University Of Colorado – Boulder

University of Colorado – Boulder http://www.colorado.edu/index.html

Principles of Academic Freedom

Race and Gender Diversity Core Components

Department of Comparative Literature and the Humanities Courses of Note

Department of English Syllabus for the Course: Introduction to Literary Theory: Understanding Human Subjects Syllabus for the Course: Readings in Postcolonial Literature, Criticism and Theory Other Courses of Note

Department of Ethnic Studies Professor William M. King Syllabus for the Course: Black America and the War in Vietnam Syllabus for the Course: The Civil Rights Movement in America Syllabus for the Course: The Sixties – Critical Black Views Other Courses of Note

Department of History Syllabus for the Course: Global Issues and International Affairs Other Courses of Note

Lesbian, Gay, Bisexual, and Transgender Studies Syllabus for the Course: Queer Rhetorics Syllabus for the Course: Introduction to Lesbian, Gay, Bisexual, and Transgender Studies Other Courses of Note

Peace and Conflict Studies Syllabus for the Course: Peace and Conflict Studies Other Courses of Note List of all PACS Approved Courses Program Director Stanley Deetz Syllabus for the Course: Power and Control in Organizations

Political Science Syllabus for the Course: Liberal Democracy and the First Amendment Other Courses of Note Sociology Department Professor: Martha Gimenez Syllabus for the Course Topics in Sociological Theory: Class, Gender and Race Syllabus for the Course: Social Stratification Syllabus for the Course: Critical Thinking in Sociology Syllabus for the Course: Topics in Sex and Gender Syllabus for the Course: Modern Marxist Theory Syllabus for the Course: Feminist Theory Syllabus for the Course: Sex and Gender in Society Another Syllabus for the Course: Sex and Gender and Society Another Syllabus for the Course: Sex and Gender and Society Another Syllabus for the Course: Sex, Gender, and Society Syllabus for the Course: Race and Ethnicity Syllabus for the Course: Whiteness Studies Syllabus for the Course: Sociology of Race and Ethnicity Syllabus for the Course: U.S. Values, Social Problems, and Change Syllabus for the Course: Race and Ethnic Relations in the United States Syllabus for the Course: Feminist Theory Syllabus for the Course: Graduate Feminist Methods Syllabus for the Course: Social Conflict and Social Values Other Courses of Note

Women’s Studies Program Professor Alison Jaggar Syllabus for the Course: Introduction to Feminist Studies Other Courses of Note

Western American Studies

School of Education Professor Kenneth R. Howe Professor Howe’s Courses Professor: Daniel Liston Professor Liston’s course Radical Educational Theories Professor Michele Moses Professor Moses’ Courses Other Courses of Note

RateMyProfessors Remarks Principles of Academic Freedom

ARTICLE 5: FACULTY

PART D: PRINCIPLES OF ACADEMIC FREEDOM

5.D.1 Intent and Definition

(A) The University of Colorado was created and is maintained to afford men and women a liberal education in the several branches of literature, arts, sciences, and the professions. These aims can be achieved only in that atmosphere of free inquiry and discussion, which has become a tradition of universities and is called “academic freedom.”

(B) For this purpose, “academic freedom” is defined as the freedom to inquire, discover, publish and teach truth as the faculty member sees it, subject to no control or authority save the control and authority of the rational methods by which truth is established.

(C) Within the bounds of this definition, academic freedom requires that members of the faculty must have complete freedom to study, to learn, to do research, and to communicate the results of these pursuits to others. The students likewise must have freedom of study and discussion. The fullest exposure to conflicting opinions is the best insurance against error.

(D) Academic freedom does not give either faculty or students the right to disregard the standards of conduct outlined in part B of article 7 of these Laws.

(E) All members of the academic community have a responsibility to protect the university as a forum for the free expression of ideas.

5.D.2 Faculty Responsibility (A) Faculty members have the responsibility to maintain competence, exert themselves to the limit of their intellectual capacities in scholarship, research, writing, and speaking; and to act on and off the campus with integrity and in accordance with the highest standards of their profession. While they fulfill this responsibility, their efforts should not be subjected to direct or indirect pressures or interference from within the university, and the university will resist to the utmost such pressures or interference when exerted from without.

(B) Faculty members can meet their responsibilities only when they have confidence that their work will be judged on its merits alone. For this reason the appointment, reappointment, promotion, and tenure of faculty members should be based primarily on the individual's ability in teaching, research/creative work, and service and should not be influenced by such extrinsic considerations as political, social, or religious views, or views concerning departmental or university operation or administration. A disciplinary action against a faculty member, including dismissal for cause of faculty, should not be influenced by such extrinsic consideration.

(C) The faculty member is entitled to freedom in the classroom in discussing the subject, but should be careful not to introduce into teaching controversial matter that has no relation to the subject.

(D) Faculty members are citizens, members of learned professions, and members of the academic leadership of an educational institution. When speaking or writing as citizens, they should be free from university censorship or discipline, but their special position in the community imposes special obligations. As faculty members however, they should remember that the public may judge their profession and institution by their utterances. Hence faculty members should be accurate at all times, should exercise appropriate restraint and show respect for the opinions of others, and when speaking or writing as private citizens should make every effort to indicate that they are not speaking for the institution. http://www.cu.edu/regents/Laws/Article5D.htm

Race and Gender Diversity Core Components

Core Curriculum

(Revised 5/2006)

6. Cultural and Gender Diversity (3 semester hours). Courses fulfilling this requirement increase the student's understanding of the world's diversity and pluralism through the study of two broad and interrelated areas: (1) the nature and meaning of the categories of race, ethnicity, and gender; and (2) cultures other than those of Europe and the United States. This requirement explicitly identifies an awareness and understanding of pluralism as essential to a liberal education.

(1) Gender and Ethnic Diversity: Courses in this area are designed to expand the range of each student's understanding of the origin, definition, and experience of the categories of gender, ethnicity, and race. They apply new approaches to knowledge and scholarly inquiry and explore the ways in which nonsexist and nonracist language expand understanding of social groups. They are concerned with recovery of knowledge about individuals and groups excluded from traditional studies of societies and share the fundamental goal of identifying the way these social categories define and therefore shape human thought and experience. (2) Non-Western Cultures: These courses are designed to expand the range of the student's understanding of cultures that are not derived principally from the western experience. A comparative perspective introduces students to the commonality and diversity of cultural responses to universal human problems. Each course seeks to cultivate insight into and respect for diversity by requiring students to explore a cultural world quite different from their own. Courses satisfying this requirement are intended to portray culture in the most integrated sense, including aspects of material adaptation, social pattern, ideas and values, and aesthetic achievement.

Students are required to pass 3 hours of course work from any course listed below. Students who take approved CU-Boulder course work to fulfill this requirement must take the course for a letter grade and receive a passing grade of D- or higher. Students who graduate with a major in ethnic studies are exempt from completing the cultural and gender diversity requirement.

AAST 1015-3 Introduction to Asian American Studies AAST 2210-3 Japanese American Experience AAST 3671/CHST/ETHN/WMST 3670-3 Immigrant Women in the Global Economy AIST 1125-3/ANTH 1120-3 Exploring a Non-Western Culture: Hopi and Navajo AIST 2000-3 Introduction to American Indian Studies: Precontact Native America AIST 2015-3 Topical Issues in Native North America AIST/RLST 2700-3 American Indian Religious Traditions AIST/WMST 3210-3 American Indian Women AIST 4565/ANTH 4560-3 North American Indian Acculturation ANTH 1100-3 Exploring a Non-Western Culture: The Tamils ANTH 1110-3 Exploring a Non-Western Culture: Japan ANTH 1130-3 Exploring a Non-Western Culture: Amazonian Tribal Peoples ANTH 1140-3 Exploring a Non-Western Culture: The Maya ANTH/BLST 1150-3 Exploring a Non-Western Culture: Regional Cultures of Africa ANTH 1160-3 The Ancient Egyptian Civilization ANTH 1170-3 Exploring Culture and Gender Through Film ARTH 3209-3 Art, Culture, and Gender Diversity, 1400-1600: Renaissance Art Out of the Canon (formerly FINE 3209) ARTH/WMST 4769-3 Gender Studies in Early Modern Visual Culture (formerly FINE/WMST 4769) ASIA 1000-3 Introduction to South and Southeast Asian Civilizations ASTR 2000-3 Ancient Astronomies of the World BLST 2000-3 Introduction to Black Studies BLST 2200-3 Contemporary Black Protest Movements BLST 2210-3 Black Social and Political Thought BLST/HIST 2437-3 African American History BLST 3023-3 African American Family in U.S. Society BLST/PSCI 3101-3 Black Politics CHIN 1061-3 Boudoirs, Books, Battlefields: Voices and Images of Chinese Women CHIN 3451-3 Language and Gender in China CHST 1015-3 Introduction to Chicano Studies CHST 1031-3 Chicano Fine Arts and Humanities CHST/HIST 2537-3 Chicano History CHST/WMST 3135-3 Chicana Feminisms and Knowledges CHST 3153-3 Folklore and Mythology of the Hispanic Southwest CHST 4133/PSCI 4131-3 Latinos and the U.S. Political System CLAS/WMST 2100-3 Women in Ancient Greece CLAS/WMST 2110-3 Women in Ancient Rome COMM 3410-3 Intercultural Communication EALC 1011-4 Introduction to Traditional East Asian Civilizations EALC 1021-(3-4) East Asian Civilizations: Modern Period ECON 4626-3 Economics of Inequality and Discrimination EDUC 3013-(3-4) School and Society EMUS 2772-3 World Musics ENGL/WMST 1260-3 Introduction to Women's Literature ENGL 1800-3 American Ethnic Literatures ENGL 3677-3 Jewish-American Fiction and Old World Backgrounds ETHN 3200/INVS 3100-4 Multicultural Leadership: Theories, Principles and Practices ETHN 3675-3 Fight the Power: People of Color and Social Movement Struggles FARR/LDSP 2400-3 Understanding Privilege and Oppression in Contemporary Society FILM 3013-3 Women and Film FREN/ITAL 1400-3 Medieval/Renaissance Women Writers in Italy & France FREN 1700-3 Francophone Literature in Translation FREN 1750-3 Oriental Representations in French/Francophone Literature and Visual Arts FREN/HUMN 4500-3 Reading the Orient: French Literature and Exoticism GEOG/WMST 3672-3 Gender and Global Economy GEOG 3822-3 Geography of China GRMN 3501-3 Jewish-German Writers: Enlightenment to Present Day GRMN/WMST 3601-3 German Women Writers HEBR 2350-3 Introduction to Jewish Culture HIST 2616-3 Women's History HIST 2626-3 Gender and Culture HONR 1810-3 Honors Diversity Seminar HONR/WMST 3004-3 Women in Education HONR 4025-3 Heroines and Heroic Tradition HUMN 2145-3 African America in the Arts HUMN 3065-3 Feminist Theory/Women's Art HUMN/ITAL 4150-3 "The Decameron" and the Age of Realism HUMN/ITAL 4730-3 Italian Feminisms: Culture, Theory, and Narratives of Difference KREN 1011-3 Introduction to Korean Civilization KREN 3441-3 Religion and Culture in Korea LAMS 1000-3 Introduction to Latin American Studies LGBT 2000/WMST 2030-3 Introduction to Lesbian, Gay, Bisexual and Transgender Studies LIBB 1600-3 Gender and Film LING 2400-3 Language and Gender LING 3220-3 American Indian Languages in Social-Cultural Context PHIL/WMST 2290-3 Philosophy and Women PSCI/WMST 4271-3 Sex Discrimination: Constitutional Issues PSCI/WMST 4291-3 Sex Discrimination: Federal and State Law PSYC/WMST 2700-3 Psychology of Contemporary American Women RLST/WMST 2800-3 Women and Religion RUSS/WMST 4471-3 Women in 20th Century Russian Culture SCAN 3206-3 Nordic Colonialism SOCY/WMST 1006-3 The Social Construction of Sexuality SOCY/WMST 1016-3 Sex, Gender, and Society 1 SOCY/WMST 3012-3 Women, Development, and Fertility WMST 2000-3 Introduction to Feminist Studies WMST 2020-3 Social Construction of Femininities and Masculinities WMST 2050-3 Women and Society WMST 2200-3 Women, Literature and the Arts http://www.colorado.edu/ArtsSciences/students/undergraduate/as_core.cultgend.html

Department of Comparative Literature and the Humanities http://www.colorado.edu/comparativeliterature/

Courses of Note

ENGL 5159-001/COML 5660 Queer Theory and Contemporary Literature Instructor Suzanne Juhasz A study of contemporary queer theory and cultural experience as it is manifested in theoretical and artistic texts. Our focus will be on literature-novels and autobiography, but the class will also explore examples from film and photography. Literary texts will include Mark Doty's "Firebird," Leslie Feinberg's "Stone Butch Blues," Sarah Waters' "Tipping the Velvet," and autobiographical sketches from Joan Nestle, Clare Howell, and Riki Wilchins, eds, "GenderQueer: Voices from Beyond the Sexual Binary." As well, we will view Jennie Livingston's film, "Paris is Burning" and queer photography from the 1997 Guggenheim Museum exhibit, "Rrose is a Rrose is a Rrose: Gender Performance in Photography," along with Del Grace Volcano's photographs from "The Drag King Book." Critical theorists will include Judith Butler on identity construction, Riki Wilchins on genderqueer, Jonathon Dollimore on camp, Verta Taylor and Leila J. Rupp on drag queens, Regan Rhyne on racializing white drag, Judith Halberstam on female masculinity, Jose Esteban Munoz on disidentification and Cuban-American queer feminist performance art, and Sue-Ellen Case on butch-femme camp aesthetic.

HUMN 3065-3. Feminist Theory/Women's Art. Focuses on several key issues in feminist thought through the analysis of women's art (literature, film, visual art, performance) and theory. Approved for arts and sciences. core curriculum: cultural and gender diversity, or literature and the arts.

Department of English http://www.colorado.edu/English/

Syllabus for the Course: Introduction to Literary Theory: Understanding Human Subjects

ENGL 2010: INTRODUCTION TO LITERARY THEORY: UNDERSTANDING HUMAN SUBJECTS Fall 2003 MW 12-12:50 P.M. FA N141 Office Hours: MWF 10:00-11:00 A.M.

Adélékè Adéèkó (ah-day-lay-kay ah-day-eh-caw) E-Mail : [email protected] Office: 193 Dennison Phone: 303-492-5447. Leave message, if unanswered

Why are we here? This class represents the main object of study in contemporary English studies as understanding how humans constitute themselves in writing. In English literary studies today, we examine why humans write at all, what does their writing mean, and what assumptions circumscribe the depictions favored in the texts we select for analysis. More than any other time in the past, we study how factors of socio-historical differences like sexuality, ethnicity, gender, and nationalities influence representations in literary and other cultural artifacts like film and music. In this class, instead of analyzing texts that fit historical, national, and thematic divisions we normally employ to examine the issues of understanding the human subject as summarized above, we shall be studying texts that conceptualize those themes with which students of English are normally preoccupied. The authors and texts we are studying offer definitions of poetry and poetics, describe how humans know what they claim to know, and offer propositions on how humans constitute themselves for understanding. Over several weeks, for example, we are going to be reading texts and authors that wonder whether humans are linguistic constructs, biological entities, or simply cultural creations. It is not my intention to lead you to one definition of the meaning of existence but to pursue a course that reveals humans to be only what humans say humans are in literature, philosophy, linguistics, history, anthropology, etc.?

Format: In theory, the class is organized into two 50-minute lectures and one recitation meeting every week. However, because I do not expect you to come and listen passively —assuming for now there is something that could be called passive listening—you should consider yourself qualified to ask questions during the lectures. You should also expect that your recitation instructor may give brief talks to expand on some of the topics covered in the lectures. In order to facilitate discussion across recitation groups, I will set up a newsgroup where you can post questions regarding class topics. I will also post discussion questions there. Your recitation instructor may track your participation in this forum for grading purposes.

Expectations: I expect punctual and regular attendance at lectures and recitations. You are also expected to complete reading assignments punctually.

Assessment: Two papers will be required in addition to multiple choice midterm and final examinations. Topics for the first paper, which will be about 1,500 words long, will be handed out at the recitation group. For the second paper, of about 2,000 words and whose subject you will have to formulate and discuss with your recitation instructor, you will be asked to "apply" one theoretical approach, or a combination of several, to Chinua Achebe's Things Fall Apart.

Grade Distribution: First Paper: 15% Midterm: 20% Second Paper: 30% Dates to Note: Final Exam: 20% 12 Sep. 03: Questions for first paper handed out Participation: 15% 19 Sep. 03: First paper due 31 Oct. 03: Questions for second paper handed out 7 Nov. 03: Second paper due

Required Texts: Leitch, Vincent et al. eds. The Norton Anthology of Theory and Criticism. New York: W.W. Norton, 2001. Achebe, Chinua, Things Fall Apart. London: Heinemann, 1958. Materials on Reserve at Norlin Library

Schedule: 25 Aug. 03 INTRODUCTION, OVERVIEW, PREVIEW 27 Aug. 03 LITERARY CRITICISM, LITERARY HISTORY, LITERARY THEORY: THE OBJECTS OF ENGLISH STUDIES "Introduction to Literary Criticism," Norton Anthology, pp. 1-7.

01 Sep. 03 LABOR DAY: NO CLASS 03 Sep. 03 BACKGROUND TO MODERN LITERARY THEORY I: PLATO ON KNOWLEDGE AND FORM Plato, "Ion" and "From Republic," Norton Anthology, pp. 37-85

08 Sep. 03 BACKGROUND TO MODERN LITERARY THEORY II: ARISTOTLE ON POETICS Aristotle, "Poetics," Norton Anthology, pp. 90-119

10 Sep. 03 BACKGROUND TO MODERN LITERARY THEORY III: MARX AND MARXISM Karl Marx, "From Economic and Philosophical Manuscripts of 1844, " Norton Anthology, pp. 764-75 Karl Marx and Friedrich Engels, "From the Communist Manifesto," Norton Anthology, pp. 787-88

15 Sep. 03 BACKGROUND TO MODERN LITERARY THEORY IV: RACE AND ETHNOLOGY Arthur de Gobineau, "The Moral and Intellectual Diversity of Races," and "Moral and Intellectual Characteristics of the Three Great Varieties." (Norlin Reserve) W.E.B. DuBois, "Of Our Spiritual Strivings." (Norlin Reserve)

17-22 Sep. BACKGROUND TO MODERN LITERARY THEORY V: SAUSSURE AND SEMIOLOGY Ferdinand de Saussure, "From Course in General Linguistics," Norton Anthology, pp. 960-77

24 Sep. 03 BACKGROUND TO MODERN LITERARY THEORY VI: HOW TEXTS MEAN I. A. Richards, "The Four Kinds of Meaning" and "Doctrine in Poetry" (Norlin Reserve) Wole Soyinka, "Dedication" (Norlin Reserve)

29 Sep.-1 Oct. 03 NEW CRITICISM : WHAT IS A POEM? Cleanth Brooks, "The Formalist Critics," Norton Anthology, pp. 1366-71 William K. Wimsatt and Monroe C. Beardsley, "The Intentional Fallacy," and "The Affective Fallacy," Norton Anthology, pp. 1374-87 Wole Soyinka, "Dedication" (Norlin Reserve)

06 Oct. 03 DECONSTRUCTION I: DERRIDA ON THE LOGOS Jacques Derrida, Of Grammatology, pp.26-57 (Norlin Reserve)

08 Oct. 03 DECONSTRUCTION II: DERRIDA ON THE DIFFERENCE OF WRITING Jacques Derrida, Of Grammatology, pp.26-57 (Norlin Reserve)

13 Oct. 03 DECONSTRUCTION III: DERRIDA ON THE DIFFERENCE OF WRITING Jacques Derrida, Of Grammatology, pp.26-57 and "Différance" (Norlin Reserve) Hayden White, "The Historical Text as Literary Artifact," Norton Anthology, pp. 1712-29

15 Oct. 03 MIDTERM EXAM

20 Oct. 03 DECONSTRUCTION IV: FOUCAULT ON POWER, KNOWLEDGE, TRUTH Michel Foucault, "Orders of Discourse" and "Truth and Power" (Norlin Reserve)

22-27 Oct. 03 TEXT, CULTURE, AND SOCIETY: ALTHUSSER ON THE FORMATION OF SUBJECTS Louis Althusser, "From Ideology and Ideological State Apparatuses . . .," Norton Anthology, pp. 1483-1509 Jean Jacques Rousseau, "From The Social Contract" (Norlin Reserve)

29 Oct. 03 THE FORMATION OF WOMEN I Claude Levi-Strauss, "Nature and Culture," "The Problem of Incest," and "Endogamy and Exogamy." (Norlin Reserve)

03 Nov. 03 THE FORMATION OF WOMEN II Sigmund Freud, "Femininity" (Norlin Reserve)

05 Nov. 03 ANATOMY DOES NOT A GENDER MAKE Mary Wollstonecraft, "From a Vindication of the Rights of Woman, Norton Anthology, pp. 586-93; Virginia Woolf, "Shakespeare's Sister," Norton Anthology, 1021-23; Eve K. Sedgwick, "From Between Men . . ." and "From Epistemology of the Closet," Norton Anthology, 2434-2445

10 Nov. 03 THE MYSTERY "DOES NOT PERTAIN TO ONE SEX . . . BUT TO THE SITUATION:" LATE 20TH CENTURY PHILOSOPHICAL CONSTRUCTIONS OF WOMEN. Simone de Beauvoir, "From The Second Sex," Norton Anthology, pp. 1406-14 Luce Irigaray, "Women on the Market" (Norlin Reserve)

12 Nov. 03 PERFORMING GENDER: WHY SHOULD THE BACHELOR CHOOSE A WOMAN OR THE BACHELORETTE CHOOSE A MAN? Adrienne Rich, "From Compulsory Heterosexuality and Lesbian Existence," Norton Anthology, 1762-80 Monique Witting, "One is not Born a Woman," Norton Anthology, 2014-21 Judith Butler, "From Gender Trouble," Norton Anthology, 2488-2501

17-19 Nov. 03 POSTMODERNISM, OR WHAT NAME SHALL WE GIVE OUR OWN HISTORICAL MOMENT? Frederic Jameson, "Postmodernism, or the Cultural Logic of Late Capitalism" (Norlin Reserve)

24 Nov. 03 RACE, WRITING, AND THE DIFFERENCE THEY HAVE MADE I Leopold Senghor, "The Spirit of Civilisation" (Norlin Reserve) Frantz Fanon, "The Fact of Blackness" (Norlin Reserve) Henry L. Gates, Jr., "Introduction: Writing 'Race' and the Difference it Makes" (Norlin Reserve) Bell hooks, "Postmodern Blackness," Norton Anthology, pp. 2478-84

01 Dec. 03 RACE, WRITING, AND THE DIFFERENCE THEY HAVE MADE II Gerald Vizenor, "From Manifest Manners," Norton Anthology, pp. 1977-86, Gloria Anzaldua, "From Borderlands/La Frontera: The New Mestiza:" Norton Anthology, pp. 2211-23

03-08 Dec. CULTURE, LITERATURE, AND IMPERIALISM Ngugi, et al., "On the Abolition of the English Department," Norton Anthology, pp. 2092-97, Edward Said, "From Orientalism," (Norlin Reserve) Homi Bhabha, "Of Mimicry and Man" Chinua Achebe, "The Novelist as Teacher," and "The African Writer and the English Language."

10 Dec. 03 CLOSING: REVIEW AND OVERVIEW 15 Dec. 03 FINAL EXAM: 1:30-4:00 P.M.

http://spot.colorado.edu/%7Eadeleke/CURRENTCOURSES/2010F03.htm

Syllabus for the Course: Readings in Postcolonial Literature, Criticism and Theory

ENGL 4038: READINGS IN POSTCOLONIAL LITERATURE, CRITICISM, AND THEORY Fall 2003 MWF 2-2:50 P.M. HLMS 104 Office Hours: MWF 10:00-11:00 A.M.

Adeleke Adeeko (ah-day-lay-kay ah-day-eh-caw) E-Mail : [email protected] Office: 193 Dennison Phone: 303-492-5447. Leave message, if unanswered

What is a colony? According to Achilles Mbembe, "a territory seized to rule over its inhabitants and grow rich, functions of sovereignty and functions of exaction being part and parcel of this arrangement." Mbembe says further that colonization involves "freez[ing] the law of the entity invaded" (On the Postcolony, p. 183). Jürgen Osterhammel describes colonialism as "a relationship of domination between an indigenous (or forcibly imported) majority and a minority of foreign invaders. The fundamental decisions affecting the lives of the colonized people are made and implemented by the colonial rulers in pursuit of interests that are often defined in a distant metropolis. Rejecting cultural compromises with the colonized population, the colonizers are convinced of their own superiority and other ordained mandate to rule" (Colonialism, p. 17). Given the countless battles for domination and struggles for freedom that have been critical to the development of national communities worldwide since late 15th century, one would risk no exaggeration if one were to say modern global history is postcolonial. To say modern history is postcolonial does not mean, of course, that contemporary society has fully discharged the pains (and gains too, some might add) of colonial conquests and anti-colonial contests. Recent history is postcolonial in the sense that all aspects of modern literatures, cultures, politics, economics, and intellectual discourses that conceptualize them carry traces of the effects of colonialism.

This seminar is concerned mainly with the struggle among the conquerors, the conquered, and other interested parties, for the discursive control of what Mbembe calls "the law of the entity invaded." Our primary regions will be Africa, the Caribbean, and south Asia. Our primary texts will be fiction, poetry, cultural and political commentary, and literary theory. Our main theme of inquiry shall be the function of literary cultures in the articulation of subjection and freedom.

Format & Organizaton: The class will mix discussions, lectures, and oral reports on assigned readings. If class participation level shows that the reading assignments are not being done punctually, I reserve the option of instituting quizzes and other forms of examination. To extend interaction beyond classroom meetings, I will set up an electronic discussion group for the class. A portion of your final class participation score will be based on the quality of your involvement with that forum.

Grading: Three papers are required. Each of the first two will be a 1,500-word (about five pages) response to questions I will assign. You will be asked to formulate the topic of the third paper on your own and discuss it with me before you proceed with the necessary research. This paper will be 2,500-3,000 words (about ten pages) long. These papers will account for 80% (20% each for the first two papers and 40% for the third) of your course grade. The remainder of the course grade will be determined by your attendance level and the quality of your participation in class discussions, at least one of which you will be asked to lead. You will not receive any credit for attendance, if you miss nine classes.

Dates to Note: 1 Oct. 03 Questions for first paper handed out 10 Oct. 03 First paper due 31 Oct. 03 Questions for second paper handed out 07 Nov. 03 Second paper due 17 Dec. 03 Final paper due

Schedule: 25 Aug. 03: Getting Started: Overview and Preview

Colonies, Colonization, and Colonialism 27-29 Aug. 03 Jürgen Osterhammel, Colonialism, chaps. 1, 2, 4, 8, 9. 01 Sep. 03 No Class (Labor Day Holiday) 3-5 Sep. 03 B. Macaulay, "Minute on Indian Education." (Norlin Reserve) Lord Lugard, The Dual Mandate in Tropical Africa pp. 1-47 (Norlin Reserve)

Fables of Conquest 8 Sep. 03 Achille Mbembe, On the Postcolony chap. 5 (Norlin Reserve) 10-17 Sep. 03 Daniel Defoe, Robinson Crusoe (1719)

Counter-Fables: Where One Thing Stands Another Shall Stand By It 19 Sep. 03 Chinua Achebe, "The Novelist as Teacher." (Norlin Reserve) Chinua Achebe, "The African Writer and the English Language" (Norlin Reserve) Ngũgĩ, Decolonizing the Mind (Norlin Reserve) Ngũgĩ, et al, "On the Abolition of the English Department" (Norlin Reserve) 22-26 Sep. 03 Chinua Achebe, Arrow of God

Tradition, Modernity, Capitalism, and Being Postcolonial 29 Sep.-1 Oct. 03 Samir Amin, Eurocentrism (Norlin Reserve) Homi Bhabha, "Of Mimicry and Man" (Norlin Reserve) Peter Ekeh, "Colonialism and the Two Publics" (Norlin Reserve)

03 Oct. 03 No Class (Fall Break)

6-10 Oct. 03 Wole Soyinka, "The Fourth Stage" (Norlin Reserve) Wole Soyinka, Death and the King's Horseman Olakunle George, "Cultural Criticism in Death and the King's Horseman" 13 Oct. 03 Ifi Amadiume, Male Daughters, Female Husbands pp. 117-143 (Norlin Reserve) Molara Ogundipe-Leslie, "African Women, Culture and Another Development." (Norlin Reserve) 15-22 Oct. 03 Buchi Emecheta, The Joys of Motherhood

Politics and Poetics of Being Anti-Colonial 24 Oct. 03 Hegel, "Lordship and Bondage" (Norlin Reserve) 27-31 Oct. 03 M.K. Gandhi, Hind Swaraj, pp. 72-119 (Norlin Reserve) Frantz Fanon, The Wretched of the Earth pp. 35-106 3-7 Nov. 03 Raja Rao, Kanthapura 10 Nov. 03 Leopold S. Senghor, "The Spirit of Civilization . . ." (Norlin Reserve) Aimé Césaire, Discourse on Colonialism, pp. 1-32 (Norlin Reserve) 12-14 Nov. 03 Aimé Césaire, Notebook of a Return to the Native Land

Colonialism and the Invention of the Other in Modern Thought 17-21 Nov 03 Edward Said, Orientalism 24-26 Nov. 03 Gayatri Chakravorty Spivak, A Critique of Postcolonial Reason, pp. 1-67 28 Nov. 03 No Class (Thanksgiving) 1 Dec. 03 Gayatri Chakravorty Spivak, A Critique of Postcolonial Reason, pp. 67-111

Where are Friday's People? 3-5 Dec. 03 Mira Nair, "Mississippi Masala" 8 Dec. 03 Last Class 17 Dec. 03 Final Paper Due

Other Courses of Note

Multicultural and Gender Studies

ENGL 2707 (3). Introduction to Lesbian, Bisexual, and Gay Literature. Offers students at sophomore and junior levels an introduction to some of the forms, concerns, and genres of contemporary lesbian, bisexual, and gay writing in English. Prereq., sophomore standing. Same as LGBT 2707.

ENGL 3217 (3). Topics in Gender Studies. Studies special topics in gender studies; specially designed for English majors. Topics vary each semester. May be repeated up to 6 total credit hours for different topics. Prereq., sophomore standing.

ENGL 3237 (4). Prison Writing and Literacy. Combines a seminar on the history and theory of literature by prisoners (from Socrates to Sir Thomas More to Leonard Peltier) with service work in adult literacy. GED preparation, and life skills programs in several Denver-area correctional facilities. Prereqs., ENGL 2000, 2010.

ENGL 4287 (3). Studies in Lesbian, Gay, Bisexual, and Transgender Literature. Examines selected British, American, and French literary representations of lesbian and gay identity from the early 16th century to the present. Discusses the changing status of homosexuality as a literary and cultural topos, including how same-sex desire is defined, and the rhetorical and ideological difficulties involved in its representation. Specific topics vary each semester. May be repeated up to 9 total credit hours. Restricted to juniors and seniors. Same as LGBT/WMST 4287. Department of Ethnic Studies http://www.colorado.edu/EthnicStudies/

Offers an Undergraduate degree. Students can choose from the following areas of study: African American; American Indian; Asian American; Chicano/a; Comparative American Studies.

Professor William M. King

King’s website: http://spot.colorado.edu/~kingwm/

Syllabus for the Course: Black America and the War in Vietnam

Black Studies 465030 F Ketchum Spring, 1995 W, 0900-1130 ABA William M. King 492-8189; 499-1659

I. Synopsis

First, it was the heat. Then it was the smell. Both the first and the last experiences you had in the Nam if you survived your 365 and a "wake- up."That's what being "in country" was like for most of the folks who went there. That, and staying alive.

The war in Vietnam was like no other war in American History. It was our first truly technocratic war in which rationalized planning supported by immensely destructive firepower was brought to bear on an agricultural country--and found wanting. It was also our longest war. The United States first became involved in Indochina in 1941. When it was declared over with the fall of Saigon on 30 April 1975, some 58 thousand plus men and women were dead almost seven thousand of them black Americans. The Vietnam conflict (for it was not a war in the official declarative sense) was also the first time since before the U.S. Civil War, 1861-1865, that black and white had shared the same foxholes, cheek by jowl, and become dependent on each other for survival. THERE WAS NO TIME FOR RACISM IN THE BUSH.

In the rear it was a different story however. Blacks had their part of town where whitey wasn't allowed. White boys--and they really were, both of them, since the mean age of the combat soldier in Vietnam was 19 years in contrast to that of 26 years in World War II--had theirs too. By 30 April 1968 total U.S. military personnel in Vietnam numbered 543,300. Assuming a nine to one ratio, that is nine service and support for each grunt in the bush characteristic of a modern technology (including technologies of the intellect)-based army, such as we had in Vietnam, and you rapidly conclude that all of the fighting was done by no more than 50,000 men at any one time. What this means is that with a surfeit of bodies in the rear, a critical mass was effected that recreated America in Vietnam. RACISM IN THE REAR WAS ALIVE, WELL AND VIRULENT. Both the Viet Cong and the North Vietnamese would exploit this pernicious flaw in the American Character as a divisive weapon illuminating what the war managers could not seem to grasp--the fundamentally political character of the conflict.

Like nothing else, the war in Vietnam had and continues to have a profound impact on the home front. Wars are not fought on battlefields alone. Thus the need in this course to focus also on the domestic side of the war. At the outset of the build up in 1965, the Hawks seriously outnumbered the Doves. In fact, students, teachers, clerics and kindred souls were overrepresented in their ranks. And while we are talking about students, let us be clear about one thing: at no time was there greater than 12 percent participation by the national student body in the anti-war movement. Television, the Elmer Gantry of the merchandising set, has a way of magnifying events out of their usual significance.

As the war got closer to home and the draft calls began to rise, protest intensified, not unlike a similar situation in about 1780, the fourth year of the war of 1776. Like that earlier time, some white folks found a way to get black folks to do their tours of duty for them. This time it was called student deferment. Student deferments had been introduced into the selective service legislation during World War II as a means of encouraging study in selected areas of science, engineering and kindred fields, which knowledge, not the body that produced it, was employed to prosecute the war effort. Folk who could afford it struggled to get in college and stay there as long as they could. Those who could not went to war. In a Spencerian way, a disproportionate number of the grunts in the Nam were of the lesser breeds.

Coeval with the rise of the war as an item of social interest, there was the fall of the Civil Rights Movement, which had reached its peak with the Mississippi Freedom Summer Project of 1964 as a way of life for many of its participants. Granted Black Power was coming in, the Voting Rights Act of 1965 was yet to be, and Model Cities and the Great Society were just gearing up. Some of these participants would be absorbed by those endeavors. Still, many of them little understood that the struggle had only just begun. And then there was Cassius Clay, The Louisville Lip, who said: "Hell no, I won't go!" He had to be made an example of because he was symbolic of a rising tide of black, anti-war activity whose import sent shutters throughout the land of the free and the home of the brave. His case was followed closely overseas because the consciousness of the brothers had begun to change.

