WGSS 4510 AMERICAN WOMEN’S MOVEMENTS Class meetings: Tuesdays and Thursdays 3:55-5:15pm*, 47 University Hall Fall Semester 2012

University Documented Disabilities

Students with a university-documented disability certified by the Office of Disability Services should discuss with me any special accommodations needed for the course. Please make me aware of your needs as soon as possible. The Office of Disability Services, located at 150 Pomerene Hall, offers services for students with documented disabilities. Contact the ODS at 2-3307292-3307, TDD 292-0901; http://www.ods.ohio-state.edu/.

Instructor: Dr. Debra Burrington, Senior Lecturer in Women’s, Gender and Sexuality Studies Office: University Hall 286D Email: [email protected] or [email protected] Office Hours: By appointment in office or more flexibly via email or phone (310) 592-0854

A Note About Your Instructor: Debra Burrington holds a PhD in Political Science from the University of Utah. She was affiliated with the U of Utah’s Gender Studies (formerly Women’s Studies) Program between 1985 and 2002 where she taught courses in feminist theory, feminist methods, gender and social change, gender and politics, race/class/gender/sexuality, women of mystery and women and law. In addition to teaching she held several research and administrative roles there, including serving as the Co-Director of the Gender Studies Program. She has also taught courses in political science, social work and general education. Her research is primarily in social movements, including feminist and LGBTQ organizations and she has been an activist in several feminist, LGBTQ and progressive multi-issue social movement organizations, a lesbian-feminist collective, and a funding organization committed to dispensing financial support to LGBTQ non-profit organizations.

Course Description

In this course we explore a number of women’s movements in the U.S. beginning with the 19th century movement that centered primarily on women’s suffrage (the 1st wave) and proceeding onward into our current time period and beyond. Our exploration of ‘women in movement’ in the 20th century (second and third waves) and early 21st century (third and a possible fourth wave) will consider both feminist and counter-feminist social movements as well as women working individually and via coalition politics not only on ‘women’s issues’ but also to pursue racial, ethnic, sexual, labor, disability, peace, health, and environmental issues and agendas. A variety of political strategies and ideological bases that underpin these movements will be examined through interpretive lenses that incorporate a variety of theoretical, historical, sociological and literary texts. We will wrestle with the status of women’s movements today, the emergence of counter movements and the advent of digital activism. Throughout we will focus on the differences among women in an effort to broaden our understanding of how gender, race, sexuality, class, age, religion and ability intersect to influence women’s interests and participation in movements for change. (Note that this course satisfies a GE Diversity: Social Diversity in the U.S. requirement. The course is not open to students with credit for 510 or 510H.)

*Please note that this is a hybrid course. As such, the course typically will include one segment of face-to-face interaction in our physical classroom per week as well as required ‘virtual’ interaction, which consists of vigorous participation in substantive discussion forum threads to produce student work that is an integral part of the learning experience that offers students a certain amount of scheduling flexibility. Normally the class will meet face-to-face during the scheduled Thursday time period, however please see the syllabus for exceptions regarding in- class meetings (e.g., no meeting Thanksgiving week, two meetings in the final week of the course).

Course Objectives

1. Demonstrate an understanding of key issues confronted and arguments made by women’s movements and groups within women’s movements in each of the “waves” of the movement 2. Demonstrate a basic understanding of the types of feminist frameworks (e.g., liberal, radical, socialist) that inform women’s movement activism 3. Demonstrate an understanding of the ‘markers of difference’ (e.g., race, ethnicity, class, sexuality) that have influenced the agendas and development of women’s movement organizations 4. Demonstrate an understanding of schools of thought about how and why social movements emerge and are able to influence society

Academic Integrity/Plagiarism

Students are expected to maintain complete academic integrity. Please become familiar with the departmental statement on plagiarism: As defined by University Rule 3335-31-02, plagiarism is “the representation of another’s works or ideas as one’s own; it includes the unacknowledged word for word use and/or paraphrasing of another’s work, and/or the inappropriate unacknowledged use of another person’s ideas.” Plagiarism is one of the most serious offenses that can be committed in an academic community; as such it is the obligation of this department and its instructors to report all cases of suspected plagiarism to the Committee on Academic Misconduct. After the report is filed a hearing takes place and if the student is found guilty, the possible punishment ranges from failing the class to suspension or expulsion from the university. Although the existence of the Internet makes it relatively easy to plagiarize, it also makes it even easier for instructors to find evidence of plagiarism. It is obvious to most teachers when a student turns in work that is not his or her own and plagiarism search engines make documenting the offense very simple. You should always cite your sources (I can help you with this if you are unfamiliar with proper styles of documentation). Always ask questions before you turn in an assignment if you are uncertain about what constitutes plagiarism. Always see your TA or professor if you are having difficulty with an assignment. To preserve the integrity of OSU as an institution of higher learning, to maintain your own integrity, and to avoid jeopardizing your future, DO NOT PLAGIARIZE!

