***Draft Draft Draft Draft Draft Draft *** last updated 7/26/10
680:289:01 Graduate Seminar in Women’s and Gender Studies: Comparative
Fall 2010, Th 2:00-4:50 Lang 311
Catherine H. Palczewski, Ph.D.
office hours, Lang 341:
Tuesday 11:00-12:00, 5:00-6:00
Weds 1:30-2:30: Assistant to the Acting Head of the Department hours (located in Lang 326)
If none of these times work, feel
free to call or email to make an appointment.
No office hours on November 12-19.
Office Phone: 273-2714
Mailbox: Lang Hall 326
Acknowledgements: This syllabus is informed by the work of many faculty in the WGS program, including: Phyllis Baker, Barbara Cutter, Victoria DeFrancisco, Cynthia Goatley, Deidre Heisted, and Martie Reineke.
1. To provide a comparative approach to feminist theory which exposes students to some of the recent literature in feminist theory from different areas of the world. Special attention will be paid to issues of race, class, and gender, and the intersections between these three categories of analysis in our study of feminist theories throughout the semester.
2. To provide a solid theoretical base for the M.A. degree,
encompassing a variety of feminist theories and methodologies.
3. To provide a common base for inquiry and reflection among all
M.A. students in their first year of course-work.
4. To introduce M.A. students to core and affiliate graduate
faculty and to familiarize students with faculty research specialties
in content and methods.
5. To support students in their discovery of their own specific
research interests in women's and gender studies, to prepare them for choosing
an area of interest for their thesis, and to assist each student in
claiming her or his unique voice as a scholar.
6. To promote the development of each student’s voice as a scholar and to improve each student’s command of a writing style that may be used throughout the M.A. career.
7. To promote active learning and a sense of responsibility for and ownership of one’s education.
This seminar typically is taken during the first semester of the
Women's Studies Master's Program at UNI. The course is taught
from an interdisciplinary perspective.
The course is composed of two parts, although they at times may
occur synchronically. In the first part, we focus on feminist
readings from a variety of disciplines that address comparative feminisms.
That this issue is addressed first demonstrates the importance
Women's and Gender Studies places on the study of feminism to include global
issues, as well as race, class, and other social identities. The
writings of diverse women (e.g. women of color, lesbians, "third
world" women, and working-class women) demonstrate that gender cannot
be studied separately from the other social categories and that these
categories create unique oppressions, privileges, and
In the second part, faculty in such areas as sociology, history,
English, philosophy and religion, and communication studies will
visit to provide further interdisciplinary perspectives as they share
their research and teaching tied to gender, race, and class. The
course is intended to acquaint students with "cutting edge" research
in women's studies through representative readings across a broad
spectrum of disciplinary approaches. Students also are strongly encouraged
to attend the monthly Current Research on Women (CROW) Forum at UNI
to gain more exposure to faculty work. Through these means, students
will become acquainted with faculty with whom they might choose to study
Throughout the course, each student focuses on choosing,
articulating, and justifying her or his unique stance as a scholar.
At the conclusion of the semester, each student should be prepared to
express in written form her or his own understanding of what it means
for her or him to be a feminist scholar or a scholar who conducts
research on gender from a women's and gender studies perspective as part of a
larger prospectus for the MA thesis. Questions each student addresses
include: who one studies, what one studies, how one studies
(methodological issues), as whom one studies, and why one studies women/gender. This
document serves subsequently as a theoretical foundation to the
This course typically is a part of a two-semester sequence (part
two is one credit in the spring semester). At the conclusion,
students should be well on their way to achieving focus in the
program that will enable them to choose their elective courses and a
thesis topic. Part one offers theoretical and writing experience,
part two offers research skill development and application. Meetings in the
research class will be to share progress reports and problem-solve on
student projects, to include design, data collection, analysis, and
writing. At the conclusion of the two-part seminar, students should
have a solid base for their thesis project.
Reading linked to the syllabus and/or provided by instructor
Style Manual (one that is from your academic discipline)
Mohanty, Chandra Talpade. (2003) Feminism without
borders. Durham: Duke University Press.
Price, Janet and Shildrick, Margrit, eds. (1999). Feminist theory and the body. New York: Routledge.
Butler, Judith and Scott, Joan W. (1992). Feminists theorize the political. New York: Routledge.
Fuss, Diana. (1989). Essentially speaking. New York: Routledge.
