Central European University (Vienna Campus) Department of

GENDER, MEMORY AND MA Level Elective Class, 2 Credits (Online) Fall 2020

Course Syllabus

INSTRUCTOR INFORMATION

Instructor: Dr Hannah Loney Email: [email protected] Virtual Office Hours: Monday 9.00am–11.00am and by appointment (via Zoom)

Teaching Assistant: Tegiye Birey Email: [email protected] Virtual Office Hours: By appointment (via Zoom)

COURSE INFORMATION

Course Description:

This course examines the complex relationships between gender, memory and nationalism. It addresses the main theoretical perspectives on nations and nationalism, as well as feminist critiques of these perspectives. The course also considers the material ways in which nationalist discourses and practices are both gendered and sexualized. Paying particular attention to the politics of memory, the course approaches the concept of the nation and its variants as historically contingent, and continually reproduced through discourse and practice. Particular areas of focus include imperialism, citizenship, sexual violence, ethnicity, migration and populism. Geographically and historically, the course takes a broad and comparative view of gender, memory and nationalism across time and space.

Note: This course shares many core readings and our TA with the 4-credit on-site course in Vienna, “Gender and Nationalism”, which is taught by Professor Elissa Helms. Students may participate in joint online discussions between the two classes, where available, but they can be enrolled in only one of the courses. It is not possible to switch from one course to the other after the end of the official drop/add period. Students who expect to be present in Vienna may wish to choose Professor Helms’ course instead.

Learning Outcomes:

Upon successful completion of this course, students will be able to:

• identify and discuss the main theoretical perspectives on nations and nationalism, and their critiques; • recognize and analyze the ways in which notions of gender, sex and sexuality are implicated in nationalist discourses and practices; • understand the role of memory within processes of nationalism;

1 • critically assess and compare class readings according to different theoretical arguments and methods; and • present critical written analysis that is supported by arguments and evidence, and identify and research a topic relevant to the themes of the course.

REQUIREMENTS & EXPECTATIONS

This course will be taught entirely online. All materials will be made available via the course e-learning site (Moodle). The course will be comprised of asynchronous (not at a set time) and synchronous (at a set time) activities.

Each week, students are required to watch a short online lecture (15-20 minutes) that will introduce key themes and ideas related to the weekly topic. Students are also required to participate in an online class discussion (1 hour). Following the online class discussion, students are required to submit (at least) two quality posts to the online discussion forum within one week.

The online class discussion will be held on Fridays from 9.00am–10.00am (CEST until 25 October, then CET) via Zoom.* If you are concerned that you may not be able to participate in the online class in any given week – due to illness, serious unavoidable matters, religious observances, or if emergency childcare obligations arise – please contact the instructor in advance, so that alternate arrangements can be made. In these circumstances, and conditional upon the approval of the instructor, students may write a 1-page (approx. 250-word) response to the weekly topic, required readings and discussion questions. This response must be submitted via Moodle within one week of the missed class.

Where appropriate, students with a disability, medical condition or carer responsibilities should contact the instructor prior to the start of term to discuss suitable adjustments to their participation or assessment.

ASSESSMENT

Your final grade for this course will be based on:

• Online class attendance and participation: 30% • Reaction paper: 20% • Group media project: 50%

Online Class Attendance and Participation (30%)

There are two components to the online class attendance and participation grade:

1. Attendance and participation in online class discussions (15%)

Students are expected to regularly attend, prepare for, and participate constructively in weekly online class discussions (conducted via Zoom). Students may have one unexcused absence and two excused absences, as per the above

* Please note that the online class discussion may be rescheduled, or an additional class added, depending on students’ time zones (see “Preparing for Online Learning” questionnaire on Moodle).

2 guidelines. Beyond that, each unexcused absence will negatively affect your attendance and participation grade by 0.5%. In order to prepare for class discussions, students should: watch the online lecture before class; read the short summary of the weekly topic and introduction to the readings; complete the “Required Reading”; and make some notes in response to the questions posed.

2. Contribution to online discussion forums (15%)

Students are also required to participate in the online discussion forms. This will involve posting one concise reflection (approx. 100 words) upon the topics and readings introduced each week. Some weeks, you will be required to post responses to set discussion questions or tasks. In general, though, you should consider: what was the most striking point that emerged from the readings and class discussions this week? How did it add to / enrich your understanding of the complex relationships between gender, memory and nationalism? In addition, you are expected to review posts by classmates and post one short, insightful and constructive response (this only needs to be a few lines in length). Both posts must be made within one week of the online class discussion.

Students will receive interim feedback on their online class attendance and participation via email at the end of Week 6.

Online class attendance and participation will be assessed on the following criteria:

• Regular attendance and posting • Evidence of preparation • Active participation • Quality of comments and reflections • Listening skills

Reaction Paper (20%) – due Friday 30 October at 11.59pm

Students are required to write a reaction paper of 2–3 pages (approx. 750 words). The reaction paper should provide a coherent summary and critical analysis of one of the reading from Week 3, 4 or 5 (note: you may select from the list of “Required Reading” or the “Recommended Reading”). Your paper should provide a short summary of the key ideas discussed, but the emphasis should be on critically analysing and engaging with the arguments put forward in the text.

Consider the following questions as you prepare your response:

• What is the main argument contained within the text? What are the sub- arguments? • To whom is the text speaking? (who is the author and how are they situated geographically, disciplinarily, in terms of seniority; where did the publication appear, in what debates is the text intervening, whether implicitly or explicitly?) • What evidence does the author present to support the argument, and how was it gathered? • Is the argument convincing? Why or why not?

3 • How does this reading relate to other literature we have discussed within this course (or other material you have read)? To your own knowledge and experiences? Does it further our understanding of gender and nationalist processes?