When there was conflict in the urban core, there was conflict in the rear area. Blacks arriving in the Nam after Tet were very different than Bloods there before. The early ones volunteered because, even with the war, the Army was a place where you could get ahead. The latter were conscripts-- the poor, the illiterate, the detritus of a throwaway society. Some were from the war zones of Detroit and Newark. All they wanted was to do their time and get back to the world. The military made the same mistake with these folks it made with the "enemy"--it chose not to learn anything about them until it was almost too late. Back and forth, back and forth. Both the war and the homefront are inextricably intertwined.

They continued to be intertwined as the war wound down and after American involvement in it was declared ended. For then the veterans were among them their perspectives reshaped by their experiences. Unlike previous wars, Vietnam vets did not come home as a group. With the exception of the first combat units initially deployed, each soldier who went to Vietnam thereafter went as a replacement into a unit whose composition was constantly changing. And they came home the same way. No bands. No banners of "Well Done!" Instead, they came home to confusion, hostility, rage and a misdirected emphasis on the instrument of the policy rather than the policy itself. Moreover, there was so little time to adjust. One day you were in a place where they want to take your life. The next, you are back in the world where all they want is your soul.

Veterans are people with problems just like everyone else. Some of their problems were present even before they went to Vietnam. Not a few (physical, psychological), were acquired in country. Most of the wounds suffered in combat came from booby traps and ambushes. After all, with all the noise our machines made, we could be heard long before we could see the "enemy." And then there were those whose problems arose because they could not readjust to civilian life--find a way to fit in. Having been so close to death in so many ways, life had acquired an entirely new meaning. Black vets got it coming and going. Those who had incomplete educations and no skills when they went in, more often than not came out the same way. I mean, how much use is there for a rifleman or pig gunner back in the World? With no skills there were no jobs. Besides, there was the common belief that ALL Vietnam vets were junkies anyway. Too, many black vets left the army with Bad Conduct or Undesireable Discharges. One reason these were given was a supposed failure to adjust to military life. As I noted above, by the time the war managers began to take note, it was almost too late.

By the time it was over, some 3.5 million military personnel (men and women) had done tours of duty in Vietnam, Laos and Cambodia. There was also an equivalent number of civilians who engaged in activities ranging from diplomacy to racketeering. For every one of them the war was different. For the brothers and sisters, it was very different indeed.

II. Materials and Methods of Instruction

A. Background readings (required)

 James S. Olson and Randy Roberts, Where The Domino Fell.  Wallace Terry, Bloods: An Oral History of the Vietnam War by Black Veterans.  Stanley Goff and Robert Sanders, Brothers: Black Soldiers in the Nam.  Charles Pugh, The Griot.  John Benjamin Carn, Vietnam Blues.  Chuck Bianchi, Black Bitches Dancing With Charlie.

B. Supplementary readings.

These materials will be placed on reserve at Norlin Library. They are intended to supplement the background readings and amplify various of the course topics and are listed thereunder although each article can and often does relate to more than one topic. C. Methods.

1. My intent in this course is to provide a view of the War in Vietnam from an Afrocentric perspective. As such, it is focused not so much on the larger questions of objective, conduct and command and control, as much as it is on the experiences of black people both at home and in the war zone. Structurally, the course is divided into three parts: Homefront, In Country and Postwar. Within each of these parts there is additional division respecting the topics outlined in Part III of the syllabus. 2. Operationally, the course is designed more as forum than lecture What this means is that you must prepare for each class session since it is conceivable that you might have to perform in some substantive way at each meeting. Accordingly, you are required to take responsibility for the quality of your own education since it is a participatory process--the instuctor helps those who help themselves. To learn you must question: what you know, what you believe and, what you have previously taken on faith. You are also asked to do two other things. The first is evince discipline the only way you can master whatever talents you have. The second is make a commitment to excellence however you choose to define that word.

III. Topical Outline of the Course A. Homefront 1. American idealism and the rest of the world. 2. The 60s: Optimism. Doubt. Disenchantment.

Clayborne Carson, "Civil Rights Movement." Clyde Taylor, "Black Consciousness in the Vietnam Years." William M. King, "What Do We Want?" Herbert Shapiro, "The Vietnam War and the American Civil Rights Movement."

3. Black antiwar protest.

a. Before 1965 Robert S. Browne, "The Freedom Movement and the War in Vietnam."

b. After 1965

Gerald Gill, Addison Gayle, Jr., "Hell No, Black Men Won't Go!" David Cortwright, "Black GI Resistance During the Vietnam War." Martin Luther King, Jr., "A Time to Break Silence."

4. Jackson State: The Lost and forgotten episode in American Antiwar Protest. John A. Peoples, "The Killings at Jackson State University: May, 1970." Tim Spofford, "Lynch Street: The May, 1970, Slayings at Jackson State University." Vernon Steve Weakley, "Mississippi Killing Zone: An Eyewotness Account of the Events Surrounding the Murders by the Mississippi Highway Patrol at Jackson State University." Gene Cornelius Young, "May 15, 1970: The Miracle at Jackson State University."

5. Stateside and overseas: duty stations other than Vietnam

Charles C. Moskos, Jr., "The American Dilemma in Uniform: Race in the Armed Forces." Congressional Black Caucus, "Racism in the Military: A New System for Rewards and Punishment." William Stuart Gould, "Racial Conflict in the U.S. Army." Flora Lewis, "The Rumble at Camp Lejune."

6. Project 100,000.

Patricia M. Shields, "The Burden of the Draft: The Vietnam Years." L. Deckle McLean, "The Black Man and the Draft." Lisa Hsiao, "Project 100,000: The Great Society's Answer to Military Manpower Needs in Vietnam."

7. The rise of black power in the American military establishment.

Milton White, "Malcolm X in the Military." Jack White, "The Angry Black Soldiers." Wallace Terry, "Black Power in Vietnam."

B. In Country 1. Arrival and deployment.

William M. King, "'Our Men in Vietnam': Black Media As a Source of the Afro-American Experience in Southeast Asia." Jack D. Foner, "The Vietnam War and Black Servicemen." Gerald Gill, "Black American Soldiers in Vietnam." Gerald Snead, "Vietnam: A Brother's Account."

2. Lifers, volunteers and conscripts. Nick Jackson, "When John Wayne Went Out of Focus: GI Rebellion and Military Disintegration in Vietnam."

3. Differential manpower utilization policies and practices--who fought whom.

Rufus Brooks, "An Inquiry into Personal, Racial and International Conflict--August, 1970"

4. Vietnamese perceptions of black American troops.

Diane Nash Bevel, "Journey to North Vietnam."

5. Yankee Station, the Riverine and the air war over Indochina. 6. Life in the rear area.

Doris I. "Lucki" Allen, Interview from A Piece of My Heart. "Samaritans on Wings: Black Nurses in Vietnam."

7. The war in the bush.

Thomas A. Johnson, "The U.S. Negro in Vietnam."

8. Racial solidarity among black troops: pre and post Tet.

George B. Crist, "Black is Beautiful and the Military Establishment."

9. Racially oriented propaganda and its consequences.

10. Black prisoners of war. 11. The trials and tribulations of military justice.

David F. Addlestone and Susan Sherer, "Race in Viet Nam." Congressional Black Cacus, "Racism in the Military: A New System for Rewards and Punishment."

C. Post War 1. Returning to the World.

Whitney M. Young, Jr., "When the Negroes in Vietnam Come Home." Wallace Terry II, "Bringing the War Home." James Fendrich and Michael Pearson, "The Returning Black Vietnam Veteran."

2. Last hired, first fired: employment problems and job retention among black vets.

Thad Martin, "Still Looking For Respect."

3. Black Viet vets and the administration of justice.

Myra MacPherson, "The Blacks," from Long Time Passing.

4. The disabled black American war vet.

Erwin Randolph Parson, "The Intercultural Setting: Encountering Black Viet Nam Veterans."

5. Recapitulating the war: portrayals of black viet vets in literature and film. IV. Measures and Methods of Performance Evaluation There will be three measures of performance evaluation used in this course this term. Two are written, one is observational. The first (counting for 45 percent of your final grade), is a three (3) to five (5) page, double-spaced, typewritten response to the following: In 1903, W.E.B. DuBois wrote, "The problem of the twentieth century is the problem of the color-line,--the relation of the darker to the lighter races of men in Asia and Africa, in America and the islands of the sea." In what ways does the black American experience in Vietnam illustrate his comment? The quote comes from "Of the Dawn of Freedom," which is chapter II in his, The Souls of Black Folk. Your second written measure (worth 40 percent of your final grade), also three (3) to five (5) double-spaced, typewritten pages, requires you to take a specific event covered in the course that most effectively characterizes this period in American History. You will then describe that event and offer a rationale for your selection. As you do this remember not to exclude either the domestic side or the foreign side of the question. The third measure (worth 15 percent of final grade) is class participation and will be comprised of both single and group presentations which will be announced in advance to allow adequate preparation time. Item 1 is due in my box (30 Ketchum) not later than 1700, Friday, 10 March 1995. Item 2 is due in the same not later than 1700, Friday, 28 April 1995. NOTE WELL, LATE SUBMISSIONS REQUIRE LATE FEES. The late fee in this case is automatic reduction of the highest possible grade by ONE FULL LETTER. V. Criteria for the evaluation of written work A. THE DAY MY EVALUATION OF YOUR WORK TAKES PRECEDENCE OVER THE PROCESSES OF ITS CREATION IN IMPORTANCE, YOU HAVE A PROBLEM. NOT ONLY IS GRADING NOT FAIR AND NOT OBJECTIVE, IT HAS VERY LITTLE TO DO WITH EDUCATION. PURELY AND SIMPLY IT IS THE EXERCISE OF POWER THROUGH THE AUTHORITY OF THE TEACHER. ITS END IS PURPOSELY POLITICAL: TO LIMIT ACCESS TO SMALLER AND MORE ELITE GROUPS AS A MEANS OF PRESERVING THE STATUS QUO. B. All work submitted must be an original copy. Reproductions (xerox, mimeo, ditto, etc) submitted in lieu of original copies will be penalized. MAKE SURE THAT YOU KEEP A COPY OF YOUR WORK FOR YOUR FILES. C. ALL WORK MUST BE SUBMITTED ON OR BEFORE THE PUBLISHED DUE DATE. D. Since each of us has a different image of what a specific grade means, I offer herewith what they mean for me. DO NOT, WHEN YOU WRITE YOUR PAPERS, ATTEMPT TO WRITE TO THESE CRITERIA. THEY ARE ILLUSTRATIVE ONLY. WRITE FIRST TO EXPRESS YOURSELF, EXPLAIN YOURSELF AND THE POSITIONS YOU TAKE AND, TO PLEASE YOURSELF WITH WHAT YOU HAVE WRITTEN.

1. "A." Demonstrates that you have mastered the subject and its supporting materials. A neat, solid, tightly organized presentation in which you make your case with authority.

2. "B." A solid work but unimaginative in character. Covers all the bases but rarely transcends them to express new insights or understandings.

3. "C." Competent. Follows the letter not the spirit of the assignment. Lacks substance, effort, care and concern.

4. "D." A weak and ineffectual presentation. A thoroughly disorganized endeavor from start to finish with no evident craftsmanship whatever.

E. GRADES SHALL BE ASSIGNED ON THE BASIS OF HOW EFFECTIVELY YOU ADDRESS THE FOLLOWING ITEMS IN YOUR WORK.

1. Appropriate evidence of a thorough review of the pertinent resources. This will be shown by the identification, assembly and organization of those materials that help to establish context for your presentation. 15 percent of grade.

2. Demonstrated understanding of your project, its supporting materials and its relations to the larger subject of which it is a part. The emphasis here is on analysis, synthesis and interpretation of those materials. This will be reflected in the thought, detail, and examination of issues (indicators of rigor, discipline and skill) which appear in your paper. In short, how completely you have developed the character of your presentation. 35 percent of grade.

3. Effective transmission of the meanings you have made of your labors. This will be reflected in the organization of the work (form) and the manner (style) with which they are communicated. To achieve maximum impact and effectiveness, purpose, direction, focus and objective must be clear. Coherence is your main goal here. 35 percent of grade.

4. Errors in composition. Here I am concerned with neatness of your final copy, spelling, syntax, grammar, typing and verb/subject agreements. 15 percent of grade.

http://spot.colorado.edu/~kingwm/SyllBlackAmerica.html

Syllabus for the Course: The Civil Rights Movement in America

Black Studies 4650 30 F Ketchum Spring, 1998 W, 0900-1130 ABA William M. King 492-8189; 499-1659

I. Synopsis Historically, since their arrival in English North America in 1619, black people have been perceived and treated as members of a group rather than as persons. Because of this, their struggle for self determination has focused on civil rights (questions of power) rather than on civil liberties (questions of ethics). This has created an interesting number of conundra in that, individualism is a hallmark political belief in this society. Afroamericans, like Asians, Indians, and Hispanics, have been feared, hated, discriminated against in myriad ways, and murdered with impunity because of differences in their color, language, religion, national origin, and beliefs. Initially, they were brought to the country as an unwilling labor force and put to work clearing the fields and forests to foster economic development in what would become the United States. Today, 361 years after their coming as cargo aboard a Dutch Mann o Warre, they are, positionally, somewhere between the periphery and core of the society that they have helped make although they have received little in the way of return on their investments. What this course is about, then, is an exploration and analysis of those persons and organizations who, since the seventeenth century, have fought to make America live up to its creed of being a democratic society in which all are treated as equals. Because power concedes nothing without a demand, the struggle for civil rights in America begins, so far as this course is concerned, with the first slave petitions to colonial legislatures. For they are symbolic of an outgroup's decision to remain no longer in a position of relative inferiority or subject to the will of powerful ingroups whose authority is often self serving and whose legitimacy is based on limiting the life choices of those unlike themselves. That this struggle still continues is seen in the proposed Civil Rights Act of 1990 which President Bush has promised to veto unless some of its most salient elements are changed in accord with his political vision. This ongoing struggle has brought some progress. As with all things human, however, where there is advance, there is also erosion. Black people are not where they used to be; nor are they where they ought to be. Where they are is a result of their endeavors and the endeavors of others less the backsliding of those who have deemed their concerns more important than the realization of a society where difference is respected and justice a goal.

II. Materials and Methods of Instruction

A. Required Readings

1. Cedric J. Robinson, Black Movements in America

2. William T. Martin Riches, The Civil Rights Movement

3. Henry Hampton & Steve Fayer, Voices of Freedom B. Supplementary materials as assigned

C. Methods

1. Structurally, the course is a helix. One branch addresses black people as objects--"things" acted upon. The other branch addresses black people as limited access actors in a play not always of their own making. Yet it is in this latter branch that we can see black people beginning to take charge of their own lives in quest of their own destinies.

2. Operationally, the course is designed more as forum than lecture. What this means is that you must prepare for each class session as if you were going to offer a major presentation. This design flows from my belief that education is an active, participatory process for whose quality you are the responsible person.

III. Topical Outline of the Course A. Approaches to the study of the civil rights movement in America.

Because of its character, it is my contention that the Black Civil Rights Movement in America is a kind of domestic war created and sustained by white people (or their surrogates), whose origins may be found in the involuntary transportation of Africans to the New World. War, the dictionary tells us, may be defined as "a state of hostility, conflict, or antagonism," or as "a struggle between opposing forces" to realize a particular end. In this case the black end is the right of self-determination which has been resisted at every turn by those in power who fear a loss of identity whenever black people advance to a place they have not been before. It is one of the real tragedies of the history of this land that all too many people believe America began as a white man's country, and that every gain made by the oppressed is a loss for the oppressor. The conclusion to be draw from this fable is that whosoever vests his identity outside himself, risks internalizing a permanent sense of inferiority making all his accomplishments full of sound and fury signifying nothing.

B. The Seventeenth Century

1.Durante vita the formalization of the peculiar institution

2.Early Negro petitions to colonial legislatures. C. The Eighteenth Century

1. Slave Rebellions

2. Petition, manumission, and protest: the "Revolutionary" period.

3. Early within group organizational efforts to secure educational opportunity, protest against kidnapping and slavery, and advocacy for equitable justice in the courts.

4. Early protests against the poll tax.

D. The Nineteenth Century

1. Petitioning the Congress of the United States

2. The Prosser Conspiracy

3. Denouncing the "Myth of Negro Inferiority."

4. "We wish to plead our own cause!"

5. The Negro Convention Movement

6. "that no white man need respect!"

7. "Men Of Color, To Arms!"

8. Reconstruction, Redemption, Peonage and Poverty

9. The Rise of American Imperialism

E. The Twentieth Century

1. The challenge to accommodation

2. The Niagra Movement, the NAACP, and the NUL

3. Challenging "Birth of a Nation" and the "Grandfather" clause.

4. The American Negro and the World War. 5. Battling Segregation and Discrimination

6. Going back to court: the predecessors of Brown

7. World War II and the Rising Tide of Color

8. Eyes on the Prize

F. "A Luta Continua!": Since The Voting Rights Act of 1965 G. Course Summary IV. Measures and Methods of Performance Evaluation There will be three measures of performance evaluation used in this course this term. Two are written, one is observational. The first (counting for 40 percent of your final grade), is a five (5) to seven (7) page double- spaced, typewritten response to the following:

Using whatever illustrative material you feel is necessary, address my contention that the Black Civil Rights Movement in America can be characterized as a domestic war. Hint: pick some concrete event and expand your argument outward to examine the concept of war its aims, tactics, material, personnel, etc.

Your second written measure (worth 45 percent of your final grade), requires you to address in five (5) to seven (7) double-spaced typewritten pages theCONVERSE OF THE POSITION you took in your first paper. In both cases you will want to include sufficient illustrative material to buttress whatever position you take.

The third measure (worth 15 percent of final grade) is class participation. This measure is entirely subjective and impressionistic. To be successful here requires prior preparation. When you arrive in class, it means you are paying attention and contributing where warranted.

Item 1 is due in my box (30 Ketchum) not later than 1700, Friday, 6 March 1998. Item 2 is due in the same not later than 1700, Friday, 1 May 1998. V. Criteria for the evaluation of written work A.THE DAY MY EVALUATION OF YOUR WORK TAKES PRECEDENCE OVER THE PROCESSES OF ITS CREATION IN IMPORTANCE, YOU HAVE A PROBLEM. NOT ONLY IS GRADING NOT FAIR AND NOT OBJECTIVE, IT HAS VERY LITTLE TO DO WITH EDUCATION. PURELY AND SIMPLY IT IS THE EXERCISE OF POWER THROUGH THE AUTHORITY OF THE TEACHER.ITS END IS PURPOSELY POLITICAL: TO LIMIT ACCESS TO SMALLER AND MORE ELITE GROUPS AS A MEANS OF PRESERVING THE STATUS QUO. B. All work submitted must be an original copy. Reproductions (xerox, mimeo, ditto, etc) submitted in lieu of original copies will earn penalties MAKE SURE YOU KEEP A COPY FOR YOUR OWN FILES. C. ALL WORK MUST BE SUBMITTED ON OR BEFORE THE PUBLISHED DUE DATE. NOTE WELL, LATE SUBMISSIONS REQUIRE LATE FEES D. Since each of us has a different image of what a specific grade means, I offer herewith what they mean for me. DO NOT, WHEN YOU WRITE YOUR PAPERS, ATTEMPT TO WRITE TO THESE CRITERIA. THEY ARE ILLUSTRATIVE ONLY. WRITE FIRST TO EXPRESS YOURSELF, EXPLAIN YOURSELF AND THE POSITIONS YOU TAKE AND, TO PLEASE YOURSELF WITH WHAT YOU HAVE WRITTEN.

1. "A."Easily evident mastery of the subject and its supporting materials. A neat, solid, tightly organized presentation in which you

make your case with authority.

2. "B."A solid work but unimaginative in character. Covers all the bases but rarely transcends them to express new insights or understandings.

3. "C."Competent. Follows the letter not the spirit of the assignment. Lacks substance, effort, care and concern.

4. "D."A weak and ineffectual presentation. A thoroughly disorganized endeavor from start to finish with no evident craftsmanship whatever.

1. Appropriate evidence of a thorough review of the pertinent resources. This will be shown by the identification, assembly and organization of those materials that help to establish context for your presentation. 15 percent of grade.

2. Demonstrated understanding of your project, its supporting materials and its relations to the larger subject of which it is a part. The emphasis here is on analysis, synthesis and interpretation of those materials. This will be reflected in the thought, detail, and examination of issues (indicators of rigor, discipline and skill) which appear in your paper. In short, how completely you have developed the character of your presentation. 35 percent of grade

4. Errors in composition. Here I am concerned with appearance of the final copy, spelling, syntax, grammar, typing and verb/subject agreements. 15 percent of grade. http://spot.colorado.edu/~kingwm/SyllCivilRights.html

Syllabus for the Course: The Sixties – Critical Black Views

BLACK STUDIES 4670 30F Ketchum Summer, 2005, Term B M-F, 1100-1145, ABA William M King 303 492-8189 [email protected]

THE SIXTIES: CRITICAL BLACK VIEWS

I. SYNOPSIS Optimism. Doubt. Disenchantment. Taken together, these three words best describe the period that, for the purposes of this course, began as a storm gathering momentum 1 February 1960, when four students from North Carolina A&T University sat down at a Woolworth's lunch counter in Greensboro to protest segregation in public accommodations, and ended in front of Alexander Hall, the women's dormitory, at Jackson State College, Jackson, Mississippi, 14 May 1970. Both events were intended as an exercise of First Amendment rights. The first expressed hope. The second resulted in the deaths of James Earl Green, 17, a senior at Jim Hill High School, and Philip Lafayette Gibbs, 21, a junior pre-law student following a 30 second barrage of 140 shots fired by the state police. More effectively than the better publicized Kent State tragedy of 4 May 1970, this senseless slaughter announced the crash of the decade's modest dreamsÑnamely, an attempt to realize democracy in the United StatesÑagainst the rocks of bureaucratic intransigence, brutality and a deep-seated commitment to preservation of the status quo. In between, in both the North and the South, there were numerous challenges to the asymmetrical balance of power that characterized the two American societiesÑblack and whiteÑseparate and apart yet mutually interdependent. What those transiting this course, must understand, is that this struggle was not an all or nothing proposition. Black people, as a consequence of their activities during this time, seeking to bring forth the goals spelled out in the Preamble to the Constitution of the United States, both gained and lost. How much, and whether it was worth what it cost, are issues that are still being debated even today. Because this course deals with matters essential to self-understanding and understanding of the worlds in which we live and work, a principal objective of its design is that of meeting the critical thinking requirement of the core curriculum in the College of Arts and Sciences. It does this by focusing on the assumptions, logics and arguments proffered by those who participated in shaping the ideas, events, and processes of the time. By examining what transpired, and the context within which those ideas, events, processes, and persons had particular meaning, students who register for this course will have an opportunity to better identify and assess for themselves the evidence, reasoning, actions, and consequences of those times as the society struggled to restructure itself in response to the demands of black and other oppressed peoples, who wanted the nation to live up to the implications of its founding concepts: Freedom, equality, liberty and justice for allÑwhile at the same time preserving, protecting and defending the position and privileges of a select few.

II MATERIALS AND METHODS OF INSTRUCTION

A. Background readings (required)

1. Terry Anderson, The Sixties. 2. James Cone, Martin & Malcolm &America. 3. Cheryl Lynn Greenberg, A Circle of Trust.

B. Methods of instruction 1. Structurally, the course is a double helix. One branch of the helix addresses the decade as context (the Anderson book) because of the reality that nothing has meaning without context. The other branch addresses the ideas, events, people, organizations, and processes of the decade as specifics intended to illustrate the extent to which truth is in the eye of the beholder; that it is very much a function of the belief systems we embrace and not some abstract entity that can be analyzed separate and distinct from what gives it life and meaning. To achieve this, the course is divided into four major sections. They are: American Affluence on the Eve of the Decade; The Rise and Maturation of Nonviolent Direct Action; The emergence of Black Power as Rhetoric and Reality; and the Actualization of Black Political Action as a means of securing the few modest gains that were realized. To avoid confusion, I further observe that these separations are for analytical convenience only. In actuality, all of these descriptors, and several others as well, were present in various forms simultaneously and often overlapped each other. It is just that at different times during the decade, different strategies and tactics were emphasized in accord with what some believed necessary and effective.

2. Operationally, the course is intended more as forum than lecture. What this means is that you must prepare for each class session because it is likely that you will be asked to offer a synopsis of and/either opinion on the materials you have read, films you have seen, things you have heard, conversations in which you have participated, or independent investigations you have conducted. You will also be required to participate in singular presentations and student-led small discussion groups with some regularity. Accordingly, to successfully transit the course, you are required first, to take responsibility for the quality of your own education because education, as distinct from schooling, is a participatory processÑthe instructor helps those who help themselves. To learn you must question: What you know, what you believe, and, what you have previously taken on faith. Second, you must acquire discipline that will assist you in securing mastery over whatever talents you possess. No matter how much talent you believe you have, if you have no discipline, you have no talent in that you cannot easily use your gifts in your own best interest. And third, you must commit to excellence however you choose to define that word.

III. TOPICAL OUTLINE OF THE COURSE

A. The Preamble to the Constitution of the United States of America.

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

As so stated, this goal statement superintends six core values to which there have been differing levels of commitment in the two hundred thirteen years since the ratification of this document. They are: Individuality and achievement; Liberty; Political Equality; Rule by Law; Self-government; and Capitalism. Clearly, there is inherent conflict in the articulation of these values given the social origins, interests, and standing of their authors. There is also, in the way the society has evolved, a lost- prevention character inherent in the realization of these values by the several constituencies that comprise the American People. By that I mean those on the periphery of the society who have had to overcome all manner of obstacles and barriers to engage the scavenger hunt called the American Dream.

B. American Affluence on the Eve of The Decade

This is the jumping off point. It is also here that we begin to examine and assess the larger context for the course. This assessment will be done in terms of what happened? When did it happen? In what way did it happen? To what extent can we identify the predisposing factors and issues in whatever it was that happened? What were the consequences of occurrence? Also covered will be the larger themes like the Civil Rights Movement, The Great Society, The War in Vietnam, The New Left, The Rise of the Counter Culture, Black Studies on the White Campus, and the WomenÕs Liberation Movement. Week I.

C. Rise and Maturation of Nonviolent Direct Action

Freedom Rides. Birmingham. Washington, 63; Malcolm X. Oslo. Freedom Summer; Civil Rights Act of 1964. Selma. Voting Rights Act of 1965. Week II.

D. The Emergence of Black Power as Rhetoric and Reality

The Long Hot Summers; Chicago. Greenwood, MS. Black Panther Party for Self Defense; Muhammad Ali; Kerner Commission Report; Memphis; Resurrection City. Chicago Again. The Birth of Black Studies; Week III

E. The Actualization of Black Political Action

Washington. Oakland. San Francisco. Cleveland. Siege of Chicago; ÒBloodsÓ in the ÔNam; Jackson State College. Week IV.

F. Summary and Conclusions

Gains, loses, consequences, current status of black people in the United States. Was it worth all that it cost? Week V.

IV MEASURE AND METHODS OF PERFORMANCE EVALUATION

There will be five (5) measures of performance evaluation used in this course this term. Four are written (each worth twenty (20) percent of your final grade) one is observational based on classroom performance (also worth twenty (20) percent of your final grade). The four written measures, one due after each of the major sections of the course, are position papers of some three (3) to five (5) pages in length, double-spaced, typewritten, suitable for oral presentation. In these papers you will select some item (event, person, idea, etc.) covered in the particular course section, take a position with respect to that item and make the best case you can being ever sensitive to the assumptions you make, values you embrace, logics you employ, and arguments you construct to inform/persuade your listeners to some specific course of action. For example, so and so did whatever, and that was correct, appropriate, unusual, outrageous. Should you be selected to present your work to the class you must also address whatever questions, comments arise there from.

V CRITERIA FOR THE EVALUATION OF WRITTEN WORK

A. THE DAY MY EVALUATION OF YOUR WORK TAKES PRECEDENCE OVER THE PROCESSES OF ITS CREATION IN IMPORTANCE, YOU HAVE A PROBLEM. NOT ONLY IS GRADING NOT FAIR AND NOT OBJECTIVE, IT HAS VERY LITTLE TO DO WITH EDUCATION. PURELY AND SIMPLY IT IS THE EXERCISE OF POWER THROUGH THE AUTHORITY OF THE TEACHER. ITS END IS PURPOSELY POLITICAL: TO LIMIT ACCESS TO SMALLER AND MORE ELITE GROUPS AS A MEANS OF PRESERVING THE STATUS QUO.

B. All work submitted must be an original copy. Reproductions (Xerox, mimeo, ditto, etc.) submitted in lieu of original copies will earn penalties. MAKE SURE YOU KEEP A COPY FOR YOUR OWN FILES.

C. ALL WORK MUST BE SUBMITTEDÑNOT LATER THAN 1600ÑON nd th OR BEFORE THE PUBLISHED DUE DATE (2 through 5 Fridays). LATE SUBMISSIONS REQUIRE LATE FEES. IN THIS INSTANCE THE LATE FEE IS AUTOMATIC REDUCTION BY ONE FULL LETTER OF THE HIGHEST POSSIBLE GRADE DETERMINED BY THE QUALITY OF YOUR PAPER.

D. Because each of us has a different image of what a specific grade means, I offer herewith what they mean for me. DO NOT, REPEAT, DO NOT ATTEMPT TO WRITE TO THESE CRITERIA IN YOUR WORK. THEY ARE ILLUSTRATIVE ONLY. WRITE FIRST TO EXPRESS YOURSELF, EXPLAIN YOURSELF AND THE POSITIONS YOU HAVE TAKEN. AND, FINALLY, TO PLEASE YOURSELF WITH WHAT YOU HAVE WRITTEN.

1. "A." Demonstrates that you have mastered the subject and its supporting materials. A neat, solid, tightly organized presentation in which you make your case with authority.

2. "B." A solid work but unimaginative in character. Covers all the bases but rarely transcends them to express new insights, personal feelings or understandings.

3. "C." Competent. Follows the letter not the spirit of the assignment. Lacks substance, effort, care and concern.

4. "D." A weak and ineffectual presentation emblematic of a lick and promise approach to oneÕs work. There is no evidence here of care, concern or commitment to crafting.

1. Appropriate evidence of a thorough review of the pertinent resources. The identification, assembly and organization of those materials that help to establish context for your presentation can show this. 15 percent of grade.

2. Demonstrated understanding of your project, its supporting materials and its relations to the larger subject of which it is a part. The emphasis here is on analysis, synthesis and interpretation of those materials. This will be reflected in the thought, detail, and examination of issues (indicators of rigor, discipline and skill) that appear in your paper. In short, how completely you have developed the character of your presentation. 35 percent of grade.

4. Errors in composition. Here I am concerned with the appearance of the final copy, spelling, syntax, grammar, typing and verb/subject agreements. Neatness counts. 15 percent of grade.

Discussion questions

1. How would you characterize the assumptions and visions of the founders articulated in the Preamble to the Constitution of the United States as written? Suppose you were asked to author a similar document for this day and age. In what ways would it be the same as or different from the one authored in the eighteenth century? Please be specific.

2. Of the six core values listed in IIIA, what, for you, is (are) the most important? What do they have to do with the founding concepts identified in the synopsis section of the syllabus?

3. In several places over the years, I have written that the principal problem for black people in the United States is that of securing procedural equity in the face of the substantive inequity they have experienced since their arrival in the seventeenth century. What do you believe I mean by this? And, if what I am contending is correct, how would you go about changing it?

4. We are, all of us, products of and captives of the cultures in which we were reared. What does that observation portend for understanding and appreciating how our respective heritages influence exacting analyses, syntheses, and interpretations of forces and phenomena different from those with which we are most familiar and most comfortable? It may help you to consider in, addressing this question, how we go about proving the existence of or believing in that which is outside our own universe of definition.

5. What, for you, were the four students who sat down at the lunch counter in Greensboro attempting to accomplish? What is your assessment of their tactic? Keep in mind here, that tactics address specific situations; strategies address ultimate goals. Utilizing the same paradigm, apply it to the larger questions asked during the sixties, and, to any, all of the events that characterized the decade.

6. Read both, "Letter from Birmingham Jail," and "I have a Dream," by Martin Luther King, Jr. How do they strike you? What do they tell you about their author? Then read, "A Time to Break Silence." Contrast the three. Finally, read his "Drum Major," speech given the night before he was assassinated. What have you learned about the man and his times?

7. Do the same for Malcolm X. In this case you will need to select something from his Nation of Islam period, and then contrast that with the "Ballot or the Bullet," "Message to the Grass Roots," his letters from Mecca, or the address he gave at the Audubon Ballroom announcing the creation of Muslim Mosques, Inc., and the Organization of Afro-American Unity. As you do this, keep in mind that people evolve; they may either react to or respond (the amount of focus guiding the respective behavior determines how that behavior is characterized) to the situations in which they find themselves. Further, their evolution has consequences for those who choose to follow them for whatever reason, and for those who are tasked by the society to maintain law and order.

8. As soon as you can after the beginning of this course, speak with someone who lived through the Sixties. Ask them what one thing from that period most sticks out in their minds. Ask them to describe that thing and explain what it is about that thing that causes them to think about it. As you do this, you will want to keep foremost in your mind that all memory is selective reconstructionÑwe find it easiest to remember that that was most pleasant for us.

9. The 1960s are said to be an anomalous decade and the cause of all the troubles that have befallen US society since that time. Now that you have transited this course, is that statement, in your opinion, little more than an oversimplification, wishful thinking, scape-goating, or maybe something else we wish not to accept because of the damage it might do to our tried and true beliefs about this society and all we have invested therein. Be imaginative and see what you come up with in response.

http://spot.colorado.edu/~kingwm/SyllBlack60s.html

ETHN 3000 (3). Race, Class, and Gender. Examines the uses of race, sex, and class as instruments of domination in Western society.

ETHN 3003 (3). Race, Class, and Pollution Politics. Examines communities affected by major toxic contamination threats in the United States, evaluating race and class factors in levels of governmental and private sector responses and actions. Investigative research methods used at case study sites provide skills necessary for assessment of any environmental threat for protective action. Same as ENVS 3003.

ETHN 3013 (3). Racist Ideology in American Life. Explores the origins and evolution of racism as a political and religious force in American life, beginning with Puritan ideology in colonial New England, proceeding through the era of Manifest Destiny, and ending in the present day. Special attention is paid to the history of organizations such as the Ku Klux Klan, and emergence of Christian identity doctrine. Prereq., ETHN 2000 or instructor consent.

