her responsibility to consult the instructor for whom he/she is writing the paper, exercise, or examination. SUNY Fredonia strongly condemns plagiarism and takes severe action against those who plagiarize. Disciplinary action may include failing the course, suspension from privileges or expulsion from college.
Important Note Regarding Pre-requisites:
Feminist Theory now has prerequisites. In order to stay in this class, you must have successfully completed either ENGL 345, Critical Reading, or WOST 201, Introduction to Women's Studies. If you do not have either of these courses, the only way to stay in the class is to go over your transcript with the instructor and discuss which courses have prepared you for the material that Feminist Theory covers. Only courses that substantially examine gender or other theoretical fields will meet these expectations. Please talk to me after class if you do not have either of these courses.