Writing Center

The Writing Center allows you to make appointments to get assistance from trained writing tutors. To utilize this university-sponsored service, contact the Writing Center at (614) 680-4291 or visit their website at http://cstw.osu.edu/writingcenter. Please also note that the Resources section of the Writing Center website contains a variety of extremely helpful materials on topics such as source citation, drafting and style, editing and grammar.

Required Texts

Ruth Rosen, The World Split Open: How the Women’s Movement Changed America. Penguin Books. (2006, revised and updated from 2000); ISBN: 978-0-14-009719-1 Nancy Hewitt (ed), No Permanent Waves. Rutgers University Press. (2010); ISBN: 978-0-8135- 4725-1 PDF files and Website URLs of all other required readings are available via Carmen [Rosen’s How the World Split Open is designated as “Rosen” in the list of readings; essays from No Permanent Waves are designated by the essay author’s name but also indicate they are located in the Hewitt text; all other readings, available in Carmen, are designated by author(s)’ last name(s).]

Course Requirements and Grading

Grading

A = 93-100% B- = 80-82% D+ = 67-69% A- = 90-92% C+ = 77-79% D = 63-66% B+ = 87-89% C = 73-76% D- = 60-62% B = 83-86% C- = 70-72% F = below 60%

Course assignments will be evaluated on the basis of the incisiveness of thought, the depth of analysis, the accuracy of facts, the appropriateness of research materials, and the quality of writing and its organization.

Discussion forums = 40% (400 points) Participation/attendance in face-to-face sessions = 20% (200 points) Paper proposal = 10% (100 points) Paper presentation = 10% (100 points) Final paper = 20% (200 points)

In order to support your work on the various course requirements a number of resources will be uploaded to Carmen as the course progresses, however given the level of this course there is an expectation that you already “know your way around” the basics of things such as library research, finding high quality research sources on the Internet, and the importance of articulate writing. Nevertheless, in addition to items already provided (i.e., required readings), if you feel there are areas in which some additional support is required please let me know and I will see what I can find to enhance your opportunity to do well in that area or areas, and these materials will also be shared with the class as a whole.

Participation in Discussion Forums

In Carmen, Discussion Forums have been created for eleven weeks of the course. Hopefully we can all have an enjoyable experience with these discussions, but beyond enjoyment they function as a crucial learning environment in a hybrid course such as this, and not only do they serve as a space in which each individual student posts substantive, thoughtful and well-written short essays in response to the posted discussion assignment, they also function as a location in which collaborative learning can take place as classmates respond to one another’s work. As such, the minimum requirement for each discussion forum is as follows:

1. For the first week of the course each student is invited to make an introductory discussion forum post no later than midnight on Sunday of the first week (8/26). This is an optional and non-graded forum but it would be great if each student took the time to introduce her/himself and interact a bit with each other. 2. For the final week of the course each student posts a thoughtful response reflecting upon their experience in the course, guided by the given discussion assignment, by no later than Monday (12/3) so everyone has a chance to review postings by others and then this work can be factored into our Tuesday “wrap-up” discussion. 3. For the remainder of the course, no later than Tuesday of each week where a discussion forum is noted in the syllabus, students post their initial thoughts in response to the given discussion assignment, structured in a way to spark dialogue with others (e.g., raising questions is a good strategy). Between then and Sunday night by midnight students are to respond to at least two posts by classmates and/or the instructor, and also post by Sunday night at midnight a more “final” short essay that responds thoughtfully to the discussion assignment for that week.

With the exception of the “optional” introductory forum, the work submitted to the Discussion Forums in response to the discussion topic for that week should be presented at the level of rigor and writing you would use when handing in a more “traditional” essay. Thus, assigned readings and outside research should be used in your work (a Discussion Forum is not simply for each person’s opinion), with citations provided for any material used that is not entirely your own. You should plan for the short essay you post in response to the discussion forum assignments to be about 3-4 paragraphs in length. In terms of formality there is a bit more wiggle room on the posts you make in response to your colleagues. These can be somewhat more casual and “friendly,” yet should also engage your colleagues at the level of their ideas and assertions in a respectful, professional and collegial manner. Again, if source material is referred to in your responses to colleagues it must be cited.