ETHN 3675 (3). Fight the Power: People of Color and Social Movement Struggles. People of color the world over are struggling for sovereignty, independence, civil and human rights, food security, decent wages and working conditions, healthy housing, and freedom from environmental racism and other forms of imperialism. Course analyzes and brings alive these struggles. Prereq., junior/senior standing or instructor consent. Approved for arts and sciences core curriculum: cultural and gender diversity.

ETHN 3703 (3). Culture, Racism, and Alienation in America. Examines African American experiences, focusing on the post-civil rights era. Discusses psychosocial dynamics, issues of racism, attitudes and cultural changes in relation to contemporary and future experiences.

BLST 2000 (3). Introduction to Black Studies. Overview of black studies as a field of investigation, its origins, and history. Approved for arts and sciences core curriculum: cultural and gender diversity.

BLST 2200 (3). Contemporary Black Protest Movements. Examines selected case studies of black collective behavior in a historical context. Emphasizes an in-depth investigation of the continuing black struggle for social/democratic rights. Approved for arts and sciences core curriculum: cultural and gender diversity or contemporary societies.

BLST 2210 (3). Black Social and Political Thought. General introductory course designed to acquaint students with historical and contemporary thinking, writings, and speeches of black people. Approved for arts and sciences core curriculum: cultural and gender diversity or contemporary societies.

BLST 3101 (3). Black Politics. Discusses elitism and black powerlessness; black interest groups; base, structure, and functions of black political organizations; goals and political styles of black politicians; community control; trends (radicalism and separatism vs. accommodation); and future of black politics in the United States. Same as PSCI 3101. Approved for arts and sciences core curriculum: contemporary societies or cultural and gender diversity.

BLST 4250 (3). Black Urban History. Fosters a better understanding and appreciation of the role black people have played in the evolution and shaping of urban America. Employs techniques of urban studies to more effectively assess the many dimensions, subtitles, and insensitivities of life in the city. Recommended prereq., a working knowledge of U.S. and Afro-American history. Restricted to juniors and seniors.

AIST 3400 (3). Indian/Government Conflicts. Deals with historical events involving conflicts between the U.S. government and American Indians. Examples include the role of the FBI in the Pine Ridge Sioux Reservation (1972--76) or the 1864 massacre of the Cheyenne and Arapaho Indians in Colorado territory. Additional courses may relate to tribal governments. May be repeated up to 6 total credit hours on different topics. Prereq., CHST 1015 or BLST 2000 or AIST 2015. Restricted to juniors and seniors

AIST 4565 (3). North American Indian Acculturation. Comprehensive survey of changes in the native cultures of America north of Mexico caused by occupation of the continent of Old World populations, including a review of processes of contact, environmental changes, changes in major institutions, the nature of federal/state administration, the reservation system, and contemporary developments. Same as ANTH 4560. Approved for arts and sciences core curriculum: cultural and gender diversity or contemporary societies.

Department of History http://www.colorado.edu/history/index.html

Syllabus for the Course: Global Issues and International Affairs

Professor Chester Office Hours: Tues 5-6pm, Wed 1-2pm, and by appointment Hellems 225 chester[at]colorado.edu Teaching Assistants: Bill Edelstein (william.edelstein[at]colorado.edu) Brandon Williams (brandon.williams[at]colorado.edu)

IAFS 1000: GLOBAL ISSUES AND INTERNATIONAL AFFAIRS http://www.colorado.edu/history/chester/IAFS1000.htm This course introduces students to the interdisciplinary study of international affairs. The first half of the course offers a broad overview of the history of European imperialism, beginning with early European contacts with indigenous peoples, the consolidation of colonial control, the impact of the two world wars, anti-colonial nationalism, and decolonization. The second half will focus on contemporary challenges to the international system, including nationalism, conflict and conflict resolution, nuclear proliferation, development, human rights, international trade and globalization, cultural “clashes,” and terrorism. Our discussions will incorporate social, cultural, economic, and political perspectives from a range of disciplines, including history, gender studies, human rights, international law, and political science. This course is intended for students with little or no prior knowledge of the subject, although an active interest in current events will be helpful.

Lectures topics for the first half of the course, indicated below, will proceed in a roughly chronological fashion, while the second half is organized thematically. Course requirements include a map quiz, three in-class quizzes, midterm exam, final exam, and an 8-10 page research paper.

REQUIRED READING Textbooks (available at CU bookstore) Niall Ferguson, Empire: The Rise and Demise of the British World Order and the Lessons for Global Power (abbreviated NF) Timothy Parsons, The British Imperial Century, 1815-1914 (abbreviated TP)

Other Required Readings (available on course webpage; CU IP address may be required) Martha Crenshaw, “The Causes of Terrorism,” Comparative Politics 13:4 (Jul 1981) 379- 99 Audrey Kurth Cronin, “Behind the Curve: Globalization and International Terrorism,” International Security 27:3 (Winter 2002/2003) 30-58 Dartmouth College, “Sources: Their Use and Acknowledgement” (1998) . Samuel Huntington, “Clash of Civilizations,” in Foreign Affairs (72:3): 22-50 Mahmood Monshipouri and Claude E. Welch, “The Search for International Human Rights and Justice: Coming to Terms with the New Global Realities” Human Rights Quarterly 23:2 (2001) 370-401 Richard Neustadt and Ernest R. May, Thinking in Time: The Uses of History for Decision Makers (New York: Free Press, 1986) (excerpt) Catherine N. Niarchos, “Women, War, and Rape: Challenges Facing the International Tribunal for the Former Yugoslavia,” Human Rights Quarterly 17:4 (1995) 649-90 Ernst Renan, "What is a Nation?", Nation and Narration, ed. Homi Bhabha (London: Routledge, 1990) 8-22. Barry R. Schneider, “Nuclear Proliferation and Counter-Proliferation: Policy Issues and Debates,” Mershon International Studies Review 38:2 (Oct 1994) 209-34 Tony Smith, “A Comparative Study of French and British Decolonization,” Comparative Studies in Society and History 20:1 (Jan 1978) 70-102 University of Colorado, “Honor Code Booklet” (n.d.) Excerpts, Paul White, Richard Little, and Michael Smith, eds. Issues in World Politics (abbrev. WP) W.B. Yeats, “An Irish Airman Foresees His Death,” The Wild Swans at Coole (New York: Macmillan, 1919)

RECOMMENDED READING The New York Times or The Washington Post

ASSIGNMENTS MAP QUIZ—TUESDAY, JANUARY 24 A map quiz will be administered in class on Tuesday, January 24. If you wish, you may retake the map quiz on Tuesday, January 31; the retake grade will be averaged with your earlier grade. QUIZZES—TUESDAY, FEBRUARY 7; THURSDAY, MAR 2; TUESDAY, APRIL 11 These brief in-class quizzes will test your ability to synthesize readings and lectures. PAPER PROPOSAL (1-2 pages)—DUE TUESDAY, FEBRUARY 21 Identify a topic in international affairs that you will address in your final paper. Specify the question or questions you will attempt to answer and the methodology you will use to do so. MIDTERM EXAM—THURSDAY, MARCH 16 The midterm will include a map exercise, identification questions, and one essay selected from several choices. PAPER DRAFT OPTION—DUE THURSDAY, APRIL 6 FINAL PAPER (8-10 pages)—DUE THURSDAY, MAY 4 You may not use internet sources for this paper, with the exception of scholarly journal articles that are available both online and in paper form (e.g. jstor.org). FINAL EXAM—TUESDAY, MAY 9, 10:30AM-1:00 PM The format of the final will be similar to that of the midterm exam.

Be warned: If attendance and/or attention flags, I may conduct additional in-class quizzes or add other assignments. In this case, I will announce the changes in advance, adjust the grading percentages accordingly, and announce the new percentages in class.

GRADING Grades will be determined on the basis of attendance and participation in recitation sections, including recitation participation (10%); map and plagiarism quiz (5%); additional quizzes (5% each, for a total of 15%); paper proposal (5%); midterm exam (20%); final paper (20%); and final exam (25%). Please note that recitation attendance is mandatory and that poor marks for participation can bring your final grade down as much as one letter grade (e.g. from an A to a B). If you need an extension, discuss it with me or your TA in advance. Late work will be penalized. I do not accept offer makeup exams except under extraordinary circumstances (e.g. a medical emergency or a death in the family).

Any work that you do not pick up will be destroyed after one year.

RELIGIOUS OBLIGATIONS AND CLASS CONFLICTS If you have a conflict with exams, assignments, or class/recitation meetings because of religious obligations, please let me or your TA know at least two weeks in advance. We will work together to arrange appropriate accommodations.

CU DISABILITY SERVICES If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services as soon as possible so that your needs can be addressed. You can reach Disability Services at (303) 492-8671, at Willard 322, or through their website ; they determine accommodations based on documented disabilities.

PLAGIARISM Plagiarism will not be tolerated. As a violation of the CU Honor Code and the university’s policy on Academic Integrity, it is punishable by dismissal from the university. I will refer incidents of plagiarism to the Honor Code Council. We will discuss proper citation in class, but you are responsible for familiarizing yourself with the meanings of plagiarism.

A key element of the university Honor Code is that CU students will not plagiarize (using the words and thoughts of others as your own). As part of the effort to control plagiarism and to ensure that submitted works from students are fully their own, the University has subscribed to TurnItIn.com.

The following material is from the Honor Code website - “This service allows faculty to submit sentences, paragraphs, or entire term/research papers or other scholarly works to the TurnItIn.com website for review. After the service scans more than 1.5 billion pages on the Internet, the faculty member will receive a report including the percentage of the material that has been identified as drawn from other sources, the degree of similarity in the matching material, and live hyperlinks to the original source material so that each faculty member can determine for themselves whether plagiarism has indeed occurred.” The electronic files submitted will then become part of the TurnItIn “closed database”. According to the CU Honor Code website, “This procedure not only ensures that multiple submissions of the same material can be detected, regardless of the passage of time or the location of the submission, but protects the integrity of each student's scholarly efforts. No additional access to, use, or publication of the material in this paper bank is made by TurnItIn.com.”

It is my intention to submit all student papers to TurnItIn.com, to give a grade of F in the course to any student in violation of the CU Honor Code, and to report violators to the Honor Board. Note that you cannot submit the same paper for two different classes without the express permission of both instructors.

If you have any questions about this procedure or about any matter regarding proper citation and the Honor Code, you should talk to me.

CLASSROOM BEHAVIOR In this class, we will all treat each other with respect. Civil discussion of differing viewpoints is an essential part of the study of international affairs. Appropriate classroom behavior includes arriving on time and remaining for the entire class; let me know before class if you will need to leave early. Do not eat, sleep, read the newspaper, email, instant/text message, play games, have private conversations, etc. during lectures or recitations. Turn cell phones off!

COURSE OUTLINE NB: Lecture topics and readings are subject to change as current events develop. Advance notice will be given whenever possible.

WEEK ONE (JAN. 17, 19) : Introduction to the Study of International Affairs Reading: “Sources: Their Use and Acknowledgement” Honor Code Booklet NF xii-xxix (Optional reading: NF 1-44) ▪ welcome and introduction to the course ▪ introduction to imperial history

PART ONE: HISTORY OF EUROPEAN IMPERIALISM WEEK TWO (JAN. 24, 26) : Early European Imperialism Map and plagiarism quiz in class on Tues, Jan. 24 TP 1-58 (Optional reading: NF 45-92) ▪ imperial history’s importance in international affairs ▪ early European expansion in Asia and Africa

WEEK THREE (JAN. 31, FEB. 2) : Imperialism in Africa Opportunity to retake map and plagiarism quiz on Tues, Jan. 31 NF 93-136, TP 59-90 ▪ guest speaker Charles Barnett ▪ case study in colonial control: Rwanda

WEEK FOUR (FEB. 7, 9): Imperialism in India NF 137-184 ▪ QUIZ; consolidating British rule in South Asia ▪ case study in colonial control

WEEK FIVE (FEB. 14, 16): Imperialism in the Middle East TP 91-117 ▪ European expansion in the Middle East (also, handouts on proposal guidelines, finding a paper topic, and citation) ▪ the Palestine Mandate

WEEK SIX (FEB. 21, 23) : The World Wars and Anti-Colonial Nationalism Paper proposal due at the beginning of class on Tue, Feb. 21. NF 185-244 ▪ war and empire ▪ Gandhi and non-cooperation

WEEK SEVEN (FEB. 28, MAR. 2) : Decolonization I TP 119-147 Smith, “French and British Decolonization” ▪ partition and independence in South Asia ▪ QUIZ; contested partition and war in the Palestine Mandate

WEEK EIGHT (MAR. 7, 9): Decolonization II NF 245-302 ▪ Algerian decolonization ▪ film: Battle of Algiers

WEEK NINE (MAR. 14, 16) : Decolonization III ▪ Battle of Algiers (cont.) ▪ MIDTERM EXAM

PART TWO: NEW (AND OLD) CHALLENGES WEEK TEN (MAR. 21, 23) : Nationalism and Conflict Renan, “What is a Nation?” Yeats, “An Irish Airman Foresees His Death” Niarchos, “Women, War, and Rape” WP Ch. 7 ▪ nationalism and conflict ▪ Rwanda and the problem of mass rape

WEEK ELEVEN (MAR. 28, 30) Spring Break

WEEK TWELVE (APR. 4, 6) : Globalization and International Trade Paper draft due in TA’s box by Thursday, April 6 (optional) Monshipouri and Welch, “International Human Rights” WP Ch. 3 ▪ Film: Commanding Heights ▪ Film: Commanding Heights (cont.)

WEEK THIRTEEN (APR. 11, 13) : Cultures in Conflict? WP Ch. 9 Huntington, “Clash of Civilizations” ▪ Huntington discussion ▪ guest lecture: Brandon Williams on Sudan

WEEK FOURTEEN (APR. 18, 20) : Nuclear Proliferation WP Ch. 6 Schneider, “Nuclear Proliferation and Counter-Proliferation” ▪ nuclear proliferation ▪ nuclear weapons in South Asia; QUIZ

WEEK FIFTEEN (APR. 25, 27) : Terrorism (click here for resources on terrorism ) Crenshaw, “The Causes of Terrorism” Cronin, “Behind the Curve” ▪ definitions and debates (handout on "How to Do Well on This Research Paper") ▪ causes of and responses to terrorism and TurnItIn.com instructions (FCQ administration)

WEEK SIXTEEN (MAY. 2, 4): New Directions in International Affairs Final paper due in class at the beginning of lecture on Thursday, May 4 NF 303-318 excerpt, Neustadt and May, Thinking in Time Read the international section of the New York Times or the Washington Post with particular care this week, considering current events in the light of your new understanding of contemporary challenges. ▪ the use of historical analogy (click here for resources on the use of analogy) ▪ international affairs today

FINAL EXAM TUESDAY, MAY 9, 10:30AM-1:00 PM http://www.colorado.edu/history/chester/IAFS1000Syllabus2006.htm

HIST 4640 (3). Women, Gender and War. Study of how women experience war, and how the structure, practice and memory of war, and the rights and obligations of military service structure gender (masculinity and feminity) and are structured by the gender system. Prereqs., HIST 1010 and 1025. Recommended prereqs., HIST 2612 or 2626, 4616 and 4626. Same as WMST 4640

HIST 2626 (3). Gender and Culture. Examines the construction of gender in a specific culture and society over time. Particular emphasis on the production, maintenance, and critique of sex roles and gender ideologies. Specific course focus may vary. Approved for arts core curriculum: culture and gender diversity.

HIST 2636 (3). Women of Color and Activism. Studies the history of social activism in the United States of women of color, with an emphasis on modes of social activism, issues that have organized specific communities of color, issues that have crossed ethnic/racial boundaries, and the interaction of women from different ethnic/racial groups, including women of color and white women. Recommended prereq., WMST 2000 or 2600. Same as WMST 2400. Approved for arts and sciences core curriculum: United States context.

HIST 3656 (3). History of Women in Progressive Social Movements. Explores women's involvement in the United States and international peace movements, including feminist and civil rights movements of the 19th and 20th centuries. Students learn research methods by using a variety of primary and secondary sources and writing an original research paper. Prereq., WRTG 3020, and WMST 2000 or 2010 or HIST 1015 or 1025. Restricted to junior/senior HIST majors. Same as WMST 3656. Approved for arts and sciences core curriculum: critical thinking.

HIST 4636 (3). Lesbian and Gay History: Culture, Politics, and Social Change in the United States. Considers current theoretical approaches to the history of sexuality and traces the changing meaning of same-sex sexuality in the United States through investigation of lesbian/gay identity formation, community development, politics, and queer cultural resistance. Prereqs., HIST 1015 or 1025, or WMST 2000. Same as WMST 4636

HIST 6756 (3). Race and Nationalism. Focuses on analytical, ideological, cultural, and political tensions between understandings of race and nationalism. Readings are interdisciplinary, but students identify and analyze tensions between race and nationalism at particular historical moments. Prereq., graduate standing or instructor consent.

Lesbian, Gay, Bisexual, and Transgender Studies http://www.colorado.edu/ArtsSciences/LGBTStudies/

Offers a certificate in LGBT Studies.

From the Program’s website: Lesbian, Gay, Bisexual, Transgender (LGBT) Studies at the University of Colorado at Boulder is an interdisciplinary program encompassing more than 20 courses in a dozen departments. LGBT Studies involves the academic investigation of sexuality in established fields such as literature, history, theatre, law, medicine, economics, sociology, anthropology and political science. With its interdisciplinary approach, LGBT Studies interweaves complex theories and analysis into the study of sexuality. Through the certificate program and the guidance of faculty advisors, students are given an opportunity to integrate a wide variety of courses offered in the humanities, social sciences and natural sciences, to extend and deepen their knowledge and understanding of societies and cultures and to relate that understanding to lived experience.

Syllabus for the Course: Queer Rhetorics

WRTG 3020-026: Queer Rhetorics Fall 2005, MWF 2:00 – 2:50 p.m., MCOL E186 Instructor: Geoffrey Bateman

Office Location: ENVD 1B30D Office Hours: MW 11:00 a.m. – 12:30 p.m. and by appt. Email Address: [email protected] Phone: (720) 323-9877 Mailbox: ENVD 1B60

Course Description

This course presumes that the best way to learn how to write is by writing—by engaging frequently and intensively in the arts of composition. We will do so by immersing ourselves in the exciting ideas of queer theory and lgbtq studies and in the local Boulder lgbtq community, which will provide the context for our practice to become effective and adept writers. Throughout the semester, we will survey a number of different types of queer writing—including history, theory, coming out stories, journalism, political activism, and academic research—and will use this writing to generate thoughtful discussion and analysis of queer rhetorical contexts and to help us develop our own voices as writers. To help us hone our skills as writers and rhetoricians, we will also spend about one-third of our class doing “service-learning.” That is, we will explore the lgbtq communities in Boulder, volunteer time at a few organizations, and develop our own queer service-learning projects. (Please note: you do not have to identify as queer, or as any other such non-normative sexual/gender identity, to take or succeed in this class; you do need to maintain an open mind to the intellectual and critical possibilities of queerness.) This course is reading and writing intensive and requires that you actively participate in making our specific queer community a safe, interesting, engaged, and enjoyable class. We will generate about five pages of writing each week through in-class assignments, short response papers, and more formal essays. Together, we will develop and practice effective writing strategies that will help us discover what we think about a subject and how to organize our ideas clearly and persuasively. We will also work together as a community of writers to practice revision strategies that will help us all uncover new possibilities in our subjects and refine our writing for our readers. At times, we will use class as a writing workshop, sharing our writing in pairs or small groups to give and receive feedback. At other times, we will meet as a seminar, sharing our critical responses to various readings with the class as a whole. Throughout the semester, we will work hard to become a community of writers and thinkers who actively contribute our insights and beliefs to the larger group, engaging in thoughtful discussion of issues that we may not always agree upon. It is my hope that we will learn to challenge each other respectfully and learn much from each other in the process, as well as becoming exceptional writers with a unique perspective on the world.

Course Objectives

 Develop a keen understanding of queer theory and writing;  Identify and understand the key social and political issues facing queer writers and how they address them through their writing;  Hone skills in rhetorical analysis and acquire rhetorical sensitivity by learning to adapt your writing to the needs of your readers, to a specific context and situation, and for an identifiable purpose;  Craft compelling arguments about queer issues;  Present these arguments effectively and provocatively through various writing assignments;  Explore the connections between our work in the classroom and other queer contexts outside the academy;  Develop a queer service-learning project.

Required Texts

 The Trouble with Normal, Michael Warner (*)  Homocons, Richard Goldstein (*)  Essays on e-reserve: Go to http://ucblibraries.colorado.edu and click on “Find Course Reserve,” and then click on “Reserve Lists by Instructors.” Use “Bateman” to search for course material, and then find our course number. You must make a hard copy of each e-text to bring to class for discussion.

(*) Both these books are available at Word is Out Bookstore, which is located at 2015 10th Street Boulder. Course Requirements (Please note: Failure to complete any one of these assignments could result in an F in the course.)

 Attendance & Participation (active discussion & workshops) 10%  Short Assignments (short analysis, response, reflection) 10%  Essay #1—Queer definition essay (3-4 pages) 10%

 Essay #2—Coming out story (4-5 pages) 15%  Essay #3— Persuasive queer inquiry essay (10-12 pages) 25%  Service-Learning Project & Journal (10-15 pages) 30%

Service-Learning

This course is requires that you participate in a “service-learning” component, which is integral to the overall course objectives. To this end, I have devoted almost every Friday to some aspect of service-learning. In the first month, we will be visited by a number of community-based organizations and speakers who will help us become familiar with Boulder’s lgbtq communities and their histories. Then we will volunteer as a class at a few of these organizations. In the final third of the course you will work in small groups and develop your own queer service project. Throughout the semester you will be required to keep a service learning journal and submit it at the end of the term. More details for all these requirements will be provided throughout the course.

Attendance Policy and Participation

Regular and prompt attendance is extremely important for your success in this class. For every class you attend on time, you earn 10 points. At the beginning of every class, you need to sign in to receive this credit, and it is your responsibility to remember to do so. If you are extremely late (more than 10 minutes), you earn 7 points. At the end of the semester, these points will be used to calculate your final attendance grade. If you miss class for any reason, you cannot make these points up, nor can you turn in any short assignments due that day for credit, although I recommend completing them to prepare for the formal essays. If you are absent, it is your responsibility to find out what material was covered and what the next reading and writing assignments are. Do not rely on the syllabus as it may change. Please note: Missing more than six class sessions may result in failing the course or a severe penalty.

You are expected to read each day’s assignment prior to class, take time to reflect critically on it, and come to class prepared to discuss it. On writing workshop days, it is also very important that you come to class with completed drafts and are prepared to work closely with your classmates. Failure to attend and participate actively in workshops will result in a lowering of the final paper grade, as will turning in drafts late to the instructor. Late papers will not be accepted unless you have contacted me at least five days prior to its due date to work out an alternative arrangement. Automatic Drop Policy

Students who miss two classes during the add/drop period will be dropped automatically from the course.

Students with Disabilities

If you qualify for accommodations because of a disability, please submit a letter to me from Disability Services in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities. Contact: 303-492-8671, Willard 322, or www.Colorado.EDU/disabilityservices.

Religious Holidays

Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, you must notify me one week in advance of such obligations to excuse your absence. See policy details at http://www.colorado.edu/policies/fac_relig.html.

Classroom Behavior

Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat students with understanding, dignity and respect, to guide classroom discussion, and to set reasonable limits on the manner in which students express opinions. See policies at http://www.colorado.edu/policies/classbehavior.html and http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code.

Discrimination and Sexual Harassment

The University of Colorado at Boulder policies on Discrimination and Harassment, Sexual Harassment, and Amorous Relationships apply to all students, staff and faculty. Any student, staff or faculty member who believes s/he has been the subject of discrimination or harassment based upon race, color, national origin, sex, age, disability, religion, sexual orientation, or veteran status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Judicial Affairs at 303-492- 5550. Information: http://www.colorado.edu/odh.

Honor Code

All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council ([email protected]; 303-725-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Additional information on the Honor ode may be found at http://www.colorado.edu/policies/honor.html and http://www.colorado.edu/academics/honorcode/

Course Schedule

Please note that due dates for assignments are subject to change and that short assignments may be added. Reading and assignments are to be completed for the date listed.

M Aug. 22 Introduction to the course and to each other. W Aug. 24 Read D’Emilio, “After Stonewall” (e-reserve). F Aug. 26 Read Sedgwick, “Introduction: Axiomatic” (e-reserve).

M Aug. 29 Read Duggan, “Making It Perfectly Queer” (e-reserve) and Sedgwick, “What’s Queer?” (e-reserve). W Aug. 31 Read Warner, The Trouble with Normal, pp. 1-40. F Sept. 2 Read Warner, The Trouble with Normal, pp. 41-80; Guest Speaker: Boulder County AIDS Project.

M Sept. 5 No Class: Labor Day Holiday W Sept. 7 Writing Workshop: Bring 3 copies of Essay #1 to class. F Sept. 9 Guest Speaker: Boulder Pride

M Sept. 12 Coming Out Stories: Read Friedman, “Notes for a Coming Out Story,” Penelope, excerpts from The Original Coming Out Stories, Miller, “How to Grow Fruit,” and Stadler, “Homo Sex Story” (e-reserve). W Sept. 14 Finish Coming Out Stories; Read Piercy, “Personal Narrative Strategies” (e-reserve). R Sept. 15 DATE CHANGE: PFLAG Meeting: 7:00 – 9:00 p.m.; Location TBA F Sept. 16 No Class

M Sept. 19 Read Lusero, “Impossible Body” (e-reserve); Guest Speaker: Lisa Lusero; Essay #1 due. W Sept. 21 Writing Workshop: Bring 3 copies of Essay #2 to class. F Sept. 23 Guest Speakers: Speaking Out Panel

M Sept. 26 Read Warner, The Trouble with Normal, pp. 81-148. W Sept. 28 Read Sullivan, “Here Comes the Groom,” Link, “I am Not Queer,” Bawer, “The Folks Next Door,” and Wolfson, excerpts from Why Marriage Matters (all on e-reserve). F Sept. 30 Service Learning: Volunteer at BCAP M Oct. 3 Read excerpts from Gay Dads (e-reserve) and Dominus, “Growing Up with Mom and Mom” (e-reserve); Essay #2 due. W Oct. 5 Read Warner, The Trouble with Normal, pp. 149-193. F Oct. 7 Service Learning: Volunteer at Boulder Pride

M Oct. 10 Read Warner, The Trouble with Normal, pp. 194-end. W Oct. 12 Library Research Seminar; Research Proposal Worksheet due. F Oct. 14 No Class: Fall Break Holiday

M Oct. 17 Read Goldstein, Homocons, pp. 1-29. W Oct. 19 Writing Workshop: Bring 3 copies of research proposal to class. F Oct. 21 No Class: Service Learning Project Team Meeting.

M Oct. 24 Read Goldstein, Homocons, pp. 30-83. W Oct. 26 Read Goldstein, Homocons, pp. 84-113. F Oct. 28 Service Learning Project Team Meeting.

M Oct. 31 Read Vaid, excerpt from Virtual Equality (e-reserve). W Nov. 2 Read SLDN, “Conduct Unbecoming,” Formal Research Proposal due. F Nov. 4 Service Learning Project Team Meeting.

M Nov. 7 Read Belkin, “Don’t Ask, Don’t Tell” (e-reserve) and CSSMM Mission Statement (online). W Nov. 9 Read Belkin & Embser-Herbert, “A Modest Proposal” (e- reserve); Working Bibliography due. F Nov. 11 No Class: Service Learning Project Team Meeting.

M Nov. 14 Workshop: Bring 3 copies of Annotated Bibliography to class. W Nov. 16 View Soldier’s Girl. F Nov. 18 View Soldier’s Girl.

M Nov. 21 Finish viewing Soldier’s Girl. W Nov. 23 Writing Workshop: Bring 3 copies of Essay #3 to class. F Nov. 25 No Classes: Thanksgiving Holiday

M Nov. 28 No Class: Writing Conferences W Nov. 30 No Class: Writing Conferences F Dec. 2 No Class: Writing Conferences

M Dec. 5 Queer Service Project Presentations; Essay #3 due. W Dec. 7 Queer Service Project Presentations; Service Learning Journals due. Syllabus for the Course: Introduction to Lesbian, Gay, Bisexual, and Transgender Studies

LGBT 2000/ WMST 2030 Introduction to Lesbian, Gay, Bisexual, and Transgender Studies

HUMN 1B80, T/TH 12:30-1:45

Instructor Jill Williams Fall 2000 Ketchum 35 303-735-5085 Office Hours: Thursdays 2:00 – 3:00 or by appointment 5-5085 Email: [email protected]

Course Description:

This interdisciplinary course offers an introduction to lesbian, gay, bisexual, and transgender studies. It traces the emergence of LGBT Studies as an academic field and considers its development, data, models, methodologies, and histories. The course is broken up into five sections, each of which deals with a particular aspect of lesbian, gay, bisexual, and transgender (or queer) studies. The first section is a short introduction designed to help “set the stage” for the class. Since this class takes a decidedly feminist and social construction approach to studying LGBT issues, these approaches will be discussed in section one. In section two we examine the history of LGBT Studies and consider questions of curricular development. Next, we trace the conceptual distinctions that have been drawn between the categories “sex,” “gender,” and “sexuality.” In this section we examine how these categories operate in other cultures as well as our own. The fourth part of the course examines the history of sexuality and science; it considers the impact of Michel Foucault’s writings on the development of queer theory and queer identities. In this section we also look at the articulation of LGBT identities and analyze the uses and limitations of “coming out” and “the closet” as metaphors for queer existence. The final part of the course examines contemporary issues facing queer communities such as legal rights and media representation.

Course Requirements:

Attendance and Participation (20%). Attendance at all class periods is required and will be noted. Participation will be measured by the completion of in-class activities and short homework assignments. Absences and in-class activities cannot be made up for credit. Late homework assignments will not be accepted for credit. Commentaries (20%). Each student will write four one-page commentaries (typed and double-spaced) through the course of the semester. Due dates for these commentaries can be found on the reading list. Late commentaries will be penalized.

Midterm (20%) Take-home essay exam. Late exams will not be accepted.

Research Portfolio (20%) This assignment will require that you familiarize yourself with LGBT-related resources available in Norlin Library. You will choose a topic, create an annotated bibliography of resources on the topic, gather 5 documents from the bibliography and summarize these documents. A more detailed description will be provided in class. Late portfolios will be penalized.

Final Exam (20%) Your final exam will be on Saturday, December 15th in HUMN 1B80 at 7:30 – 10:00 am. Please bring a blue book to the final. Please check your schedule - if you have three or more finals scheduled for this day you must make arrangements prior to Oct. 8th to change the date of your final.

Disabilities Statement:

If you have specific physical, psychiatric or learning disabilities and require accommodations, please inform me during the first two weeks of the semester so that your learning needs may be appropriately met. You will need to provide documentation from the Disability Services Office in Willard 322 (303-492-8671).

Required Materials:

Martin Duberman, ed., A Queer World: The Center For Lesbian and Gay Studies Reader (NY: New York University Press, 1997). Available at Word is Out Bookstore, 1731 15th St., Boulder (303-449-1415). One copy of this book is on reserve at Norlin and available for 2-hour checkout.

All other readings are available at the Reserve Desk on the first floor of Norlin Library.

Course Reading Schedule

Prepare readings prior to class and be prepared to discuss readings in class. I suggest you take notes on each reading and bring both the reading and your notes to class. The following schedule is subject to change at my discretion.

Part One: Introduction - Why and how we study LGBT issues

August 28th : Presentation of syllabus and gathering of student information.

August 30th: Optional - LGBT Fall 2001 Welcome Luncheon 11:30 a.m. – 1:30 p.m. at the Koenig Alumni Center (corner of Broadway and University). Due to this luncheon, class will start at 1:00 on this day only.

September 4: Video: Frontline – The Assault on Gay America

September 6: Sandra Harding, “Subjectivity, Experience, and Knowledge: An Epistemology from/for Rainbow Coalition Politics” from Who Can Speak?, 120-136 (handed out in class).

Part Two: The History of Lesbian and Gay Studies

September 11: Cheryl Clarke et al., “Twenty-five Years after Stonewall,” Queer World, 262-279. Film: “Before Stonewall”

September 13: *John D’Emilio, “Remaking the University,” from Making Trouble 117-127, 155-175.

September 18: Martin Duberman, “Teaching our History,” The Advocate (Oct. 14, 1997) 99-100. Erik Meers, “Gay to a Degree,” The Advocate (Sept. 30, 1997) 39-41. Jill Dolan, “Out on Campus,” Academe (Sept. – Oct. 1998) 40-45. Robert J. Corber, “Scholarship and Sexuality” Academe (Sept. – Oct. 1998) 46-49. (all handed out in class) Film: “Out of the Past”

September 20: Janice Irvine, “One Generation Post-Stonewall: Political Contests over Lesbian and Gay School Reform,” Queer World, 572-588.

September 25: First Commentary Due Film: “It’s Elementary”

Part Three: Sex, Gender, and Sexuality

September 27: *Judith Shapiro, “Transsexualism: Reflections on the Persistence of Gender and the Mutability of Sex,” in Body Guards: The Cultural Politics of Gender Ambiguity, 248-279

October 2: Gilbert Herdt, “Third Sexes, Third Genders,” Queer World, 100-107. Additional reading TBA October 4: Fall Break – No Class – No Readings

October 9: Will Roscoe, “Gender Diversity in Native North America,” Queer World, 65-81.

October 11: Serena Nanda, “The Hijaras of India,” Queer World, 82-86. *Arvind Kumar, “Hijras: Fighting Gender Dichotomies,” in A Lotus of Another Color, 85-91.

October 16: *Glen Elder, “Of Moffies, Kaffirs and Perverts: Male Homosexuality and the Discourse of Moral Order in the Apartheid State,” in Mapping Desire, 56-65. Second Commentary Due

October 18: *Anne Fausto Sterling, “The Five Sexes: Why Male and Female are Not Enough,” The Sciences, May/Apr 1993, 20-25. Nan Alamilla Boyd, “Bodies in Motion: Lesbian and Transsexual Histories,” Queer World, 134-152. Midterm Handed Out

Part Four: Sexology, Queer Theory, and LGBT Identity

October 23: Jonathan Ned Katz, “’Homosexual’ and ‘Heterosexual,’” Queer World, 177-180. Midterm Due

October 25: *Siobhan Somerville, “Scientific Racism and the Invention of the Homosexual Body,” in Queer Studies, 241-261.

October 30: *Jeffrey Weeks, Sexuality and Its Discontents, (pages TBA).

November 1: *Jennifer Terry, “Lesbians Under the Medical Gaze: Scientists’ Search for Remarkable Differences,” Journal of Sex Research 27:3:317-339. *George W. Henry, “Homosexual Cases,” in Sex Variants(1948), 730-748, 776-787.