Reaction papers will be assessed on the following criteria:

• Understanding of key ideas and concepts • Clarity and quality of summary and analysis • Critical, effective and economical use of texts • Quality of written expression and structure • Correct referencing and formatting

Note: Students may not write their reaction paper on a similar topic to any responses completed in lieu of online class attendance and participation.

Group Media Project (50%)

Students are required to complete a group media project that aims at engaging with the key themes, theories and methods discussed within the course. In groups of 2–4 (depending on the size of the class), you are required to select one case study (a public spectacle, practice, state initiative, citizen group, media debate, or other phenomenon) that illustrates the complex relationships between gender, memory and nationalism. Your case study must be accessible visually: an illustrated newspaper or magazine article, website, YouTube video, film clip, Facebook group, blog, etc. Your case study can be from any country or setting, but it must not have been analysed in the scholarly literature (as far as you can reasonably ascertain).

You are required present your analysis in two stages, as a group and individually:

1. Group Presentation (20%) – due Friday 11 December, 11.59pm

You are required to present the findings of your group media project in a short online format (for example, a 15-minute video, podcast or PPT with recorded narration), to be uploaded to Moodle by Friday 11 December, 11.59pm. The presentation may include images, short clips and brief text (focus on key conclusions and arguments). It should also contain analysis; that is, it should illustrate points from and comparisons with class readings, showing how your case study challenges /expands upon any of the texts’ main arguments. All group projects should be uploaded to Moodle; you will then have the opportunity to view other projects, offer feedback and ask questions.

Groups will be assigned by the instructor in Week 6; you will also be allocated a Microsoft Teams group to facilitate collaboration and group discussion. Your work on this platform will be monitored to assess your individual contribution to the project.

Note: Each group is required to submit a one-paragraph topic proposal via Moodle by Friday 13 November, 11.59pm. The proposal should include the names of group members, roles and responsibilities of each member, a short description of your selected case study, and an indication as to how the case study connects

4 with the key themes, theories and methods discussed within the course. Your topic will need to be approved by the instructor before you proceed further with your research (approval will be granted by Monday 16 November, 11.59pm).

For the group presentation, 10% of the mark will be a shared group mark; 10% of the mark will be an individual mark.

Group presentations will be assessed on the following criteria:

• Selection of relevant and original topic • Quality of visual presentation • Engagement with key themes, theories and methods • Effective teamwork and collaboration (individual mark) • Provision of constructive feedback: you are required to post at least two short, constructive comments or questions on another group’s presentation (individual mark)

2. Final Essay (30%) – due Tuesday 22 December, 11.59pm

The final essay is a concise write-up of your group’s presentation of 7–8 pages (approx. 2,000 words), excluding footnotes and bibliography. Each member of the group must submit their own paper, but you may use a common introduction / description of the topic. The paper should briefly describe your case study and the materials upon which you have based your analysis. You are then required to analyse it in relation to the key themes, theories and methods discussed within the course. You must meaningfully discuss and engage with a minimum of five class readings (“Required Reading” or “Recommended Reading”), comparing your case study to those discussed in the readings, and locate at least three additional scholarly readings. Consider, for example, whether your material supports or negates some of the theories that we have discussed, or suggests some ways in which we might modify those theories.

Final essays will be assessed on the following criteria:

• Understanding of key themes, theories and methods • Quality of research and analysis • Clarity and relevance of argument • Quality of written expression and essay structure • Correct referencing and formatting

Writing and Submission Guidelines:

All written work must be uploaded to the relevant submission link on Moodle as a Word document, double spaced, 12-point font, with standard 2.5cm margins and page numbers in the bottom right-hand corner. Hard copy submission is not required. Applications for extensions should be submitted to the instructor in writing, attaching supporting documentation where relevant. Late assignments are subject to a 2% deduction per calendar day. Papers should use footnotes and a bibliography in accordance with the Chicago Manual of Style.

5 Student papers will be returned in a timely manner (two weeks during term); final papers with grades and comments will be returned within two weeks after the deadline for final grades.

Academic Misconduct:

Academic misconduct involves acts which may subvert or compromise the integrity of the educational process at CEU. Any form of plagiarism, i.e. representing the ideas or words of another without proper attribution to the source of those ideas of words, whether intentional or not, is considered a serious form of academic misconduct. Students should consult the instructor or the Centre for Academic Writing if they are at all unclear about the difference between appropriate citation and plagiarism. Acts of academic misconduct, including plagiarism, will result in serious consequences, such as a failing grade for the assignment or course. Students are assumed to be fully aware of plagiarism and its consequences. For more information, please refer to CEU’s Policy on Plagiarism, CEU Code of Ethics, or the Centre for Academic Writing.

Student Evaluations:

Student feedback is welcome at any time during the course of study. Informal midterm evaluations will be organized via Moodle in Week 6, and more formal online evaluations of courses and instructors are collected by CEU at the end of term. These evaluations are anonymous. Students are encouraged to complete these evaluations as they are important for the continuous improvement of the course, as well as for faculty and TA assessments.

Please ensure that you regularly check your CEU email, the course Moodle site, as well as the CEU Covid-19 Advice and Updates site, for any relevant updates.

A GUIDE TO ONLINE LEARNING

Before the first class, students should access the “Getting Started” section on Moodle and complete the following tasks:

• Post a short biography on the “Introduce Yourself!” discussion forum. Tell us about your personal and academic background, interest in the course, and where you are at the moment. Upload a photograph or image if you wish! • Download Zoom in preparation for online class discussions: https://zoom.us (it is free to sign up). If you are unfamiliar with this platform, please contact the instructor or TA to arrange a practice session. • Complete the “Preparing for Online Learning” questionnaire. This short questionnaire is intended to provide information to the instructor about your time zone, access to internet and study space (including any anticipated technical or timing issues), to assist us in supporting your online learning experience. • Read carefully through the syllabus. If you have any questions, please ask!

