Marginalized Citizenship: Disability & Sexuality

Gen Ed: Human Behavior #0825 Spring Semester 2014 Tuesday/Thursday 3:30 - 4:50 PM, Ritter Hall 206

Instructor: Dr. Beverly Frantz Phone: 215-204-5078 Email: [email protected] Office: IOD, Student Center, 411S Office Hours: By Appointment

This is a General Education/Human Behavior course. General Education courses provide opportunities for students to engage in:  Critical Thinking  Contextualized Learning: Understand historical and contemporary issues in context  Interdisciplinary Thinking: Understand and apply knowledge in and across disciplines  Communication Skills: Communicate effectively orally and in writing  Scientific & Quantitative Reasoning  Civic Engagement: Function as an engaged citizen in a diverse and globalized world  Information Literacy: Identify, access and evaluate sources of information  Lifelong Learning: Promote a lasting curiosity

Human Behavior courses are intended to teach students how to:  Understand relationships between individuals and communities;  Understand theories or explanations of human behavior used to describe social phenomena;  Examine the development of individuals’ beliefs, behaviors, and assumptions and how these affect individuals and communities;  Apply one disciplinary method to understand human behavior or explain social phenomena;  Access and analyze materials related to individuals, communities or social phenomena; and  Compare and contrast similar social phenomena across individuals or communities.

Marginalized Citizenship: Disability and Sexuality is a General Education, Human Behavior course designed to help students learn how to think critically and provide a strong foundation for continued learning.

Course Description: This course is designed to introduce students to the interconnectedness between disability and sexuality. In particular, the course will examine the cultural and societal constructs of disability and sexuality from the industrial revolution through the twenty-first century, exploring questions such as:

1  What is an appropriate government response to addressing questions of genetic hereditary disabilities?  Should any government have the power to restrict the sexual activity of a particular group of people?  Under what circumstances ought chemically and/or surgically changes to one’s gender be made? This interdisciplinary course will address these and many other questions associated with the fluidity between disability and sexuality and the extent to which these are adequately understood in shaping and regulating modern societies. Utilizing a mix of personal narratives, scholarly and commercial books and articles, films, and class discussions, students will learn how to think critically in analyzing, and responding to how decisions made today may impact the next generation.

At the end of the course, students will be able to: 1. Identify the major sexuality and disability theories from medical, political, and cultural perspectives. 2. Demonstrate analytical and critical thinking skills. 3. Identify and discuss the connections between sexuality, disability, and eugenics.

Required Readings:

A Disability History of the United States, Kim E. Nielsen (selected chapters will be posted on Bb)

Memory Keeper's Daughter, Kim Edwards Look Me In the Eyes, John Elder Robison Additional assigned articles. Memory Keepers Daughter and Look Me in the Eye can be purchased through Amazon.com, Barnes & Noble, or other retail/on-line book sellers. Additional required readings will be announced in class, posted on Blackboard and/or placed on E-reserve. Students may also be required to locate and retrieve other readings from a variety of sources, including the Internet. Principles of inquiry: what we learn and how we learn it This course is designed to help students develop the skills and habits of mind necessary to succeed in college and become a lifelong learner. It introduces students to two distinct fields of study (disability and sexuality) and ways of thinking about the world and acquiring knowledge. Students will interact with materials from both fields with narratives, films, guest speakers, and scholarly articles. Most importantly, the course will focus on critical inquiry, on questioning and gathering the information necessary to hypothesize answers to important questions and explicate a point of view or create an argument. This course will also emphasize collaborative learning and the value of group inquiry and considering multiple points of view as a route to forming one’s own opinions. More specifically, during the class you will be asked to consider and respond to the following questions.

1. Who created this issue? 2. What techniques were/are used to attract attention to the issue? 3. How might different disciplines/people understand the issue differently from me? 4. What values, lifestyles and points of view are represented in, or omitted from, this issue? Conceptualization and marketing of issues (to another individual, discipline, population and/or society)

1. All messages regarding issues are "constructed." 2. These messages are constructed using a creative language with its own rules and purpose. 3. Different people hear and experience the same message differently. 4. Each issue has embedded values and points of view. 5. Most messages are constructed from a position of power and to gain profit, and/or improve society. Major assignments/assessments: Each assignment will assess -

Critical reading of text: does the student read or view carefully, understand the text’s complexity and analyze it effectively?