November 6: *Michel Foucault, “The Repressive Hypothesis,” The History of Sexuality: Volume One: An Introduction, 15-49. November 8: *Paula C. Rust, “Sexual Identity and Bisexual Identities: The Struggle for Self Description in a Changing Sexual Landscape,” in Queer Studies, 65-86.

November 13: Shane Phelan, “(Be)Coming Out: Lesbian Identity and Politics,” Signs,18:4:765-790. Third Commentary Due

Part Four: Contemporary Issues Reading schedule TBA based on guest speaker availability and class selection of contemporary issues.

Research Portfolio

This assignment is intended to help you familiarize yourself with LGBT-related resources available in Norlin Library as well as to encourage you to further study a LGBT-related topic of your choice.

I must approve your topic in order for you to receive full credit for the portfolio. Please email or turn in a written description (no more than one paragraph is necessary) of your topic by Thursday, November 29th.

Gather and provide photocopies of: 1) One historical document from the lesbian and gay periodicals collection on microfilm in the Media Library in Norlin 2) One document from a popular contemporary LGBT source (for example, lesbian and gay magazines, newspapers, or newsletters such as Out Front, Circles, Girlfriends, Out Magazine, or The Advocate) 3) One document from an academic LGBT source (for example, one of the many journals devoted to gay and lesbian studies in Norlin Library such as The Journal of Homosexuality, The Harvard Gay and Lesbian Review, The Journal of Gay, Lesbian, and Bisexual Identity, or The Journal of the History of Sexuality)

Optional: 4) One document from a “mainstream” (non-gay) newspaper, journal, or magazine 5) One document from another source. For instance, you might cite discussions on the internet; “alternative” publications such as fan magazines (‘zines); a video, etc.

Write: 6) An annotated bibliography of the above sources plus at least three books related to the topic. This may include edited books that have only one chapter or article related to your topic. Annotated bibliographies include the full citation and a short description (2-5 sentences) of the content. Please note in the case of your book, this does not require you to read the whole book, you should be able to get enough information about the book by browsing it, reading its introduction or finding a review of it at Amazon.com or other on-line bookstores. 7) A three to five page essay describing the topic and the information found. Be sure to discuss why your topic is pertinent to lesbian, gay, bisexual, and transgender studies. This essay should draw from (and appropriately cite) your source material. You may do this by choosing to give an overview of the topic and its relation to your source material, OR by synthesizing the information in your source material, OR by focusing on the main questions about the issue raised in your source material.

LGBT 2000 (3). Introduction to Lesbian, Gay, Bisexual, and Transgender Studies. Investigates the social and historical meanings of racial, gender, and sexual identities and their relationship to contemporary lesbian, bisexual, gay, and transgender communities. Same as WMST 2030. Approved for arts and sciences core curriculum: cultural and gender diversity.

LGBT 2707 (3). Introduction to Lesbian, Bisexual, and Gay Literature. Offers students at sophomore and junior levels an introduction to some of the forms, concerns, and genres of contemporary lesbian, bisexual, and gay writing in English. Prereq., sophomore standing. Same as ENGL 2707.

LGBT 3796 (3). Queer Theory. Surveys theoretical, critical, and historical writings in the context of lesbian, bisexual, and gay literature. Examines relationships among aesthetic, cultural, and political agendas, and literary and visual texts of the 20th century. Prereq., sophomore standing. Same as ENGL 3796.

LGBT 4287 (3). Studies in Lesbian, Gay, Bisexual, and Transgender Literature. Examines selected British, American, and French literary representations of lesbian and gay identity from the early 16th century to the present. Discusses the changing status of homosexuality as a literary and cultural topos, including how same-sex desire is defined, and the rhetorical and ideological difficulties involved in its representation. Specific topics vary each semester. May be repeated up to 9 total credit hours. Restricted to juniors and seniors. Same as ENGL/WMST 4287. Peace and Conflict Studies http://www.colorado.edu/peacestudies/

Offers a certificate in Peace and Conflict Studies.

From the Program’s Website:

The Certificate Program in Peace and Conflict Studies (PACS) is designed for students interested in the interdisciplinary field of peace and conflict studies. The certificate is granted by the Dean of the College of Arts and Sciences, but all students at the University of Colorado are eligible to participate. Course work includes consideration of conflict resolution, nonviolence, human rights, ethnonationalism, contemporary conflicts, ecological security, and imaging sustainable futures.

To enhance students' interdisciplinary education, students are asked to develop their own certificate programs, in consultation with PACS faculty. Students are required to complete 24 credit hours, consisting of two PACS courses, Introduction to Peace and Conflict Studies and Senior Seminar in Peace and Conflict Studies; 9 hours from relevant courses in their major; and 9 hours of approved courses outside their major.

Syllabus for the Course: Peace and Conflict Studies

Peace and Conflict Studies PACS 2500-001, Fall 2005 TTR 3:30-4:45 Room: MEUN E0046

Professor: Patricia Lawrence [email protected] Mail Box: Hale Sciences 350 Office Hours: Hale 447, Mon 12:30 – 3:30 or by appointment Phone: 303-543-0097 (home, if urgent)

This foundation course in the Peace and Conflict Studies Certificate Program is designed as an introduction to nonviolent methods and approaches to resolution of conflict. The course provides an intellectual exploration and historical understanding of prominent ideas advanced by nonviolence adherents working actively for social change. Course materials examine approaches to conflict prevention, mediation and resolution. The course readings will further focus on the expanding worldwide use of truth and reconciliation commissions in countries recovering from war, and the use of rituals and symbols in resolving complex, deep-rooted conflicts. Students will read and discuss theoretical perspectives that address causes of conflict, preemption of violence, and exercising power creatively. This class examines as well the dynamics of conflict and violence (interpersonal, local, regional, global) through readings about social and interpersonal conflict, about how wars have changed; transborder flows of resources in the new globalized wars; how international aid can support peace (or conflict); and the insightful, fine-grained diary of a surgeon who has worked in the war zones of fourteen countries. Your instructor will present her anthropological research on violence and peace processes in Asia’s longest running war. As a consultant and researcher, she is presently engaged in projects that assist the social reintegration of girl soldiers and survivors’ recovery from the Tsunami- devastated regions of Sri Lanka’s war zone, as well as consultancy work with early warning systems intended to stop escalation of violence. The class will be further enriched by guest speakers who bridge the activist academic divide and who will describe projects undertaken by cutting edge foundations, institutions, and grass roots organizations.

REQUIRED BOOKS:

1. Anderson, Mary. 1999. Do No Harm: How Aid Can Support Peace – or War. Boulder and London: Lynne Rienner Publishers. ISBN 1-55587-833-4

2. Strada, Gino. 2004. Green Parrots. Milan: Charta. ISBN 88-8158-420-4

3. Chernus, Ira. 2004. American Nonviolence: The History of an Idea. New York: Orbis Books. ISBN 1-57075-547-7

4. Schirch, Lisa. 2004. Ritual and Symbol in Peacebuilding. Bloomsield: Kumarian Press. ISBN 1-56549-194-7

5. Ury, William. 2000. The Third Side: How We Fight, How We Can Stop. London: Penguin Books. ISBN 0 14 02.9634 4

6. Hayner, Priscilla B. 2002. Unspeakable Truths: Facing the Challenge of Truth Commissions. New York and London: Routledge. ISBN 0-415-92477-4

RESERVE READINGS: Readings that are noted with (on e-reserve) are on electronic reserve with the CU Library system. To access them go to: http://libraries.colorado.edu/screens/coursereserves.html Then you can search for the course readings either using the instructor's name or the course number. Once in our course page you can choose the appropriate reading by title, click on it and you will be able to either view /read the articles on screen or print them out. Please do not wait until the last minute to access the e-reserves because it may be difficult to get on the site during prime hours and times of the semester. *Kaldor, Mary. 2001. New and Old Wars: Organized Violence in a Global Era, pp. 1- 12; 90-111.

*Lawrence, Patricia. 2000. “Violence, Suffering, Amman: The Work of Oracles in Sri Lanka’s Eastern War Zone” in Veena Das and Arthur Kleinman, eds, Violence and Subjectivity. Berkeley: University of California Press.

*Lawrence, Patricia. 2003. Excerpts from The Ocean of Stories: Children’s Imagination, Creativity, and Reconciliation in Eastern Sri Lanka. Colombo: International Centre for Ethnic Studies.

*Schell, Jonathan. 2003. Unconquerable World , pp. 104-142 (on satyagraha ) and pp. 216-231 (Hannah Arendt and “cooperative power”). New York: Holt.

*Rees, Stuart. 2003. Chapter 2 “Exercising Power Creatively” in Passion for Peace. UNSW Press

Invited guests and in-class films will supplement the literature and discussions. Keeping up with “profound and unrelenting” reading assignments, participating in discussions about the literature, and consistent attendance are important for this course.

If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities. (303- 492-8671, Willard 322, www.Colorado.EDU/disabilityservices)

CRITERIA FOR YOUR GRADE:

Attendance 10%

Reading Responses 20%

Mid-term Exam 30% Tuesday, Oct 18 in class

Final Exam 40% Tuesday, Dec 13, 7:30 – 10:00

To contribute in class you must have read the assigned material in advance. Assigned written responses to the readings will help you to keep current. Written reading response assignments will be one double-spaced, typed page in length, and must be turned in at the beginning of the class they are due. Only hard copies will be accepted. (Do not email your written response papers.) Attendance will be taken throughout the semester with the roster sheet. You will receive a study guide before the mid-term and final exams. You will be tested on all course content including lectures, readings, guest speakers, in class discussion, powerpoints, slides, and films. The exam study guides will help orient your review of your class notes. The mid-term exam and the final exam will consist of objective-type questions (T/F, multiple choice, matching), short-answer and fill-in-the blank questions. No blue book will be needed, but you will need a pencil.

Assigned readings for lectures during the week of: Week 1: Aug 23 & 25

(on e-reserve) Kaldor, Mary. 2001. New and Old Wars: Organized Violence in a Global Era, pp. 1-12; 90-111.

Gino Strada, Green Parrots

Week 2: Aug 30 & Sep 1

Gino Strada, Green Parrots Reading response paper due Thurs

Film: “Arming the Heavens” Guest: Bill Sulzman, Citizens for Peace in Space, Colorado Springs

Week 3: Sep 6 & 8

Anderson, Mary. 1999. Do No Harm: How Aid Can Support Peace – or War. Boulder and London: Lynne Rienner Publishers, pp. 1-66.

Week 4: Sep 13 & 15

Anderson, Mary. 1999. Do No Harm: How Aid Can Support Peace – or War. Boulder and London: Lynne Rienner Publishers, pp. 67 - 147.

Reading response paper due Thurs

Week 5: Sep 20 & 22

(on e-reserve) Lawrence, Patricia. 2000. “Violence, Suffering, Amman: The Work of Oracles in Sri Lanka’s Eastern War Zone” in Veena Das and Arthur Kleinman, eds, Violence and Subjectivity. Berkeley: University of California Press. (on e-reserve) Lawrence, Patricia. 2003. Excerpts from The Ocean of Stories: Children’s Imagination, Creativity, and Reconciliation in Eastern Sri Lanka. Colombo: International Centre for Ethnic Studies. Reading response paper due Thurs

Week 6: Sep 27 & 29

Ury, William. 2000. The Third Side: Why We Fight and How We Can Stop. New York: Penguin Books, pp. 59-139.

Week 7: Oct 4 & 6

Ury, William. 2000. The Third Side: Why We Fight and How We Can Stop. New York: Penguin Books, pp. 140-212.

Guest: Anne Tapp, Safehouse Progressive Alliance for Nonviolence (formerly Boulder County Safehouse) Mid-term study guide handout

Week 8: Oct 11 & Fall Break

No Thursday class – Fall Break; study for Mid-term Exam and continue with reading.

Week 9: Oct 18 & 20

Chernus, Ira. 2004. American Nonviolence: The History of an Idea. Mahatma Gandhi, pp. ix-xiv; 91-110. Film: A Force More Powerful series: Satyagraha

Mid-term Exam: Tuesday, Oct 18 in class.

Week 10: Oct 25 & 27 (on e-reserve) Schell, Jonathan. 2003. Unconquerable World , pp. 104-142 (on satyagraha) and pp. 216-231 (Hannah Arendt and “cooperative power”).

Film: A Force More Powerful Series: Civil Rights Movement

Week 11: Nov 1 & 3

Chernus, Ira. 2003. American Nonviolence: The History of an Idea. Martin Luther King, 161-181. Film: Standing on My Sister’s Shoulders

Week 12: Nov 8 & 10

Chernus, Ira. 2003. American Nonviolence: The History of an Idea. Thich Nhat Hanh pp. 192-212. Film: Thich Nhat Hanh (with American Veterans)

Week 13: Nov 15 & 17

Schirch, Lisa. 2004. Ritual and Symbol in Peacebuilding. (pp. to be announced) Guest: Jonathan Bartsch, International Mediator with CDR Associates

Week 14: Nov 22 & Thanksgiving

Hayner, Priscilla B. 2002. Unspeakable Truths: Facing the Challenge of Truth Commissions. New York and London: Routledge, pp 1-49. Film: South Africa’s Truth Commission (Bill Moyers)

Week 15: Nov 29 & Dec 1

Hayner, Priscilla B. 2002. Unspeakable Truths: Facing the Challenge of Truth Commissions. New York and London: Routledge. (Pages to be announced).

Film: South Africa’s Truth Commission Reading response paper due Tuesday

Week 16: Dec 6 & 8 (on e-reserve) Rees, Stuart. 2003. Chapter 2 “Exercising Power Creatively” in Passion for Peace. Sydney: UNSW Press.

Final Exam: Tuesday, December 13, 7:30 – 10:00

“Our university community aspires to the highest standards of integrity and does not accept dishonesty or respect. We are committed to the fundamentalist values of honesty trust fairness, respect, and responsibility. These values enable us to promote teaching and learning, academic excellence, the pursuit of truth, free and open inquiry and discourse, responsible citizenship, and compassion.

Each person at the university of Colorado at Boulder is responsible for upholding the honor code and helping to create an environment in which the integrity of the campus community is defined by mutual respect, self respect, and shared responsibility” (Richard Byyny, Chancellor, CU Boulder). On our honor code please see: http://www.colorado.edu/academics/honorcode/Faculty.html http://www.colorado.edu/peacestudies/PACS%202500%20Syllabus.doc

PACS 3800 (1-3). Topics in Peace and Conflict Studies. Content varies depending on instructor. May provide an overview of the field, cover scientific, philosophical, or historical approaches, or analyze a specific substantive topic.

PACS 4500 (3). Senior Seminar in Peace and Conflict Studies. Examines specific theoretical perspectives in peace and conflict studies and conducts in- depth research projects using a case-study approach. Emphasizes using critical thinking skills in writing and class discussion. Case study examples include: U.S. violence, peacemaking/keeping in ethnonationalist conflicts, environmental conflict resolution. Prereq., PACS 2500 or instructor consent. Approved for arts and sciences core curriculum: critical thinking.

List of all PACS Approved Courses American Studies (AMST) 2010 Themes in American Culture

Anthropology (ANTH) 3100 Africa: Peoples and Societies in Change 4150 Human Ecology: Biological Aspects 4180 Anthro. Perspectives/Contemp. Issues 4500 Cross-Cultural Aspects of Socioeconomic Development 4510 Applied Cultural Anthropology 4580 The Holocaust 4600 Human Ecology: Cultural Aspects 4760 Ethnography of Southeast Asia and Indonesia

Architecture and Planning (ENVD) ENVD 2001 Social Factors in Environmental Design ENVD 3001 Environment and Behavior ENVD 4031 Thinking Like a Mountain: A New Land Ethic

Biology (EBIO) 3020 Principles of Ecology 3180 Global Ecology 4180 Ecological Perspectives on Global Change

Business BCOR 3000 Business Law, Ethics, Public Policy BECN 4200 Business and Society FNCE 4000 Financial Institutions Management MGMT 3030 Critical Leadership Skills MGMT 4080 Environmental Operations MKTG 4650 Institutional Relationships and Strategy

Chemistry (CHEM) 1011 Environmental Chemistry 1 1031 Environmental Chemistry 2

Communication (COMM) 3310 Principles and Practices of Argumentation 4220 Functions of Communication 4300 Rhetoric and Civic Engagement 4510 Interpersonal Communication 4600 Organizational Communication

Economics (ECON) 3535 Natural Resource Economics** 3545 Environmental Economics 4784 Economic Development 4999 Political Economy of the Middle East

Engineering AREN 2010 Intro to Solar Utilization AREN 4010 Solar Design for Buildings AREN 4417 Building Reuse and Retrofit CHEN 1000 Creative Technology CHEN 4680 Environmental Process Engineering CVEN 3414 Intro. to Environmental Engineering CVEN 3602 Transportation Systems CVEN 4474 Hazardous/Industrial Waste Management GEEN 1510 Self-Management and Leadership HUEN 3100/3200 Herbst Seminars in the Humanities HUEN 4100/4200 Herbst Seminars in the Humanities HUEN 4600 Engineering Ethics

English (ENGL) 3237 Prison Writing and Literacy 4038 Critical Thinking in English Studies* 4200 Contemplation, Poetry & Self 4697 Contemporary African-American Literature

Environmental Studies (ENVS) 1000 Intro/Environmental Studies 3001 Campus & Biosphere 3003 Race/Class/Pollution Politics 3070 Energy & Environment 3520 Envir. Issues/Geosciences 4031 Thinking like a Mountain: A New Land Ethnic 4040 Conservation Biology 4800 Critical Thinking/Envir. Studies

Ethnic Studies ETHN 3000 Race, Class, and Gender ETHN 3003 Race/Class/Pollution Politics ETHN 3703 Culture, Racism, and Alienation in America

BLST 3101 Black Politics BLST 3125 Black Religious Life in America AIST 3400 Indian/Government Conflicts AIST 4565 North American Indian Acculturation AAST 3013 Asian/Pacific American Communities CHST 3023 Sociology of the Chicano and Mexican Americans CHST 3026 Women of Color:Chicanas in US Society CHST 4133 Latinos and the U.S. Political System CHST 4303 The Chicano and the U.S. Social System

Farrand Academic Program (FARR) 1561 Nonviolence for Everyday 1562 Gandhi's Satyagraha 2400 Privilege & Oppression in Contemporary Society

Film Studies (FILM) 2002 Recent International Cinema 2013 Film and the Quest for Truth 3013 Women and Film 3091 Postwar American Film / Culture/Politics

Geography (GEOG) 2412 Environment and Culture 3412 Conservation Practice and Resource Management 3422 Conservation Thought 3672 Gender and the Global Economy 3682 Geography of International Development 4430 Seminar: Conservation Trends 4501 Water Resources/Management of Western US 4622 City Life 4712 Political Geography 4742 Environments and Peoples 4812 Environment and Development in South America

Geology (GEOL) 2100 Environmental Geology 3040 Global Change 3520 Environmental Issues in Geosciences* 4080 Societal Problems and Earth Sciences

History (HIST) 2100 Revolution in History 2222 War & Society 2837 American Working Class History 3656 History of Women in Progressive Social Movements 4116 US Diplomatic History:1865-1939 4126 US Diplomatic History Since 1940 4146 Military History 4166 War in Vietnam and Its Legacy 4222 War and the European State, 1618-1793 4223 Revolutionary France 4328 The Modern Middle East 4422 World War I. The Brutalization of Europe 4433 Nazi Germany 4445 U.S. since 1968 4733 Russian Revolution and the Soviet Regime

Honors (HONR) 4055 Discourse Analysis and Cultural Criticism

Humanities (HUMN) 4835 Literature and Social Violence

International Affairs (IAFS) 1000 Global Issues and International Affairs International and National Voluntary Service Training (INVS) 1000 Responding to Social Problems* 3100 Multicultural Leadership 3302 Facilitating Peaceful Community Change 3912 The Practice of Facilitating Peaceful Community Change 4033 Implementing Social Change 4034 The Practice of Implementing Social Change 4500 The Post-Cold War World 4700 Global Perspectives and Political Philosophy 4732 Critical Thinking in Development 4734 The Practice of Critical Thinking in Development 4914 Democracy and Nonviolent Social Movements+# (same as SOCY 4115) 4915 The Practice of Democracy and Nonviolent Social Movements 4999 Teaching Social Justice

Journalism (JOUR) 2011 Media and Public Culture 4201 International Mass Communication 4301 Media Ethics and Professional Practice 4791 Mass Communication and Public Opinion

Math (MATH) MATH/QRMS 2380 Math for the Environment

Music (MUSC)

2772 World Musics 4012 African Music 4142 American Indian Music 4892 Latin American Music

Naval Science (NAVR) 3101 - Evolution of Warfare Peace and Conflict Studies (PACS)

2500 Introduction to Peace and Conflict Studies 3800 Topics in Peace and Conflict Studies 4500 Senior Seminar in Peace and Conflict Studies

Philosophy (PHIL) 1100 Ethics 2140 Environmental Justice 2200 Major Social Theories 3100 Ethical Theory 3140 Environmental Ethics 3160 Bioethics 3190 War and Morality 3200 Social and Political Philosophy 3260 Philosophy and the International Order

Physics (PHYS) 3070 Energy and the Environment 3070 Energy in a Technical Society

Political Science (PSCI)

2223 Introduction to International Relations 3062 Revolution and Political Violence 3071 Urban Politics 3123 War, Peace, and Strategic Defense 3143 Problems in International Relations 3163 American Foreign Policy 3191 National Security Organization and Policy Making 3193 International Behavior 3201 Environment and Public Policy 4012 Global Development 4028 International Human Rights Law 4092 Comparative Urban Politics 4122 The Military in Politics 4173 International Organization 4183 International Law 4241 Constitutional Law 4252 Politics of Ethnicity and Nationalism 4703 Alternative World Futures 4704 Politics and Language 4783 Global Issues President's Leadership Class PLRC 1810 Ethical Leadership PLRC 1820 Community Issues in Leadership

Psychology (PSYC) 1001 General Psychology 2406 Social Psychology of Ethnic Groups 2456 Social Psychology of Social Problems 2606 Social Psychology 4135 Judgment and Decision Making

Religious Studies (RLST) 2700 American Indian Religious Traditions 3100 Judaism 3300 Foundations of Buddhism 3600 Islam 4650 Islam in the Modern World 4800 Critical Studies in Religion

Sociology (SOCY) 1002 Global Human Ecology 1004 Deviance in US Society 1005 Social Conflict and Social Values 1015 US Race and Ethnic Relations 1016 Sex, Gender, and Society (Same as WMST 1016) 2011 Contemporary Social Issues and Human Values 2025 Nonviolence and the Ethics of Social Action 2077 Environment and Society 2505 Sociology of Peacemaking 3023 Sociology of the Chicano and Mexican Americans 3046 Topics in Sex and Gender 3141 Social Movements in the US 3151 Self in Modern Society 3314 Violence Against Women and Girls 4025 Conflict Management in Social Systems 4024 Juvenile Delinquency 4031 Social Psychology 4035 Social Stratification 4115 Democracy and Nonviolent Social Movements

Women Studies (WMST) 1016 Sex, Gender, and Society (Same as SOCY 1016) 2050 Women and Society 2400 History of Women and Social Activism 2500 History of US Feminist Movement 2600 Gender, Race and Class in Contemporary US Society 3314 Violence Against Women and Girls 3500 Global Gender Issues 3656 Women in Progressive Social Movements (same as HIST 3656) 3730 The Third World and the Politics of Development

Writing and Rhetoric (WRTG) 3030 Writing/Science and Society 3040 Writing/Business and Society

Program Director Stanley Deetz

Deetz’ website: http://comm.colorado.edu/deetz/

Syllabus for the Course: Power and Control in Organizations

Comm 6740:001 Power and Control in Organizations Office: 94 Hellems. Office Hours: Stan Deetz, Instructor M 12-2, W 9-11, Appointment Fall 2002 Phone: 2-1673 Email: deetz@spot [email protected]

Bourdieu, P. (1991). Language and symbolic power. Cambridge: Harvard University Press.

Burawoy, M. (1979). Manufacturing consent. Chicago: University of Chicago Press.

Deetz, S. (1992). Democracy in an age of corporate colonization: Developments in communication and the politics of everyday life. Albany: SUNY Press.

Edward, R. (1979). Contested terrain. New York: Basic Books.

Weedon, C. (1997). Feminist practice and poststructrualist theory. Cambridge: Blackwell.

EXPECTATIONS AND ASSIGNMENTS

The course assumes a working familiarity with contemporary communication theory and basic theories of organizational behavior, but no specific prior course work is required. Needless to say, all class members are expected to attend regularly, read assigned as well as other relevant materials, and actively participate in class. The course grade will be based on class discussions and the research paper for the course.

The research paper for the course should identify an interesting organization problem and show how a particular theory of organizational communication helps us conceptualize, research and respond to it. Other projects based on the class member’s ethnography or continuing research agenda are possible. The paper (5000-6000 words in length) is due the last day of class and should be in final form following the APA style sheet. I encourage everyone to turn in earlier drafts so that I may offer writing suggestions and be involved in the formative processes.

ROUGH SCHEDULE

Week 1: Situating Power and Control in the Context of Corporate Governance Read: Deetz (1992), Chapters 1, 2, 3, 4, 8

Week 2: Power and Leadership Read: Lukes; Mintzberg

Week 3: Power and Control In Organizations Read: Edwards

Week 4: Cultural and Normative Control Read: Alvesson; Barley & Kunda

Week 5: Theories of Consent Read: Tompkins & Cheney; Mumby; Burawoy

Week 6: Language and Power I: Ideology Read: Mumby (1987); Deetz & Mumby (1986).

Week 7: Language and Power II: Producing the Subject Read: Weedon; Hollway; Deetz (1992) Chapters 5, 9; Holmer-Nadeson

Week 8: Language and Power III: Capital and Language Use Read: Bourdieu

Week 9: Language and Power IV: Discursive Closure and Conflict Suppression Read: Deetz (1992) Chapter 6, 7; Martin; Clair

Week 10: Language and Power V: Discipline and Self-Control Read: Barker & Cheney; Foucault; Knights & Willmott; Townley; Deetz (1992) Chapter 10

Week 11: Power and Resistance Read: Treatheway; Deetz (1992) Chapter 11

Week 12: Initiating Democratic Micro-practices Read: Deetz, (1992) Chapter 12

No Class Thanksgiving week

Weeks 13-15: Class lead discussions

Additional Readings To be Distributed

Alvesson, M. (1993). Cultural-ideological modes of management control. In S. Deetz (ed.), Communication Yearbook 16, pp 3-42. Newbury Park, CA: Sage.

Barker, J. (1993). Tightening the iron cage--Concertive control in self-managing teams. Administrative Science Quarterly, 38, 408-37.

Barker, J. & Cheney, G. (1994) “The Concept and Practices of Discipline in Contemporary Organizational Life,” Communication Monographs, 61, 19-43

Barley, S. & Kunda, G. (1992). Design and devotion: Surges of rational and normative ideologies of control in managerial discourse. Administrative Science Quarterly, 37, 363-99.

Clair, R. (1993). The use of framing devices to sequester organizational narratives: Hegemony and harassment. Communication Monographs, 60, 113-136.

Deetz, S. (1998). (Re)constructing the modern organization: Discursive formations, strategized subordination and self-surveillance. In A. McKinley & K Starkey (eds.), Foucault, management and organizational theory. London: Sage.

Deetz, S. & Mumby, D. (1985). Metaphors, information, and power. In B. Ruben (ed.), Information and Behavior, Volume 1, (pp. 369-386). New Brunswick, NJ: Transaction Press.

Foucault, M. (1988). Technologies of the self. In L. Martin, H. Gutman, and P. Hutton (eds.), Technologies of the self, pp. 16-49. Amherst: University of Massachusetts Press

Hollway, W. (1984). Fitting work: Psychological assessment in organizations. In J. Henriques, W. Hallway, C. Urwin, C. Venn, and V. Walkerdine. (Eds.), Changing the subject, pp. 26-59. New York: Methuen.

Holmer-Nadesan, M. (1996). Constructing paper dolls: The discourse of personality testing in organizational practice. Communication Theory, 7: 189-218.

Knights, D. & Morgan, G. (1991). Corporate strategy, organizations, and subjectivity: A critique. Organization Studies, 12, 251-273.

Knights, D. and Willmott, H. (1989). Power and subjectivity at work: From degradation to subjugation in social relations. Sociology, 23: 535-58.

Martin, J. (1990). Deconstructing organizational taboos: The suppression of gender conflict in organizations. Organization Science, 11: 339-59.

Lukes, S. (1974). Power: A radical view. London: MacMillan

Mumby, D. (1987). The political function of narrative in organizations. Communication Monographs, 54: 113-27.

Mumby, D. (1998). Hegemony piece

Smircich, L. & Calas, M . (1996). In S. Clegg, C. Harding & W. Nord (eds.), Handbook of organizational studies, pp 375-408. London: Sage.

Tompkins, P. & Cheney, G. (1985). Communication and unobtrusive control in contemporary organizations. In R. McPhee and P. Tompkins (eds.), Organizational communication: Traditional themes and new directions. Thousand Oaks, CA: Sage.

Townley, B. (1993). Foucault, power/knowledge, and its relevance for human resource management. Academy of Management Review, 18, 518-545.

Treatheway, A. (1997). Resistance, identity, and empowerment: A postmodern feminist analysis of clients in a human service organization. Communication Monographs, 64: 281-301 http://comm.colorado.edu/deetz/power%20and%20control.htm

Political Science http://polsci.colorado.edu/ Syllabus for the Course: Liberal Democracy and the First Amendment

Political Science 4774 Prof. Mapel Liberal Democracy Contact Information: 492-6662 or and the First Amendment [email protected]

Website: http://sobek.colorado.edu/~mapel

Office Hours (subject to revision) My office is Ketchum 105A. Hours are 1:30-2:30, TWTR; otherwise, by appointment.

Course Description This course examines liberal democracy and the rights guaranteed by the First Amendment. Why are freedoms of speech, press, association and religion important in a liberal democracy? How should these freedoms be balanced against other values, such as national security and equality? Should various "low value" forms of speech, e.g., fighting words, profanity, obscenity, and hate speech, receive less protection than "high value" political, scientific and artistic speech?

Course Requirements (subject to revision)

Briefs: 20% of final grade.

In this course, class presentations of readings and especially briefs of cases are designed to develop critical thinking skills and must be done according to a specific format to be discussed in class. Students are expected to turn detailed, precise, logically organized briefs demonstrating insight into the central issues of the case. In writing a brief, you will find it highly valuable to read the commentary in Stone and to address the main questions raised by that commentary in your brief.

Each student will be assigned specific cases to brief for class. Students are required to distribute hard copies of their briefs to everyone (including the Instructor) at the beginning of class. Failure to do so results in zero credit for that brief, unless the student is absent and provides a documented excuse. Otherwise, there are no make-ups for late briefs. The number of written briefs and oral presentations will depend upon how many times we succeed in rotating through members of the class, but the aim is for students to brief at least four substantial cases and to lead class discussion at least twice. In addition to their assigned briefs, students are strongly urged to brief all major cases as a way of studying the material and being ready for exams. If you want help with your first brief, you must email a draft of it to me by 7:00 pm the day before it is due in class. I will return it to you with suggested revisions the same evening or latest by the middle of the following morning.

Participation: 20%. Based on active participation in class, evidence of careful reading before class, and regular attendance. Absence from class counts against the final grade without a documented excuse for reasons recognized by the University.

First exam: 30%

Second exam: 30%

Quizzes are a possibility if preparation for class lags.

There will be no extra credit assignments available in this class.

Disabilities If you qualify for accomodations because of a disability, please submit to me a letter from Disability Services in a timely manner so that you needs may be addressed. Disability Services determines accommodations based on documented disabilities. Contact: 303- 492-8671, Willard 322, and http://www.colorado.edu/disabilityservices

Religious Observance Campus policy regarding religious observances requires that faculty make every effort to reasonably and fairly deal with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. Students are required to let me know within the first two weeks of the course if they want an accommodation. For details of campus policy see http://www.colorado.edu/policies/fac_relig.html

Classroom Decorum Students and faculty each have responsibility for maintainng an appropriate learning environment. Students who fail to adhere to such behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat all students with understanding, dignity and respect, to guide classromm discussion, and to set reasonable limits on the manner in which they and their students express opinions Professional courtesy and sensitivity are especialy important with respect to individuals and topics dealing with differences of race, culture, religion, politics, secual orientation, gender variance and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. See policies at http://www.colorado.edu/policies/classbehavior.html and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code Honor Code All students are the University of Colorado, Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council ([email protected]; 303-725-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and http://www.colorado.edu/academics/honorcode

Sexual Harassment The University of Colorado at Boulder policy on Discrimination and Harassment (http://www.colorado.edu/policies/discrimination.html, the CU policy on Sexual Harassment, and the CU policy on Amorous Relationships applies to all students, faculty and staff. Any student, faculty or staff member who believes s/he has been the subject of discrimination or harassment based upon race, color, national origin, sex, age, disability, religion, sexual orientation, or veteran status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Offic e of Judicial Affairs at 303-492- 5550. Information about ODH and the campus resources available to assist individuals regarding discrimination or harassment can be obtained at http://www.colorado.edu/odh

Attendance and Class Registration If a student fails to answer roll during the first two classes of this course, he or she will be administratively dropped. If a student misses more than 50% of classes, he or she will fail the course.

Required Readings (subject to revision) Students are required to check required readings and reading schedule regularly for changes.

Books (available at UMC Bookstore and on the Hill)

The First Amendment, Stone, Seidman, Sunstein, Tushnet, eds. (Aspen Law and Business, 2003). Note that all page numbers below are given for the second edition of this book.

Articles (listed below on reading schedule and on the web. How to access articles on the web: go to http://sobek.colorado.edu/~mapel/PROTECTED Then go to folder "1st Amend" and then look for articles inside folder. Username and Password will be provided in class.

New York Times articles Remote Access Information

Most of the Chinook databases (for example, FirstSearch, Lexis-Nexis) are licensed solely for the use of current students, staff, and faculty of the University of Colorado at Boulder. These databases are available to anyone from on-campus locations. If you are trying to access these from a remote location, however, you must be authenticated as a CU-Boulder employee or student. More information

Reading Schedule

All articles are available in Stone or on the web. Required readings have the author's name in bold; suggested readings have the author's name in ordinary type. The assignments should be read by the day listed and in the order listed. You are required to bring the main text and other required readings to class.