Good Practices and Appropriate Behaviours:

There are some clear differences between online and in-person classes, but our behaviours should show a similar level of respect, inclusivity and politeness. Racist, sexist, bullying and discriminatory behaviour will not be tolerated.

6 A few points to keep in mind:

• Be careful with humour and sarcasm; tone can be difficult to read on screen. • Respect others’ points of view, even if you don’t agree. • Be aware of cultural differences, without making over-generalizations. • Be polite; acknowledge responses to your posts or comments, and respond to others’ posts or comments.

For the online classes, try to find a setting in which you will not be disturbed. If required, use a headset with headphones and a microphone. Connect with video, if possible. Mute your audio until you wish to speak; this reduces background noise. Zoom can be temporarily unmuted by pressing the space bar. Raise your hand if you wish to ask a question: do this on video or use the “participants” tab in Zoom to raise a “virtual hand”.

Privacy Online:

As this course is conducted entirely online, classes may be recorded and uploaded to Moodle. This will allow students to revise the course materials for assessment, and to ensure that students who are unable to attend can catch up on missed material. The recordings will not be used for any other purpose and will be deleted at the end of the term.

Support during the COVID-19 Pandemic:

In situations that are uncertain and evolving such as the COVID-19 pandemic, it is normal to experience stress, anxiety or sadness. Please reach out to your classmates, the instructor or TA should you require any additional support or assistance. CEU also offers a range of support services that you may find useful:

• Student Counselling Services offers confidential student psychological counselling services. • Emergency financial support is available to students whose studies have been interrupted by the COVID-19 pandemic via the COVID-19 Emergency Assistance Fund. • The Centre for Academic Writing provides students with guidance and support, including courses in academic writing and individual consultations. • The CEU Library offers online support.

For policies, regulations and procedures, please refer to the student Handbook; the Code of Ethics of the Central European University; Student Rights, Rules and Academic Regulations; Equal Opportunities Policy; the Central European University Policy on Harassment; and the Student Disability Policy.

7 CLASS SCHEDULE

Week: Date Starting: Topic: 1 September 28 Introduction: Gender, Memory and Nationalism 2 October 5 Theorizing Nations and Nationalism 3 October 12 Women and the Nation 4 October 19 Nationalism, Sexuality and Masculinity 5 October 26 Nationalist Politics and the “Woman Question” Reaction Paper due: Friday 30 October, 11.59pm 6 November 2 Reproducing the Nation, Reproducing the State Allocations for the Group Media Project 7 November 9 Gendered Citizens in a Military Nation Group Media Project: Topic Proposals due: Friday 13 November, 11.59pm 8 November 16 Remembering Wartime Sexual Violence 9 November 23 Representing the Nation 10 November 30 The Mobilization of Women’s Rights in Neo-Nationalist Politics 11 December 7 Affective and Embodied Nationalism Group Media Project: Presentations due: Friday 11 December, 11.59pm 12 December 14 Memory, Narrative and Identity: Beyond the Nation Final Essay due: Tuesday 22 December, 11.59pm

Week 1: Introduction: Gender, Memory and Nationalism

This week will provide essential information about the course, including the structure, readings and assessment. It will also introduce key concepts that we will discuss throughout this course, such as gender, sexuality, memory, nations and nationalism. Your reading is the introduction to Jyoti Puri’s book, Encountering Nationalism. Puri is an Indian scholar who works at the intersection of , sexuality and queer studies, and postcolonial .

Consider the following questions in preparation for class discussions:

1. How do you define nationalism? What are its central aspects? 2. How are gender and sexuality implicated in nationalist discourses and practices? 3. What role does memory play in nationalist processes?

** No discussion posts required this week **

Required Reading:

• Jyoti Puri, “Introduction: Parades, Flags, and National Pride,” in Encountering Nationalism (Malden: Blackwell, 2003), 1–21.

8 Week 2: Theorizing Nations and Nationalism

This week will examine some of the main theoretical perspectives on nations and nationalism. Your first reading is the introduction and two body chapters from Benedict Anderson’s classic study, Imagined Communities; a reflection on the origins and global spread of nationalism. Anderson is an eminent scholar of nationalism and an expert on Southeast Asia. Your second reading is a chapter from an Indian political scientist and anthropologist, Partha Chatterjee’s book, The Nation and its Fragments: Colonial and Postcolonial Histories, which looks at the creative and powerful results of the nationalist imagination in Asia and Africa. In this chapter, Chatterjee questions the applicability of Anderson’s thesis to the postcolonial world.

Consider the following questions in preparation for class discussions:

1. How does Anderson understand the concept of a nation? To what extent do you agree that nation-ness is “the most universally legitimate value in the political life of our time” (3)? 2. According to Anderson, when and where did nations come into being? What made it possible to “think” the nation? How important was “print capitalism” the origins of nationalism? 3. What role does brotherhood play in Anderson’s reflections upon nationalism? Is the nation an inclusive community? Under what circumstances might this discourse of unity be challenged? What does Anderson have to say about gender / sexuality? 4. What shifts does Chatterjee identify in the way that nationalism has been viewed historically? 5. According to Chatterjee, what are the strengths and limitations of Anderson’s thesis? On what basis does Chatterjee argue that anticolonial nationalism is distinct? What role do ethnicity, class and caste play in Chatterjee’s analysis? 6. What important questions does Chatterjee raise about understanding nationalism in the contemporary world? For Chatterjee, is the imagined community inclusive? Why / why not?