Participation in Face-To-Face Class Sessions

Any absence from class meetings is an absence from the opportunity to help build a collaborative learning environment. The hybridity of this course already offers you the flexibility of normally only having to appear in the classroom once each week (one exception is noted in the syllabus near the end of the course), so your presence in our face-to-face meetings is even more valuable. Think of this as another opportunity to demonstrate your thoughtfulness about the topics and assigned reading materials and for you to share in a learning experience with your colleagues. Each student is allowed one absence from face-to-face participation without penalty and then will be assessed a 10% reduction in participation points.

Women in Movement ‘Organization and Issues’ Paper Proposal

In order for me to provide you with some guidance that enables you to craft a sufficiently narrow and well-researched final paper for this course you are being asked to submit a 1-2 page proposal that defines your topic and your specific focus, provides the main idea or argument you are pursuing, and specifies the group(s) and issue(s) you will be researching. This proposal is due in class on Thursday 10/11 and will be returned to you no later than the following class meeting with feedback and suggestions.

Women in Movement ‘Organization and Issues’ Paper Presentation

So that you can share your work with your colleagues you will make a presentation in class that highlights the key aspects of your research. In addition to your oral presentation you are welcome to include audiovisual components as well, but please notify me in advance if you are concerned that the classroom may not have the technology you require. In those cases we will have to see how the department can assist us. Three dates at the end of our time together have been selected for these presentations: 11/27, 11/29 and 12/4. We will establish the schedule together for who presents on which date in the event that topics chosen lend themselves more readily to a particular order.

Women in Movement ‘Organization and Issues’ Final Paper

Your final research paper on your chosen movement group(s) and issue(s) is due to the Carmen drop box no later than 5:00pm on Tuesday, December 11th, which is the last day of the final exam period. This final version of your paper should be constructed as an academic essay that has responded to the feedback received on the paper proposal and, to the extent you deem appropriate, to feedback from others obtained as a result of your in-class oral presentation. Plan on your essay’s length to be about 15 pages, excluding title page and references.

TOPICS AND SCHEDULE:

What We’re Up To

Week One: August 20-26  Our first face to face meeting is Thursday 8/23  Please make a post to the introductory discussion forum no later than midnight on Sunday 8/26 (note that this is optional and non-graded but introducing yourself to everyone would be the collegial thing to do)  Presentation on OSU library resources by OSU Sociology, Social Work, & Women’s Studies librarian Cynthia Preston

Introduction to the course; no readings assigned. What are we going to do? What is expected? What learning goals/interests do you have that are related to this course?

Social Movements in Brief and in Context

Week Two: August 27-September 2  1st week of graded discussion forum requirement; please make a thoughtful “first look” response to the week’s Discussion Forum topic by Tuesday, a minimum of two responses to your colleagues between Wednesday and Sunday and your final more definitive response to the assigned topic by midnight on Sunday  Classroom session on Thursday 8/30

Some of the questions we are considering: What is a social movement? What is feminism? What is/are the American Women’s Movement/s? What lenses can we use to understand social movements? What lenses can we use to understand feminism and its relationship to women’s movements?

Readings: Ferree & Martin, “Doing the Work of the Movement: Feminist Organizations,” from Feminist Organizations: Harvest of the New Women’s Movement (1995) Staggenborg & Taylor, “Whatever Happened to the Women’s Movement,” from Mobilization: An International Journal 10 (1): 37-52 (2005) Kuumba, “The Social Movement as Gendered Terrain,” from Gender and Social Movements (2001) Porta & Diani, “The Study of Social Movements: Collective Behaviors, Rational Actions and New Conflicts,” from Social Movements: An Introduction (2006) Freeman, “On the Origins of Social Movements,” accessed at: http://www.jofreeman.com/socialmovements/origins.htm The First Wave & Its Antecedents

Week Three: September 3-9  Classroom session on Thursday 9/6

Some of the questions we are considering: What was the first wave of the American women’s movement? When did it occur? What were its major issues? What were the Enlightenment ideals that inspired the first movements by women in the U.S.? Was this first wave connected to other social movements? Did it have earlier roots in U.S. history and if so what were they? What were the ramifications of Victorian thinking and the emergence of new medical ideas about women (e.g., psychoanalysis, hysteria)? What were the political and social ideals that underpinned this movement? How are we to understand reactions and responses to feminist activism?