Tues. 11 Introduction to the course

I.Philosophical Justifications of Freedom of Expression Weds. The Pursuit of Truth 12 John Stuart Mill, excerpt from On Liberty, Chapter 2 ("MillOnLiberty.pdf")

The Marketplace of Ideas

Bernard Williams, "The Marketplace of Ideas," ("Williams.pdf")

Watch first half of "Free Speech for Sale"

Suggested:

Frederick Schauer, excerpt from Free Speech: A Philosophical Inquiry, Chapter 2 ("SchaerFreeSpeechPhilInquiry.pdf")

H.J.McCloskey, "Liberty of Expression: Its Grounds and Limits," ("McClosky_Liberty.pdf") ("BERGER~1.pdf")

Thurs. Democratic Self-Rule 13 Alexander Meiklejohn, excerpt, "Political Freedom" ("Meiklejohn.pdf")

Personal Self-Expression

Martin H. Redish, excerpt, "The Value of Free Speech" (this article is sandwiched between two other, suggested readings by Baker and Richards which present variations of the self-realization rationale for freedom of expression. To find the reading by Redish, go to "BAKER~1.PDF" on the web and scroll through Baker's article to Redish. Richards' article follows.

Representative Democracy and Judicial Neutrality

Robert H. Bork, "Neutral Principles and Some First Amendment Problems" or ("Bork.Neutral.pdf") (The entire article is available on the web, but the required reading starts on page 20, subheading "Some First Amendment Problems," and goes to the end. Even if you are interested in reading the entire paper, I suggest you begin at p. 20, read to the end, and then return to the very beginning. Ignore any "start" and "stop" suggestions in the margin.)

Other Justifications

The First Amendment, ed. Stone, et. al, Philosophy of Free Expression, 9 -18

Suggested: Thomas Scanlon, "A Theory of Freedom of Expression" ("Scanlon_freedomof expression.pdf")

C. Edwin Baker, excerpt, "Scope of the First Amendment Freedom of Speech" ("BAKER~1.PDF")

David A.J. Richards, excerpt, "Free Speech and Obscenity Law: Toward a Moral Theory of the First Amendment" (RichardsFreeSpeechObscenity.pdf")

II. The First Amendment Each assignment has several parts. First, there are readings from "Stone." These readings present excerpts from major cases and provide commentary. These readings also include study questions, which you should read and try to answer, especially when you are briefing a case for class presentation. In addition, you should study in detail (and usually brief) the cases below identified by bullets. Assignments also include some required historical or philosophical essays on First Amendment topics. Finally, there are suggested readings for those interested in pursuing a particular topic at greater length.

For background on the basic operations of the Supreme Court, see Alepheus T. Mason, American Constitutional Law: Introductory Essays and Selected Cases, Chapter 2, p. 24-40 (Prentice Hall, 2002). Go to "Mason2.pdf"

A. Content-Based Restrictions: Dangerous Ideas and Information

Fri. 14 Historical Background: Early History, World War I and the "Red Scare"

Stone, 3-8, Note: The History of Free Expression

David Cole, Enemy Aliens, Chapter 8, "Alien Radicals and Radical Citizens: From Anarchism to Sedition ("Cole8.pdf")

David Cole , Chapter 9, "The Course of Least Resistance: J. Edgar Hoover's First Job and the Palmer Raids of 1919-20" ("Cole9.pdf")

Watch film: "The American Experience: Emma Goldman"

Mon. 17 Subversive Speech: The World War I Cases: "Clear and Present Danger"

Stone, 19-34

 Schaffer

 Masses

 Schenk

 Abrahms

Tues. 18 Subversive Speech: The "Red Scare Cases" Stone, 35-48

 Gitlow

 Whitney

Weds. McCarthyism and the Press 19 Cole, Chapter 10, "The Second Red Scare: Targeting Radical Citizens" ("Cole10.pdf") Stone, 48-56

 Dennis

Watch movie: "Good Night and Good Luck"

Thurs. McCarthyism, Guilt by Association and Compelled Disclosure 20  Dennis, in Stone, 48-56

Loyalty Oaths

 Adler and Elbrandt in Stone, 452-5

 On Loyalty Oaths

Investigative Committees

 NAACP v Alabama, in Stone 461-2

 Barenblatt v US and Gibson, in Stone, 468-73

Fri 21 Brandenburg Stone, 56-65

 Brandenburg

Stone, Perilous Times 521-6 ("Perilous.pdf") The Press, Secrecy and National Security Stone, Perilous Times, 500-521 (Note this is a DIFFERENT book by Stone Su ("Ellsworth.pdf") A darker, more legible version is also available at the Protected page. Click on The Pentagon Papers. Stone, 95-103

 New York Times v.United States; United States v. Washington Post (also listen to oral arguments)

Suggested: The Progressive Controversy, Stone 106-108

Mon. 24 Brandenburg, Churchill and Academic Freedom Also required : CU Chancellor's Preliminary Report (link) The War on Terror Stone, First Amendment, 108-111 Stone, Perilous Times, 528-58 ("TheSecretofLiberty.pdf") Suggested: Cole, "Patriots and Enemies: Redefining Patriotism" ("Cole4.pdf") Cole, "The Bill of Rights as Human Rights" ("Cole17.pdf") both in Protected file

Tues.25 Review for Exam Hans A. Linde, "Clear and Present Danger Reexamined: Dissonance in the Brandenburg Concerto" (BrandenburgConcerto.pdf) Or go to Protected and click on The Brandonberg Case.pdf Adam Liptak, "Sedition: It Still Rolls Off the Tongue"

Weds. Exam 26

B. Content-Based Restrictions: "Low" Value Speech

Thurs. 27 Fighting Words Stone, 72-91

 Terminiello

 Cantwell

 Feiner

 Chaplinksy

Stone, 89-92, "Skokie" Feinberg, "The Nazis in Skokie" 86-93 ("FeinbergNazisinSkokie.pdf") Preparatory remarks about R.A.V.

Fri. 28 Fighting Words and Hate Speech Stone, 255-274

 Beauharnais

 R.A.V. (listen to oral arguments)

"An Intense Attack by Justice Thomas on Cross-Burning," The New York Times, Thurs. Dec. 12, 2002 p. A1 and A27 (Also look under "Required Readings" at top of syllabus for more information about remote access to New York Times articles) "Excerpts from Opinion and Dissent in Supreme Court Case on Cross Burning," The New York Times, April 8, 2003 , p. A17

Mon. 31 False Statements of Fact Stone, 139-150

 New York Times v Sullivan

Harry Kalven Jr., "The New York Times Cases: A Note on `The Central Meaning' of the First Amendment" ("KALVEN~1.PDF") Stone, 161-3

 Hustler v. Falwell

Listen to oral argument Suggested: Stone, 150-60

 Curtis  Gertz v. Robert Welch  Dun and Bradstreet

Cass Sunstein, excerpt, "Free Speech Now" ("SunsteinFreeSpeechNow.pdf") Pierre Leval, "The No-Money, No-Fault Libel Suit: Keeping Sullivan in Its Proper Place" ("LEVAL~1.PDF") Stanley Ingber, "Rethinking Intangible Injuries: A Focus on Remedy" ("INGBER~1.PDF") Diane L. Zimmerman, "Requiem for a Heavyweight: A Farewell to Warren and Brandeis's Privacy Test" ("ZIMMER~1.PDF")

August Tues. 1 The Lewd, the Profane, and the Indecent Stone, 224-39

 Cohen

 Pacifica

Listen to Carlin monologue "The Decency Police," Time (March 26, 2006)--The Decency Police.pdf or Time link Suggested: Joel Feinberg, "Obscenity on the Public Media: F.C.C. v. Pacifica, 281-7 ("OBSCEN~1.PDF"). To find, scroll through to second half of article.

Weds. 2 Obscenity Feinberg, "Obscenity as Pornography", 127-164 ("OBSCEN~1.pdf") Watch film, "American Porn"

Thurs. 3 Obscenity Stone, 197-218,

 Miller

 Paris

Feminism and Pornography Stone, 274-280, "Note: Pornography and the Victimization of Women" McKinnon, Chapt. 3 from Only Words ("McKinnonEqualityandSpeech.pdf") Ronald Dworkin, " McKinnon's Words " ("DworkinMacKinnon'sWords.pdf") also as("MacKinnonsWords.pdf" Suggested: Feinberg, "Pornography and the Constitution" 165-187 ("JFPorn/Constitution.pdf")

C. Content-Neutral Restrictions

Fri. 4 General Principles and Symbolic Conduct: Draft Card Burning and Flag Burning Stone. 360-76

 United States v O'Brien (listen to oral arguments)

 Texas v Johnson

Suggested: Kent Greenawalt, Fighting Words, Chapt. 3, "Flag Burning" ("KGFlag.pdf")

Mon. 7 General Principles and Symbolic Conduct: Adult Entertainment and Nude Dancing Stone, 246-55

 Young

Stone, 376-381

 Barnes v Glenn Theater (listen to oral argument)

 Eire v PAP's AM

D. The Marketplace of Ideas, Revisited

Tues. 8 Regulating the Media Stone, 494-522

 Tornillo

 Red Lion

 Turner

Watch second half of "Free Speech for Sale"

Weds. 9 Money and Free Expression Stone, 383-412

 Buckley v Vallejo

 Belloti

Thurs. Exam 10

Fri. 11 Last Day of Class: Wrap Up

http://socsci.colorado.edu/~mapel/syllabi/PSCI4774.summer06new.htm

PSCI 2111 (3). Introduction to Urban Studies. Surveys different perspectives on urbanization and urban life from an interdisciplinary perspective, emphasizing the economic, spatial, and political dimensions of urban conditions and their planning and policy implications. Required for the certificate in urban studies.

PSCI 3123 (3). War, Peace, and Strategic Defense. Analyzes employment, or the threat of employing force, in securing American interests in the post-Cold War world. Gives special attention to utilities claimed for nuclear weapons, and alternatively, to weapons control and disarmament. Prereq., PSCI 2223. Students may not receive credit for both PSCI 3121 and 3123.

PSCI 3101 (3). Black Politics. Examines structure of political, social, and economic influence in urban areas. Focuses on the relationship of political processes to governmental, social, and economic institutions and contemporary policy processes in American cities. Prereq., PSCI 1101. Same as BLST 3101. Approved for arts and sciences core curriculum: cultural and gender diversity, or contemporary societies.

Sociology Department http://socsci.colorado.edu/SOC/

Professor: Martha Gimenez

Professor Gimenez’ personal website: http://www.colorado.edu/Sociology/gimenez/noframes.html

From Professor Gimenez’ departmental website:

Teaching Interests: social stratification, theory. Visit my Teaching Page where you will find numerous syllabi and other teaching resources.

Research Interests: theory, Marxist theory, stratification, cyberspace I am originally from Argentina where I studied Law and Sociology. I have been at The University of Colorado since 1973. I am very interestd in telecommunications and, in addition to bringing together a variety of sociological educational networks, I have created a moderated sociological community, PSN - Progressive Sociologist Network.

Current Research: Alienation and Domestic Work, Alienation and Intellectual Work, Exile, Teachnological Change and Changes in the Modes of Reproduction and Procreation.

Recent Publications::

Articles:

"Produktion, Reproduktion und Geschlechterverhaltnisse im Kapitalismus" Das Argument. Zeitschrift fur Philosophie und Sozialwissenschaften 243 (Jahrgang Heft 6, 2001): 799-810.

"Die Heraufkunft der kapitalistischen Fortpflanzungsweise-Umbruche der Reproduktion im 21. Jahrhundert." Das Argument. Zeitschrift fur Philosophie und Sozialwissenschaften 242 (Jahrgang Heft 4/5, 2001): 657-670.

"Le Capitalisme et L'oppression des Femmes: Pour un Retour a Marx." Actuel Marx, No. 30 (September, 2001).

"Marxism, and Class, Gender and Race: Rethinking the Trilogy." Race, Gender & Class Vol. 8, No. 2 (2001): 23-33. "Does Ecology Need Marx"? in Organization and Environment, 13 (3) (September 2000): 292-304.

"What's Material about Material Feminism? A Marxist Feminist Critique," in Radical Philosophy 101 (May/June 2000): 18-28.

"For Structure: A Critique of Ontological Individualism," in Alethia, 2 (2) (October 1999): 19-25.

Book Review Essay: "(Mis-)Reading/(Re-)Reading Marx." Book Review Essay of Andrew Gamble, David Marsh and Tony Tant, eds., Marxism and Social Science. Urbana/Chicago: University of Illinois Press, 1999, in Qualitative Sociology, Vol. 24, No. 1 (Spring, 2001): 145-149.

Book Review: Louis Kushnick and James Jennings, eds., A New Introduction to Poverty: The Role of Race, Power and Politics. New York: New York University Press, 1999 in Science & Society, Vol. 64, No. 4 (Winter 2000-01): 520-521.

Syllabus for the Course Topics in Sociological Theory: Class, Gender and Race

Sociology 5161 Topics in Sociological Theory: CLASS, GENDER & RACE Spring 2003

Professor: Martha E. Gimenez Office: Ketchum 205A Office Hours: Tuesdays 2:00 to 3:00 and by appointment Telephone: 492-7080 E-Mail address: [email protected] Home Page: http://csf.colorado.edu/martha VIRTUAL OFFICE HOURS: Students are encouraged to ask questions using email. Questions and answers will be posted. All students are REQUIRED to join the class electronic network. Additional or substitute reading assignments, important deadlines, reminders, information and general discussion will be posted daily: READ THE COURSE EMAIL EVERYDAY TO KEEP INFORMED.

Online syllabus, where you can find useful links to additional readings: http://csf.colorado.edu/gimenez/courses/rgc.html

COURSE DESCRIPTION

This seminar will focus on class, gender and race/ethnicity as historically specific, structured relations of oppression and exploitation, exploring some of the main theories which have been developed to account for their existence and interaction. Some of the questions to be addressed are: What are the main levels of analysis within which we can explore the interplay between these exploitative and oppressive relations? What are some of the ways through which globalization affects these relations and the theories about these relations? What are their theoretical, cultural, ideological and political implications? How do they illuminate or obscure our understanding of contemporary social issues? The course is intended to be critical, examining controversial issues from a variety of theoretical and political standpoints.

COURSE REQUIREMENTS:

1. Weekly Short Paper

Each week you are to turn in a short paper, two pages at most, in which you answer a question YOU generate on the basis of your understanding of the reading assignments.

RATIONALE: "Student-generated questions allow students to take charge of restructuring text for themselves. Framing questions involves active processing of text and interacting with text meaning. In addition, students who can ask their own questions can check their own comprehension rather than relying on teacher questions and feedback." (Source: http://www.mdk12.org/practices/good_instruction/projectbetter/thinkingskills/ts- 77-78.html)

Your paper should be double spaced, typed or legibly printed. Leave your weekly paper in my mail box every Monday afternoon or early Tuesday morning.

The purpose of this exercise is to test your ability to get to the essential points in a given reading assignment, and to learn how to start thinking theoretically. As you strive to understand an author's theoretical contribution, you will start developing your own grasp of a given theorist's style of thinking and view of the social world.

DUE DATES: WEEKLY PAPERS: January 27; February 3, 10, 17 and 24; March 3, 10 and 17; April 7 and 14.

FOLDER WITH ALL THE PAPERS: April 16.

2. Class Presentations and Participation. Each time we meet, two or three students will be expected to give a brief presentation (a maximum of ten minutes each) about the issue or issues they found most challenging in the assigned readings. Presentiations should be designed to provide us NOT with a summary of what you have read but rather with the key theoretical or methodological contributions or key policy implications you hae learned. 3. A Short Essay

The purpose of this essay (no more than 10 pages in length, excluding footnotes and references) is to engage with a particular theoretical perspective, attempting to make it your own in order to learn how to use it as a tool to understand a given aspect of the social world. You should consult with the teacher before starting work on the paper. The paper should be done professionally, typed or prepared in a word processor (if using the latter, make sure it is legibly printed), double spaced, with a title page, and a separate page with a 150 word abstract of the paper. The pages must be numbered and have one inch top and bottom, left and right margins. Footnotes and References should be prepared according to the American Sociological Review format.

4. Final Essays

A final essay whose length and topic you are REQUIRED to consult with me no later than February 26. This essay is due on Monday, May 5. It should reflect your learning in this course, consisting of a presentation of those elements in the theoretical analysis of class, race, or gender, or the connections between class, race or gender which you found most useful from the standpoint of your research interests and general intellectual concerns. You can choose to write an abstract theoretical paper or a paper where you identify those theoretical insights, issues, and questions most pertinent for the research problems that concern you. The essay should be typed, double spaced or legibly printed and should be at most, 20 pages in length, excluding footnotes and bibliography. Cite works and provide your references in accordance with the ASR reference format.

GRADING POLICY

I use blind grading. Students will identify their papers with an ID of their choice and will reveal their name, by email, after the papers have been graded and returned. Each weekly essay WILL NOT receive an individual grade. I will write comments stating, for example, that you what you wrote needs rethinking, or lacks organization, or that it was well argued; I ask questions, suggest additional readings, ask you to rewrite, etc. When papers are insightful, well written, I write only one word: excellent! When papers are weak in content and organization, they require extensive feedback. I often mark them with an S (=satisfactory), an S+ (well done!) or an S- (you could do better). What matters, when I examine these papers together, is not only whether they deserved S, excellent, or any other overall assessment, but the nature of the comments I wrote and the way you may or may not had used them to improve your work. I end up re-reading all of them again to attain a basis for the grade, especially if I originally wrote few comments. What I look for in these papers is your thinking, your ability to engage with the readings and take a concept or a theoretical insight and push it in a direction that matters to you, either because it is related to your work, or because it simply delights you and forces you to think in new and interesting ways.

Two weeks before the semester is over, you will return all the essays and I will grade them as a whole, looking over comments and marks and assessing your progress.

High grades (A, A+) are not an entitlement: they have to be earned.

Grading will be allocated as follows:

Weekly questions, class presentations and participation: 30 percent.

Short essay: 25 percent. This essay is due March 12.

Final Essay: 45 percent. This essay is due on Monday, May 5, by 5 pm.

These are firm deadlines. Late papers will be returned without comments.

IMPORTANT: Please read this syllabus carefully; if you find the course requirements. grading policy or anything else unclear, let me know.

If you have any questions about your performance in the class, about your work or any other course related issue, don't hesitate to make an appointment; that's what office hours are for. Keep in mind that a low grade or a critical comment does not reflect an asssessment of you, as person; it is an assessment of the work. To teach means to educate. The word education has the Latin root duc that means to lead forth. The role of the teacher is to point the way, to create the conditions for learning and to let students know when their work needs to be improved. I would be failing as a teacher if I were to overlook problems in your work, either in its form or its content. To rely on secondary sources or simply paraphrase the text is not an adequate way to fulfill this course's requirements.

USEFUL INFORMATION:

If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services (DS) early in the semester so that your needs may be addressed. DS determines accommodations based on documented disabilities (303-492-8671, Willard 322, www.colorado.edu/sacs/disabilityservices)

A class missed to observe a religious holiday will not be counted as an absence. If you have to miss an exam because of a religious holiday, please notify me two weeks in advance, so that we identify an alterative date for fulfilling that course requirement.

"As a result of extensive discussions with and recommendations from faculty and students, a new classroom behavior policy and associated new procedures have been adopted. Students should read the information provided in http://www.colorado.edu/studentaffairs/judicialaffairs/code.html"

"Plagiarism (Portrayal of another's work or ideas as one's own), Cheating (Using unauthorized notes or study aids, allowing another party to do one's work/exam and turning in that work/exam as one's own; submitting the same or similar papers in more than one course without permission from the course instructors)" and other forms of academic dishonesty will not be tolerated. Please see additional information about academic dishonesty in http://www.colorado.edu/academics/honorcode/Code1.html and learn about the new Student Honor Code System in http://www.colorado.edu/academics/honorcode/Home.html

CELL PHONES AND PAGERS MUST BE TURNED OFF BEFORE ENTERING THE CLASSROOM

REQUIRED READINGS

Les Back and John Solomos, Theories of Race and Racism. A Reader. Routledge, 2000. (RR)

Johanna Brenner, Women and the Politics of Class. Monthly Review, 2001. (WP)

Bell Hooks, Where We Stand: Class Matters. Routledge, 2000.

Stevi Jackson and Sue Scott, eds., Gender. A Sociological Reader. Routledge, 2002. (GR)

Leslie McCall, Complex Inequality: Gender, Race & Class in the New Economy. Routledge, 2001.

Andrew Milner, Class. Sage, 2000. Beverly Skeggs. Formations of Class & Gender. Becoming Respectable. Sage, 1997.

REQUIRED READINGS ON RESERVE AT NORLIN LIBRARY

Patricia Hill Collins, "Toward a New Vision: Race, Class & Gender as Categories of Analysis and Connection." Race. Gender & Class, Vol. 1, No. 1 (1993): 25-45. Berch Berberoglu, "Class, Race & Gender: The Triangle of Oppression." Race, Class & Gender. Vol. 2, No. 1 (1994): 69-78. Rose M. Brewer, "Theorizing Race, Class and Gender: The New Scholarship of Black Feminist Intellectuals and Black Women's Labor." Race, Gender & Class, Vol. 6, No. 2 (1999): 29-47. Martha E. Gimenez, "Marxism, and Class, Gender and Race: Rethinking the Trilogy." Race, Gender & Class Vol. 8, No. 2 (2001): 23-33. Martha E. Gimenez, "The Feminization of Poverty: Myth or Reality"? Social Justice,Vol. 17, No. 3 (Fall 1990): 43-69. Terry R. Kandal, "Gender, Race & Ethnicity: Let's Not Forget Class." Race, Class & Gender. Vol 2, No.2 (1995): 139-162. K. Marx and F. Engels, Manifesto of the Communist Party: Section on Bourgeois and Proletarians Max Weber, Class, Status, Party Kingsley Davis and W. Moore, Some Principles of Stratification Melvin Tumin, Some Principles of Stratification: A Critical Analysis.

ONLINE BIBLIOGRAPHIES:

The Intersection of Race, Gender, and Class

Alphabetical Listing of all Entries on the Intersection of Race, Gender, and Class

SCHEDULED READINGS

Weeks I - II

Andrew Milner, CLASS Marx, Weber, Davis & Moore and Tumin on Class (on reserve at Norlin)

Week III

RR - Introduction - Part I: Origins and Transformations Part II: Sociology, race, and social theory

Week IV

RR - Part III - Racism and Anti-semitism Part IV - Colonialism, Race and the Other Week V

WP - Part I: Toward a Historical Sociology of Gender Part II - ch. 4: The Feminizatiion of Poverty, Comparable Worth and Feminist Political discourse. M. E. Gimenez, "The Feminization of Poverty: Myth or Reality"?

Week VI

GR - Part I: Gender and Knowledge Part V: Becoming Gendered

Week VII

GR - Part II: Class, Gender and the Labor Market Part III - Paid and Unpaid Work

Week VII

RR - Part V: Feminism, Difference and Identity

Week VIII

WP - Part III: New Politics of the Family Part IV: Class Politics and Feminist Strategy

Week IX

SHORT ESSAY DUE MARCH 12 Skeggs, Formations of Class & Gender

Week X

RR - Part VI: Changing Boundaries and Spaces

Week XI

SPRING BREAK

Week XII

Articles by Berberoglu, Brewer, Collins, Gimenez, and Kandal. WP - Conclusiion.

Week XIII bell hooks, Where We Stand: Class Matters

Weeks XIV, XIV, XVIY

REVIEW

May 1 - LAST DAY OF CLASSES

FINAL ESSAY DUE MAY 5 - 4 PM.

http://www.colorado.edu/Sociology/gimenez/courses/rgc.html

Syllabus for the Course: Social Stratification

Sociology 4035 Fall 2002 SOCIAL STRATIFICATION Professor: Martha E. Gimenez Office: Ketchum 205A EMAIL: [email protected] Telephone: 492-7080 OFFICE HOURS: T 10 to 12 and by appointment. Additional or substitute reading assignments, important deadlines, VIRTUAL OFFICE HOURS: All students reminders, information and general are encouraged to ask discussion will be posted daily. questions using email. Questions and READ YOUR EMAIL answers will be posted so that everyone EVERYDAY TO KEEP benefits. All students are REQUIRED to INFORMED. join the class electronic network. HOME PAGE

ONLINE RESOURCES:

SOCIAL STRATIFICATION HOME PAGE

http://csf.colorado.edu/gimenez/courses/strat.html

Explore the course home page and adjacent pages, including the page currently in construction. In these pages, yu will find previous syllabi, exams, study questions, and useful links to data and sources of information that supplement, in important ways, the required readings. Throughout the semester, I will be adding new links, including those you find and send me through email. Students who make good contributions to the course page, updating or submitting new links accompanied by comments (at most two screens in length) indicating their relevance to the course, will be awarded extra credit.

COURSE DESCRIPTION: The study of class, class power, race/ethnic, sex, and age stratification. Theories of social inequality will be examined to assess their relevance for understanding the intensification of social inequality in the United States and elsewhere, taking into account globalization and the global dimensions of social stratification. Social stratification is not just a sociological concept; it is the reality that shapes everyone's life and the paramount characteristic of today's world. Understanding the sources and effects of inequality and the manifold ways it impinges on people's lives, on our lives, is one of the main objectives of this course.

General Course Objectives:

At the end of the semester, students should be able to

1. understand the key elements of the main classical and contemporary theories of social stratification 2. describe the historical conditions that generate and reproduce current patterns of social, economic and political inequality. 3. define social class and social stratification and describe some of the complex relationship between these different kinds of inequality. 4. to define gender, racial/ethnic, age and other systems of inequality and discuss their interconnections in modern societies. 5. describe the main characteristics of social stratification in the United States, placing it in a comparative context. 6. describe the effects of social stratification upon the life chances of people in different class and socio-economic locations. 7. contrast and compare the main theories of social stratification, identifying their strengths and weaknesses, and ability to illuminate the realities of social stratification in the United States. 8. develop an understanding of the global stratification system and the connections between the place of nation states within that system, and national stratification systems.

This is a lecture and discussion course. Students will be expected to attend classes regularly, read all assignments and come prepared to participate in class discussions and structured debates. Class participation will be assessed by the quality of the comments made. Guidelines to prepare for class participation:

I. Students should read the assigned materials, take notes, and ask and find answers to questions such as, for example: what are the author's main arguments? What new concepts does the author introduce? What am I learning from this author, or chapter, or article? How do these readings relate to my learning in previous courses and to what I know and experience as a member of this society? How am I reacting to these readings? Do they support or challenge my values, beliefs, knowledge? what do I find confusing, difficult to understand, wonderful, abhorrent, etc. in these readings? Bring your notes and answers to class everyday. Be prepared!

Class attendance and participation can improve your grade

II. Every student IS REQUIRED to complete this response sheet and email it by 1 pm every Monday, starting on Monday, September 2nd. This assignment is GRADED

READING RESPONSE SHEET

Name: Date: Words for review: Issues I found confusing: Issues I found interesting: Issues I'd like to discuss in class:

Lectures will be brief and focused on theoretical analysis and integration, establishing the connections between the theories, research findings and other information examined in the course, thus setting the background for students' participation. Lectures will be related to but WILL NOT necessarily cover every aspect of the assigned readings; they are designed to supplement, NOT to replicate the readings.

Grades will be based on the following:

1. Response sheets (20 percent) 2. Mid-term exam composed of short essay questions. Date: October 17 (25 percent of the grade) 3. Personal essay: 25 percent of the grade. First draft (at most two pages long) due September 12; revised assignment due: November 7. (Instructions to be given the first day of classes)

4. Group Project: 25 percent of the grade. Group Projects due November 12 (Instructions will be given the first day of class) IMPORTANT: Students must choose between assignments 3 and 4 before or on Tuesday, September 10. 5. Take home final exam composed of essay questions. Date due: DECEMBER 17 (30 percent of the grade)

Improve the quality of your writing with these WRITING TIPS

Improve your learning skills following these very useful General Tips

IMPORTANT: If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services (DS) early in the semester so that your needs may be addressed. DS determines accommodations based on documented disabilities (303-492-8671, Willard 322, www.colorado.edu/sacs/disabilityservices)

REQUIRED READINGS:

Books:

Barbara Ehrenreich, 2001. NICKEL AND DIMED. On (Not) Getting By in America. New York: A Metropolitan/Owl Book.

Robert Perrucci and Earl Wysong. 2003. THE NEW CLASS SOCIETY. Goodbye American Dream? 2nd Edition. New York: Rowman & Littlefield.

Michael Zweig. 2001. THE WORKING CLASS MAJORITY. America's Best Kept Secret. Ithaca, N.Y./London: ILR Press. REQUIRED READINGS ON RESERVE AT NORLIN LIBRARY

Charles E. Hurst, SOCIAL INEQUALITY. Forms, Causes, and Consequences. Fourth Edition. Allyn & Bacon, 2001.

K. Marx and F. Engels, Manifesto of the Communist Party: Section on Bourgeois and Proletarians

Max Weber, Class, Status, Party

Kingsley Davis and W. Moore, Some Principles of Stratification

Melvin Tumin, Some Principles of Stratification: A Critical Analysis.

IMPORTANT: You will find the readings by Marx and Engels, Weber, and Davis and Moore in these books:

Thomas M. Shapiro, ed., GREAT DIVIDES. Readings in Social Inequality in the United States

Rhonda Levine, ed., SOCIAL CLASS AND STRATIFICATION; Classical statements ad theoretical Debates

You will find Tumin's article ONLY in R. Levine's book

OPTIONAL READINGS

Denny Braun, THE RICH GET RICHER. The Rise of Income Inequality in the United States and the World. Nelson-Hall Publishers, 1991.

Dalton Conley, BEING BLACK, LIVING IN THE RED. race, Wealth, and Social Policy in America. University of California Press, 1999.

Barbara Ehrenreich, FEAR OF FALLING. The Inner Life of the Middle Classes. Harper Perennial, 1990.

Lynda Ann Ewen, SOCIAL STRATIFICATION AND POWER IN AMERICA. The view from Below. General Hall, 1998.

Louis Kushnik and James Jennings, eds., A NEW INTRODUCTION TO POVERTY. The Role of Race, Power, and Politics. New York University Press, 1999.

Andrew Milner, CLASS. Core Cultural Concepts. Sage, 1999.

Katherine Newman, DECLINING FORTUNES. The Withering of the American Dream. Basic Books, 1993.* Kevin Phillips, THE POLITICS OF RICH AND POOR. Wealth and the American Electorate in the Reagan Aftermath. Random House, 1990.

Paula Rothenberg, ed., RACE, CLASS & GENDER IN THE UNITED STATES. An Integrated Study. St Martin's Press, 1992.

Maurice Zeitlin, THE LARGE CORPORATIONS AND CONTEMPORARY CLASSES. Rutgers University Press, 1989.

SCHEDULED READINGS

Important: From the very beginning of the semester read all the assignments, particularly Marx and Engels, Weber, Davis and Moore, and Tumin; write down concepts which you do not understand, ideas and conclusions that you find unclear as well as the main issues and questions you think these and other sociologists contribute to the study of stratification. Keep those notes with you and bring up these questions and the authors' contributions every time you think they are relevant to the topics we are examining in class.

Weeks 1 - 2

Perrucci and Wysong, ch. 1 Class in America Perrucci and Wysong ch. 2 Separate Realities: The Dream and the Iceberg Zweig, Ch. 1 The Class Structure of the United States Optional: Hurst, Ch. 1 - An Introduction to the Study of Social Inequality. Hurst, Ch. 2 - Economic Inequality Hurst, Ch. 3 - Status Inequality

Weeks 3 -4

Zweig, Ch. 2 What We Think about When We Think about Class Zweig, Ch. 3 Why is Class Important? Zweig, Ch. 4 Looking at "The Underclass"

Weeks 4 - 5

Zweig, Ch. 5 Looking a Values - Family and Otherwise Zweig, Ch. 6 The Working Class and Power Zweig, Ch. 7 Power and Globalization

Weeks 5 - 6

Perrucci and Wysong, Ch. 3 The Global Economy and the Privileged Class Perrucci and Wysong, Ch. 4 The Invisible Class Empire Hurst, Ch. 7 - Political Inequality (ON RESERVE) Zweig, Ch. 8 Power and the Government Zweig, Ch. 9 Into the Millenium

Week 6 - 7

Hurst, Ch. 4 - Sex and Gender Inequality Hurst, Ch. 6 - Racial and Ethnic Inequality REVIEW

October 10-11 FALL BREAK

Week 7 - 8

Karl Marx and F. Engels, Bourgeois and Proletarians Max Weber, Class, Status, Party Optional: Hurst, Ch. 9 Classical Explanations of Inequality

Weeks 9 - 10

Hurst, Ch. 10 - Modern Explanations of Inequality Davis and Moore, Some Principles of Stratification Tumin, Some Principles of Stratification: A Critique

Hurst, Ch. 8 - U.S. Inequality in Comparative Perspective

Weeks 10-11

Hurst, Ch. 11 - The Impact of Social Inequality on Personal Life Chances Ehrenreich, NICKEL AND DIMED

Weeks 11 - 13

Hurst, Ch. 13 - Trends in Mobility and Status Attainment: Openness in U. S. Society Perrucci and Wysong, Ch. 5 The Information Industry Perrucci and Wysong, Ch. 6 Educating for Privilege: Dreaming, Streaming and Creaming Perrucci and Wysong, Ch. 7 The Pacification of Everyday Life

Weeks 13 - 14

Hurst, Ch. 8 - U.S. Inequality in Comparative Perspective Hurst, Ch. 14 - Justice and Legitimacy: Assessments of the Structure of Inequality

November 28-29 Break Weeks 15 - 16

Perrucci and Wysong, Ch. 8 Class in the Twenty-first Century: Consolidation and Resistence REVIEW

December 12 - LAST DAY OF CLASSES

December : TAKE HOME FINAL EXAM DUE Credits: Figure on Wealth from the article by Isaac Shapiro and Robert Breenstein, "The Widening Income Gulf Writing Tips from Professor Mary Klage's English 2010 Page http://www.colorado.edu/Sociology/gimenez/courses/403503.html

Syllabus for the Course: Critical Thinking in Sociology

CRITICAL THINKING IN SOCIOLOGY

Syllabus 2003

Instructor: Martha E. Gimenez Office: Ketchum 205A Telephone: 492-7080 Office Hours: EMAIL: [email protected] Home Page: http://csf.colorado.edu/martha/ Office Hours: T 2 to 3; Th 1 to 2 and by appointment. Virtual Office Hours: Every day, any time

VIRTUAL OFFICE HOURS: Students are encouraged to ask questions using email. Questions and answers will be posted. All students are REQUIRED to join the class electronic network. Additional or substitute reading assignments, important deadlines, reminders, information and general discussion will be posted daily: READ THE COURSE EMAIL EVERYDAY TO KEEP INFORMED COURSE DESCRIPTION: This course focuses on critical thinking about important issues in American politics, about those aspects of globalization captured under the term: McDonaldization, and about controversial topics we will select from magazines, newspapers and online resources. In addition to written work, the course entails a great deal of classroom discussion and student participation.

COURSE REQUIREMENTS: Students should attend all classes, participate as much as possible in class discussions and structured debates and complete all written assgnments. Class participation will be assessed by ability to use critical thinking skills, and by the quality of the comments made and their contribution to enhancing everyone's learning experience. Written work will be assessed in terms of students' ability to do the following:

1. To identify main theses, arguments, their stated and unstated assumptions, and causal relationships. 2. To evaluate the evidence provided to support conclusions. 3. To identify authors' values and theoretical commitments. 4. To summarize and criticize an author's line of reasoning. 5. To defend a claim or a standpoint with cogent and well supported arguments.