Required Reading:

• Benedict Anderson, “Introduction,” “Cultural Roots” and “The Origins of National Consciousness,” in Imagined Communities: Reflections on the Origin and Spread of Nationalism, Rev. Ed. (London: Verso: 2006), 1–8; 9–36; 37–46. • Partha Chatterjee, “Whose Imagined Community,” in The Nation and its Fragments: Colonial and Postcolonial Histories (Princeton: Princeton University Press, 1993), 3–13.

Recommended Reading:

• Ernest Renan, “What is a Nation?” in Nation and Narration, ed. Homi K. Bhabha (London: Routledge, 1990), 8–22. • Eric Hobsbawm, “The Nation as Novelty: From Revolution to Liberalism,” in Nations and Nationalism since 1780: Programme, Myth, Reality (Cambridge: Cambridge University Press, 1992), 14–45. • Ernest Gellner, “Definitions,” and “What is a Nation,” in Nations and Nationalism (Oxford: Blackwell, 1983), 1–7; 53–62.

9 Week 3: Women and the Nation

This week, we will look at feminist critiques of theoretical perspectives on nations and nationalism, focusing on women and the nationalist project. Your first reading is an excerpt from the introduction to an important book by Floya Anthias – a Cypriot sociologist and social justice theorist – and Nira Yuval-Davis – a British and diasporic Israeli sociologist – titled Woman-Nation-State. This book examines the place of women within ethnic and national communities, and the ways in which the state intervenes in their lives. Your second reading is an influential article by a Zimbabwean feminist scholar of gender, race and sexuality, Anne McClintock. In this article, McClintock provides a feminist critique of nationalism, focusing particularly on the institution of the .

Consider the following questions in preparation for class discussions:

1. How do Anthias and Yuval-Davis understand the relationship between women and the state? Are women just as committed to the nation project as men? To what extent do women share the same national project as men? 2. According to Anthias and Yuval-Davis, there are five major ways in which women have tended to participate in ethnic, national and state processes. What are they? What policies and discourses are included in each? Is there anything missing from this framework? 3. Why do Anthias and Yuval-Davis encourage caution in relation to the term “reproduction”? 4. What does McClintock mean by the phrase, “All are gendered, all are invented, and all are dangerous” (61)? To what extent do you agree? 5. According to McClintock, why is our understanding of nations as important? To what extent is the metaphor of the nation as family gendered? 6. What does McClintock’s genealogy of South African nationalism tell us about the consequences for women? To what extent are women’s efforts during the war commemorated in contemporary South Africa? What does this tell us about the relationship between nationalism and popular memory?

Required Reading:

• Floya Anthias and Nira Yuval-Davis, “Introduction”, in Woman-Nation-State, ed. Floya Anthias and Nira Yuval-Davis (New York: St. Martin’s Press, 1989), 6–11. • Anne McClintock, “Family Feuds: Gender, Nationalism and the Family”, Feminist Review 44 (Summer 1993): 61–80.

Recommended Reading:

• Cynthia Enloe, “Nationalism and Masculinity: The Nationalist Story Is Not Over – and It Is Not a Simple Story,” in Bananas, Beaches and Bases: Making Feminist Sense of International Politics (Berkeley: University of California Press, 2014[1989]): note Enloe’s argument that nationalisms have “typically sprung from masculinized memory, masculinized humiliation and masculinized hope” (44).

10 Week 4: Nationalism, Sexuality and Masculinity

This week, we will take a further look at critiques of theories of nationalism, focusing on questions of sexuality and masculinity. Your first reading is a chapter from German historian George Mosse’s pioneering study, Nationalism and Sexuality: Middle-Class Morality and Sexual Norms in Modern Europe. In this book, Mosse sketches the double history of European nationalism and “respectable” sexuality, as they emerged at the end of the eighteenth century. Your second reading is an article by an American political and cultural sociologist, Joane Nagel, in which she explores the intimate historical and modern connections between manhood and nationhood.

In class, we will also discuss your Reaction Paper assignment.

** No discussion posts required this week **

Consider the following questions in preparation for class discussions:

1. How does Mosse understand the concept of “respectability”, as it emerged in the late eighteenth and early nineteenth centuries? 2. How did the proliferation of modern nationalism in Europe influence the construction of middle-class norms of the body and sexual behaviour? In turn, how did these codes of bourgeois morality facilitate the rise of fascist nation- states in the twentieth century? 3. For Mosse, how did a strict code of sexual “respectability” counteract the perceived fragmentation of modernity? 4. According to Nagel, “masculinity and nationalism seem stamped from the same mould” (251). Why does Nagel argue that nationalist politics is a masculinist enterprise? 5. What are the main features of Nagel’s understanding of “hegemonic masculinity” and “nationalism”? To what extent are the two concepts inextricably entwined? How does sexuality arise as an issue in masculinity and nationalism? What role do emotions – such as honour and shame – play within this construction? 6. What insights does Nagel’s discussion of masculinity and nationalism provide for thinking about contemporary national and global politics? Does the nation “feel” the same for women and men?

Required Reading:

• George Mosse, “Introduction: Nationalism and Respectability,” in Nationalism and Sexuality: Middle-Class Morality and Sexual Norms in Modern Europe (Madison: University of Wisconsin Press, 1985), 1–22. • Joane Nagel, “Masculinity and Nationalism: Gender and Sexuality in the Making of Nations,” Ethnic and Racial Studies 21.2 (1998): 242–269.

Recommended Reading:

• V. Spike Peterson, “Sexing Political Identities: Nationalism as Heterosexism,” International Feminist Journal of Politics 1, no. 1 (1999): 34–65.