Sonya Andermahr, Terry Lovell and Carol Wolkowitz, A Concise Glossary of Feminist Theory (London, Arnold, 1997)
Timeline project link
1. Précis (20 points, 10 @ 2 points each). On 10
Thursdays, you will be expected to turn in a short (3 pages) writing
assignment that will form the basis for class discussion. (11
Thursdays are available: September 2, 9, 16, 23, 30; October 7, 14, 21, 28; November 4, 11; December 2. You get to pick which ones
you wish to write on. Should you choose to write on more than 10, you earn
the top 10 grades).
This assignment asks you to write a brief summary of the main
points of the reading and synthesize your preliminary reactions to
the text. Your précis should be coherent and thoughtful. They
are not meant to be "book reports" or mere descriptions of the
readings. You should engage the readings: summarize, highlight,
agree, disagree, apply, extend, rework, combine, synthesize, play.
The goal of précis writing is to practice developing thoughts
that will be incorporated in revised and refined form in the final
essay for this course. An additional goal of this assignment is to
help you develop your individual voice as a scholar.
When you write these papers think about the following issues: evaluate the authors’ arguments, think about what theoretical frameworks authors are using. What do you find useful in the readings? What limitations do you see in their theoretical approaches? What relationships do the authors posit between theory and feminist practice? How do these texts relate to others we have already read this semester? How are they building on, altering, and arguing against previous readings? How could you use previous readings to shed new light on the current reading? These papers are meant to get you thinking about the implications of various arguments, to open up ideas that you can work through further in class discussion and throughout the semester. You should not have all the answers yet: you should be beginning the process of working through complicated theoretical issues.
Students will receive a maximum of two points on each
précis (for a total of 20 points). If a student receives 2
points, that means that were they to present work of like quality on
the final essay they would receive an A. Students who receive below
1.8 points on a précis are not yet doing work that would
warrant an A if it were submitted as part of the final essay. They
need to follow suggestions for improvement offered by the instructor.
Please note that students do not always progress on a steady curve.
Improvement nearly always happens, even though the curve may vary
dramatically in pattern. In the past students have experienced
dramatic changes in their writing and critical reflection when they
keep up with the assignments. The number of points awarded for each
précis is intentionally low to encourage students to use the
number as a diagnostic indicator of their progress rather than as
definitively harming or helping their final grade. However, students
who do not take the précis assignments seriously have a
difficult time doing well on the final paper. While it appears that
most of the final grade rests on the final paper, this figure is
deceptive since the work is cumulative.
I do not expect polished work for the précis; they
are work in progress. However, I DO expect work that has been
proofread and edited. A paper rife with typographical, grammar, or
citation errors will be returned ungraded. Students who do not
establish a strong basis for the final paper by writing the
précis are extremely unlikely to do well on the final paper.
In the spirit of learning writing skills, when students cite sources
in their précis, they should attach a list of references using
the proper bibliographic format from their style book (APA, MLA).
Précis should be typed and double-spaced.
You should collect these short papers in a notebook or binder
because we will ask you to turn them all in at the end of the
semester. You must turn in the original papers, including the
comments, when you turn in your final paper.
Generally, you might want to think about the following themes as
you write the précis:
from what position do I write?
what is woman/man, are women/men?
what is sex? gender?
why do I write?
why do I write about the topics I write about?
on what basis can social change be achieved?
how does one contest and deploy power/privilege?
These questions are not exhaustive, and you may end up not writing
about any of them. But, if you are looking for a starting place,
these might serve as that.
My grading of your papers will emphasize
1. Distinctive voice: Is your
writing distinctive? Can I tell it is you? Are you present?
2. Precision: Precision does not mean
formality. It does mean that you make distinctions, think
carefully about word choice, and use vivid language. Bring ideas
3. Argument: Make an argument. Do not
talk about the readings; talk to them, with them, through
You should collect these thought papers in a notebook or binder because I will ask you to turn them all in at the end of the semester. Students in the WGS M.A. program must turn in the original papers, including the comments, when they turn in the final paper.