Analysis: does the student bring background knowledge, experience and expert sources to bear in making sense of the material, ideas, or questions presented?

Making connections: is the student able to connect new ideas to old ones and to see the relationships between different ideas presented in the course? Is the student able to apply previous knowledge to the course material?

Communication skill: does the student communicate his/her thinking effectively? Can the student engage effectively in discussion and argue convincingly? Does the student show awareness of audience and the ability to shape a position based on the assumptions/opinions of other?

Peer Collaboration/Debate Guidelines

In order to provide a more authentic audience for student work, all assignments should be addressed to peers, not the instructor. In writing for/speaking to an audience of one's peers, keep in mind:

As a discussion facilitator/ debate presenter: What do you know about this audience's background knowledge, values and beliefs, biases, and interests? How much experience and knowledge does the audience bring to the subject? How much shared experience, knowledge and values can you take for granted? In approaching your peers, should you present yourself as an expert or a peer learner? What tools or techniques do you need to use to establish your credibility on the subject and earn the respect of your peer audience?

As a discussion/debate listener: Are you convinced by this presenter? 3 Has s/he earned your respect? How?

What elements of the paper/presentation are particularly strong and convincing? What elements are weaker and unconvincing or detract from the presenter's effectiveness or authority?

If this presentation/argument is going to be revised, what suggestions do you have for the revision?

Guidelines for facilitating class discussions and debate preparation:

A goal of the course is to teach students to think critically. Assignments and class discussions will encourage students to make claims about disability and sexuality about which they observe or gather information about and provide evidence to support those claims. Claims should reflect the ability to make inferences and draw conclusions. Evidence should be appropriate and gathered from several sources to ensure accuracy. Examples of claims and a variety of types of evidence from the readings will be discussed in class.

Attendance

Students are expected to attend class on a consistent basis. Daily attendance will be taken. If you are more than 10 minutes late for class, or you do not attend class for the entire period, you will be considered absent. Students will be given one excused absence during the semester. Students experiencing an emergency (e.g., death in the family, illness, accident) may request an excused absence. Failure to attend class on the date of student debates, or other announced student presentations without prior arrangement with the instructor may result in a zero for the assignment. Notes and assignments from missed classes are the responsibility of the student. Major assignments/assessments Class participation, course discussion, and class assignments 10% (25 points) Students’ full participation is vital to have success in this course. Expected professional behaviors include attending regularly, being punctual, being prepared, completing quality assignments, submitting them in a timely manner, communicating problems and concerns, and sharing experiences, ideas, and reflections. Points will be earned in the following matter: class attendance – 10 points; active engagement in class discussions, thoughtful participation on discussion board and in-class assignments – 15 points.

Debate Position Papers 30% (75 points) Students not participating in the debate will write a 400 word paper on their perception of the “winner” of the debate. The paper will identify 2 key issues that support students’ perceptions and that can be supported by scholarly documentation from the assigned class readings.

Critical Analysis Book Paper 20% (50 points) Students will write a structured response on the following books: Look Me in the Eye (due February 20) Memory and Keepers Daughter (due March 20) Analyzing is a lot like making an argument, and you will need to provide evidence and/or rationale for any opinion statement you make. Observational Exercise 20% (50 points) On a day that students have classes they will record their movements for one hour when they from get up in the morning. The exercise will be discussed is class with additional instructions.

Final Paper: 20% (50 points) Students will develop and answer a research question that illustrates the convergence of disability and sexuality to their academic discipline and career goals. Research questions need to be submitted and approved on or before Thursday, April 10, 2014. Final Paper (Modified APA format, 1000 words) should be uploaded to SafeAssignments by midnight Thursday, May 8, 2014. 250 Cumulative Points: A (93%) 232-250 C (73%) 183-194 A- (90%) 225-231 C- (70%) 175-182 B+ (88%) 220-224 D+ (68%) 170-181 B (83%) 207-219 D (63%) 157-169 B- (80%) 200-206 D- (60%) 150-156 C( 78%) 195-199 F-(59%) 149 and below

Assignments/Procedures: Students are expected to keep current with the reading assignments, and to integrate the material into class discussions and written assignments. Assignments are to be turned in at the beginning of class on the pre assigned date. In addition, assignments are to be uploaded to SafeAssignments in Blackboard prior to the start of class on the pre-assigned date. If you come late to class, or turn in an assignment after class (in person, email, or SafeAssignments) it will be counted late.