Readings: Wollstonecraft, “Author’s Introduction” and “To M Talleyrand” from A Vindication of the Rights of Woman accessed at: http://www.fordham.edu/halsall/mod/MW-VIND.asp Adams, “Remember the Ladies” accessed at: http://www.thelizlibrary.org/suffrage/abigail.htm Freud, excerpt from “On Femininity, New Introductory Lectures on Psychoanalysis” accessed at: http://instruct.westvalley.edu/lafave/freud_on_femininity.html “Declaration of Sentiments,” 1848 Seneca Falls Woman’s Rights Convention in Stanton (and others) History of Woman Suffrage (1881) accessed at: http://utc.iath.virginia.edu/abolitn/abwmat.html National Park Service, “Abolition, Women’s Rights, and Temperance Movements,” accessed at: http://www.nps.gov/wori/historyculture/abolition-womens-rights-and- temperance-movements.htm Douglass, “The Rights of Women,” editorial in The North Star, Rochester, NY, July 28, 1848 accessed at: http://utc.iath.virginia.edu/abolitn/abwm03dt.html

The First Wave & Its Accomplishments

Week Four: September 10-16  2nd week of graded discussion forum requirement; please make a thoughtful “first look” response to the week’s Discussion Forum topic by Tuesday, a minimum of two responses to your colleagues between Wednesday and Sunday and your final more definitive response to the assigned topic by midnight on Sunday  Classroom session on Thursday 9/13

Some of the questions we are considering: What was accomplished by the first wave of the women’s movement? What were some of the responses to the first wave? What was the “where to now” sense when women’s suffrage was achieved? What social, political and economic changes were beginning as the first wave ended? How did factors such as two world wars influence women’s activism? What were some of the early women’s organizations that emerged from the ‘suffrage years’ (e.g., women’s club movement, temperance movement)? How did the accomplishments of the first wave affect women’s education and work opportunities?

Readings: Modern History Sourcebook, “The Passage of the 19th Amendment, 1919-1920, Articles from The New York Times” accessed at: http://www.fordham.edu/halsall/mod/1920womensvote.asp Shammas, “Re-Assessing the Married Women’s Property Acts,” from Journal of Women’s History, Vol. 6 No. 1: 9-30 (1994) Stanton, “Abolitionism and the Woman’s Suffrage Movement,” from History of Woman Suffrage (1881) accessed at: http://utc.iath.virginia.edu/abolitn/abwmft.html “Newspaper Responses,” in Stanton (and others) History of Woman Suffrage (1881) accessed at: http://utc.iath.virginia.edu/abolitn/abwmbt.html “Mrs. Stanton’s Reply” from an 1848 article in National Reformer as reprinted in Stanton (and others) History of Woman Suffrage (1881) accessed at: http://utc.iath.virginia.edu/abolitn/abwmct.html Library of Congress, “Marching for the Vote: Remembering the Woman Suffrage Parade of 1913” accessed at: http://memory.loc.gov/ammem/awhhtml/aw01e/aw01e.html Hewitt, “From Seneca Falls to Suffrage? Reimagining a ‘Master’ Narrative in U.S. Women’s History,” (pp. 15-38) in Hewitt

Setting the Stage for the Second Wave

Week Five: September 17-23  Classroom session on Thursday 9/20

Some of the questions we are considering: What are some of the things that changed in the U.S., especially for women in wake of WWII? What did the idea mean that women are ‘the second sex’ (de Beauvoir)? What is/was the ‘feminine mystique’ (Friedan)? How did the time period between the end of WW II and the beginning of the 1960s set the stage for a second wave of women in movement? What are some of the political ideologies and theorizing (e.g., liberalism, radicalism, socialism) that informed the second wave and its strategies for social change?