2. Final Paper/Prospectus: (40 points) Students will write
a final paper for the course, 20-25 pages in length, integrating and
synthesizing materials studied throughout the semester. This means
that the final essay is built on the preceding précis and
gives students an opportunity to revise, update, refine, and
supplement précis assignments. This paper is due and will be
presented some time on December 15 (Wednesday, 1:00-2:50). YOU ALSO MUST SEND YOUR PAPERS AS AN EMAIL ATTACHMENT TO CATE AT email@example.com. Your papers will not be considered "turned in" until you send them as an email attachment and until you also turn in all the peer edits done of your paper. You should have 4 edtis to turn in (2 from Nov 18 and 2 from Dec 2/9)
In this paper you will do two things. First, explain as you see it, and evaluate, some of the variety of feminist theories that have emerged in the last 30-40 years, and the relationship of these various theoretical approaches to each other. That is, how do various theorists respond to, argue against, build on the work of other feminist thinkers? What have been some of the major issues/concerns of feminists been and how have these changed in this period? What do you think are the strengths and weaknesses of various theorists? [Note: this does not suggest the existence of a “progressive narrative” of ever-improving theories, only that feminists are not thinking in a vacuum. Theory grows and changes as feminists respond to the insights and criticisms of others] Second, evaluate what you think are the most relevant feminist theories you have studied over the course of the semester in terms of your thesis project or work in a feminist organization. How can any of the theories (or parts of the theories) you have studied help you analyze the evidence you will be examining in your own research project, or inform the way you engage in feminist activism? What seem to be the strengths and limitations of various theoretical approaches as they apply to your topic? Finally, come up with a preliminary theoretical framework (or frameworks) for your own thesis project/organization. [Note: this final question uses the term “preliminary,” on purpose. You are in the early stages of your thesis projects and do not need to have a “final answer” about your theoretical approach(es).]
6) Peer editing: (10 points) We will use peer editing as a
way to improve the final papers. When peer editing, you are expected
to provide both stylistic and substantive
suggestions. Students are expected to have a
draft of their final paper to be distributed for editing December 2. Each student is expected to edit two
(2) papers. Accordingly, each member of class should bring two (2)
copies of the draft of their final paper to class on December 2. Edits
should be completed and returned to the author no later than December 9.
Hey all: here is additional information/clarification on peer editing:
Editing guidelines: In order to receive the minimum passing credit for editing, you are expected to provide the following each time you edit:
1. Substantive edits: You are expected to provide a minimum of three (3) substantive suggestions. In order to make a good substantive suggestion, it usually requires at least a paragraph of writing. Given the length of these edits, you may want to type them (for the Dec 2 paper edit, not the in class edit on Nov 18th). These suggestions can include:
a. Additional arguments to be made. You can point to additional evidence that supports their argument, or that modifies their argument in some way.
b. Additional citation on the history of the topic. You can provide the citation for a relevant essay or book, and explain the contribution it makes.
c. Additional variables or concepts that develop the thesis/research questions. You can provide a quotation and page number from the class texts, and explain what is revealed by using the concepts from the texts.
d. Additional scholarly citations. You can provide citations for articles from scholarly journals and books. You should summarize the concept from the scholar, and then explain it.
e. Major organizational changes. You can suggest a major reordering of the paper. This is more than moving the order of two paragraphs. Instead, it would constitute an alternative way to develop the argument.
f. Major differences in interpretation. You may disagree with some interpretive move the author makes. If so, make a case for an alternative interpretation, providing evidence.
2. Stylistic edits: You are expected to make a minimum of ten (10) style edits. They can include:
a. bibliographic citation corrections
b. internal citation corrections
c. typographical error corrections
d. grammar corrections
e. spelling corrections
f. sentence rewordings
So, for peer editing, you should have edited 4 papers:
2 on November 18 and 2 on December 2-9.
7) Presentation: (10 points). During the final exam period
(December 15 (Wednesday, 1:00-2:50)), we will
have a formal presentation of all the papers. These presentations
will be modeled after conference presentations of papers. Students
will have 12-15 minutes to present their papers. Depending on class
size, the length of the presentation may be changes. The presentation
should provide sufficient background on the text and outline the core
argument made in the paper. The student should also provide evidence
to support the main argument.
More helpful hints:
A) Do NOT simply read your paper for your presentation.
The presentation should be formal and professional, but not
scripted. I suggest you speak from a detailed outline (remember to
include quotations from the text in the outline to illustrate the
points you want to make). Please bring two copies of the outline:
one to speak from and one for me. DO practice the presentation to
make sure your outline fits within the time limits. Time limits
will be enforced.
B) Presume the audience is not familiar with your paper, but is
educated about feminist theory. Your presentation does NOT need to include detailed definitions of
common feminist terms. However, do provide sufficient theoretical explanation
of more complicated concepts so that the audience can follow your
C) Do not try to present all the arguments in your paper. You
will not be able to cover everything in just 12 minutes. Instead,
give a brief overview of all your arguments, and then pick one or
two on which to focus the presentation.