The following format should be used for all written assignment. Paper must be typed in Times New Roman or Arial typeface, doubled spaced, and with 12-point font size. Student name and date should be singled spaced in the upper left hand corner of all pages; and the title/assignment centered and placed only on the first page. APA guidelines should be used as a guide for all written assignments. Papers not following this format will not be accepted .

You are to use analytical and critical thinking in your reflections and writing. You are strongly encouraged to utilize the Temple Writing Center on the second floor of Tuttleman Center. They can be reached at: 215-204-0702 for tips to enhance your writing ability and to avoid plagiarism. Plagiarism is a very serious offense that may lead to an F grade and/or being dismissed from the University. Late Assignments: Late assignments will be read and graded at the discretion of the instructors, and ONLY if I have been notified in writing prior to the assignment’s due date. Late assignments will be marked down 5% for each partial or full calendar day they are late. Any assignment turned in after the start of class will be considered late. Assignments more than one week late will not be graded. Assignment Due Dates: 5 Critical analysis papers: On the due date of the assignment, students will upload to SafeAssignments a 700 word paper in a modified APA format, and submit at the start of class a hard copy.  Thursday, February 20 - Look Me in the Eye  Thursday, March 20 - Memory Keepers Daughter D ebate papers: On the Thursday following each debate (with the exception of Debate 2), students will upload to SafeAssignments a 400 word paper using a modified APA format prior to the start of class. In addition, students will submit a hard copy of their paper at the beginning of class. Debate Questions: Positions must be supported using class resources, research, and ethical, political, and/or religious reasoning.

Debate One: Tuesday, February 11, 2014 It has been argued that substituting new terms (words), is costly, causes confusions between different systems (e.g., education, medical, criminal justice, etc.), does not change attitudes, and does little to change the condition of people’s lives. Considering these arguments should words be changed to reflect a more positive attitude for people with disabilities? Pro team – In a civilized society words should be changed Con team - In a civilized society words should not be changed

Debate Two: Tuesday, March 18, 2014 Should local, state, and/or federal programs support individuals with disabilities? Which has the most impact on the discussion - political or moral issue? Pro team – Local, state, and federal programs should support people with disabilities. Con team - Local, state, and federal programs should be not support people with disabilities.

Debate Three: Tuesday, April1, 2014 Which is more important to 21st century society - sanctity or quality of life? Pro team – sanctity of life Con team – quality of life

Debate Four: Tuesday, April 22, 2014 Should parents of children (ages 6-12) be permitted to have their child begin sexual transitioning to the opposite gender? What about a child with a disability? Pro team – Yes, parents should be able to make the decision to allow their child to transition under the age of 12. Con team – No, parents should not be able to make the decision to allow their child to transition under the age of 12. Final Paper (modified APA format, 1000 words) should be uploaded to SafeAssignments by midnight Thursday, May 8, 2014. Course Calendar The instructor reserve the right to change the course calendar to accommodate guest speaker’s schedules. Any changes will be announced in class and posted on Blackboard. Week 1: (January 21 & 23) Course Introduction, Syllabus Review and Debate Review Week 2: (January 28 & 30) Introduction to Disabilities Readings: A Disability History of the United States – Introduction

Week 3: (February 4 & 6) Right to Education/IDEA Discussion Questions:  To what extent should every child in the United States have access to a public education?  To what degree do federal, state, and/or local governments influence the practice of promoting segregation or inclusion of students with disabilities in public schools?  It is argued that the majority of educational funding be allocated for the “best and the brightest students.” What facts support and/or refute this statement?

Week 4: (February 11 & 13) Look Me in the Eye Book Discussion Debate One: February 11 Debate paper due February 13

Week 5: (February 18 & 20) Communication and language Paper due Thursday, February 20 - Look Me in the Eye Guest speaker Readings: A Disability History of the United States – Chapter 1and 2 Discussion Questions:  What types of differences emerge when political rhetoric is contrasted with scientific evidence?  Does ‘word substitution’ change people’s attitudes or does the ‘word substitutions become a euphemism?