Readings: Rosen, Ch 1, “Dawn of Discontent” (pp. 3-36) and Ch 2, “Female Generation Gap” (pp. 37-59) Barnett, “Black Women’s Collectivist Movement Organizations: Their Struggles during the ‘Doldrums,’” from Ferree & Martin, Feminist Organizations Gold, “’I Had Not Seen Women Like That Before’: Intergenerational Feminism in New York City’s Tenant Movement,” (pp. 329-355) in Hewitt De Beauvoir, “Introduction: Woman as Other,” The Second Sex, accessed at: http://www.marxists.org/reference/subject/ethics/de-beauvoir/2nd-sex/introduction.htm Friedan, excerpt from The Feminine Mystique accessed at: http://www.aas.org/cswa/status/2006/JUNE2006/FemineMystique.html

The Emergence of the Second Wave

Week Six: September 24-30  3rd week of graded discussion forum requirement; please make a thoughtful “first look” response to the week’s Discussion Forum topic by Tuesday, a minimum of two responses to your colleagues between Wednesday and Sunday and your final more definitive response to the assigned topic by midnight on Sunday  Classroom session on Thursday 9/27

Some of the questions we are considering: What is the second wave? What were the issues? What social movement organizations attempted to advance the agenda of the second wave? What change strategies were used? What are some of the differences in change strategies when liberal, radical or socialist foundations are at the center of a movement organization? How do these differences contribute to fissures within the activist base? How do people’s sensibilities about ways of theorizing such as radicalism and socialism impact public perceptions of activists and movements?

Readings: Rosen, Ch 3, “Limits of Liberalism” (pp. 63-93) and Ch 4, “Leaving the Left” (pp. 94-140) Whittier, “Turning it Over: Personnel Change in the Columbus, Ohio Women’s Movement, 1969-1984,” from Ferree & Martin, Feminist Organizations Thompson, “Multiracial Feminism: Recasting the Chronology of Second Wave Feminism,” (pp. 39-60) in Hewitt Freeman, “The Women’s Liberation Movement: Its Origins, Structures and Ideas,” accessed at: http://www.jofreeman.com/feminism/liberationmov.htm Hyde, “Feminist Social Movement Organizations Survive the New Right,” from Ferree & Martin, Feminist Organizations

Intersections & Collisions

Week Seven: October 1-7  Classroom session on Thursday 10/4

Some of the questions we are considering: What happens within social movement organizations as identities informed by understandings of racial, sexual, social class, ability, religious and other markers converge and collide? How do members think about assumed similarities and differences? What kinds of conflicts erupt as participants collide over perceived and actual differences?

Readings: Rosen, Ch 6, “Passion and Politics” (pp. 196-226) Mueller, “The Organizational Basis of Conflict in Contemporary Feminism,” from Ferree & Martin, Feminist Organizations

Identity and Its Discontents

Week Eight: October 8-14  4th week of graded discussion forum requirement; please make a thoughtful “first look” response to the week’s Discussion Forum topic by Tuesday, a minimum of two responses to your colleagues between Wednesday and Sunday and your final more definitive response to the assigned topic by midnight on Sunday  Classroom session on Thursday 10/11  Women in movement ‘organization and issues’ paper proposal due in class on Thursday 10/11 [Note that if you have to miss class on this date your proposal must be uploaded to the Carmen drop-box no later than 5:00pm on the due date]

Some of the questions we are considering: Continued: What kinds of differences occur within movement organizations as identities informed by understandings of racial, sexual, social class, ability, religious and other markers converge and collide? How does this and/or does this not set the stage for coalition politics? What are some of the responses and reactions to feminist agendas in the media and the market of the time period?

Readings: Rosen, Ch 7, “The Politics of Paranoia” (pp. 227-260) and Ch 9, “Sisterhood to Superwoman” (pp. 295-330) Arnold, “Dilemmas of Feminist Coalitions: Collective Identity and Strategic Effectiveness in the Battered Women’s Movement,” from Ferree & Martin, Feminist Organizations Gilmore, “Strange Bedfellows: Building Feminist Coalitions around Sex Work in the 1970s,” (pp. 246-272) in Hewitt

Intersections & Possibilities for Coalition

Week Nine: October 15-21  5th week of graded discussion forum requirement; please make a thoughtful “first look” response to the week’s Discussion Forum topic by Tuesday, a minimum of two responses to your colleagues between Wednesday and Sunday and your final more definitive response to the assigned topic by midnight on Sunday  Classroom session on Thursday 10/18 Some of the questions we are considering: What were the impacts on feminist social movement groups as activists confronted issues such as reproductive rights, sexuality and sexual identities? What opportunities began to emerge for feminist coalition with LGBTQ movement organizations?