11 Week 5: Nationalist Politics and the “Woman Question”

This week, we will examine the relationship between and nationalism, focusing specifically on anti-colonial and revolutionary struggles. Your first reading is the introductory chapter to leading Sri Lankan feminist activist and historian, Kumari Jayawardena’s classic book, Feminism and Nationalism in the Third World. The book examines the rise of feminism and women’s participation in Third World nationalist movements in the late nineteenth and early twentieth centuries. For your second reading, select one of the following two options:

The first option is a chapter by a Mexican historian, Gabriela Cano, which explores the role of Mexican feminism in the creation of a Mexican . The second option is a chapter by an American scholar of women’s and gender history, Joanna de Groot, which examines women and nationalisms in nineteenth- and twentieth- century Iran.

Consider the following questions in preparation for class discussions:

1. Why have the terms “feminism” and “feminist” been sources of tension in some parts of the Third World? In what sense does Jayawardena employ these terms? To what extent is feminism a Western phenomenon? 2. What does Jayawardena tell us about the relationship between movements for women’s emancipation and anti-colonial and nationalist struggles in the Third Word? What factors led to the emergence of nationalist and feminist consciousness in the late colonial period? What role did modernization efforts and Western influences play in these processes? 3. How significant is class to Jayawardena’s discussion? 4. For the de Groot and Cano chapters: what does this case study tell us about the role of women and gender in the construction of nations? What do they reveal about the ways in which power relations of gender are intwined with those of class, race and sexuality? What was the legacy of these processes for the relationships between women, politics and nationalism? 5. By what means, according to Cano, did the concept of the “Mexican woman” and its relationship to feminism become “a battlefield” on which different definitions of Mexican statehood were contested (107)? For de Groot, what role did nationalism play in the political experience of Iranian women, and how did the constitutive place of women and gender change across the history of Iranian nationalist history?

Required Reading:

• Kumari Jayawardena, “Introduction,” in Feminism and Nationalism in the Third World (London: Zed Books, 1986), 1–24. • Gabriela Cano, “The Porfiriato and the Mexican Revolution: Constructions of Feminism and Nationalism,” in Nation, Empire, Colony: Historicizing Gender and Race, ed. Ruth Roach Pierson and Nupur Chaudhuri (Bloomington: Indiana University Press, 1998), 106–120. • Joanna de Groot, “Coexisting and Conflicting Identities: Women and Nationalism in Twentieth-Century Iran,” in Nation, Empire, Colony: Historicizing Gender and Race, ed. Ruth Roach Pierson and Nupur Chaudhuri (Bloomington: Indiana University Press, 1998), 139–165.

12 Recommended Reading:

• Partha Chatterjee, “The Nation and Its Women” and “Women and the Nation,” in The Nation and its Fragments: Colonial and Postcolonial Histories (Princeton: Princeton University Press, 1993), 116–157; 135–134.

Week 6: Reproducing the Nation, Reproducing the State

This week, we will consider the place of reproduction within the nationalist project, including state regulation and control over women’s fertility. In your first reading, Geraldine Heng – a Singaporean scholar of postcolonial and comparative literature – and Janadas Devan – a Singaporean former journalist and public servant – analyse Singapore’s so-called “Great Marriage Debate” and its intersections with gender, race, class, sexuality and the nation. Your second reading is a chapter by an American cultural anthropologist, Leslie Dwyer. In this chapter, Dwyer examines the roles that reproductive policies and politics play in the circulation of national and sexual meanings in postcolonial Indonesia.

In class, we will also discuss the Group Media Project assignment. After class, students will be assigned to a group, and allocated a Microsoft Teams group to facilitate collaboration and discussion. Instead of writing a discussion post this week, you are encouraged to hold an initial meeting with your group members to begin planning your project.

** No discussion posts required this week **

Consider the following questions in preparation for class discussions:

1. According to Prime Minister Lee Kuan Yew, what “crisis” was Singapore experiencing in the early 1980s? How did Lee frame this problem in terms of gender, class and race? What was involved in the government’s family planning scheme? What incentives were used to entice particular Singaporean women to reproduce? 2. What was this “sexualized, separate species of nationalism” that was being advocated for women (348)? How did this narrative differ from previous attempts to coerce women into bearing children? To what extent did men feature in Lee’s vision? How do Heng and Devan read the narrative behind Lee’s vision? 3. What was the “cultural crisis” erupting simultaneously? What do Heng and Devan mean by the phrase “internalized Orientalism” (355)? 4. According to Dwyer, why is family planning an important site for an investigation into nationalism and sexuality? What kinds of power – besides state coercion – were at work in Indonesia’s family planning program? 5. How have ideas about reproduction changed across the course of Indonesian history? What role have processes of Westernization and modernization played in this regard? What is the relationship between nationalism, modernization and ideal femininity? 6. What does Dwyer’s discussion tell us about the sexual and gender politics of the Indonesian New Order state?

Required Reading:

13 • Geraldine Heng and Janadas Devan, “State Fatherhood: The Politics of Nationalism, Sexuality and Race in Singapore,” in Nationalisms and Sexualities, ed. Andrew Parker, Mary Russo, Doris Sommer and Patricia Yaegar (New York: Routledge: 1992), 343–364. • Leslie K. Dwyer, “Spectacular Sexuality: Nationalism, Development and the Politics of Family Planning in Indonesia,” in Gender Ironies of Nationalism: Sexing the Nation, ed. Tamar Mayer (London: Routledge, 2000), 25–64.

Recommended Reading:

• Nira Yuval-Davis, “Women and the Biological Reproduction of the Nation,” Women’s Studies International Forum 19, no. 1–2 (1996): 17–24.

