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Sexual Violence in America: Theory, Literature, Activism

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Sexual Violence in America: Theory, Literature, Activism Sexual Violence in America: Theory, Literature, Activism ENGL | GNSE 18700 Winter 2019 Monday/Wednesday 4:30-5:50pm Cobb 303 Michael Dango, Ph.D. [email protected] Office Hours: Mondays 2:30-4:30pm Walker 420 Course Description This course will consider how a spectrum of sexual violence has been represented, politicized, and theorized in the United States from the 1970s to the present. To get a handle on this vast topic, our archive will be wide-ranging, including legal statutes and court opinions on sexual harassment and pornography; fiction, poetry, and graphic novels that explore the limits of representing sexual trauma; activist discourses in pamphlets and editorials from INCITE to #MeToo; and ground- breaking essays by feminist and queer theorists, especially from critical women of color. How does the meaning of sex and of power shift with different kinds of representation, theory, and activism? How have people developed a language to share experiences of violation and disrupt existing power structures? And how do people begin to imagine and build a different world whether through fiction, law, or institutions? Because of the focus of this course, our readings will almost always present sexual violence itself in explicit and sometimes graphic ways. Much of the material can be upsetting. So, too, may be our class discussions, because difficult material can produce conversations whose trajectories are not knowable in advance. Careful attention to the material and to each other as we participate in the co-creation of knowledge will be our rule. However, even this cannot make a guarantee against surprises. Please read through all of the syllabus now so you know what lies ahead. I urge you to come talk with me about any concerns you may have about participating fully in this class before the course drop deadline. 1 Course Readings In order to reduce the costs of taking this course, each and every reading is available as a PDF on Canvas. Under “Modules,” you’ll see a section for each week and readings available to download. I realize that means lots of folks will be bringing tablets or laptops to class. As long as you’re just looking at the readings, go for it. But I also know there’s a lot of research that says having screens on in class distracts from both your learning and the learning of your classmates, so we’ll also be having dedicated “no screens” time in class when our discussion doesn’t require reference to the readings. Please be prepared to put your machines to the side. In addition to our readings, we will have a mandatory screening of Nanette on Wednesday, March 6, immediately following class. I am also asking you to plan to stay late for class on Monday, February 25 so everyone can present their media adaptation. Finally, we will have a class field trip to a local anti-violence center on Friday, March 1. Course Requirements Grade Determination Your grade for this course consists of participation, three “current affairs” posts to Canvas, and three projects: a group manifesto; a media production and analysis; and a podcast and essay on a local organization. • Discussion Participation: 20% • Current Affairs Posts: 20% • Project #1—Group Manifesto (due 1/23 and 1/28): 20% • Project #2—Media Production (due 2/25): 20% • Project #3—Podcast and Organization Analysis (due 3/13): 20% Attendance & Participation The success of this discussion-based seminar depends upon your participation and preparation. Please come to class having read the material and prepared to talk about it. Contributing to discussion means both listening to others and building on what they have said; it means both leaning in and leaning back to facilitate a community process of knowledge formation. Participating can mean commenting on the text or commenting on someone else’s contribution. It can mean asking follow-up questions of someone or synthesizing the comments of those who have contributed before you. It also means participating in group work, where we are teaching each other in a more intimate context. In our classroom community, we want to hear everyone’s voice, and we want to support everyone to participate. If you are finding it difficult to join discussion, please come visit office hours so we can brainstorm strategies for you to jump in. 2 Absences If you’re going to be absent for a good reason, please let me know 48 hours ahead of time. More than one absence will make it much harder for you to develop the skills and knowledge you need to succeed in this course; more than two absences will directly lower your grade by 1/3. Midterm Conferences As part of participation, I’ll also be holding student conferences midway through the course, at the beginning of week five. This is not an oral exam! The point of the conference is just to check-in with you about how the course is going so that I can improve my teaching earlier rather than later. We’ll also chat about ideas for your remaining projects. Canvas (“Current Affairs”) You will be assigned to post to Canvas three times between weeks 2 and 9. In your post, your task is to connect one of the readings assigned for that day to an article, editorial, blog entry, or think piece published in the past year (i.e., in 2018 to the present). The purpose of this assignment is to provide a way of bringing the present into our discussions, drawing connections between theory and activism of the past and such recent developments as the spread of the #MeToo movement. It also provides an opportunity to “apply” some of our readings to thinking about our current situation. What would the Combahee River Collective say about X? What would Carmen Maria Machado or Kathy Acker do to represent Y? You may be called upon in class to share what you have found. Your post should be about 500-800 words long and contain the following: 1. A link (if online) or PDF scan (if from a print source) of your current affairs opinion piece or story. 2. A brief (1 paragraph) summary of the piece, perhaps bringing in relevant quotations. 3. A (1-2 page) discussion of the piece alongside one of the readings assigned for your day. (a) This might take the form of using a theorist to critique the piece (“Because Janet Halley is worried about sexual harassment law allowing moralism into our sexual lives, she would disagree with this editorial’s position that ...”). (b) This might take the form of comparing and contrasting different forms of representation (“While Carmen Maria Machado uses the horror genre to think about genealogies of violence against women, she is never as explicit as this article is in depicting violence, and that has different political consequences...”). (c) It could also simply track a continuity between past and present (“This particular protest reminds me of Suzanne Lacy’s 1977 action; although their goals are different, their means are the same...”). (d) Or you may find yet more creative modes of engagement. But you must be developing knowledge around one of our assigned readings alongside knowledge of the piece you have found. 3 Project #1: Group Manifestos On the Wednesday of 2nd week, we will be reading a selection of queer and feminist manifestos. These documents are not only important in the specific interventions they made into the political landscape of their time, but also because they are often the result of careful group deliberation and consensus-making. For some feminist collectives, the process of writing together was itself political, because it aimed to find ways of collaborating and building movements together in non-hierarchical and non-violent ways. That’s why, to really understand these documents, I want us not only to read them but think about practicing consensus-making ourselves. Toward that end, we will divide into small groups and I will ask you to meet and draft a manifesto together. The manifesto itself can take any form you please. It will most likely be about or related to gender and sexuality, but I will leave the specific topic open to you. Your goal is to develop a process in which everyone feels comfortable signing a name on a given document of stated beliefs or calls to action. The document itself will probably be about a page long. After you draft the manifesto, each person will, individually, write up a 5-6 page reflection and analysis. This should include: 1. A description of your group process. How did you make decisions? What challenges did you face? Were there difficulties in distributing power equally? Why and why not? 2. A discussion of your manifesto or process in relation to at least one other manifesto assigned for the class. Perhaps you really agree or disagree with a point made in another manifesto. Tell me why. The group manifestos will be due at the beginning of class on Wednesday, January 23 (3rd week); someone from your group should post this signed document to the appropriate section on Canvas in the Week 3 Module. Your individual reflection will be due on Monday, January 28 (4th week) and submitted through Canvas. Project #2: Media Production and Analysis For this project, due in week 8, you will be asked to think about the relation between theory and media. We’ll have read a lot of theory (from MacKinnon to Bersani to Lorde) and we’ll have consumed a lot of media (from graphic novels to poems to short stories to performance and installation art). Now, I’m going to ask you to theorize some media and to mediate some theory: 1.
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