Guidelines to prepare for class participation:

I. Students should read the assigned materials, take notes, and ask and find answers to questions such as, for example: what are the author's main arguments? What are the main premises and conclusions? What new concepts does the author introduce? What evidence does the author provide to support his/her claims? Is that evidence credible? What am I learning from this author, or chapter, or article? How do these readings relate to my learning in previous courses and to what I know and experience as a member of this society? How am I reacting to these readings? Do they support or challenge my values, beliefs, knowledge? what do I find confusing, difficult to understand, wonderful, abhorrent, etc. in these readings? Bring your notes and answers to class everyday. Be prepared!

Class attendance and participation can improve your grade II. Every student IS REQUIRED to complete this response sheet and email it by 1 pm every Monday, starting on Monday, January 20. This assignment is GRADED

READING RESPONSE SHEET Name: Date: Title of the reading: Words for review: Main claims: Main premises: Assessment of the evidence: Your view: agreement? Disagreement? Why? Briefly state your supporting or opposing claim or claims.

Grading will be based on the following:

1. Class participation, weekly responses, class presentations: 30 percent

2. Short essay: the critical analysis of an article: 30 percent ESSAY DUE: MARCH 5

3. You have two options:

1. To write final essay: a position paper presenting opposing viewpoints about a given issue, assessing their strengths and weaknesses, and concluding with your reasoned arguments in support of one of those viewpoints. 40 percent.

2. To write an essay based on a term project (see guidelines handed out in the first class). Like the final essay, it should demonstrate your learning of critical thinking skills.throughout the semester. 40 percent.

You need to choose your topic for these essays by February 14th. You must make an appointment to discuss your topic as early as possible.

BOTH ESSAYS ARE DUE ON TUESDAY MAY 6 AT 10:30 am

IMPORTANT: If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services (DS) early in the semester so that your needs may be addressed. DS determines accommodations based on documented disabilities (303-492-8671, Willard 322, www.colorado.edu/sacs/disabilityservices)

REQUIRED READINGS:

Michael Moore, Stupid While Men ... and other Sorry Excuses for the State of the Nation. Regan Books, 2001. George Ritzer, McDonaldization: The Reader. Sage, 2002. Thomas Szasz, Our Right to Drugs. The Case for a Free Market. Syracuse University Press. 1992. There will be additional readings, chosen by students and the instructor, from recent publications and the Web.

SCHEDULED READINGS

Weeks 1 and 2.

Moore, Ch. 1: A Very American Coup and Ch. 2, Dear George

Weeks 2 and 3

Moore, Ch. 3, Dow Wow Wow and Ch. 4, Kill Whitey

Weeks 3 and 4

Moore, Ch. 5, Idiot Nation; Ch. 6, Nice Planet, Nobody Home

Weeks 5 and 6

Moore, Ch. 8, We're Number One!; Ch. 9, One Big Happy Prison

Szasz, Ch. 6 - Blacks and Drugs: Crack as Genocide

Szasz, Introduction; Ch. 1 - Drugs as Property: The Right We Rejected; Ch. 2 - The American Ambivalence: Liberty vs. Utopia.

Week 6

Szasz, Introduction; Ch. 1 - Drugs as Property: The Right We Rejected; Ch. 2 - The American Ambivalence: Liberty vs. Utopia; Ch. 3 - The Fear We Favor: Drugs as Scapegoats Week 7

Szasz, Ch. 4 - Drug Education: the Cult of Disinformation and Ch. 5 - The Debate on Drugs: The Lie of Legalization

Week 8

March 5 - Short Essay Due

Ritzer, Part I: McDonaldization: Basics, Studies, Applications and Extensions. An Introduction to Mcdonaldization Derek Jensen, Interview with George Ritzer Joel I. Nelson, On Mass Distribution: A Case Study of Chain Stores in the Restaurant Industry Holley and Wright, Jr., A Sociology of Rib Joints

Weeks 9 and 10

Alan Bryman, Theme Parks and McDonaldization Alan Bryman, The Disneyization of Society Part II: The McDonaldization of Social Structures and Institutiions Robinson, The McDonaldzation of America's Police, Courts and Corrections Hausbeck and Brent, McDonaldization of the Sex Industries? The Business of Sex Denis, McDonaldization of the Family

Week 11

SPRING BREAK

Weeks 12 and 13

Hayes and Wynyard, Whimperign into the Good Night; Resisting McUniversity Ritzer, McJobs: McDonaldization and its relationship to the labor process Drane, The Church and the Iron Cage Turner, McCitizens; Risk, Coolnes and Irony in Contemporary Politics Ritzer: Cathedrals of Consumption Ritzer, Credit Cards, Fast-Food Restaurants and Rationalization

Week 14

Miele and Murdoch, Slow Food Barber, Jihad vs. McWorld Ritzer, September 11, 2001: Mass Murder and it Roots in the Symbolism of American Consumer Culture Waters, McDonaldization and the Global Culture Weeks 15 and 16

Szasz, ch. 9 - Between Dread and Desire: The Burden of Choice Ritzer, Some Thoughts on the Future of Globalization

Lessons from our readings and analysis.

Throughout the semester we will suplement the readings with online or other (e.g., newspaper and magazine articles and editorials) presenting alternative views to those put forth in your texts.

May 1: LAST DAY OF CLASSES

Final essays due May 6 at 10:30 AM http://www.colorado.edu/Sociology/gimenez/courses/446103.html

Syllabus for the Course: Topics in Sex and Gender

Sociology 3046 TOPICS IN SEX AND GENDER Fall 1998

Professor: Martha E. Gimenez Office: Ketchum 205A Office Hours: T-Th 3:30 - 4:30 and by appointment e-mail: [email protected] Virtual Office Hours: everyday - any time

SEX AND GENDER HOME PAGE

Course Description

In this course we will explore the social construction of gender, the relationship between biological sex and gender, and the relationship between gender and other forms of inequality. In addition to theories of gender inequality we will examine important debates in the field of gender studies.

Course Requirements

This is a lecture and discussion course. students are expected to attend classes regularly, read all the assignments and come prepared to participate in class discussions and structured debates. Class participation will be assessed by the quality of the comments made. Comments that enhance the learning experience of the whole class will be rewarded.

Comments hat lower the quality of the learning experience (e.g., complaints, request for information you can obtain through other channels, comments that show lack of preparation, etc.) will lower your grade.

Lectures will be brief and focused on theoretical issues and conceptual clarification. Lectures will be related to but will not necessarily cover every aspect of the assigned readings; they are designed to supplement, NOT to replicate the readings.

1. Short Essay (10 double spaced pages or less): there are 18 debates in WOMEN, MEN, AND GENDER. You will be assigned one to examine in depth and write an essay organized as follows: a) outline the main arguments on each side; 2) choose one side and present a carefully constructed argument supporting your choice. (30 percent of the grade). This essay is due october 22. 2. Contribution to the course home page: Search the internet and identify at least 5 relevant websites where students of sex and gender could find useful information. Write a clear, well organized statement justifying your selection. In other words, at the end of the semester, you will have contributed to construct a very important resource for this course: an annotated set of links to relevant websites. (20 percent of the grade) 3. Take Home Final Exam. This exam will be composed of essay questions based on the topics discussed during the semester. You will be given a list of study questions in advance and the exam will based on some of those questions. (50 percent of the grade)

Required Readings

Maxine Baca Zinn, "Chicano Men and Masculinity," pp. 25-34 in

MEN'S LIVES.

Sandra Lee Bartky, "Foucault, Femininity, and the Modernization of

Patriarchal Power," pp. 25-45 in WOMEN'S BODIES.

Harry Brod, "Of Mice and Supermen: Images of Jewish Masculinity," pp. 45-54 in MEN'S LIVES.

Myra Dinnerstein and Rose Weitz, "Jane Fonda, Barbara Bush, and

Other Aging Bodies: Femininity and the Limits of Resistance," pp. 189-204 in WOMEN'S BODIES. Allan G. Johnson, THE GENDER KNOT. Unraveling Our Patriarchal

Legacy. Temple University Press, 1997.

Michael Kaufman, "The Construction of Masculinity and the Triad of

Men's Violence," pp. 4-17 in MEN'S LIVES.

Michael S. Kimmel and Michael A. Messner, eds., MEN'S LIVES. Allyn and Bacon, 1998 (4th edition), selected chapters.*

Yen Le Espiritu, "All Men are not Created Equal: Asian Men in U.S.

History," pp. 35-44 in MEN'S LIVES.

Martin P. Levine, "The Life and Death of Gay Clones," pp. 55-67 in

MEN'S LIVES.

Judith Lorber, GENDER INEQUALITY. Feminist Theories and Politics.

Roxbury Publishing Co., 1998.

Judith Lorber, "Believing in Seeing: Biology as Ideology," pp. 12-

24 in WOMEN'S BODIES.

Manning Marable, "The Black Male: Searching Beyond Stereotypes," pp. 18-24, in MEN'S LIVES.

Katha Pollitt, "'Fetal Rights': A New Assault on Feminism," pp.

278-287, in WOMEN'S BODIES.

Dorothy E. Roberts, "The Future of Reproductive Choice for Poor

Women and Women of Color," pp. 270-277 in WOMEN'S BODIES.

Edward H. Thompson, Jr., "Older Men as Invisible in Contemporary

Society," pp. 68-80. in MEN'S LIVES.

Mary Roth Walsh, ed., WOMEN, MEN, AND GENDER. Ongoing Debates. Yale University Press, 1997.

Rose Weitz, ed., THE POLITICS OF WOMEN'S BODIES. Sexuality,

Appearance, and Behavior. Oxford University Press, 1998, selected chapters.*

Margo Wilson and Martin Daly, "Till Death Us Do Part," pp. 207-220 in WOMEN'S BODIES.

*On reserve at Norlin Library

SUGGESTED BACKGROUND READINGS

Eagleton, Terry. The Illusions of Postmodernism. Cambridge, MA: Blackwell Publishers, 1996.

Rosenau, Pauline Marie, Postmodernism and the Social Sciences. Insights, Inroads, and Intrusions. Princeton, NJ: Princeton University Press, 1992.

Ferguson, Kathy E. The Man Question. Visions of Subjectivity in Feminist Theory. Berkeley: University of California Press, 1993.

Hennessy, Rosemary. Materialist Feminism and the Politics of Discourse. New York: Routledge, 1993.

Kuhn, Annette and AnnMarie Wolpe, eds., Feminism and Materialism. Women and Modes of Production. London, UK: Routledge and Kegan Paul, 1978.

Moi, Toril and Janice Radway, eds., Materialist Feminism. Special Issue of The South Atlantic Quarterly. Vol. 93, No. 4, 1994.

Weedon, Chris. Feminist Practice and Poststructuralist Theory. New York: Basil Blackwell, 1987.

ADDITIONAL SUGGESTED READINGS

Barrett, Michele. Women's Oppression Today. London: Verso, 1988 (revised edition).

Chafetz, Janet Saltzman, Feminist Sociology. An Overview of Contemporary Theories. Itasca, Ill.: F. E. Peacock Publishers, 1988. Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness and the Politics of Empowerment. Boston: Unwin Hyman, 1990.

Hamilton, Roberta and Michele Barrett, eds. The Politics of Diversity. London: Verso, 1987.

Hess, Beth R. and Myra Marx Ferree. Analyzing Gender. A Handbook of Social Science Research. Newbury Park, CA.: Sage, 1987.

Jaggar, Alison. Feminist Politics and Human Nature. Totowa,NJ: Rowman & Allanheld, 1983.

Keohane, Nannerl O., Michelle Z. Rosaldo, and Barbara C. Gelpi, eds. Feminist Theory. A Critique of Ideology. Brighton, GB: The Harvester Press Limited, 1982.

Landry, Donna and Gerald MacLean. Materialist Feminisms. Cambridge, MA.: Blackwell Publishers, 1993.

Mohanty, Chandra Talpade, Ann Russo and Lourdes Torres (eds.). Third World Women and the Politics of Feminism. Bloomington and Indianapolis: Indiana University Press, 1992.

Phillips, Anne. Divided Loyalties. Dilemmas of Sex and Class. London: Virago Press, 1987.

Ramanazoglu, Caroline. Feminism and the Contradictions of Oppression. New York: Routledge, 1990.

Riley, Denise. Am I that Name? Feminism and the Category of "Women" in History. Minneapolis: University of Minnesota Press, 1988.

Tong, Rosemarie. Feminist Thought: A Comprehensive Introduction. Boulder & San Francisco: Westview press, 1989.

Smith, Dorothy. The Everyday World as Problematic: A Feminist Sociology. University of Toronto Press, 1987.

Vogel, Lise. Woman Questions. Esays for a Materialist Feminism. New York: Routledge, 1995.

Wallace, Ruth A. Feminism and Sociological Theory. Newbury Park, CA.: Sage, 1989.

Journals

Feminist Studies Feminist Review Frontiers. A Journal of Women's Studies Gender & Society Genders International Journal of Women's Studies New Left Review Rethinking Marxism Signs

VIRTUAL SOURCES

Feminist Electronic Lists and Archives

FEMECON-L For feminist economists. Send subscription requests to [email protected]

FEMINISM-DIGEST This is a collation of articles that appear on usenet's soc.feminism. It is not a mailing list in its own right, although subscribers are told how to send their articles via email to the newsgroup. To subscribe send email to [email protected]

FEMISA Femisa is conceived as a list where those who work on or think about feminism, gender, women, and international relations, world politics, international political economy, or global politics, can communicate. To subscribe: send email to [email protected] and in the message write sub femisa firstname lastname

MATFEM Matfem is a discussion list centered on Materialist Feminism. To subscribe send email to [email protected] and in the message write sub matfem firstname lastname

M-FEM Marxist Feminism M-FEM is a discussion list centered around the elaboration of the theoretical and political relevance of Marxism to understand the basis for the oppression of women and the conditions for women's liberation. To subscribe, send email to [email protected]

THE VIRTUAL SEMINAR

An electronic discussion list can be created to facilitate our collective learning through the frequent exchange of ideas about theoretical issues, puzzles, etc. that might emerge in the course of the semester. Participation in "the virtual seminar" counts for your final grade. http://www.colorado.edu/Sociology/gimenez/courses/fem.html Syllabus for the Course: Sex and Gender in Society

Sex and Gender in Society SOCY 1016 MWF 2:00-2:50

Instructor: Jadi Morrow Email: [email protected] Office Hours: Before class, by appt. Office: Ketchum 8 Phone Number: ______

Phone Numbers of Fellow Students: 1. 2. 3.

Required Materials The Politics of Women’s Bodies Edited by Rose Weitz SECOND EDITION ONLY!! The Sociology of Gender Amy S. Wharton Myths of Gender Anne Fausto-Sterling Readings from the Online Reserve at Norlin. Accessible through www.colorado.edu (then go to the Chinook homepage and click on Reserve Readings and type in either my last name, Morrow or the course number SOCY 1016). Please buy an extra ink cartridge just for this class!

Please bring the readings to class with you.

Grading:

20 In-class Quizzes, Worksheets, Participation points or attendances. 200 Points Myths of Gender Book Review Project 50 Points Comparing Magazines Project 50 Points Race Issues Project 50 Points Pick a Reading Project 50 Points Media/Zine Project 100 Points Total 500 Points

As you can see, the most important part of this class is the in-class work we do. It is more important than your exams!! To get an excellent grade in this class you must do the reading, come to class prepared, and be willing to discuss the material. When I grade in-class work I am looking for well thought out discussions about the readings that synthesize the other themes of the class.

About Missing Class: You do not have to email me or call me and let me know what happened to you. You are accountable for all information given in class regardless of your attendance. Make sure you can call someone from class when you are absent to get assignments, notes, etc… Do NOT ask me to email you worksheets, etc… There are three absences (15 points) built into the point system so that you can miss classes if you need to.

I reserve the right to modify the syllabus at any time. I reserve the right to change projects, readings, requirements and/or exams at any time.

Teaching Philosophy: I will try to use as many different teaching techniques as possible to guarantee that every learning style is engaged. This means that some days I will lecture; and other days may include projects such as group work, in class writing, discussion, and films. I may occasionally use the Socratic method and call on you in front of the class to discuss an article or topic. I see learning as a cooperative experience where I may learn as much from you as you will learn from me, or you may learn more from your peers than you do from me. I do not believe in the banking philosophy of teaching where I have all of the answers and I am employed to give them to you and test you at the end of class to make sure that you have acquired the correct tools.

Course Description: The main objective of this course is to introduce you to the Sociological study of Sex and Gender in the United States. We will begin this course by examining how Sociologists think about sex and gender differently from other disciplines. Indeed, I will put Sociology in conversation with the other disciplines.

Many sociologists agree that gender is mainly constructed during socialization as a child through the various socializing institutions (family, school, religion, the media). We will examine these socializing agents. Then we will look at how the meanings that we give to gender (and sex) in this country have different effects for men and women. We will end the course by looking forward individually, examining possibilities for social change, and gazing at the frontiers of academic knowledge on the subject.

A foundation of Sociology is what C. Wright Mills coined the “sociological imagination.” I expect that every one of my students leave my classroom with improved critical thinking skills and the ability to see the world through a sociological lens.

Readings: OLR=Online Reserve Weitz is the editor of the book, the authors for the readings are different. January 18 Introductions, Syllabus January 20 Introduction to the topic, Definitions January 23 Definitions West and Zimmerman, “Doing Gender” (OLR) Anne Fausto-Sterling “The Five Sexes” (OLR) January 25 Lecture The Sociology of Gender Introduction Chapter Two January 27 Lecture The Sociology of Gender Chapter Three January 30 Lecture The Sociology of Gender Chapter Five February 1 Discussion: Hunter/Gatherer De Beauvoir “The Second Sex” Slocum “Women the Gatherer” (OLR) February 3 Discussion: Testosterone Saplosky-“The Trouble With Testosterone” (OLR) February 6 Discuss Myths of Gender by Anne-Fausto Sterling Project Due: Myths of Gender-book review worksheet February 8 Watch the Video: Tough Guise February 10 Watch the Video: Tough Guise Kimmel, “The Gender of Violence” (OLR) February 13 Discussion: Sports Weitz- “The Muscle Moll” Weitz- “The Glass Ceiling on Women’s Muscular Strength” February 15 Watch the Video: Game Over February 17 Watch the Video: Game Over February 20 Project Due: Comparing Magazines February 22 Discussion: Media Weitz- “Selling Hot Pussy” February 24 Media Pick a Reading Project February 27 Watch the Video: Still Killing Us Softly March 1 Finish Video, Discussion March 3 Masculinity Guest Speaker (Attendance Required) March 6 Watch the Video: “Bell Hooks: Cultural Criticism and Transformation” March 8 Watch the Video: “Bell Hooks: Cultural Criticism and Transformation” Reading: TBA March 10 Discussion: Poverty Fakuda-Parr, Sakiko “What does the Feminization of Poverty Mean?” (OLR) March 13 Discussion: Poverty Sklar- “Blaming Women for Illegitimate Economics” (OLR) March 15 Discussion: Education Sadker and Sadker, etc “Gender Equity in the Classroom” (OLR) March 17 Discussion: Education and Pick your Group for the Zine Project (Attendance Required) Weitz- “On Becoming a Gendered Body” March 20 Discussion: Work The Sociology of Gender: Chapters 4 and 6 March 22 Watch the Video: Poverty Outlaw March 24 Watch the Video: Poverty Outlaw March 27-31 Spring Break April 3 Discussion: Language Lorde “The Master’s Tools.” (OLR) Steinem “Women and Men Talking” (OLR) April 5 Discussion: Language Cohn-“Clean Bombs” (OLR) April 7 Watch the Video: Chore Wars April 10 Discussion: Sexuality Rich “Compulsory Heterosexuality” (OLR) Weitz “Till Death Do Us Part” April 12 Sexuality Guest Speakers (Attendance Required) April 14 Discussion: Race and Gender Patricia Hill Collins “Learning from the Outsider Within” (OLR) Bell Hooks “Racism and Feminism” (OLR) April 17 Discussion: Race and Gender on Campus Project Due: Race issues on campus April 19 View the film: My Feminism April 21 View the film: My Feminism and Work on Group Project April 24 Discussion: Nationalism and Masculinity Nagel, Joane “Masculinity and Nationalism: Gender and Sexuality in the Making

Of Nations” April 26 Discussion: Global Gender Issues View the Film: Rape as a war crime April 28 Jadi’s Birthday J and Global Gender Issues and Solutions Beneke “Men on Rape” (OLR) Montagna “Men Only Spaces” (OLR) Read- “A Degendered Society” By Michael Kimmel (OLR) May 1 Feminism and Solutions continued May 3 Zine Project Presentations (Attendance Required) May 5 Zine Project Presentations (Attendance Required) May 6 Final ? http://socsci.colorado.edu/SOC/Undergrad/Syllabi/1016_Morrow_Spr06.htm

Another Syllabus for the Course: Sex and Gender and Society

SOCY/WMST 1016: SEX, GENDER AND SOCIETY Spring 2006

Class: MWF 11:00-11:50, HUMN 135

Instructor: Ali Hatch Email: [email protected] (best way to contact me) Office: Ketchum 8 Office Hours: Mondays from 12:00-1:00. I’m also available after class on Wednesdays and Fridays most of the time. If this does not work for you, I’ll be happy to schedule another time.

Required Texts: 1. Kramer, Laura. 2005. The Sociology of Gender: A Brief Introduction, Second Edition. Los Angeles: Roxbury Publishing Company. 2. Spade, Joan Z. and Catherine G. Valentine (eds). 2004. The Kaleidoscope of Gender. Belmont, CA: Wadsworth/Thompson Learning. 3. E-Reserve articles accessible through Norlin online at http://libraries.colorado.edu. Articles can be retrieved under the “reserve lists” link. Optional Text: (see extra credit opportunity) 4. Bornstein, Kate. 1994. Gender Outlaw: On Men, Women and the Rest of Us. New York: Vintage Books.

The texts are available for purchase from the CU Bookstore. There is one copy of the Kramer text on reserve in Norlin.

Course Description & Organization: This is an introductory level course on the Sociology of Gender. It is meant to provide an overview of the many ways in which gender plays a vital role in our lives. With that being said, each subheading listed below could easily be a semester long class in and of itself. This class is taught from the perspective that gender and gender roles are learned behaviors (not biological) that are socially-constructed by culture (not innate) and contextually specific and malleable (not universal or fixed). If nothing else, it is my greatest wish that you walk away from this class knowing that gender plays a very important part in the structure of society.

This class will primarily utilize a discussion format. A good deal of the learning will take place through critical analysis and discussion of the course readings. It is important that people come to class both prepared and willing to engage with the material. Some of the topics in this course can be controversial. Feel free to disagree with each other and with your instructor, just be sure your disagreements are handled in a respectful manner.

Please note that the University of Colorado officially states that, "an undergraduate student should expect to spend approximately 3 hours per week outside of class for each credit hour earned." This translates into 9 hours of work a week for a 3 credit class.

Expectations and Required Classroom Decorum: § You will be assigned reading almost every day. It is imperative that you do not get behind in your reading and I’ll expect that you come to each class having read the material assigned for that day. § If you are absent, please do not approach me for missed notes. I recommend that you ask another student to provide you with any missed relevant information. If you miss a film, I recommend you visit Norlin’s Media Library – as long as the film is not checked out, you may watch it there. § If you qualify for accommodations because of a disability please submit a letter from Disability Services by the end of the second week of class. Disability Services determines accommodations based on documented disabilities. Contact them either by phone at 303-492-8671 or on the Web at www.colorado.edu/sacs/disabilityservices § Cheating of any kind will not be tolerated and will result in University sanctions. Please note that plagiarism (presenting the ideas or words of another as one’s own) is considered cheating. While you are encouraged to study with your peers, you must turn in your own work at all times. § Please feel comfortable approaching me if you have questions or concerns about any aspect of the course. I am happy to discuss questions you may have in class, after class, during my office hours, or via email. § It is important that everyone feels comfortable taking part in class discussions. Please remember to respect your peers and your instructor, even (especially!) if you disagree with them. No one should feel as though they are being personally attacked over something they express in class, no hurtful comments or insults, no interrupting, etc. Part of respecting your fellow peers is learning how to accept different viewpoints and life choices without making judgments about them or their behavior. Additionally, if you feel as though you will be unduly uncomfortable with specific course material (including videos or guest speakers), please let me know beforehand so we can make alternative arrangements.

Grades: Your final grade is calculated out of a total of 1000 points. How the grade breaks down is discussed below. You may choose to do one extra credit project, the details of which are discussed below.

Participation/Attendance: 70 points As this course primarily utilizes a discussion format, it is important that everyone participates in class discussions. Thus I will be grading everyone on their contribution to a productive learning environment. This means active involvement in the course and no disruptive behavior (i.e., side conversations). Everyone starts the class with thirty-five points; I will take points away throughout the semester if you engage in disruptive behavior, if you fail to come to class on a regular basis, or if you fail to contribute to class discussions. I will add to your original thirty-five points if you attend class regularly and thoughtfully contribute to class discussions. Though I will not be taking roll, please keep in mind that I will get to know and recognize you, and that I will be able to remember your general trends in attendance and participation. I will take all of this into account when assigning this portion of your grade. Listserv: 10 points You are required to subscribe to and be responsible for all information disseminated by means of the course email list. This list is used by the instructor to provide information that is applicable to the course (i.e., weekly journal topics), and can be used by the class as a means of group discussion. In order to receive credit, please subscribe to the list by January 25th. Subscription directions are as follows:

Address an e-mail to [email protected] with the subject line blank. In the message body write the following: (do not include the <>’s) subscribe [email protected] So, for example, I would write the following in the message body in order to subscribe to the list: subscribe [email protected] Alison Hatch

Be sure to check to see if you received confirmation that you enrolled successfully.

Journal Entries: 420 points As opposed to a more formal paper, the writing for this class will be in the form of journal entries. At the beginning of each week I will assign a topic or a question for you to address in your journal. The topic I assign is designed to coincide with the information that we are discussing at that time, thus you should do the assigned reading for that week before composing your journal entry. Your weekly writing needs to be kept together in a binder or notebook. You will turn in all entries in class (even those previously graded) on the following days: Friday, January 27th Friday, February 24th Friday, March 24th Friday, April 28th I do not accept late journals. Thus, if you fail to turn in your journal on the above days, all journal entries for that month will receive a zero. If you cannot come to class to turn in your journals, find someone who can bring it in for you. Journals absolutely cannot be emailed to me.

Your journal entries do not need to be in the style of an academic paper. In other words, you do not need an introduction, thesis, conclusion, etc. However, I do expect college level writing. This means the use of proper grammar, complete sentences, good spelling, etc. In grading the entries, I will be looking for thoughtful reflection, application of course materials, and coherence. The journals are private communications between yourself and the instructor. As such, I hope that you will challenge yourself to submit personally introspective and honest entries.

Your entries must be type-written, handwritten entries will not be accepted. Each entry needs to be at least one FULL type-written page (double spaced, 12 point font). I expect that many of your entries will be longer than one page, however, I ask that you limit each entry to no longer than four pages.

I will email the weekly journal topics to the listserv – thus, it is very important that you sign onto the list. While there will be a total of 14 journal topics, only 12 will count towards your grade. I will drop your lowest, or missing, 2 grades. Each entry is worth 35 points. No one may skip the first or the last journal entry.

Exams: 500 points (each worth 250 points) There are two multiple choice exams in this course, a midterm and a final. The midterm will cover material from the first half of the course; the final will cover material from the second half of the course. For the most part, the final will not be cumulative, however it is expected that you will be able to synthesize course themes. Please note that we will likely not have time to discuss all assigned readings in class, however they are all “fair game” for the exams. Material from videos and guest speakers are also “fair game” for the exams. Each exam is MANDATORY - you cannot skip an exam for any reason. Further exam details will be discussed in class. Midterm: Monday, March 6th Final: Monday, May 8th 10:30-1:00

Extra Credit (optional): 35 points You may complete one extra credit paper on the book Gender Outlaw. At the very least, read chapters 1 through 8, though feel free to read more. Your paper should be a reflection on how Kate Bornstein herself, and the text Gender Outlaw, are examples of social change with respect to gender. Additionally, discuss your general reactions to the text (i.e., what you learned, what intrigued you, what confused you, what you liked/disliked). This should be written in the style of a formal paper, and should be at least three pages in length (12 pt. font, double spaced). The paper is due in class on Friday, April 14th.

Reading Assignments: ü Please have readings completed by the date listed (even if instructor is behind schedule in lectures!) ü Kramer = K (the numbers listed refer to chapter numbers) ü Spade & Valentine = S&V (the numbers listed refer to the reading numbers, unless indicated by “chpt.” which refers to chapter numbers) ü Instructor reserves the right to change this schedule as needed.

Foundations: Sociology, Gender & Social Constructionism W 1/18: Welcome! Course Introduction A. The Sociological Imagination F 1/20: Reserve – C. Wright Mills “The Promise” M 1/23: K #1 “Introduction,” S&V “Introduction,” & S&V chpt. #1 “The Prism of Gender” B. Social Constructionism and the Nature vs. Nurture Debate W 1/25: Reserve – Kimmel “Ordained in Nature” (Last day to sign onto Listserv!) F 1/27: S&V #3 “The Trouble with Testosterone” (Journals Due)

C. Interlocking Oppressions: Race and Class M 1/30: S&V chpt. 2 “The Intersection of Gender with Other Socially Constructed Prisms” W 2/1: S&V #6 “White Privilege and Male Privilege” & Reserve – Frye “Oppression” Doing Gender F 2/3: Reserve – West & Zimmerman “Doing Gender” M 2/6: K #3 “Learning and Doing Gender” & S&V chpt. 4 “Learning and Doing Gender” W 2/8: S&V #4 “What it Means to Be Gendered Me” S&V #21 “My Life as a Man” The Gender Binary in Question F 2/10: Reserve – Fausto-Sterling “The Five Sexes” M 2/13: S&V #2 “Sexing the Intersexed” W 2/15: S&V #5 “Multiple Genders among North American Indians” The Social Construction of Gender Through Culture A. Sexuality F 2/17: K #2 “Culture and Ideology” & S&V chpt. 3 “Gender and the Prism of Culture” M 2/20: S&V chpt. 6 “Tracing Gender’s Mark on Bodies, Sexualities, and Emotions” & S&V #22 “Slut!” & S&V #30 “‘If It’s Not On, It’s Not On’-Or Is It?” B. Physical Ideals: Media Representations W 2/22: S&V chpt. 5 “Buying and Selling Gender” F 2/24: S&V #24 “The More You Subtract, the More You Add” (Journals Due) M 2/27: S&V #29 “Size 6” C. Health W 3/1: Reserve – Boston Women’s Health Collective “The Politics of Women’s Health and Medical Care” F 3/3: Study for midterm D. Physical Ideals: Athleticism M 3/6: MIDTERM W 3/8: Reserve – Messner “Boyhood, Organized Sports, and the Construction of Masculinities” & S&V #37 “Marketing and the Publicity Images of Women’s Professional Basketball Players from 1977-2001” E. Communication F 3/10: Reserve – Kleinman “Why Sexist Language Matters” The Social Construction of Gender Through Institutions A. Childhood & Education M 3/13: Reserve – Reifler “Time Warp in the Toy Store” & S&V #23 “The Pink Dragon Is Female” W 3/15: K#5 “Education” & Reserve – Sadker et al. “Gender Equity in the Classroom”

F 3/17: S&V #18 “The Chilly Climate” S&V #16 “Playing in the Gender Transgression Zone” B. Family & Intimate Relationships M 3/20: K #4 “The Family and Intimate Relationships” & S&V chpt. 8 “Gender in Intimate Relationships” W 3/22: Reserve – Hochschild & Machung “The Second Shift” F 3/24: S&V #38 “Couples Watching Television” (Journals Due) M 3/27 – F 3/31: Spring Break C. Work M 4/3: K #6 “The Economy and Work” & S&V chpt. 7 “Gender at Work and Leisure” W 4/5: S&V #36 “Gender, Social Inequalities, and Retirement Income” F 4/7: K #7 “The Political and Legal System” Keeping Gender in Check: Violent Enforcement A. Homophobia & Hate Crimes M 4/10: S&V chpt. 9 “Enforcing Gender” W 4/12: Reserve – Herek et al. “Victim Experiences in Hate Crimes Based on Sexual Orientation” B. Gendered Violence F 4/14: S&V #46 “Sexual Trafficking in Women” (Extra Credit Due) M 4/17: S&V #45 “Escape from Animal House” W 4/19: S&V #47 “Sexual Harassment and Masculinity” (Guest Speaker) F 4/21: Reserve – Pelka “Raped: A Male Survivor Breaks His Silence” M 4/24: Reserve – Dobash & Dobash “Violence Against Women” Social Change and Thinking Outside of the Box W 4/26: K #8 “The Changing Gender System” F 4/28: S&V chpt. 10 “Nothing Is Forever” (Journals Due) M 5/1: S&V #50 “Unraveling the Gender Knot” (Guest Speaker) W 5/3: Reserve – Lipsitz Bem “Feminist Child-Rearing” F 5/5: Poem Handout

http://socsci.colorado.edu/SOC/Undergrad/Syllabi/1016_Hatch_Spr06.htm

Another Syllabus for the Course: Sex and Gender and Society

Dr. Elaine Enarson UCB Department of Sociology Fall, 2004 MW 2:00-2:50 CLRE 207

SEX, GENDER AND SOCIETY Sociology 1016, Section 001

Overview: This course engages women and men in critical thinking about gender in everyday life and the broader society. While most of our readings focus primarily on the contemporary US, we will develop a sociological approach that encompasses historical changes and cross-cultural experience. Through readings, lecture, video and discussion, we will explore the social construction of gender and strategies for social change toward free and equal relationships between and among women and men.

Course process and structure: I teach from a feminist perspective, by which I mean that women’s and men’s lives are equally valuable and that knowledge of how gender relations are constructed, maintained and challenged can be empowering. My approach is international and intersectional, linking gender with cross-cutting concerns and contemporary social trends. What is your approach to gender and gender equality? One goal of the course is to help you answer this question. Each of us brings unique life experience and ethical and political values to the classroom, and it is vital that the diversity of our ideas be respected. In this classroom, no question is too ‘hot’ to ask and no view too ‘incorrect’ to be expressed and considered. There is one exception: While personal experience is always a part of scholarly life, I expect observations and debate to be based on critical thinking about assigned readings.

As this is a large class with no recitation sections, we will use Friday for open discussion, assignment help, and exam review. Often we will watch and discuss a video relating to the week’s reading.

Required Texts: Both texts are available at the woman-owned bookstore The Word is Out [2015 10th Street; 303.449.1415].They are open Mon-Sat 10-7 and Sun 12-5.