Week 7: Gendered Citizens in a Military Nation

This week, we will consider the relationship between gender, sexuality and the military. Your reading is comprised of two chapters from Turkish anthropologist Ayşe Gül Altınay’s book, The Myth of the Military Nation: Militarism, Gender, and Education in Turkey. In this book, Altınay examines how the myth that the military is central to Turkey’s national identity was created and perpetrated, and acts to shape politics. Chapter 2 addresses women’s relationship to the myth of the military-nation by focusing on the story of Turkey’s first military pilot and the world’s first woman combat pilot, Sabiha Gökçen. Chapter 3 focuses on the practice of compulsory military service and its gender implications.

For your online lecture this week, listen to an episode of the Sexuality and Gender in Turkey podcast on “Effeminacy and the Construction of Masculinity in the Turkish Army: The Curious Case of the Pink Certificate”. This podcast series is hosted by CEU PhD student Mert Koçak; this episode contains an interview with Tankut Atuk, a PhD student from the University of Minnesota: https://podcasts.ceu.edu/content/effeminacy-and-construction-masculinity- turkish-army-curious-case-pink-certificate (34.30 mins).

Consider the following questions in preparation for class discussions:

1. What does the podcast discussion tell us about the construction of masculinity in the Turkish Army today? How far is the military willing to go to maintain hegemonic masculinity within the barracks? What is the “pink certificate”? 2. What does Altınay’s discussion of the conscription law in Turkey tell us about gendered citizenship? What are the implications of this gender differentiation? Where do women stand in the myth of the military nation? 3. What does Gökçen’s story reveal about women’s lives in the early years of the Turkish Republic? How has Gökçen been positioned within the Turkish nationalist project, and how has this positioning change over time? 4. How has Gökçen been remembered within the official nationalist historiography? What does this historiography – and its feminist challenges – reveal about the gender and ethnic dimensions of Turkish nationalism? 5. What are some of the connections between gender, citizenship and the military during the early years of the Turkish Republic? What are the gender implications of compulsory military service?

Required Reading:

14

• Ayşe Gül Altınay, “Chapter 2: Women and the Myth: The World’s First Woman Combat Pilot” and “Chapter 3: Becoming a Man, Becoming a Citizen,” in The Myth of the Military Nation: Militarism, Gender, and Education in Turkey (New York: Palgrave Macmillan, 2004), 33–58 and 61–86.

Recommended Reading:

• Tankut Atuk, “Comrades-in-[Each Other’s]-Arms: Homosociality, Masculinity and Effeminacy in the Turkish Army,” Men and Masculinities (2019): 1–17.

Week 8: Remembering Wartime Sexual Violence

This week, we will consider wartime sexual violence, and how it has been remembered and represented subsequently. Your first reading is a chapter by Andrea Pető, a professor in gender studies here at CEU. In this chapter, Pető discusses narratives and experiences of Hungarian and Austrian women who were raped by Soviet soldiers at the end of the Second World War. Your second reading is a chapter from Australian feminist historians Sharon Crozier-De Rosa and Vera Mackie’s book, Remembering Women’s Activism, which explores a range of memorialization and mnemonic practices honouring women’s activism around the world. This chapter examines how enforced military prostitution / military sexual slavery perpetrated by the Japanese military in the Asia Pacific War has been remembered and commemorated.

In addition to the readings, watch this short animation film, Herstory (2018), which tells the story of a South Korean former “comfort woman”, Chung Seo-Woon: https://www.youtube.com/watch?v=0CmWdrlv3fI (10.54 mins).

Consider the following questions in preparation for class discussions:

1. How have accounts of rapes committed by Red Army soldiers been remembered or forgotten in Austria and Hungary after 1945? What differences does Pető identify between personal memories and national narratives of this violence? 2. What are some of the explanatory frameworks that Pető outlines for understanding rape during wartime? What are some of the particular challenges associated with researching sexual violence? 3. How important is bringing private memories of wartime sexual violence, such as Chung Seo-Woon’s, into public discourse to the movement for redress? 4. What links do Crozier-De Rosa and Mackie draw between mid-twentieth- century movements to commemorate women who have been raped in war, and the late-twentieth/early-twenty-first-century movement in support of survivors of militarized sexual abuse by the Japanese military in the Asia Pacific War? 5. Why are the elderly survivors known as the “Grandmothers”? What is being commemorated in this movement? What role do museums and memorials play? What do Crozier-De Rosa and Mackie mean when they write that survivors “assert their citizenship in the modern South Korean nation-state” by participating in Wednesday demonstrations (170)? How and why did a transnational movement for redress develop?

15 Required Reading:

• Andrea Pető, “Memory and the Narrative of Rape in Budapest and Vienna in 1945,” in Life After Death: Approaches to a Cultural and Social History during the 1940s and 1950s, ed. Richard Bessel and Dirk Schumann (Washington: Cambridge University Press, 2003), 129–148. • Sharon Crozier-De Rosa and Vera Mackie, “Grandmothers,” in Remembering Women’s Activism (Abingdon: Routledge, 2019), 161–199.

Recommended Reading:

• Mina Watanabe, “Passing on the History of ‘Comfort Women’: The Experiences of a Women’s History Museum in Japan,” Journal of Peace Education 12, no. 3 (2015): 236–246.

Week 9: Representing the Nation

This week, we will consider how the nation is represented through gendered national narratives and myths, and how norms of gender and sexuality are reproduced alongside it. Your first reading is an article by an Indian social anthropologist, Nayanika Mookherjee. In this article, Mookherjee examines the gendered symbolization of the nation through the rhetoric of the “motherland” and the manipulation of this rhetoric in the context of nationalist struggle in Bangladesh. Your second reading is an article by a Danish scholar of Middle Eastern studies, Sune Haugbolle. In this article, Haugbolle examines how militiamen who fought in the Lebanese civil war have been represented in Lebanese cultural production, and how these militiamen relate to public discourse on masculinity and culpability in the postwar period.