REMEMBER tobring an extra copy of your presentation outline/notes so that I can write comments on it.
8) Discussion: (20 points). Graduate seminars at their best
are open and free flowing discussions, where you engage each others'
hearts and minds. The professor should serve as a muse or a guide,
but not a drill sergeant. For a seminar to be a location of
invention, and not just regurgitation, you must come ready to talk,
to think, to rethink and to engage. Otherwise, seminars can devolve
into just being an instance where the professor tells you what to
think. Being a good participant does not mean that you always have
the answer; it can also mean that you know when to ask the right
questions and when to recognize that the answers have already been
offered by the class but need to be synthesized. Discussion is a
central component of this class insofar as each person's analysis of
the readings can be enhanced by others' insights. For a detailed
description of the criteria used in the assessment of discussion, see
my discussion link.
TO BE A GOOD PARTICIPANT IN DISCUSSION YOU MUST HAVE COMPLETED ALL THE READINGS.
In order to be a full participant in discussion, you MUST have completed the assigned reading. I will open every class asking if there are questions, but beyond that, I will not review the readings. Instead, I will assume you have completed the reading, taken notes, and are ready to apply and analyze the readings. AnaLouise Keating (Teaching Transformation, 2007, p. 196) provides the following description of "graduate level academic practices" in regards to reading for class:
(1) I expect you to complete all readings by the date listed on the syllabus;
(2) I expect you to read the material thoughtfully and in an engaged manner;
(3) I expect you to read all endnotes and footnotes;
(4) I expect you to read (not skim) all of the required readings--even those you find "boring" or difficult;
(5) I expect you to reread those texts that you have previously read;
(6) I expect you to seek out definitions for words and terminology you don't know . . . try the following websites:
For those who are uncertain about their
ability to participate consistently, I suggest you do the following. For each week, I would like you to prepare a discussion log,
no more than 1 single space typed page for each half, due the next
class period. The log should have 2 halves:
A. Pre-class: a description of how you prepared to
contribute to discussion (key concepts outlined, examples
developed, questions formulated.);
B. Post-class: A self-assessment of your contribution to class
using the five elements outlined in the discussion link. You
should attach a grade to your participation for the class period
You do NOT need to use all the space. Think of the first half as
preparation for discussion, and the second half as a chance to make
an argument about 1) how well you did, and/or 2) how you can
General Information: see my website,
at www.uni.edu/palczews/general.htm. This
site includes my late policy, the university accommodation policy, as
well as paper format descriptions.
Three categories of bibliographic information is provided. 1)
"read" means you should read this for class, 2) "also included" means
this document is on the CD, but is not required reading, and 3)
"supplemental readings" are citations for readings not included on
the CD but that may be of interest to you.
Syllabus: (This syllabus is subject
to change, although that rarely happens.) If changes happen, they
will be in hot pink.
| 1: August 26: What do we know, and
how do we know it? come ready to discuss what it is you "know" about comparative
feminisms, feminisms, the globe, identity, experience, theory,
pedagogy, writing, speaking, history, globalization, movements,
solidarity/coalition politics, public/private sphere and
Butler & Scott Introduction
Price and Shildrick Introduction 1-14
|2: September 2: Theorizing women
Lugones, Maria, & Spelman, Elizabeth. (1983). Have We Got a
Theory for You: Cultural imperialism and the demand for "the women's
voice." Women's Studies International Forum, 6 (6),
573-581. (on eLearning site)
Butler & Scott 4
Nagel, Joane. (1994). Constructing ethnicity: Creating and
recreating ethnic identity and culture. Social Problems,
Desai, Jigna. (2002). Homo on the range: Mobile and global
sexualities. Social Text, 20(4), 65-89.
Moghadam, Valentine. (1994). Introduction: Women and identity
politics in theoretical and comparative perspectives. In Valentine
Moghadam (Ed), Identity politics and women: Cultural reassertions
and feminisms in international perspective (pp. 3-26). Boulder,
CO: Westview Press.