Readings: Rosen, Ch 5, “Hidden Injuries of Sex” (pp. 143-195) Valk, “Living a Feminist Lifestyle: The Intersection of Theory and Action in a Lesbian Feminist Collective,” (pp. 221-245) in Hewitt Frye, “Lesbian Feminism and the Gay Rights Movement: Another View of Male Supremacy, Another Separatism” (1983), accessed at: http://www.feminist- reprise.org/docs/fryegayrights.htm Gilmore, Building Feminist Coalitions around Sex Work in the 1970s,” (pp. 246-272) in Hewitt National Organization for Women, “Same-Sex Marriage is a Feminist Issue,” accessed at: http://www.now.org/issues/lgbi/marr-rep.html

Week Ten: October 22-28  6th week of graded discussion forum requirement; please make a thoughtful “first look” response to the week’s Discussion Forum topic by Tuesday, a minimum of two responses to your colleagues between Wednesday and Sunday and your final more definitive response to the assigned topic by midnight on Sunday  Classroom session on Thursday 10/25

Some of the questions we are considering: What happened as feminists began to attempt working in coalition with social movement groups whose primary emphasis was on racial (e.g., civil rights) and social class (e.g., wages, labor) interests and issues?

Readings: Rosen, Ch 8, “The Proliferation of Feminism” (pp. 263-294) Pardo, “Doing It for the Kids: Mexican American Community Activists, Border Feminists?” from Ferree & Martin, Feminist Organizations Cobble, “Labor Feminists and President Kennedy’s Commission on Women,” (pp. 144- 167) in Hewitt Nadasen, “Expanding the Boundaries of the Women’s Movement: Black Feminism and the Struggle for Welfare Rights,” (pp. 168-192) in Hewitt

Week Eleven: October 29-November 4  Classroom session on Thursday 11/1

Some of the questions we are considering: What happened as feminists began trying to work in coalition with groups organized primarily around disability, health, peace and environmental interests and issues? Readings: Schwartz-Shea & Burrington, “Free Riding, Alternative Organization and Cultural Feminism: The Case of Seneca Women’s Peace Camp” from Women & Politics, Volume 10, No. 3, 1990, pp. 1-37 Krasniewicz, “The Bridge: A Drama,” from Nuclear Summer (1992) Feminist Women’s Health Centers of California, “Women’s Health Movement,” accessed at: http://www.womenshealthspecialists.org/about-us/womens-health-movement Cuomo, “Toward Thoughtful Ecofeminist Activism,” from Warren, Ecological Feminist Philosophies (1996)

The Third Wave

Week Twelve: November 5-11  7th week of graded discussion forum requirement; please make a thoughtful “first look” response to the week’s Discussion Forum topic by Tuesday, a minimum of two responses to your colleagues between Wednesday and Sunday and your final more definitive response to the assigned topic by midnight on Sunday  Classroom session on Thursday 11/8

Some of the questions we are considering: What is the third wave? What does this mean? What are the issues? How do third wavers think about making social change? How does their shift in thinking affect the creation of new movement organizations or contribute to perturbations in existing ones? Was the third wave a reaction against the second wave? What are some of the ways in which a growing attraction to postmodern/post-structural/post-colonial ideals/theories contributed to the embrace of boundary bursting and fragmentation?

Readings: Whittier, “From the Second to the Third Wave: Continuity and Change in Grassroots Feminism,” (pp. 45-67) from Banaszak, The U.S. Women’s Movement in Global Perspective (2006) Nedeau, “Defining the Third Wave,” accessed at: http://news.change.org/stories/defining- the-third-wave Strauss, “A Manifesto for Third Wave Feminism” accessed at: http://www.alternet.org/story/9986/a_manifesto_for_third_wave_feminism Peoples, “Under Construction: Identifying Foundations of Hip-Hop Feminism and Exploring Bridges Between Black Second Wave and Hip-Hop Feminists,” (pp. 403-430) in Hewitt Garrison, “U.S. Feminism—Grrrl Style!” (pp. 379-402) in Hewitt

Week Thirteen: November 12-18  Classroom session on Thursday 11/15

Some of the questions we are considering: What is the relationship between the second and third waves of feminist social movement organizing? Is the third wave mostly about a generational divide between younger women and veterans of the second wave? What type of organizing is done by third wavers? What are some of the organizations of the third wave?