Thinking About Women: Sociological Perspectives on Sex and Gender. Margaret Anderson, 6th edition. Allyn and Bacon, 2003.

Reconstructing Gender: A MultiCultural Anthology. Estelle Disch (ed.), 3rdedition. McGraw Hill, 2003

Office Hours: Gates Woodruff Women’s Studies Cottage #103 Monday 10:30-11:30 and Wednesday 3:30-4:30 By appointment in the Norlin Library Underground Cafe

Teaching objectives: In addition to providing a forum for the full and free expression of ideas, I intend this course to help you:

 develop a sociological approach to analyzing sex, gender and gender relations  increase your knowledge about the social status of women and men in contemporary US society  develop a framework for comparing issues and change across time periods and cultural contexts  integrate gender analysis in a broader sociological approach to ethnicity, race, social class, sexuality, age, and physical ability  develop and strengthen research, analysis and writing skills  gain confidence in expressing and defending your ideas

Expectations: To get the most from this class (as well as a good grade), please come to class prepared to discuss the ideas raised by assigned readings, videos, guest speakers and other class material. Readings are organized on a weekly basis with a new topic beginning every Monday. This means that every Monday you are expected to have read, taken notes on and generally given thought to the readings for the week.

Exams will be based on all materials assigned though we do not have time to discuss all topics in lecture or discussion. Some material may only be covered in class so attendance is important.

Accommodations: If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services in a timely manner so that your needs may be addressed. Disability Services [ www.Colorado.EDU/disabilityservices]determines accommodations based on documented disabilities [303-492-8671, Willard 322]. I shall make every effort to reasonably accommodate students whose religious obligations conflict with course assignments or exams if you communicate these to me in writing by the end of the second week of class.

Honesty: This class is for you, not your friend or an on-line writer selling papers or your mother. Your ideas and your way of expressing them must be your own. Note: I have in the past referred cases of plagiarism to campus authorities. When in doubt, credit your sources and provide a full citation. Don’t have the text or article in front of you as you write—this will help you express ideas in your own words. Please review the CU honor code at http://www.colorado.edu/academics/honorcode/Code.html. I may ask you to confirm your respect for this code on written assignments.

Incompletes: I expect you to complete work for this course within the term. If extraordinary circumstances arise, see me immediately to discuss the option of taking a grade of incomplete but know that I use this option very rarely.

Attendance: You cannot receive an A in this class with irregular attendance. The reason you have to miss class is not at issue so I do not expect explanations about illness, work assignments, family care, etc. There are no “excused” absences. This means you are responsible on your own for finding out what you missed (check the webpage and ask other students) and making up any in-class work you missed. This includes watching videos on your own at the library later on.

Late work: Make the most of the money, time and energy you are investing in college now by planning ahead to anticipate problems. Have back-up plans in place for last- minute changes in your work shift or child care arrangements, unreliable printers and computers, on-their-last-leg cars, etc.

If you miss class because of an anticipated conflict, e.g. a family wedding or pressing work assignment: · notify me in writing (e-mail is fine) ASAP but in any event before you miss class · if you miss an exam, talk with me or the TA to schedule an alternative examination · if you miss lectures, ask another student for lecture notes · check with other students for other information you may have missed, i.e. handouts, changed dates, etc. · late work falling due during your absence can be submitted up to one week later with grade penalty (your grade will drop by ½ every day it is late); late work will be returned without comments and will be graded after all on-time work has been returned

In other words, try not to miss class and if you must, make up all the work you can as soon as you can.

If you miss class because of an unavoidable conflict , e.g. serious illness, funeral (these events will need documentation): · notify me in writing (e-mail is fine) ASAP but no later than one week later · if you miss an exam, talk with me or the TA to schedule an alternative examination · if you miss lectures, ask another student for lecture notes · check with other students for other information you may have missed, i.e. handouts, changed dates, etc. · late work falling due during your absence can be submitted up to one month later with no penalty will be returned without comments and will be graded after all on-time work has been returned

If you miss class for other reasons, there is no need to notify me, no alternative exam will be scheduled and no late work will be accepted.

Grading and Evaluation: Your work in this course will be assessed regularly and in different ways and all final grades assigned on a traditional scale (100-90=A,89-80=B, 79-70=C, 69-60=D, below 60=failing grade). Disputes about grades do occasionally arise and, in every class, it is a good idea to back-up your computer-generated documents and to keep originals of papers submitted and evaluated in a safe place.

Submitting your work: Save everything! When you submit your final assignment on December 6, securely attach all other work you have handed in and received back graded with the exception of your exams. This way, at the end of the term your final submission will include all your written work for this course (except exam essays). This is because I do take improvement over time into account when assigning final grades. Don’t use notebooks, folders or binders but just a simple cover sheet and a good stapler.

Are you falling behind? Concerned about a particular assignment? Don’t wait until grades are assigned. Contact me any time.

Suggestions: Don’t let sloppy writing get in the way! I strongly suggest you take advantage of all campus resources and use class assignments as an opportunity to build strong writing skills. For information about signing up for writing tutoring through the Student Academic Services Center, call 492.3730 or e-mail Catherine Altman ([email protected]). Visit their webpage for more ideas.

Evaluation [0-1000 points]:

A. Attendance: 25 points

Your informed participation in this class is required, not just seat time. On Fridays, sign-in sheets will be available at the front of the room for the first ten minutes of class (be on time) . While I will post materials on the class webpage, you will miss valuable information by not attending class.

B. Quizzes: 75 points Three short quizzes (and possibly more) will be given on random days. I will drop the lowest of these IF doing so will make a difference in your final grade. My intention is to remind you to complete the readings by Monday of every week.

C. Examinations: 300 points (100 points each) Three exams combining multiple choice, short-answer and essay questions will be administered. These are not cumulative but test only those materials covered in the preceding weeks.

Note: I will drop the lowest of these exams if you have completed all assigned work and if you earned a passing grade on the other examinations.

D. Portfolio: 600 points You will develop a personal writing portfolio over the term with the following entries completed and submitted in a timely manner. Guidelines will be provided for organizing, referencing, and writing and these aspects of your writing will be factored into the grade for each assignment. In other words, careful expression of your ideas and clear reference to those of others is required.

Reminder: When submitting a new entry, always attach it to previously submitted, graded and returned entries. At the end of the term, your final submission should include all your written work for this course except for examination essay questions.

One Anderson project: 400 points

One 3-5 page paper is due on November 15 based on your choice of one of the projects described in your Anderson text at the end of each chapter (“Discussion Questions/Projects for Thought”). It is up to you to select the assignment but do complete all sections of the project you chose, as described in the text, and use the assignment checklist I will provide. Note: These projects vary widely in the amount of energy and time required so plan ahead and choose carefully. Also be sure to approach these with the short page limit in mind.

Three video responses: 150 ( 3 @ 50 points)

Three times during the term, a one-page response is due based on your choice of one of the three or four videos you will see during that period in recitation group. Your response is due the following Monday in class. Guidelines will be provided for developing a sociological analysis of gender relations in these films.

Free-writing assigned in lecture and/or recitation sessions: 50 points

I will occasionally ask for a quick written response to a subject or concept. These are not quizzes but opportunities for self-expression on course materials. Free writing is required but not graded (p/np).

Optional materials can be added to your portfolio:

You may want to personalize your portfolio with commentary on relevant current events, films, books, cartoons, art shows, political campaigns, websites, research reports, etc. If a few extra points will raise your final grade, I will take this extra effort into consideration but these entries do not automatically earn any points. To be considered for points (up to 50), supplemental materials cannot be handed in as a last-minute ‘batch’ but must be securely stapled to an assignment being handed. No more than a half-page of analysis is required, and you are strongly encouraged to share your extra credit submissions in class.

Friendly reminder: Lose your portfolio? I can’t help. This is your record of intellectual growth and only you are responsible for organizing, maintaining, submitting and preserving it. Again, any kind of cover sheet is fine please don’t binders, notebooks or folders. Buy a stapler or locate one you can use; there is no stapler for your use in the classroom. Back up your work. Save all originals. Keep away from all mad dogs.

TOPICAL COUSE OUTLINE

Note: Each week you will read a chapter from the primary text (approximately 30 pp.) as well as several selections from Disch (20-30 pp.). Most of these are light but provocative readings often written in the first-person. They will not take you long to read (skim if necessary) but will stay with you. All the readings collected by Disch as well as the section introductions are recommended.

Revision: Chapters in bold font are required; others are optional.

Week 1: August 23-27

Introduction to the course and syllabus review Overview: Why gender? Why women? Readings: Anderson: Chapter 1 Disch: Chapters 1,3,7,20,49

Friday: discussion

Week 2: August 30-September 3

How is gender produced? How do we learn about it? Readings: Anderson: Chapters 2 and 3 Disch: Chapters 9,11,14 of 15,18,21,24,27,29

Friday: video and discussion [Spin the Bottle]

Week 3: September 6-10 Happy Labor day! No class on Monday

Beyond biology? Sex and sexuality as cultural productions Readings: Anderson: Chapter 4 Disch: Chapters 6,10,32,34,37

Friday: video and discussion [Paradise Bent]

Week 4: September 13-17

Working at home, in the workplace and in the global economy Readings: Anderson: Chapter 5 Disch: Chapters 50,51,52,54,55

Friday: discussion

FIRST VIDEO RESPONSE DUE September 20 Week 5: September 20-24

Haven in a heartless world? Women and men in families Readings: Anderson: Chapter 6 Disch: Chapters 38,39,40,41,43,44

Friday: exam prep

FIRST EXAM Week 6: September 27-29 [Enjoy your October break on Friday!)

Monday: Examination Wednesday: Review of exam/discussion/course feedback Friday: no class

Week 7: October 4-8

Does gender make us ill? Reproductive, mental and physical health Readings: Anderson: Chapter 7 Disch: Chapters 25,36,65,67,69

Friday: video and discussion [Beyond Killing Us Softly]

Week 8: October 11-15

Equality in faith? Engendered religious texts and practice Readings: Anderson: Chapter 8 Disch: no assigned readings (catch up or read ahead)

Friday: video and discussion [Behind the Veil]

Week 9: October 18-22

Deviant or normal? Gender relations in the criminal justice system Readings: Anderson: Chapter 9 Disch: Chapters 16 or 17, 57,58,59

Friday: discussion [video cancelled]

SECOND VIDEO RESPONSE DUE October 25 Week 10: October 25-29

Gender politics of the state Readings: Anderson: Chapter 10 Disch: Chapters 61,63,64,74

Friday: video and discussion [Silence Broken]

Week 11: November 1-5

Teaching gender privilege or challenging it? Readings: Anderson: Chapter 11 Disch: Chapters 45,46,47,48

Friday: exam prep

SECOND EXAM Week 12: November 8-10

Monday: Examination Wednesday: Review of exam/discussion/course feedback

Friday: video and discussion [Fatherhood USA]

ANDERSON PROJECT DUE MONDAY NOVEMBER 15 Week 13: November 15-19

Panel discussion/student debate (tbd) Readings: no assigned readings from texts

Friday: discussion

Week 14: November 22-24 (and have a great Thanksgiving break!)

Women’s movements for change, men changing men Readings: Anderson: Chapter 12 Disch: no assigned readings (catch up/read ahead)

Friday—enjoy the break

Week 15: November 29-December 3

Theoretical frameworks for liberation: getting there from here Readings: Anderson: Chapter 13 Disch: Chapters 8,31,70,71,72,76

Friday: discussion

THIRD VIDEO RESPONSE DUE December 6 Week 16: December 6-8 [last class on Wednesday]

Overview and review for final No assigned readings

FINAL EXAM: Friday, December 10 4:30-7: http://socsci.colorado.edu/SOC/Undergrad/Syllabi/1016-001%20Enarson%20Fall %2004.htm

Another Syllabus for the Course: Sex, Gender, and Society

SOCY 1016: Sex, Gender, and Society Course Information Time: Mon-Fri, 12:45pm-2:20 pm Location: 208 CLRE WebCT available through CU Connect Instructor Information Adam Morenberg Office location: 409 Ketchum Email: [email protected] Office hours: M/W, 11:30-12:30 pm, and by appt. Course overview This course is an introduction to sociological and feminist study of gender in contemporary U.S. society. Our work will focus on the social construction of gender, privilege and difference; social institutions and gender; gendered intimacies and gendered bodies. We will identify patterns of gender oppression and privilege, and we will discuss possible responses to social inequality. Our texts include a textbook, academic articles, films, and texts created by you and your colleagues. One task this semester is to become more aware of the ways gender affects girls’, boys’, women’s, and men’s lives. Lisa Marie Hogeland calls this awareness of gender differences a “gender consciousness.” Someone pursuing a gender consciousness might learn more about famous women in history, beauty standards for women, and divisions of household labor.

With a “feminist consciousness,” we take our gender consciousness and look for ways that gender differences grant or deny power. For example, what does it mean about women’s status that they are paid less in the work force and do most of the unpaid work at home? What do notions of beauty mean for women and men? How do cultural understandings of men’s and women’s bodies affect our relationships with our own bodies? How has feminism changed social expectations of men? With a gender consciousness, we note differences; with a feminist consciousness we see what difference those differences make. The point of this class is not to convince you to be a feminist. Rather, I want you to understand sociological feminist thought; it is your decision whether you adopt a feminist consciousness as your own.

Course goals By the time you complete this course, you will: 1. Know some of the main sociological theories and concepts regarding gender. 2. Be able to apply those theories and concepts to your own life and your social world. 3. Know some of the main trends in gender inequality—the unequal distribnution of societal resources based on sex. 4. Know some ways that other people have tried to change the gender system. Course meetings Regular class sessions are scheduled to meet five days a week, Monday-Friday from 12:45-2:20 pm, June 5-July 7. Much of the material you will be expected to know for the exams and final project will only be presented in class, so you should plan to attend class regularly. Our class discussions will give you an opportunity to reflect on the ideas presented in class (both mine, the authors we read, and your colleagues’), as well as to formulate your own ideas about the topics. Please plan to arrive on time, to listen attentively when others are speaking, and to respect others’ opinions. Respecting others’ opinions does not mean you have to agree with them; it means you give others a chance to speak. 3 Course readings Textbook Kimmel, Michael. 2004. The Gendered Society, Second Edition. Oxford University Press. Additional texts Additional texts are available on Web CT. Attendance If you miss a class, it is up to you to find out what we covered. I strongly suggest you exchange contact information with at least one other student and agree to provide each other with notes and other relevant materials if one of you is absent. Name: ______Email: ______Phone: ______Important Dates, Assignments and Grades One point is worth one percent. To keep track of your grades, enter the score you earned next to each assignment. Date Assignment Percent Earned Points June 12 Sociological Lab 1 5 % /5 June 16 Sociological Lab 2 5 % /5 June 30 Sociological Lab 3 5 % /5 June 9 Quiz 1 5 % /5 June 23 Quiz 2 5 % /5 June 20 Exam One 20 % /20 July 7 Final Exam (cumulative) 30 % /30 July 5-6 Final Project 25 % /25 Total 100 % /100 pts Course participation Readings: Read each day’s assigned readings before the beginning of class, as your knowledge of the readings will be integral to discussions, lectures, and other classroom activities that day. Sociological Laboratory Experiences: These are meant to help you develop your sociological imagination. C. Wright Mills described the sociological imagination as being able to make connections between “biography” (our personal lives) and history (social context). The sociological laboratory assignments are designed to help you make these connections. There are three laboratory experiences throughout the term, each worth 5 points each. The first two experiences require you to write papers, the third 4 requires a short, informal group presentation. The first lab paper is due June 12; the second is due June 16, and the third is due June 30. Quizzes: There are two 5-question, 5-point multiple-choice quizzes. Each quiz question will have five answer choices. Quizzes are meant to give you timely feedback on your mastery of course content and to encourage you to stay current with assigned readings. Quiz 1 is June 9 and Quiz 2 is June 23. Exams: There are two exams in this class. Each exam has 50 multiple-choice questions. Each exam question will have five answer choices. I understand that knowledge and skills are cumulative, and for that reason I have made the first exam worth less than the final exam. The first exam (June 20) is worth 20 points and the final exam (July 7) is worth 30 points. Final Project: This is a group presentation project. Will distribute instructions for this project shortly. Late Work: I accept late work, but for each day work is late, the grade will be reduced by one letter grade. One exception: Presentations cannot be presented late. Failure to present earns a grade of zero. Make-up exams: You can make up exam one if you have a written note from a doctor. However, you need to make it up within two days of the scheduled date. Because of timing, you can’t make up the final exam. Special Accommodations Religious Observances: If class falls on a religious holiday, you will not be penalized for missing class. The University of Colorado at Boulder has legal and moral obligations to accommodate all students who must be absent from classes or miss scheduled exams in order to observe religious holidays. If you will be absent from class for a religious observance, please notify me of any scheduling conflicts by Friday, June 9. Disabilities: If you have specific physical, psychiatric, or learning disabilities and require accommodations, please provide me with a letter from Disability Services no later than June 9. Disability Services is located in Willard 322, and information is available at www.colorado.edu/disabilityservices. Student Athletics: If you are on an athletic team and will be missing classes, please provide me with a letter no later than June 9. It is your responsibility to look ahead on the syllabus and deal with any conflicts (e.g., scheduled assignments) prior to the conflicting event. 5 Tentative schedule of topics, readings, and activities1 PART ONE: INTRODUCTION TO THEORIES AND CONCEPTS Date Topic/Reading/Activity M 6/5 Introduction to course Reading: None T 6/6 Sociological concepts and assumptions of social constructionism vs. essentialism Reading: Kimmel, ch. 1 W 6/7 Sociology and sociological study of gender Reading: None R 6/8 Biological explanations for gender difference and inequality Reading: Kimmel, ch. 2 Activity: Watch and discuss Paradise Bent F 6/9 Constructionist explanations for gender difference and inequality/Sociological analysis Reading: Kimmel, ch. 5; Lorber, “Believing as Seeing: Biology as Destiny” Activity: Quiz 1 M 6/12 Sociological laboratory day I Reading: None Activity: Bring and discuss sociological laboratory paper 1, a 1-2 page paper that uses class concepts to analyze a magazine or newspaper article about gender differences and/or inequality. Remember to staple article to your paper. * Reminder: Form small groups (of 4-5 students) for final project on degendering a social institution. T 6/13 Privilege and social inequalities Reading: McIntosh, “White Privilege, Male Privilege” 1 The schedule is tentative and will be revised based on the speed of the class. If I revise the schedule, I will contact you by email and post a revised syllabus on WebCT. 6 W 6/14 Gender socialization, part I Reading: Thorne, “Boys and Girls Together, But Mostly Apart” Activity: Discuss your gender norm breaching experiment in which you “did gender” incorrectly. R 6/15 Gender socialization, part II Reading: None Activity: Watch Ma Vie en Rose F 6/16 Sociological laboratory day II Reading: None Activity: Bring and discuss sociological laboratory paper 2, a 1-2-page sociological analysis of the hidden curriculum of a children’s book. Remember to bring the book as well! M 6/19 Topic decided by students Reading: N/A * Reminder: Form small groups of 3-4 students for sociological laboratory III. Exchange contact information and begin to think about which public space you would like to observe. Some ideas: Pearl Street Mall, shopping mall, gender-segregated store, athletic event, children’s playground, museum, straight bar, gay/lesbian bar. T 6/20 Exam one PART TWO: GENDERED INSTITUTIONS AND SOCIAL CHANGE W 6/21 Gendered intimacies, part I - Radical Theory of sexuality Reading: None R 6/22 Gendered intimacies, part II - Hegemonic Scripts for sexuality Reading: None F 6/23 Gendered intimacies, part III Reading: None Activity: Dirty words day (last part of class) * Disclaimer: Because it employs sexually explicit language, attending the dirty words day activity is optional. However, the material is required for exam one. 7 M 6/26 Gendered bodies T 6/27 Gender and family life Reading: Kimmel, ch. 6 Activity: Quiz 2 Activity: Bring 1-page report autobiographical report about the way that gender factors into your family life. Include details about household labor, rules and rule-making, and anything else you think is sociologically interesting. W 6/28 Gendered work, part I Reading: Kimmel, ch. 8; Murray, “Getting Paid in Smiles” R 6/29 Gendered work, part II Reading: None Activity: Watch 9 to 5 F 6/30 Sociological laboratory day III Reading: Kimmel, epilogue (p. 289-294) Activity: Your small group will present findings from observation of public space. In lieu of a paper, this informal presentation should last between 15- 20 minutes, and should include photos, video, or other observational data such as transcripts. Video clips should not be longer than 5 minutes. M 7/3 Class cancelled T 7/4 Independence Day - No Class! W 7/5 Group presentations R 7/6 Group presentations F 7/7 Final Exam http://socsci.colorado.edu/SOC/Undergrad/Syllabi/1016_Morenberg_Sum06.pdf

Syllabus for the Course: Race and Ethnicity

Race and Ethnicity MWF 9:00-10:00 Instructor: Jadi Morrow [email protected]

Office Hours: MWF 10-11 Location: Ketchum 8 Phone:

Names and numbers of other students: 1. 2. 3.

Course Description: This course will introduce you to the sociological study of race and ethnicity. My main goal this semester is to give you the ability to theorize about race and ethnicity in the United States.

Sociologists argue that racial and ethnic inequality has existed throughout U.S. history because different ethnic and racial groups have experienced different opportunities and barriers since immigrating to this country. Successful racial and ethnic groups have succeeded not because of some innate cultural or biological superiority, but because they have faced fewer barriers and have had greater opportunities than less successful groups. Therefore, to understand racial and ethnic inequality in the United States, we must come to a better understanding of the histories and experiences of different racial and ethnic groups in this nation. Understanding a slice of this history is the second major goal of the course.

Another important goal of sociologists is to understand and explain social and physical phenomena. The ability to think critically about these issues is evidenced by understanding the author or speaker’s main argument and developing a positive or negative critique of that argument based on solid sociological evidence. Thinking critically about these issues will help you to develop your own plausible explanations of the social world. I will attempt to refine your critical thinking skills by examining the literature and research on the current issues surrounding race and ethnicity in the United States.

Teaching Philosophy: I will try to use as many different teaching techniques as possible to guarantee that every learning style is engaged. This means that some days I will lecture; and other days may include projects such as group work, in class writing, discussion, and films. I may occasionally use the Socratic Method and call on you in front of the class to discuss an article or topic. I see learning as a cooperative experience where I may learn as much from you as you will learn from me, or you may learn more from your peers than you do from me. I do not believe in the banking philosophy of teaching where I have all of the answers and I have to give them to you and test you at the end of class to make sure that you have acquired the correct tools.

Course Assignments: Group Project and Project Presentation: This project is the creation of a zine that will review different types of popular media through a sociological lens. More details later. (50 points) Exams: These exams contain the following: multiple choice, short answer, fill in the blank and essay questions. (50 Points each) Journals: The journals are written responses to questions provided in the schedule below. They are to be typed and stapled together. I do not have a specific requirement for length. However, I feel that anything one page and under is a lack of effort and will graded accordingly. (50 points total) Paper: I will provide you with the readings for four topics of considerable public debate in the United States. You will take a side based on these readings (NOT YOUR OWN OPINION) and write a 2-3 page summary of your position. More details later. (50 points) Total Class Points: 300

Notes: 1. Talk to me the first week if you have a disability or an unusual circumstance for which I need to make special arrangements. 2. Academic Freedom is something I take very seriously-it is just as precious as any other freedom in America. Because of academic freedom, I am teaching this course from a unique, sociological perspective, agreed upon by most academic scholars in the field of race and ethnicity. You are not familiar with this prospective. I understand it is not what you were told in the past. However, I am not obligated to teach you what you already think you know or to agree with the ideas and rhetoric of any other social institution. In order to help you with the process I have provided several “Optional Readings.” Please refer to these before coming to class and wasting my time and the time of your classmates arguing the same tired opinion. 3. Do not under any circumstance use derogatory statements toward your classmates. If you do, I will take prompt action to remove you from my classroom. 4. Do not under any circumstance cheat on an exam or plagiarize a paper. If you do, I will pursue a harsh disciplinary action (this could include your dismissal from the University of Colorado). Be advised: I know about the buy a term paper sites on the internet. 5. I reserve the right to change this syllabus at any time. You are responsible for any announcements made in class regardless of your attendance.

Schedule All readings are located online through the Chinook (library) website. Date Purpose Journal Topic Readings (due on Optional Misc. Due (write on this the day they are Readings Dates after class) assigned-in other words, we will be discussing this on this day) 8/22 Introductions, How do you Syllabus define race? How do define ethnicity? What processes have contributed to your definition of race? How has your definition of race and/or ethnicity changed over time? 8/24 Definitions, Sociology 8/26 History Quickly write Rothenberg, out a list of Paula “The ethics what you of Living Jim remember from Crow”, “The y our previous Three-Fifths education in Compromise’, regards to “The race. What Emancipation other social Proclamation,” institutions and “Brown V. have taught Board of you about Education” race? What did you learn? 8/29 History Compare your Zinn, Howard. Zinn, Howard. “A last journal to “Drawing the People’s the work of Color Line” History.” Howard Zinn. Selections How can you think differently about your previous lessons on race? 8/31 Biology of Race Harris, Marvin. View the film: “How Our Skins Race. The Power Got their color.” of Illusion 9/2 Video: Race. The Power of Illusion 9/5 Video: Race. The Knowing that Graves, Joseph. Journals Due Power of Illusion race is not a “The Race Myth.” “biological Selections fact”, how does this change your conceptions of “race”? In addition, how does this make race different from ethnicity? How would the world be different if everyone had this knowledge readily available? 9/7 Theory Omi and Winant: Moynihan Report Chapter One- Ethnicity 9/9 Theory Omi and Winant: Chapter Two- Class 9/12 Theory Omi and Winant: Chapter Three- Nation 9/14 Theory No readings, review for exam! 9/16 Exam One over Exam One Omi and Winant 9/19 Social Conflict- Read for Paper View the film The Color of Fear 9/21 Social Conflict- Briefly identifyRead for Paper View the film the participants The Color of in the film The Fear Color of Fear. How would you describe their perspective on race? 9/23 Discussion Read for Paper 9/26 Whiteness Free writing- Lipsitz, George. you may write “The Possessive on a subject of Investment in your choice, doWhiteness.” something Dyer, Richard. creative, write “The Matter of me a letter, Whiteness.” write someone else a letter. Etc… 9/28 View Video: The Wise, Tom. Paper due: psychology of “White Privilege”Current Racism-What Debates on does it mean to Dominant- be White? Minority relations in the US today 9/30 Ethnicity What does it Waters, Mary. mean to have “Optional an optional Ethnicities” ethnicity? How is there power in being able to choose an ethnicity vs. having it be involuntary? 10/3 Identity Appiah, Anthony “Racial Identity and Racial Identification” 10/5 Definitions and React to the Journals Due discussion- Identity Matrix Making sense of put on the the puzzle board yesterday. What does this tell you? 10/7 Racism-social Feagin and and McKinney psychological effects 10/10 Racism-Family Feagin and and Community McKinney costs 10/12 Racism and Feagin and Healthcare McKinney 10/14 Environmental Kozol, Jonathon. Bullard, Robert Racism “Savage D. Inequalities” “Environmental Justice in the 21st Century: Race Still Matters.” 10/17 View the Film: Tale of Two Cities and Discussion 10/19 Exam Two over Exam Two Appiah, Waters, and Feagin 10/21 Crime Davis, Angela Davis, Angela “Race and “The myth of the Criminalization: black rapist” Black Americans and the Punishment Industry” 10/24 Crime How must you Cole, David “The think Color of differently Punishment” and when you Reiman, Jeffrey consider crime “…And the Poor on a society- Get Prison” wide level (vs. individual level)? What crime trends were you aware of before taking this class? What would you have suggested the reasons for these trends are? What do you think they are now? 10/26 Media, Discuss Lull, James Rich, Frank If Necessary: Project “Hegemony” “Naked Paper Capitalists” revisions due 10/28 How to Do Interview with Cultural bell hooks Criticism-View regarding Boyz N Film Cultural the Hood Criticism With bell hooks 10/31 View Cultural How did bell Schor, Juliet “The Criticism hooks make New politics of you consider Consumption: the meanings Why Americans produced and want so much reproduced more than they through the need.” media? Does the media create racism or does it just represent what is already there? Is this a chicken and egg argument? 11/2 Media Lewis, Justin and Wilson and Sut Jhally Gutierrez “Television and “Advertising and the Politics of People of Color” Racial Representation” 11/4 Media Lapchick, Richard Zook, Kristal “The new Racial Brent. “The Fox Stereotypes” Network and the Revolution in Black Television” 11/7 Media Admundson, Rose, Tricia Daniel “Distorted “Hidden Politics: Reality: Hispanic Discursive and Characters in TV Institutional Entertainment” Policing of Rap Music” 11/9 Media-View Film Feng Sun, Chyng “Edward Said on “Ling Woo in Orientalism” Historical Context: The New Face of Asian American Stereotypes on Television” 11/11 Interlocking Systems of Oppression 11/14 Class Gans, Herbert J. “Positive Functions of the Undeserving Poor: Uses of The Underclass” 11/16 Class Free Writing Wilson, William “When Work Disappears” and Neckerman, Kathryn and Joleen Kirshenman “We’d Love to Hire Them But…” 11/18 Gender Willis, Ellen Frankenberg, “Sisters Under Ruth “White The Skin?” Women, Race Matters” 11/21 Gender Hooks, bell Truth, Sojourner “Racism and “Aint I a Feminism” Woman?” 11/23 In-class workshop 11/25 Thanksgiving Break!! 11/27 Race and CU How has CU been effected by poor race relations? What has CU done to help and/or hurt race relations? What would you have done differently? What can CU do to make things better from here on out? 11/30 Solutions Gans, Herbert Journals Due “The possibility of a new Racial Hierarchy in the Twenty-First Century United States” 12/2 Solutions Oliver, Melvin and Thomas Shapiro “Getting Along: Renewing America’s Commitment to Racial Justice” 12/5 Solutions Gallagher, Charles “Ten Simple Things You Can do to Improve Race Relations” 12/7 Final Project Project Due Presentations 12/9 Comprehensive Final Exam 4:30 Exam Final Exam

http://socsci.colorado.edu/SOC/Undergrad/Syllabi/1021_Morrow_Fall05.htm

Syllabus for the Course: Whiteness Studies

Socy 3171-001 Whiteness Studies Fall 2005

Instructors: Eleanor A. Hubbard and M. Duncan Rinehart Class: 11-12:15 T/R; Hellems 267 Office Hours: By Appointment Hubbard’s Office: Ketchum 11A; Rinehart’s Office: ARCE 373 (contact Duncan for directions) Hubbard’s Home Phone: 303-494-9718; Rinehart’s Office Phone: 303-492-5477 Hubbard’s Email: [email protected]; Rinehart’s Email: [email protected] Mailbox: Sociology Department, Ketchum 219

Course Content

After reviewing the basic sociological concepts for studying race and ethnicity, we will explore whiteness studies by looking at white racial identity and its impact on society. Viewing whiteness as a socially constructed racial category, we will explore how white racial identity is constructed and developed and how it is similar to and different than other racial identities. We will also explore the impact of white privilege on whites and people of color, and how social structure informs and shapes white identity. How social structure impacts whiteness will be investigated as well. The methodology we will use is experiential and ethnographic as we explore important personal and social issues, using a critical scholarship to understand and analyze them. You will not be a passive recipient of knowledge in this class, because you will be expected to participate in in-depth study, lively discussions, written and oral assignments, and individual and group assignments. I hope that you will leave this course able to think critically about race, to understand whiteness studies, and to use your sociological imagination.

Texts Hitchcock, Jeff (2002) Lifting the White Veil: An exploration of white American culture in a multiracial context. Roselle, NJ: Crandall, Dostie & Douglass Books, Inc.

Course Requirements

1. Two (2) written experiential assignments; see separate assignment sheet for details, due 10/6, 11/17 (worth 35% of your grade) 2. Three (3) examinations, 9/22, 11/3, 12/12 (4:30-7:00 pm) (worth 35% of your grade) 3. In-class assignments (worth 30% of your grade). A. Attendance and participation B. Short in-class essays C. Other assignments as assigned

Course Rules

1. Attendance/participation: Attendance is expected, as is class participation. Students are expected to actively engage the course, by being prepared for and participating in all class sessions. Regularly throughout the semester, but unannounced, I have in-class individual and group activities which are graded (see course requirements, # 2). When a student misses a class, for whatever reason, it is the obligation of the student to check with another student for lecture/discussion notes, but any documentation for why the student missed in not expected, or wanted. No student will be penalized for missing class or assignments due to religious holidays, but of course the student is expected to complete all work.

2. Missed classes due to illness: There will be lots of sharing in this class, but please don’t share your germs. I prefer that when a student is sick, particularly contagious, that s/he does not come to class.

3. Email communication-Any information sent via email is considered, per university policy, an official communication. I do communicate with my classes regularly by email, so please check your email regularly.

4. Assignments: All individual assignments must be the work of the individual student. Feedback will be given on every assignment in a timely fashion; it is expected that future assignments will reflect the feedback given. All group assignments must be (as nearly as possible) the equal work of all members. This means that each member attend all preparation meetings, that work is distributed by mutual agreement, and that presentations, both oral and written, reflect the work of all the participants. If group work is a hardship for any student, I may negotiate an alternate assignment; otherwise, students are expected to participate actively in any group assigned.

5. Written work: It is expected that all written work will be submitted electronically; please notify me as soon as possible if this is a hardship. Standard English is expected, as is careful editing of all written assignments for spelling, punctuation, and grammar. In addition, all papers must be typed double-spaced, and page numbers included. Appropriate parenthetical citations from scholarly sociological sources are expected whenever you use an idea which is not your own (see plagiarism above). Either American Psychological Association (APA) or Modern Language Association (MLA) style may be used but APA is preferred. All style manuals are available on-line.

6. Late assignments policy: If written assignments are due electronically (thus submitted to Hubbard), they must be sent at least one hour prior to the beginning of the class of the day it was assigned. If written assignments are hard copies (those submitted to Rinehart), they are due at the beginning of the class period on the day assigned. Late assignments may be turned in at any time until the end of the semester with a penalty of two letter grades lower. If students know they will be unable to complete an assignment on-time, they may notify me in writing prior to the due date that the assignment will be late and indicate a date on which it will be completed. If due to an emergency, students do not know they will be unable to complete an assignment on-time, they may notify me in writing up to five days after the assignment was due with proper documentation included (a doctor’s note, or a funeral notice; for instance). No excuse is necessary if the professor is notified prior to the assignment’s due date, and no penalty will be exacted if students meet their own deadlines. However, late papers will not be graded until all on-time assignments have been graded and will not receive written comments from the professor. Any assignment submitted electronically or in hard copy no later than the beginning of the class prior to the due date will be given a 5% increase in grade. These will be graded with the on-time assignments. All oral assignments must be presented on the date negotiated between the professor and the student or group, unless the professor is notified, and other arrangements can be made (this is usually impossible). If a student cannot do all the necessary work for a group assignment and/or appear on the date of a scheduled oral presentation, that student must do a written assignment, negotiated with the professor.