Thompson, Denise. (2001). Differences Among Women. In Radical
feminism today (pp. 92-111). London: Sage Publications.
|3: September 9: Theorizing woman
Price and Shildrick 2.1, 4.3, 4.5
Fuss Introduction, 1
Butler & Scott 5
4: September 16: Theorizing
Pratt, Minnie Bruce. (1984). Identity: Skin, blood, heart. In Elly
Bulkin, Minnie Bruce Pratt, & Barbara Smith (Eds.), Yours in
struggle, three feminist perspectives on anti-semitism and racism (pp. 11-63). Brooklyn: Long Haul Press. (on eLearning site)
Mohanty 3, 4
hooks, bell. (1989). Talking back (pp. 5-18, 35-54). Boston: South End Press. (on eLearning site)
Shildrick and Price 2.3
5: September 23: "Saving the brown women
from the brown men" Spivak
Kapur, Ratna. (2002). The tragedy of victimization rhetoric: Resurrecting the "native" subject in international/post-colonial feminist legal politics.
The Harvard Human Rights Journal, 15, 1-**.
El Guindi, Fadwa. (2005, June). Gendered resistance, feminist veiling, Islamic feminism. Ahfad Journal, 22(1), 53-78.
Cloud, Dana L. (2004, August). "To veil the threat of terror":
Afghan women and the <Clash of Civilizations> in the imagery of
he U.S. War on Terrorism. The Quarterly Journal of Speech
Price and Shildrick 5.4, 5.5, 6.5, 6.6
6: September 30: A case of culturally challenging practice
Victoria DeFrancisco visits
Price and Shildrick 5.3
Obiora, L. Amede. (2003). Affirmations and ambiguities: Some thoughts on women and agency. Albany Law Review, 69, 629-635. available via LexisNexis
Obiora, L. Amede. (1997). Bridging society, culture, and law: The issue of female circumcision: Bridges and barricades: Rethinking polemics and intransigence in the campaign against female circumcision. Case Western Reserve Law Review, 47, 275-377. available via LexisNexis
James, Stanlie M. (1998). Shades of othering: Reflections on female circumcision/genital mutilation. Signs 23(4), 1031. Academic OneFile. Web. 18 July 2010.
October 4: Crow Forum: Dr. Mary Losch on uninteded pregnancy. CME noon.
7: October 7: Privilege, aka "Yes, Virginia, white is a
race and heterosexual is an orientation."
Price and Shildrick 1.2
Rich, Adrienne. (1986). Compulsory heterosexuality and lesbian
existence." In Blood, bread, and poetry (pp. 23-75). New York:
W.W. Norton& Co. (on eLearning site)
Frankenberg, Ruth. (1993). The social construction of
Whiteness: White women, race matters (pp. 1-22, 191-235).
Minneapolis: University of Minnesota Press. (on eLearning site)
hooks, bell. (1994). Confronting class in the classroom. In Teaching to transgress: Education as the practice of freedom (pp. 177-189). New York: Routledge.
Nakayama, Thomas K. and Krizek, Robert L. (1995, August).
Whiteness: A strategic rhetoric." Quarterly Journal of Speech, 8i, 291-309
| 8: October 14: So who am I and why am I
here and why am I writing about whatever it is I am writing
Multiple authors. (1995). In Judith Roof and Robyn Wiegman
(Eds.),Who can speak? Authority and critical identity (pp.
97-150; 231-237). Chicago: University of Chicago. (on eLearning site)
Butler & Scott 2
supplemental readings (MLA):
MacKinnon, Catharine A. "Feminism, Marxism, Method, and the State:
An Agenda for Theory." Signs 7 (Spring 1982): 515-544.
Elshtain, Jean Bethke. "Feminist Discourse and Its Discontents:
Language, Power, and Meaning." Signs 7 (Spring 1982):
Kauffman, Linda S. "The Long Goodbye." In American Feminist
Thought at Century's End. Cambridge: Blackwell, 1993.
Alcoff, Linda and Laura Gray. "Survivor Discourse: Transgression
or Recuperation?" Signs 18 (Winter 1993): 260-290.
|9: October 21: Feminism in a Postmodernism
Moya, Paula M. L. (1997). Postmodernism, "realism," and the politics of identity: Cherríe Moraga and Chicana feminism. In M. Jacqui Alexander and Chandra Talpade Mohanty (eds.), Feminist geneologies, colonial legacies, democratic futures (pp. 125-150). New York: Routledge. (on eLearning site)
Price and Shildrick 4.4, 4.6
Butler & Scott 1, 22
10: October 28: Female
Price and Shildrick 2.5, 2.6
Access via Project Muse: Halberstam, Judith. (2001). “Oh behave! Austin Powers and the drag kings,” GLQ: A Journal of Lesbian and Gay Studies, 7(3), 425-452. Link
Sloop, John. (2004). Disciplining gender: Rhetorics of sex
identity in contemporary U.S. culture. Amherst: University of
November 1: Crow Forum: Dr. Dwight Watson on adolescent queer literature. CME noon.