Week 6: (February 25 & 27) Family, Culture, and Community Guest speakers Reading: A Disability History of the United States – Chapters 6 & 7

Week 7: (March 4 & 6) Spring Break

Week 8: (March 11 & 13) Eugenic, Ethics and Disabilities/Memory Keeper’s Daughter Book Discussion Readings: Materials will be posted on Blackboard in the Resource Folder Discussion Questions:  Under what circumstances can a parents’ judgment be clouded by placing their own needs and comfort above the best interest of their child?  To what extent can sterilization be considered a euphemism for abortion?  Who should have the final authority to end another person’s life?  What role does communication and intelligence play in sterilization?

Week 9: (March 18 & 20) Medical Advancement and Selective Termination Debate Two: March 18 Paper due Thursday, March 20 – Memory Keeper’s Daughter

7 Readings: Materials will be posted on Blackboard in the Resource Folder Discussion Questions:  How has the concept of euthanasia evolved?  How does the role of science discovery impact our moral thinking?  What role does medical research play in creating a ‘perfect society?’

Week 10: (March 25 & 27) Regulating Freedom: Who decides? Debate 2 due Tuesday, March 25 Reading: Investigative Report Regarding the ‘Ashley Treatment’ Additional articles will be posted on Blackboard in the Resource Folder Discussion Questions:  It has been argued that the ‘fittest’ refers to the strongest, biggest, or smartest individuals. Others argue that the ‘fittest’ individuals are the ones who have a combination of traits that allow them to survive and produce offspring. Which construct best fits in the twenty-first century?  Under what circumstances should a bystander (a non-custodial parent) intervene on the child’s behalf?  Who decides how to define a person’s quality of life?

Week 11: (April 1 & 3) To Stare or Not to Stare: Body Image & Disabilities Debate Three: Tuesday, April1 Discussion Questions:  Is there any condition under which staring is sanctioned?  Is there norms/etiquette for staring?  Do characterological and physical stigmata evoke the same response from onlookers? Week 12: (April 8 & 10) Student Projects/Guest Speaker Week 13: (April 15 & 17) Ethical Dilemmas: Sexual Orientation, Disability, & Youth Discussion Questions:  In what ways can pop culture be considered the genesis for transliberation?  What challenges to transsexual youth encounter in the public educational system?  What is the role of the medical establishment in understanding transsexual youth?

Week 14: (April 22 & 24) Observational Assignment Debate Four: Tuesday, April 22 Observation Assignment Due April 22 Thursday April 24 – No Class by 5:00PM Debate paper 4 due Thursday, April 24

Week 15: (April 29 and May 1) Tuesday, April 29 – student projects Thursday, May 1 – Review

Thursday, May 8: Final Paper Due by 6:00PM Other Important Issues:

Academic Honesty: You are expected to do your own critical thinking and work. Cases of educational dishonesty will be handled in accordance with the University policy.

Plagiarism is one type of educational dishonesty. Temple University has guidelines for plagiarism. Please go to the university website: www.temple.edu/bulletin/Responsibilities_rights/responsibilities.shtm that discusses plagiarism. The following is an example of providing appropriate American Psychological Association (APA) citation when copying or borrowing significant amounts of someone else’s work. Plagiarism is the unacknowledged use of another person's labor, another person’s ideas, and another person's words, another person's assistance. Normally, all work done for courses –papers, examinations, homework exercises, laboratory reports, oral presentations—is expected to be the individual effort of the student presenting the work. Any assistance must be reported to the instructor. If the work has entailed consulting other resources – journals, books, or other media--, these resources must be cited in a manner appropriate to the course. It is the instructor’s responsibility to indicate the appropriate manner of citation. Everything used from other sources – suggestions for organizations of ideas, ideas themselves, or actual language -- must be cited. Failure to cite borrowed 9 material constitutes plagiarism. Undocumented use of materials from the World Wide Web is plagiarism. Temple website, 2005. To avoid any possible problems with plagiarism, all mini-assignments and the paper will be submitted to the electronic “SafeAssign.” This program generates a report indicating how much, if any, of the paper was taken verbatim from other sources. PLEASE DO NOT PLAGIARIZE.