Consider the following questions in preparation for class discussions:

1. According to Mookherjee, how has the image of Bangladeshi “motherland” been represented in art and popular culture? 2. What does the term birangonas mean in relation to the Bangladesh war of 1971, and why is this term used? How does the figure of the birangonas feature in the collective memory of the nation? What role do secrecy and memory play in narratives of wartime sexual violence? 3. What are the implications of using motherland as the dominant image through which women are symbolized in the nationalist project? Who is included / excluded from this image? What role does class play within this process? 4. According to Haugbolle, how is the civil war commemorated in contemporary Lebanon? How has public culture engaged with memories of civil war violence and militia warfare? 5. What does the “militiaman” represent in Lebanese public culture? How does this concept shape contemporary debates about masculine behaviour? To what extent are norms of masculine behaviour subverted through acts of remembering and representing militia violence? What role does class play within these processes? 6. What different narratives are privileged by Lebanese artists? How do these narratives fit within broader public understandings about the role of militiamen in the war?

16 Required Reading:

• Nayanika Mookherjee, “Gendered Embodiments: Mapping the Body-Politics of the Raped Woman and the Nation in Bangladesh,” Feminist Review 88 (2008): 36–53. • Sune Haugbolle, “The (Little) Militia Man: Memory and Militarized Masculinity in Lebanon,” Journal of Middle East Women's Studies 8, no. 1 (2012): 115–139.

Week 10: The Mobilization of Women’s Rights in Neo-Nationalist Politics Class led by Tegiye Birey

This week, we will consider some of the ways in which nationalist political parties across Europe have mobilized support through appropriating discourses, and explore how anti-racist feminists have responded to this phenomenon. Your first reading is the introduction to sociologist Sara R. Farris’ book, In the Name of Women’s Rights: The Rise of Femonationalism. In this book, Farris introduces the concept of “femonationalism” to examine the mobilization of women’s rights to normalize racist/nationalist discourses and practices in contemporary Europe. After discussing the novelty of the concept, we will consider some of its critiques and shortcomings. Your second reading is an article by a leading postcolonial feminist of the Nordic region, Diana Mulinari, and anti-racist activist and feminist academic, Maja Sager. In this article, the authors discuss femonationalism as enacted by the right-wing political party Swedish Democrats as antifeminist politics, and engage in conversations with anti-racist feminists to explore how they experience and tackle femonationalism in Sweden.

Consider the following questions in preparation for class discussions, but feel free to bring up other ideas and questions in relation to the readings:

1. What is meant by Farris’ concept of “femonationalism”? How and why do various right-wing groups use gender equality to justify their racist rhetoric and policies? To what extent does femonationalism also serve an economic function? 2. What do Sager and Mulinari mean by “care-”? How does this concept relate to femonationalism? 3. What are some of the anti-racist feminist responses to femonationalism that Sager and Mulinari explore? 4. To what extent do you think that Farris’ concept of femonationalism is useful outside of contemporary Europe?

Required Reading:

• Sara R. Farris, “Introduction: In the Name of Women’s Rights,” in In the Name of Women’s Rights: The Rise of Femonationalism (Durham: Duke University Press, 2017), 1–18. • Maja Sager and Diana Mulinari, “Safety for Whom? Exploring Femonationalism and Care-Racism in Sweden,” Women’s Studies International Forum 68 (2018): 149–156.

17 Week 11: Affective and Embodied Nationalism

This week, we will consider the affective and emotional dimensions of national belonging. Your first reading is an article by two Swiss feminist political and cultural geographers, Elisabeth Militz and Carolin Schurr. In this article, Militz and Schurr examine how feelings of national belonging arise in banal everyday encounters between different bodies, with a specific focus on Azerbaijan. Your second reading is an article by an Estonian anthropologist and documentary filmmaker, Terje Toomistu, in which she discusses embodied notions of national belonging among the waria (transgender) community in West Papua, Indonesia.

Instead of writing a discussion post this week, students are encouraged to view other Group Media Projects on Moodle, offer feedback and ask questions. You are required to post at least two short, constructive comments or questions on another group’s presentation (these posts form part of your individual mark for this piece of assessment).

Optional: for an optional extra, watch Wariazone (2011); an independent documentary film by Kiwa and Terje Toomistu about the notion of transgender, transgender subjects in Indonesia, and the relations between gender identity and freedom: https://www.cultureunplugged.com/documentary/watch- online/play/8540/Wariazone (58.10 mins).

** No discussion posts required this week **

Consider the following questions in preparation for class discussions:

1. What insights have been gained from feminist approaches to nationalism as banal, embodied and emotional? What do Militz and Schurr mean by the notion of an “affective nationalism”? 2. How do people identify with Azerbaijan through their capacity to affect and be affected by what feels national? 3. To what extent do vignettes of affective writing, such as in Militz and Schurr’s article, capture this notion of affective nationalisms? 4. How does Toomistu understanding national belonging? What are the “available categories of belonging” in Papua? 5. What affective and embodied engagements do waria use to negotiate their belonging? 6. What can beauty pageants tell us about ideal femininity and national identity? What parallels can you draw with Dwyer’s discussion of gender, sexuality and nationalism in Indonesia?

Required Reading:

• Elisabeth Militz and Carolin Schurr, “Affective Nationalism: Banalities of Belonging in Azerbaijan,” Political Geography 54 (2016): 54–63. • Terje Toomistu, “Embodied Notions of Belonging: Practices of Beauty among Waria in West Papua, Indonesia,” Asian Studies Review 43, no. 4 (2019): 581–599.