11: November 4: A Politics of the Vulnerable body
Susan Hill visits
Bergoffen, Debra B. (2006). From genocide to justice: Women's bodies as a legal writing pad. Feminist Studies, 32(1), 11-37.
Butler, Judith. (2004). Precarious life: The powers of mourning and violence, chapter 2). New York: Verso. (on eLearning site)
Butler & Scott 17 and 18
Prior to class, re-read all your
précis and come to class ready to identify a core theme you see
running through them and through the class readings. What question is
it you are answering in the précis? The purpose is to begin
determining a focus for your final paper, and to help you focus the
remaining précis. The second half of class will be discussion based, and the goal is
to bounce ideas off of one another. Ideally, folks should be able to
provide additional references in the readings that a writer may not
have thought to include.
12: November 11: Performing the
New: survivor's voice
Linda Alcoff and Laura Gray."Survivor Discourse: Transgression
or Recuperation?" Signs 18 (Winter 1993): 260-290.
Olson, Loreen N. (2004). The role of voice in the (re)construction of a battered woman's identity: An autoethnography of one woman's experiences of abuse. Women's Studies in Communication. 27 (1, Spring), 1-33.
Communication as . . . autoethnography. on eLearning
Defrancisco, Victoria Pruin, Jennifer Kuderer, and April Chatham-Carpenter. "Autoethnography and Women's Self-Esteem: Learning Through a `Living' Method," Feminism & Psychology 17(2007): 237-243.
DeFrancisco, Victoria L. and April Chatham-Carpenter. "Self in Community: Africian American Women's Views of Self-Esteem." Howard Journal of Communications 11.2 (April-June 2000): 73-92.
Chatham-Carpenter, April and Victoria DeFrancisco. "Pulling Yourself up Again: Women's Choices and Strategies for Recovering and Maintaining Self-Esteem." Western Journal of Communication 61.2 (Spring 1997): 164-187.
(optional) Shildrick and Price 7.1, 7.5,
|13: November 18 (NCA): in class peer editing
Bring two copies of your rough rough draft to class. Peer edit. The goal is for each of you to get through at least 2 papers.
Authors: Do not lose these edits. At the end of the semester, when you turn in your final paper, you will attach all the peer edits others have done of your papers. Your paper will not be considered turned in until all the peer edits others have done on your paper are turned in.
|Prior to class, you should have
attempted your first rough cobbling together of your précis/prospectus to date.
This will be very very rough. You should not only weave together what
you have, but also mark places where you need to insert a section --
which might give you an idea on what to focus a future précis. In
class, get into groups of 2-3 and exchange papers. You all should
read for content and idea development only; do not worry about
grammar too much yet.
|14: November 25 Thanksgiving break
15: December 2 "Under western eyes"
Barb Cutter visits
Butler & Scott 21
Kelly Oliver selection from Women as Weapons of War on eLearning.
Aaronette M. White and * Tal Peretz. (2010). Emotions and redefining Black masculinity: Movement narratives of two profeminist organizers. Men and Masculinities, 12(4), 403-424.
Bring two copies of final paper to exchange for peer editing.
December 6: Crow Forum: Dr. Dean Mundy on LGBT advocacy. CME noon.
16: December 9: 3rd Wave Feminism and Popular Culture
Phyllis Baker visits
Butler & Scott 20
Selections from Manifesta on eLearning
Media chapter from Communicating Gender Diversity. I also included the intro chapter on central concepts if you want to read it too. On eLearning
Disciplining Gender selections: I also included the intro chapter on central concepts if you want to read it too. On eLearning
|Peer edits to be returned to authors.
| 17: December 15 Wednesday, 1-2:50 p.m. MAY NEED TO BE RESCHEDULED
Final paper due
Presentations of final paper
new readings: under construction:
Henson, Lori, and Parameswaran, Radhika E. (2008). Getting real with "tell it like it is" talk therapy: Hegemonic masculinity and the Dr. Phil Show Communication, Culture & Critique. 1 (3, September), 287-310.
Fahey, Anna Cornelia (2007). French and feminine: Hegemonic masculinity and the emasculation of John Kerry in the 2004 presidential race. Critical Studies in Media Communication. 24 (2, June), 132-150.