Cheating is another form of academic dishonesty. It is generally regarded as the thwarting or breaking of the general rules of educational work or the specific rules of the individual courses. It includes falsifying data; submitting, without the instructor's approval, work in one course which was done for another; helping others to plagiarize or cheat from one's own or another's work; or actually doing the work of another person. Academic Integrity Policy: It is a violation of the Code of Conduct for a student to commit, attempt to commit, aid, facilitate, or solicit the commission of, or act in concert with others in bringing about the behavior or acts regulated or prohibited by: (1) Academic dishonesty and impropriety, including plagiarism, fabrication and academic cheating. This includes helping, procuring or encouraging another person to engage in academic misconduct; (2) Interfering with or disrupting the conduct of classes or any other normal or regular activities of the university. Violations of standards of academic conduct may result in either faculty-imposed academic sanctions or Code of Conduct sanctions. Sanctions other than a reduced or failing grade may be imposed only following a hearing held by the University Disciplinary Committee (UDC). Copies of the Code of Conduct are posted on the University's Policies and Procedures web page at http://policies.temple.edu

Grade Grievances Appeal: “It is in the best interest of the College to foster a spirit of justice and fairness among students, faculty, and administrators. Toward this end, the College has established a system intended to afford students an adequate opportunity to appeal academic decisions or academic actions of faculty, administrators, or other College employees. If you would like to appeal an academic decision, you should consult the document explaining the system (http://education.temple.edu/sites/education/files/uploads/coe/Student-Grade-Appeals-System- 05212008Vd.pdf). That document details the conditions under which an academic decision might be reversed. Appeals of academic decisions must begin with the ombudsperson ([email protected]) and should not be directed to the College’s administration.”

Student and Faculty Educational Rights and Responsibilities: Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and Faculty and Academic Rights and Responsibilities (Policy #03.70.02) which can be accessed through the following link: http://policies.temple.edu/aetdoc.asp7policv no=03.70.02 The University also has a Student Code of Conduct, that is designed to support safety and learning in a respectful environment that is free from harassment. Please review the Student Code of Conduct at: http://policies.temple.edu/qetdoc.asp7policv no=03.70.12 People First Language: You are expected to use people-first language in this course verbally and in writing. Violations of people-first language will negatively impact your grade. You will understand the concept of people- first language after the first week of class.

Disability: Any student who has a need for accommodation based on the impact of a disability should contact us privately to discuss the specific situation as soon as possible. Contact Disability Resources and Services at 215-204-1280 in 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities.

Electronic Devices/Cell Phones: Cell phones, pagers, beepers, and other electronic devices must be turned off during class, except with prior permission from the instructors. Laptop computers, tablets, or other electronic devices are to be used only for note taking.

Email Communication: Students will practice proper email etiquette when addressing faculty, staff and outside professionals. All official University e-mail correspondence will be sent to each student's Temple email address. You may have e-mail electronically forwarded from the @temple.edu account to another e-mail account at your own risk. Temple University will not be responsible for the handling of email by outside vendors, e.g., hotmail, aol.com. Having e-mail redirected does not absolve the student from the responsibilities associated with communication sent to his or her e-mail address. Email does not relieve students of the responsibility of confirming the communication.

Contacting the Instructors: We strongly encouraged you make an office appointment to discuss course material, ask questions, or discuss a topic of concern to you. Please think of office hours as time set aside for you for individualized instruction and support. Apart from making an office appointment, please feel free to contact us personally. Email is best; during traditional business hours, you can generally expect a response within 48 hours. Those emails and phone communications received after 4PM on Friday will be responded to by 10:00 AM on the following Monday. Please do not send messages through Blackboard as we may not receive them.

Inclement Weather: During the winter months, the University participates in an inclement weather notification program with the City of Philadelphia and local radio and television stations. Radio station KYW (1060-AM) broadcasts code numbers indicating when institutions are closed because of inclement weather. Television station WTXF (Fox-29) will also broadcast such institutional closings. Other radio stations, such as WDAS (1480-AM, 105.3-FM), WIOQ (102.1-FM), WUSL (98.9-FM), and WPEN (950-AM), also include a variety of related announcements regarding inclement weather closings. Day classes are those beginning before 4:00 p.m. and evening classes are those beginning at 4:00 p.m. or after. Please check Blackboard and your email on a regular basis for announcements of cancellation or changes in class format/delivery throughout the semester.