18 Week 12: Memory, Narrative and Identity: Thinking beyond the Nation Q&A with Dr Nadia Jones-Gailani

This week, we will look at some of the ways in which identity is constructed beyond the nation. Your two readings come from Nadia Jones-Gailani’s new book on gender, memory and Iraqi women’s narratives in the diaspora: Transnational Identity and Memory Making in the Lives of Iraqi Women in Diaspora. Jones-Gailani, as you are no doubt aware, is a gender studies professor at CEU.

In class, we will have a Q&A discussion with Nadia. You are encouraged prepare two questions for Nadia and bring them to class. Following the Q&A, we will have an open discussion about the major approaches covered in the course. We will consider how attention to gender and sexuality contributes to our understanding of national and state processes, what aspects might be missing or inadequately addressed by the literature, and what contemporary events might shed new light upon the ways in which gender, sexuality and memory figure in constructions and practices of nations and states.

Consider the following questions in preparation for class discussions:

1. Why does Jones-Gailani argue that “nationalism” is a problematic term for discussing the development of identity in Iraq? 2. What does Jones-Gailani mean by the phrase “memories of state”? By what means, according to Jones-Gailani, did the Iraqi Ba’ath Party “manipulate historical memory to shape nationalism” (29)? What is the “Project for the Rewriting of History”, and what role did Iraqi women play in its implementation? On what basis were they recruited to this campaign? 3. What does Zeynab’s narrative tell us about the way in which Sunni elite women’s narratives promote state nationalisms? How did Iraqi migrant and refugee women’s narratives function to resist these nationalisms? What rhetorical strategies and metaphors aid in this process? How do they women articulate the concept of “home”? What is the place of ethnicity within the women’s narratives?

Required Reading:

• Nadia Jones-Gailani, “Gendered Narratives of State: The Project for the Rewriting of History” and “Resisting the State: Shi’a, Chaldean, and Kurdish Women’s Counter-Narratives,” Transnational Identity and Memory Making in the Lives of Iraqi Women in Diaspora (Toronto: University of Toronto Press, 2020), 21–39 and 40–60.

19 FURTHER READING:

Anthias, Floya and Nira Yuval-Davis. Racialized Boundaries: Race, Nation, Gender, Color and Class and the Anti-Racist Struggle. New York: Routledge, 1992. Aretxaga, Begoña. Shattering Silence: Women, Nationalism, and Political Subjectivity in Northern Ireland. Princeton: Princeton University Press, 1997. Blackburn, Susan, and Helen Ting, ed. Women in Southeast Asian Nationalist Movements: A Biographical Approach. Singapore: NUS Press, 2013. Brubaker, Rogers. Nationalism Reframed: Nationhood and the National Question in the New Europe. Cambridge: Cambridge University Press, 1996. Calhoun, Craig. Nationalism. Buckingham: Open University Press, 1997. Edwards, Louise. Gender, Politics, and Democracy: Women’s Suffrage in China. Stanford: Stanford University Press, 2008. Enloe, Cynthia. Bananas, Beaches, and Bases: Making Feminist Sense of International Politics. Berkeley: University of California Press, 1990. Gellner, Ernest. Nations and Nationalism. Blackwell: Oxford University Press, 1983. Helms, Elissa. Innocence and Victimhood: Gender, Nation, and Women’s Activism in Postwar Bosnia-Herzegovina. Madison: University of Wisconsin Press, 2013. Kanaaneh, Rhoda Ann. Birthing the Nation: Strategies of Palestinian Women in Israel. Berkeley: University of California Press, 2002. Kligman, Gail. The Politics of Duplicity: Controlling Reproduction in Ceausescu’s Romania. Berkeley: University of California Press, 1998. Mackie, Vera. Feminism in Modern Japan: Citizenship, Embodiment and Sexuality. Cambridge: Cambridge University Press, 2003. Massad, Joseph. Islam in Liberalism. Chicago: University of Chicago Press, 2015. Massad, Joseph. Desiring Arabs. Chicago: University of Chicago Press, 2007. Mayer, Tamar, ed. Gender Ironies of Nationalism: Sexing the Nation. New York: Routledge, 2000. McClintock, Anne. Imperial Leather: Race, Gender, and Sexuality in the Colonial Conquest. New York: Routledge, 1995. Mookherjee, Nayanika. The Spectral Wound: Sexual Violence, Public Memories, and the Bangladesh War of 1971. Durham: Duke University Press, 2015. Nagel, Joane. Race, Ethnicity, and Sexuality: Intimate Intersections, Forbidden Frontiers. New York: Oxford University Press, 2003. Navaro-Yashin, Yael. Faces of the State: Secularism and Public Life in Turkey. Princeton: Princeton University Press, 2002. Parker, Andrew et. al., eds. Nationalisms and Sexualities. New Yorl: Routledge, 1992. Puar, Jasbir. Terrorist Assemblages: in Queer Times. Durham: Duke University Press, 2007. Roces, Mina, and Louise Edwards, ed. Women’s Suffrage in Asia: Gender, Nationalism, and Democracy. London: RoutledgeCurzon, 2004. Schäuble, Michaela. Narrating Victimhood: Gender, Religion and the Making of Place in Post-War Croatia. Oxford: Berghahn Books, 2014. Soh, C. Sarah. The Comfort Women: Sexual Violence and Postcolonial Memory in Korea and Japan. New York: University of Chicago Press, 2008. Stoler, Ann Laura. Carnal Knowledge and Imperial Rule: Race and the Intimate in Colonial Rule. London: University of California Press, 2002. Taylor, Diana. Disappearing Acts: Spectacles of Gender and Nationalism in Argentina’s “Dirty War”. Durham: Duke University Press, 1997. Yuval-Davis, Nira. Gender and Nation. London: Sage Publications, 1997. Žarkov, Dubravka. The Body of War: Media, Ethnicity, and Gender in the Break-up of Yugoslavia. Durham: Duke University Press, 2007.

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