Readings: Rosen, Ch 10, “Beyond Backlash” (pp. 331-344) and “Epilogue to the 2007 Edition” (pp. 345-376) Zarnow, “From Sisterhood to Girlie Culture: Closing the Great Divide between the Second and Third Wave Cultural Agendas,” (pp. 273-302) in Hewitt The Third Wave Foundation website: http://www.thirdwavefoundation.org/ VDay website: http://www.vday.org/home Feminist.com website: http://www.feminist.com/ Viva La Feminista website: http://www.vivalafeminista.com/ Radical Cheerleaders website: http://radcheers.tripod.com/ Siskind, “How Feminism Became the ‘F’ Word,” accessed at: http://www.thedailybeast.com/articles/2009/01/11/how-feminism-became-the-f-word.html

A Fourth Wave?

Week Fourteen: November 19-25  8th week of graded discussion forum requirement; please make a thoughtful “first look” response to the week’s Discussion Forum topic by Tuesday, a minimum of two responses to your colleagues between Wednesday and Sunday and your final more definitive response to the assigned topic by midnight on Sunday  Due to the Thanksgiving holiday there will be no face-to-face classroom session this week; however, there is still a discussion forum assignment due that will be based on the reading assignments listed below (fairly light, all of which are available online) and related to the ‘questions for consideration’ regarding ‘4th wave feminism’

Some of the questions we are considering: Are we in a “fourth” wave? What is that? What does it mean? What are the issues? What does this mean for how we have understood social movements previously?

Readings: Baumgardner, “Is There a Fourth Wave? Does It Matter?” accessed at: http://www.feminist.com/resources/artspeech/genwom/baumgardner2011.html Socks, “How would you define the fourth wave of feminism?” accessed at: http://www.reclusiveleftist.com/2009/06/17/how-would-you-define-the-fourth-wave-of- feminism/ Reid, “Fourth Wave: Part One,” accessed at: http://freethoughtblogs.com/nataliereed/2012/04/23/fourth-wave-part-one/ Reid, “Fourth Wave: Part Two,” accessed at: http://freethoughtblogs.com/nataliereed/2012/05/07/fourth-wave-part-two/ Maharawal, “SO REAL IT HURTS: Notes on Occupy Wall Street,” accessed at: http://www.racialicious.com/2011/10/03/so-real-it-hurts-notes-on-occupy-wall-street/ Siegel, “Feminism 4.0,” accessed at: http://girlwpen.com/?p=1350 Nedeau, “How Will We Know When the Fourth Wave Has Begun?” accessed at: http://news.change.org/stories/how-will-we-know-when-the-fourth-wave-has-begun

Digital Movement(s) and Feminist Futures

Week Fifteen: November 26-December 2:  9th week of graded discussion forum requirement; please make a thoughtful “first look” response to the week’s Discussion Forum topic by Tuesday, a minimum of two responses to your colleagues between Wednesday and Sunday and your final more definitive response to the assigned topic by midnight on Sunday  Classroom session on Tuesday 11/27 and Thursday 11/29

Some of the questions we are considering: Tuesday: What is digital activism and how will it change the landscape of social movements in the fourth wave of feminist activism? What have you learned about specific issue(s) and group(s) through your research for your final paper? Short presentations begin based on draft of women in movement ‘organization and issues’ papers. Thursday: Short presentations continue based on draft of women in movement ‘organization and issues’ papers.

Readings: Earl & Kimport, “Where We Have Been and Where We are Headed,” and “A New Digital Repertoire of Contention?” from Digitally Enabled Social Change: Activism in the Internet Age (2011) Gago, “Roles in digital activism,” accessed at: http://www.digitalactivist.net/articles/roles-in-digital-activism/ MacManus, “Digital Activism: An Interview with Mary Joyce,” accessed at: http://www.readwriteweb.com/archives/digital_activism_an_interview_with_mary_joyce.php

Wrap-Up & Contemplation About Future Women’s Movement

Week Sixteen: December 3-9:  10th week of graded discussion forum requirement; please post a thoughtful response reflecting upon your experience in the course, guided by the given discussion assignment, by no later than Monday (12/3) so everyone’s work can be factored into our “wrap-up” discussion. No response posts to colleagues are required the final week but are welcome.  Concluding class session on Tuesday 12/4 (final day of regularly scheduled Fall semester courses)

Short presentations conclude based on draft of women in movement ‘organization and issues’ papers

Course wrap-up: What is the future of ‘women in movement’?

December 11: Final women in movement ‘organization and issues’ paper must be uploaded to Carmen drop-box by 5:00pm