7. Honor Code-When requested, the student must sign the honor code for any written work: On my honor, as a University of Colorado at Boulder student, I have neither given nor received unauthorized assistance on this (test, paper, work, or assignment)

8. Plagiarism: Any material copied from another source without proper citation is plagiarism and will be punished according to university guidelines. You will not find web sites selling term papers particularly useful for this class, because of the unique nature of the assignments. However, you should note that your work may be evaluated through TurnItIn.com, a plagiarism service provided to all faculty members at CU- Boulder, and that this service retains a copy of the submitted work for future comparisons.

9. Grading: Grades will be distributed on a standard scale of 90-100 % equals A, etc. Any student who disagrees with a grade should contact me as soon as possible. Extra credit will be given only in extreme circumstances, negotiated between the student and the instructor.

10. Disabilities: If you qualify for accommodations because of a disability, please submit a letter from Disability Services to me in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities (Disability Services is located in Willard Hall 322, 303-492-8671 and on the web at www,colorado.edu/disabilityservices). Even if you do not quality for disability accommodations, it is my intent and my desire to work with all students so that they can perform at the highest level of which you are capable. Giving me information about your needs is the best way for me to work with you well.

11. Sexual harassment: CU’s policy on sexual harassment applies to all students, staff and faculty. Sexual harassment is unwelcome sexual attention. It can involve intimidation, threats, coercion, or promises or creates an environment that is hostile or offensive. Harassment may occur between members of the same or opposite gender and between any combination of members in the campus community: students, faculty, staff, and administrators. Harassment can occur anywhere on campus, including the classroom, the workplace, or a residence hall. Any student who believes s/he has been sexually harassed should contact the Office of Sexual Harassment (OSH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. Additional information including campus resources available to assist those who believe they have been sexually harassed can be obtained at: www.colorado.edu/sexual harassment

Socy 3171-001 COURSE OUTLINE

Week Date Topic Assignment

White Racial Identity 1 8/23, 25 White people: What do we want? Hitchcock, chapter 1 Web-site: www.pbs.org/race/000_General/000_00-Home.htm 2 8/30, 9/1 Is a multiracial society possible? Hitchcock, chapter 2 http://www.goodrumj.com/Mayr.html 3 9/6, 8 Remedial education for white folks Hitchcock, chapter 3 4 9/13, 15 Whiteness: The power of invisibility Dyer (e-reserves) Dalton (e-reserves) 5 9/20, 22 Colorblindness Hitchcock, chapter 4 Exam # 1 (R) 6 9/27, 29 White American culture Hitchcock, chapter 6 Frankenberg (e-reserves) 7 10/4, 6 White American experience Hitchcock, chapter 7 Helms (e-reserves) Assignment # 1 due (R)

Representations of Whiteness in the Media 8 10/11 History of whiteness Hitchcock, chapter 5 Steele (e-reserves) Fall Break 9 10/18, 20 History of whiteness Articles to be determined http://www.umich.edu/~urel/admissions/legal/expert/foner.html 10 10/25, 37 Whiteness: The power of privilege McIntosh (e-reserves) Wildman (e-reserves) Johnson (e-reserves) 11 11/1, 3 Representations of whiteness in the media hooks (e-reserves) Katz (e-reserves) Exam # 2 (R)

Seeing Whiteness in the Social Structure 12 11/8, 10 Is the social structure white? Lipsitz (e-reserves) Sacks (e-reserves) 13 11/15, 17 Is the social structure white? Articles to be determined Assignment # 2 due (R) 14 11/22 Is the social structure white? Articles to be determined Thanksgiving Break 15 11/29, 12/1 Is there a multiracial future? Hitchcock, chapter 10 16 12/6, 8 Where do we go from here? Articles to be determined

Final Examination (Exam # 3), Monday, December 12, 4:30-7 pm

EXPERIENTIAL ASSIGNMENTS

The purpose of experiential assignments is for you to use your own experience to demonstrate an understanding of whiteness and your ability to use a critical race perspective. The written assignments should include at least the number of citations indicated from the books suggested and a works cited page. The class rules give you the standard sociological format for citations; please use that format.

Whiteness Assignment # 1 for White Students (due 10/6): Write an essay interrogating your whiteness identity. The issues you should address in this essay are: your understanding of race, the role of whiteness in your community and country and how that has impacted you, your socialization into being white in a white dominated culture, a discussion of your relationship to people of color using the racial interaction inventory on p. 7 of Hitchcock, your understanding of a multi-racial society, and anything else you think is relevant. Make sure you describe as well as critically analyze your own experience of whiteness. You must have at least two citations supporting your arguments from either of the texts. This paper should be 4-5 pages in length and submitted electronically to Hubbard at [email protected] no later than one hour prior to the beginning of the class on 10/6. OR Whiteness Assignment # 1 for Students of Color and Multi-racial Students (due 10/6): Write an essay interrogating how whiteness as an identity has impacted you. The issues you should address in this essay are: your understanding of race, the role of whiteness in your community and country and how that has impacted you, your socialization into being the other in a white dominated culture, a discussion of your relationship to people of color using the racial interaction inventory on p. 7 of Hitchcock, your understanding of a multi-racial society, and anything else you think is relevant. Make sure you describe as well as critically analyze your own experience of how whiteness has impacted you. You must have at least two citations supporting your arguments from either of the texts. This paper should be 4-5 pages in length and submitted electronically to Hubbard at [email protected] no later than one hour prior to the beginning of the class on 10/6.

Multi-racial Society Assignment # 2 (due 11/17): In a 4-5pp. essay, discuss the question: Is racial equality in the US possible? In this essay you must include well- reasoned arguments for and against this proposition. These arguments must be as objective as possible, with both sides presented with equal merit. At the end of the paper (no more than 1 paragraph), you should take a stand as to whether you prefer the arguments for or against and why. This paper is to be submitted in a hard copy to Rinehart at the beginning of the class prior on 11/17.

EXAMINATIONS

Examinations: (due 9/22, 11/3, 12/12, 4:30-7pm) Two examinations will be given during lecture and one exam will be given during the final exam period; they may be essay or short answer style exams. The first two examinations will cover only the material presented in lecture and in the textbook since the last exam; however, the final examination may cover all the materials presented the entire semester. If you miss any of the assigned exams no matter the reason, make-up exams are always essay exams.

http://socsci.colorado.edu/SOC/Undergrad/Syllabi/3171_Hubbard_Fall05.htm Syllabus for the Course: Sociology of Race and Ethnicity

SOCY 3015: SOCIOLOGY OF RACE AND ETHNICITY SPRING 2005 M, W 10:00 a.m. - 10:50 a.m.--MUEN E0046 Instructor Teaching Assistant Name: Jason D. Boardman Summer Woo Office: Ketchum 206A Ketchum 33 Office Hours: M, W 11-12 TU 11-12; TH 10-11 Email: [email protected] [email protected] OVERVIEW The primary goal of this course is to introduce students to research within sociological and social demographic research on race and ethnicity. Specific areas will include the following: conceptual/measurement issues; population size, growth, and migration; health and mortality; marriage, family, and fertility; socioeconomic context; and policy considerations. The reading materials in this class, for the most part, will be structured around current empirical pieces in the sociology of race and ethnicity. COURSE REQUIREMENTS AND EVALUATION 1. Attendance and Participation (5%): Attendance in lecture and recitation is mandatory and expected of all students. Participation in class discussion during recitations is expected of all students. All required readings should be completed prior to class/recitation. 2. Individual Presentations (10%): Each student is required to prepare a short (5 minute) presentation and a minimum of three discussion questions for one of the readings from the syllabus. You should also prepare a 1-2 page summary of the article to be turned in to the TA on the day of your presentation. This summary should highlight the main points of the article and you should provide a brief critique of the article. This critique can be a series of questions. Students will sign up for these presentations on the first day of class. 3. Group Presentations (5%): Similar to the individual presentations, however, your group will prepare a 5-10 minute presentation for one of the articles from the syllabus. Each group should contain four persons. Your group will also prepare a 2-3 page summary/criticism of the article to be turned in to the TA on the day of your presentation. 4. Examinations (60%): There are three in-class examinations (2 midterms and one final). Each examination will contain short answer responses (IDs) and one longer essay question and each section is weighted similarly. There are no multiple choice items on any of the examinations. 5. Paper (20%): Students will write an original 7-10 page paper. The paper will address any of the hypotheses and theories discussed in this course in response to the book Class Dismissed. A detailed outline of the requirements for the paper will be handed out in class by the fifth week of the semester. REQUIRED TEXTS: 1. Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. Routledge: New York. 2. Ellison, Christopher G., and W. Allen Martin. 1999. Race and Ethnic Relations in the United States: Readings for the 21st Century. Roxburry: Los Angeles. 3. Maran, Meredith. 2000. Class Dismissed: A Year in the Life of an American High School, a Glimpse into the Heart of a Nation. St. Martin’s Griffin: New York. COURSE POLICIES Communications: Email is an official form of communication. You are responsible for checking your University of Colorado official email address on a regular basis. Policies for Students with Special Needs If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services (DS) early in the semester so that your needs may be addressed. DS determines accommodations based on documented disabilities (303- 492-8671, Willard 322, www.colorado.edu/sacs/disabilityservices) Religious Holidays Please contact the instructor regarding any conflicts between religious observance dates and course examinations or assignments. Classroom Behavior and Honor Code Policies As a result of extensive discussions with and recommendations from faculty and students, a new classroom behavior policy procedures and honor code system have been adopted by the University. Please see (http://www.colorado.edu/policies/index.html) and (http://www.colorado.edu/academics/honorcode/) for more information. SCHEDULE AND REQUIRED READINGS Week Monday Wednesday 1 Introduction to the Sociology of Race and Ethnicity (Jan 10 & Jan 12) 1. Feagin (pp. 1-8)* 1. Winant. 2000 (ARS)* 2 Measuring Race: Data Collection (Jan 17 & Jan 19) MLK Day: NO CLASS 1. American Sociological Assoc. (2002)* 2. Harris. 2002 (ASR)* 3 Racial Identities (Jan 24 & Jan 26 1. Frankenberg (EM: 43) 2. Waters (EM: 44) 1. Spickard and Fong (EM: 45) 2. Portes and Zhou (EM: 46) 4 Racial Discrimination: Systemic Racism (Jan 312 & Feb 2) 1. Feagin (pp. 9-36) 1. Feagin (pp. 69-103) 2. Feagin (EM: 1) 5 Racial Discrimination: Individual Perceptions (Feb 7 & Feb 9) 1. Feagin (pp. 137-174) 2. Sniderman and Piazza (EM:22) 3. Dovidio et al. (EM: 23) EXAMINATION #1 6 Racial Attitudes (Feb 14 & Feb 16) 1. Feagin (pp. 105-135) 1. Sigelman et al. (EM: 27) 7 Interracial Conflict (Feb 21& Feb 23) 1. Morris and Rubin (EM: 37) 2. Ong et al. (EM: 38) 1. Portes and Stepick (EM:39) 8 Immigration (Feb 28 & March 1) 1. Bean et al. (EM: 40) 2. Dunn (EM: 41) 1. Brimelow (EM: 42) 9 Socioeconomic Status: Poverty and Wealth (March 7 & March 9) 1. Lemann (EM: 7) 2. Jarrett (EM: 4) 1. Zhou (EM:13) 2. Keister and Moller, 2000 (ARS)* 10 Socioeconomic Status: Education (March 14& March 16) 1. Astin (EM:31) 2. Feagin (EM: 33) EXAMINATION #2 ***********************Spring Break********************** 11 Socioeconomic Status: Work (March 28 & March 30) 1. Boardman and Field 2002 (TSQ)* 1. Petterson, 1997(ASR)* 12 Socioeconomic Status: Residential Context (April 4 & April 6) 1. Wacquant and Wilson (EM: 3) 2. Sampson et al. (ARS: 2002)* 1. DeSena (EM: 26) 2. Farley et al. (EM: 25) 13 The continuing significance of race (April 11 & April 14) 1. Feagin (pp. 173-201) 1. La Free (EM: 34) 2. Sakamoto et al., 2000 (Demography)* 14 Black and White?(April 18 & April 20) 1. Feagin (pp. 203-233) 1. Oboler (EM:10) 2. Nagel (EM:16) 15 Policy Considerations (April 25 & April 27) 1. Feagin (pp. 235-272) 1. Lipset (EM: 28) ***********FINAL EXAMINATION: TUESDAY MAY 3, 1:30 am- 4:00pm*********** http://socsci.colorado.edu/SOC/Undergrad/Syllabi/SOCY%203015%20Boardman %20Spr05.pdf

Syllabus for the Course: U.S. Values, Social Problems, and Change

Sociology 2031 U.S. Values, Social Problems, and Change Fall 2004

“Most of us who have withdrawn [from social action]… find it easier to stay disgruntled spectators. Turning our attention toward easier tasks, we become what political theorist Hannah Arendt once called ‘inner immigrants,’ privately outraged at our society’s directions, but publicly silent.” --Paul Loeb in Soul of a Citizen

“Those who know but do not act do evil” —David Washington, age 16, in Amazing Grace by Jonathan Kozol

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” --Margaret Mead, anthropologist (1901-1978)

Professor Sara Steen Email address: [email protected] Office information: Ketchum 205; 303-735-6658 Office hours: Tuesdays 1:30-2:30 and Thursdays 12-1, or by appointment Graduate Teaching Assistant Tara Opsal Email address: [email protected] Office information: Ketchum 8 Office hours: Mondays 9-10 and Tuesdays 10-11 or by appointment

Course objectives The goal of this course is to prepare you to be a more educated and more active citizen. Throughout the term, we will talk about the relationship between individuals and communities using a sociological perspective. We will use what we learn about social problems to begin to think about possible solutions and to identify specific actions we as individual citizens can take to work toward these solutions. Course meetings Regular class sessions are scheduled to meet Tuesdays and Thursdays from 11:00-11:50, with discussion sections scheduled on Mondays and Tuesday mornings. Much of the material you will be expected to know for the paper and exams will only be presented in class, so you should plan to attend class regularly. Discussion sections are in many ways more important than the regular class sessions, as they give you an opportunity to engage in active conversations about the issues we cover in class and really work with the material. Please plan to arrive on time, to listen attentively when others are speaking, and to refrain from holding side conversations, reading non-class materials, surfing the internet, and so forth. Disruptive behavior will not be tolerated, and will negatively impact your participation grade. Leave cell phones and beepers at home or turn them off before class begins. Course readings The following books are available at the University Bookstore: 1995. Kozol, Jonathan. Amazing Grace. New York: Harper Perennial. 2001. Hallinan, Joseph. Going Up the River. 2001. Ehrenreich, Barbara. Nickel and Dimed: On (not) Getting by in America. New York: Metropolitan. 2003. Kingsolver, Barbara. Small Wonder. New York: Harper Collins. If it would be a financial hardship for you to purchase the books, let us know, as we sometimes have a few extra copies of some of the books available to loan out. Please don’t take advantage of this unless you really need to. There will also be a number of short readings during the semester (marked in the syllabus as “e-reserves”). These readings are available through electronic course reserve. To obtain these readings, you should do the following: 1. Open your web browser and go to http://libraries.colorado.edu/ 2. Click on “Reserve lists”, then either “by instructor” or “by course.” 3. Click on the reading listed on the syllabus; you can either read it on your computer, or print a paper copy to read. Course requirements Readings: Assigned readings must be completed by class time on the day listed in the syllabus. Reading questions: We will hand out reading questions for each section of the course. These questions are designed so that you will know what we want you to be getting from the readings. Reading questions will be due at the end of each section (dates listed below). Your responses will be graded for accuracy, completeness, and evidence of reflective thinking. Each set of reading questions will be worth 5% of your course grade. Values in action paper: To be an effective citizen, you need to be able to connect your own values to social actions. This paper will require you to identify your most important values, to choose a social problem discussed in class of concern to you, and to identify actions you could take to alleviate the problem that would be consistent with your values. Your paper should be between three and five pages long, and will be due just before the end of the semester. This paper will count for 15% of your course grade. Midterm exam: After the first and second units of the course, we will have a midterm exam. The exam will consist of multiple choice, short answer, and essay questions and will be given during the scheduled class period. The midterm will count for 15% of your course grade. Final exam: The course will conclude with a final exam covering the material in the third, fourth, and fifth units of the class. The exam will consist of multiple choice, short answer, and essay questions and will be given during the scheduled final exam time for the class. The final will count for 30% of your course grade. Late policy: We understand that students often have good reasons for turning in late work. Our late policy is therefore as follows: If you need extra time to complete an assignment, you must inform Professor Steen via email no later than 5:00 p.m. the day before the paper is due. If you follow these instructions, we are generally willing to give up to two additional days. This late policy applies to reading questions and the values in action paper; it does not apply to exams. You may take advantage of this policy only once during the course of the semester. This late policy is our way of recognizing that life sometimes gets in the way of schoolwork. We know this, and you know this, which means that we (all of us) can find ways to provide you with “margins”—leeway to allow for life to happen. Note that this is primarily your responsibility—you should be sure to provide yourself with margins to allow for things that might get in the way of turning your paper in on time. For example, we all know that printers sometimes don’t work 15 minutes before class. By creating yourself a margin, you will recognize this and will not put yourself in the position of printing your paper 15 minutes before class. Do not come to class with your paper on a disk and an explanation about a broken printer—we will not accept your paper if you do this. If you arrive in class late to turn in your paper, your paper grade will drop by one letter grade. We will not accept late work from students who do not follow these instructions. Please note that we also do not accept work sent via email, nor do we accept work left under our office doors. We will not acknowledge work submitted in either of these ways.

Participation: You will receive a grade for your participation in class. Given the goals of the course, you must be present and actively participating in the class to be successful. There are two components to your participation grade. Your participation grade will be determined as follows: On seven unannounced occasions throughout the semester, we will take attendance during lecture in the form of an in-class assignment of some sort. This will constitute 10% of your total grade (each day counted will constitute 2% of your grade). You can have two absences without negatively affecting your grade. The remaining 5% of your participation grade will come from active participation in discussion sections. You are expected both to regularly attend discussion sections and to actively contribute to the classroom discussions.

Email If you contact me via email, please put “2031” in the subject line so that I can identify student emails and respond to them in a timely manner. I do not check email in the evenings or over the weekends.

Please do not email me questions about your grade. University policy prohibits the discussion of student grades via email. This policy is intended to protect you; your grade is a private matter, and email is a public forum. If you wish to discuss your grade, please make an appointment with me.

Special accommodations All decisions about special accommodations will be made by Professor Steen. All communication should therefore go to her rather than to Tara.

Religious holidays: Should a participation day fall on a religious holiday, you will not be penalized for missing class. The University of Colorado at Boulder has legal and moral obligations to accommodate all students who must be absent from classes or miss scheduled exams in order to observe religious holidays. If you will be absent from class for a religious observance, please notify Professor Steen of any scheduling conflicts in writing by September 7th. Learning disabilities: If you have specific physical, psychiatric, or learning disabilities and require accommodations, please submit a letter from Disability Services to Professor Steen no later than September 7 th . Disability Services is located in Willard 322, and information is available at www.colorado.edu/disabilityservices.

Student athletes: If you are on an athletic team and will be missing classes, please get Professor Steen a letter no later than September 7 th . It is your responsibility to look ahead on the syllabus and deal with any conflicts (e.g., scheduled assignments) prior to the conflicting event.

Grading Your grade for this course will be based on satisfactory completion of the required tasks; you decide for yourself how hard you want to work. The grade you earn does not depend on how well you do relative to others in the class. Your grade will be based on the following components: Reading questions 25% of Total Discussion section/lecture participation 15% of Total Values in action paper 15% of Total Midterm exam 15% of Total Final exam 30% of Total

We encourage you to use the chart below to keep track of your grades throughout the course of the semester so that you can be aware of how you are doing in the class. If you become concerned about your grade in this class for any reason (athletics, scholarships, academic probation, etc.), we STRONGLY advise that you schedule an appointment to talk with one of us toward the middle of the semester so that we can touch base about your grades thus far and talk about strategies for improving your performance if you are not doing as well as you need to be. Please don’t wait until the end of the semester when it will be too late for us to work with you on improving your performance.

Your grades: Participation days 10% Reading questions 25% Values in action paper 15% Midterm exam 15% Final exam 30% Academic honesty and plagiarism: The development of the Internet has provided students with historically unparalleled opportunities for conducting research swiftly and comprehensively. The availability of these materials does not, however, release the student from appropriately citing sources where appropriate; or applying standard rules associated with avoiding plagiarism. Specifically, the instructor will be expecting to review papers written by students drawing ideas and information from various sources (cited appropriately), and presented generally in the student's words after careful analysis, synthesis, and evaluation. An assembly of huge blocks of other individuals' existing material, even when cited, does not constitute an appropriate representation of this expectation.

Uncited, plagiarized material shall be treated as academically dishonest, and the paper will be assigned an 'F' as a result. If the student is confused as to what constitutes plagiarism, he/she should review the CU Honor Code on this topic, or see the instructor. Another great resource is a guide published by Dartmouth College entitled “Sources: Their Use and Acknowledgement,” which is available online at .

Please note that your work will be evaluated through TurnItIn.com, a plagiarism screening service. This service retains a copy of the submitted work for future comparisons. We will provide information in class about how to submit your work to TurnItIn.

SCHEDULE OF DAILY TOPICS, READINGS, AND ASSIGNMENTS

Date Topic Assigned Reading Assignments UNIT ONE: INTRODUCTION TO SOCIAL PROBLEMS August 24 Course introduction August 26 What is a social problem? Course syllabus August 31 NO CLASS

September 2 Introduction to sociology and E-reserves (Mooney, social problems Knox, and Schacht) September 7 Social inequalities: Class E-reserves (Newman, Special ch. 11) accommodations letters due September 9 Social inequalities: Race E-reserves (Newman, ch. 12) UNIT TWO: SOCIAL INEQUALITIES IN EDUCATION AND HEALTH CARE September 14 Inequalities in education Kozol, pp. 3-24 Reading questions due: Unit 1 September 16 Movie—“I am a promise” Kozol, pp. 27-91 September 21 Policy positions on inequalities Kozol, pp. 95-138 in education September 23 Government responsibility Kozol, pp. 141-182 September 28 Inequalities in health care Kozol, pp. 185-256 September 30 FALL BREAK October 5 Policy positions on inequalities Reading in health care questions due: Unit 2 October 7 MIDTERM EXAM Midterm exam UNIT THREE: CRIME AND PUNISHMENT October 12 Myths of crime and punishment Hallinan, pp. xi-38

October 14 Imprisonment Hallinan, pp. 38-81 October 19 Privatization and supermax Hallinan, pp. 82-113 prisons October 21 Movie—“Quiet Rage” Hallinan, pp. 114-142 October 26 Inequalities in punishment Hallinan, pp. 143-185 October 28 Myths of crime and Hallinan, pp. 186-218 punishment, revisited UNIT FOUR: UNEMPLOYMENT, UNDEREMPLOYMENT, AND WELFARE November 2 Welfare reform Ehrenreich, pp. 1-50 Reading questions due: Unit 3 November 4 Characteristics of welfare Ehrenreich, pp. 51- recipients and low-wage 120 workers November 9 Movie: “Take It From Me” Ehrenreich, pp. 121- 193 November 11 Policy positions on E-reserves: “After unemployment and welfare Welfare” November 16 After welfare Ehrenreich, pp. 194- 221 UNIT FIVE: CONSUMPTION AND SUSTAINABILITY November 18 Movie: “Affluenza” Kingsolver, xiii-40 Reading questions due: Unit 4 November 23 Maintaining hope Kingsolver, 41-87 November 25 THANKSGIVING November 30 Conservation Kingsolver, 88-130 Values in action paper due December 2 Culture of consumption Kingsolver, 180-221 December 7 What does it mean to be a Kingsolver, 131-143 citizen? Informed action and 228-264 December 9 Concluding thoughts Reading questions due: Unit 5 December 11 Saturday, 1:30 p.m. - 4 p.m. FINAL EXAM

http://sobek.colorado.edu/~steen/2031SyllabusFall04.doc

Syllabus for the Course: Race and Ethnic Relations in the United States

Sociology 1021, Section 010 Race and Ethnic Relations in the United States Fall 2005

Lectures: MW 10:00 – 10:50, Hellums 252 Professor: Liam Downey, Ph.D. Office/Phone: Ketchum 218A, 303-492-8626 E-mail: [email protected] TA: Brian Hawkins Course URL: http://socsci.colorado.edu/~downeyl/re/syllabus.html Office Hours: M,W 11:00-12:30 and by appointment

**You are responsible for knowing the information in this syllabus**

Recitation Sections: You must be enrolled in a recitation section to be enrolled in this course. Recitation requirements and your TA’s office location and office hours will be announced in your first recitation section.

***If you miss the first two recitation section classes you will be dropped from the course*** NO EXCEPTIONS

Course Description and Goals: This course is designed to introduce you to the sociological study of race and ethnicity. My three main goals this semester are to a) introduce you to different explanations of racial and ethnic inequality in the United States, b) show you how group interaction has contributed to racial and ethnic inequality in the U.S., and c) show you how racial and ethnic inequality in the U.S. have affected group interaction.

Sociologists argue that racial and ethnic inequality have existed throughout U.S. history because different racial and ethnic groups have experienced different opportunities and different barriers since immigrating to this country. Successful racial and ethnic groups have succeeded not because of some innate cultural or biological superiority, but because they have faced fewer barriers and had greater opportunities than less successful groups. Therefore, to understand racial and ethnic inequality in the United States, we must come to a better understanding of the histories and experiences of different racial and ethnic groups in this nation. Developing such an understanding is the fourth major goal of this course.

Another important goal of the class is to have you apply critical thinking skills to the study of racial and ethnic inequality in the United States. Critical thinking is the ability to identify an author's or speaker's main argument, understand that argument, and develop a positive or negative critique of that argument based on solid evidence. It also means being able to develop your own plausible explanations of social and physical phenomena. The ability to think critically is one of the most important skills you can develop as an undergraduate student. Critical thinking allows you to understand and analyze information and arguments you are not familiar with and provides you with many of the skills necessary to communicate effectively with others.

Course Assignments: Your assignments in this class are designed to help meet the goals noted above. In addition to your reading assignments, you will be required to a) write two, 3-5 page essays, each worth 15% of your grade and b) take two in-class exams, each worth 25% of your grade. For recitation, you will be asked to complete a weekly one page summary or reflection on the past week's lectures and readings or, on occasion, an alternate exercise assigned by your TA. These weekly writing assignments are cumulatively worth 10% of your grade. The final 10% of your grade is based on recitation attendance. Exams: You will take a mid-term exam on Oct. 12th and a final exam on Dec. 13th. These exams will include short answer questions, essay questions, and perhaps some multiple choice or fill-in-the-blank questions. You will do much better on the exams if you attend class and recitation every day, take thorough notes in class and recitation, and use your class and recitation notes to prepare for the exam.

The essays must be printed on a computer (or typed) using one-inch margins at the top and bottom and 1.25-inch margins on the left and right. They must be double-spaced, using a 12-point Times New Roman font. Staple a cover page to your essay so that you do not waste space on your first page with your name and essay title.

All written work must be original. In other words, do not use somebody else’s ideas without properly citing the source of those ideas (your references can be listed on a separate sheet). Keep direct quotes to an absolute minimum, but clearly cite direct quotes when you use them. Remember, plagiarism is a serious offense that can result in your failing the class.

Class Participation: You will not be graded on class participation. However, students tend to learn more when they participate in class discussions and when they ask questions about material that they find interesting or difficult to understand. Do not hesitate to ask questions in class. If you do not ask questions about the course material I will assume you understand it.

Attendance: Regular class attendance is very important. Essay and exam questions will be based on the ideas and materials covered in class lectures, recitation discussions, and the readings. You will not do well in this course if you do not attend class and recitation and do the reading.

If you miss a class or recitation it is your responsibility to get lecture and discussion notes, as well as other course information, from another student. If you still have questions after talking with another student, please contact me or Brian Hawkins.

Grading: Your grades will be based on your mastery of the course material as indicated by the substantive quality of your work. Work has to be handed in to me (or Brian Hawkins) in person, in class, and on time. If you fail to hand an essay in to me on time, you will lose a full letter grade for each day it is late. If your essay is more than four days late you will receive no credit for it. I will consider an essay to be one day late if I have not received it in class, at the beginning of class, on the day it is due. You will receive a zero on your essay if you have somebody else turn it in to me or if you place it in my mailbox or Brian Hawkins’ mailbox.

In addition, you will not receive credit for your recitation assignments if you do not turn them in to Brian Hawkins in person when they are due.

There will be no make-up exams. So do not miss the exams.

***The only time I will make exceptions to my late assignment or make-up exam policy is if you provide me with written proof of a death in your family.*** Calculating your final grade:

Exam 1 October 12 25 points Essay 1 October 26 15 points Essay 2 November 21 15 points Exam 2 December 13 25 points (10:30a.m.-1:00p.m.) Recitation Assignments 10 points Recitation Attendance 10 points Total 100 points

90-100 points = A 80 - 90 points = B 70 - 80 points = C 60 - 70 points = D 0 - 60 points = F

I WILL NOT NEGOTIATE GRADES

REQUIRED READINGS

Books (available at the bookstore) Ronald Takaki. 1993. A Different Mirror: A History of Multicultural America.

Ron Suskind. 1998. A Hope in the Unseen: An American Odyssey from the Inner City to the Ivy League.

Martinez, Ruben. 2000. Crossing Over: A Mexican Family on the Migrant Trail.

On-line readings In addition to the books listed above, you are also responsible for reading several on-line readings. These readings are available through the on-line course syllabus: http://socsci.colorado.edu/~downeyl/re/syllabus.html.

The course is broken into four sections: 1. Introduction to the sociological study of race and ethnicity. 2. Biological, cultural, and structural explanations of racial and ethnic inequality. 3. The multicultural history of the United States. 4. Current issues.

See the next page for the daily reading schedule.

INTRODUCTION TO THE SOCIOLOGICAL STUDY OF RACE AND ETHNICITY

Week 1: August 22: First Day of Class August 24: Takaki, Chapter 1

BIOLOGICAL, CULTURAL, AND STRUCTURAL EXPLANATIONS OF RACIAL AND ETHNIC INEQUALITY

Week 2: Aug. 29: On-line “Ethnic Studies”, selected pages. Aug. 31: On-line “The Status of Majority and Minority Groups in the U.S. Today”. On-line: “Race Without Color." (optional) On-line: "The Skin We're In." (optional)

Week 3: Sept. 5: No Class Sept. 7: On-line: Steinberg, Stephen. “The Culture of Poverty Reconsidered”. On-line: MacLeod, Jay “Ain't No Makin' It”, selected pages

THE MULTICULTURAL HISTORY OF THE UNITED STATES

Week 4: Sept. 12: No reading Sept. 14: Takaki, Chapter 2 and pages 21-23

Week 5: Sept. 19: Takaki, Chapter 3 Sept. 21: Takaki, Chapter 4 and pages 79-83

Week 6: Sept. 26: Takaki, Chapter 5 Sept. 28: Takaki, Chapter 6

Week 7: Oct. 3: Takaki, Chapter 10 Oct. 5: Takaki, Chapter 11

Week 8: Oct. 10: No Reading Oct. 12: Mid-Term Exam

CURRENT ISSUES Week 9: Immigration Oct. 17 & 19: Ruben Martinez. 2000. Crossing Over (Read Entire Book)

Week 10: Immigration Oct. 24: No Reading Oct. 26: Essay 1 Due in class at the beginning of class

Week 11: Native Americans Oct. 31: Takaki, Chapter 9 and pp. 225-227. Nov. 2: On-line: “Blood Struggle”, Introduction, Chapter 1, and selected pages.

Week 12: Native Americans / Black Poverty and Racism Nov. 7: On-line: “The Missing Link (American Apartheid)” On-line: “Job Mismatch” (Optional) On-Line: “Social Change and Social Dislocations in the Inner City”

Nov. 9: Begin reading Ron Suskind. 1998. A Hope in the Unseen

Week 13: Black Poverty and Racism Nov. 14 & 16: Finish reading Ron Suskind. 1998. A Hope in the Unseen

Week 14: Black Poverty and Racism Nov. 21: Essay 2 Due in class at the beginning of class Nov. 23: No Reading

Week 15: Black Poverty and Racism Nov. 28: On-line: Kozol, Jonathon. Amazing Grace, selected pages. Nov. 30: On line: Feagin, Joe and Melvin Sikes. Living With Racism, selected pages. On-line: Cry the Beloved Country, selected pages. On-line: “Hate Crimes” On-line: “Discrimination Testing”

Week 16: Affirmative Action Dec. 5: On-Line “Affirmative Action” Dec. 7: No Reading

University Policies

ACCOMODATION: Disability, Religious & Activity Accommodations: 1. If you qualify for an accommodation due to a disability, please submit to the instructor a letter from Disability Services that details the appropriate accommodations by the end of the second week of class. Disability Services determines accommodations based upon documented disabilities. For more information call 303-492-8671, visit Willard 322 or go to their website http://www.colorado.edu/disabilityservices.

2. Campus policy regarding religious observances requires that faculty make every effort to reasonably and fairly deal with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. If the observance of a religious holiday or activity conflicts with the course requirements, please make the dates of the conflict(s) known to the instructor in writing by the end of the second week of class. http://www.colorado.edu/policies/fac_relig.html

3. If participation in a university-supported activity (athletic competitions, artistic performances, etc.) conflicts with the course requirements, please make the dates and nature of the conflicts known to the instructor in writing by the end of the second week of class. Students will be asked to provide evidence of participation for any exceptions.

HONOR CODE: All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council ([email protected]; 303-725-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode/

LEARNING ENVIRONMENT: Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to behavioral standards may be subject to discipline. See polices at http://www.colorado.edu/policies/classbehavior.html and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student

SEXUAL HARRASSMENT: The University of Colorado Policy on Sexual Harassment applies to all students, staff and faculty. Sexual harassment is unwelcome sexual attention. It can involve intimidation, threats, coercion, or promises that create an environment that is hostile or offensive. Harassment may occur between members of the same or opposite gender and between any combination of members in the campus community: students, faculty, staff, and administrators. Harassment can occur anywhere on campus, including the classroom, the workplace, or a residence hall. Any student, staff or faculty member who believes s/he has been sexually harassed should contact the Office of Sexual Harassment (OSH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. Information about the OSH and the campus resources available to assist individuals who believe they have been sexually harassed can be obtained at: http://www.colorado.edu/sexualharassment/

Professor Downey’s Expectations

1. Come to class every day. 2. Come to class on time every day. 3. If you do arrive late, come in quietly and find a seat near the door. 4. Don’t leave the room in the middle of class to go to the bathroom or for any other reason. 5. If you absolutely have to leave class early (for a doctor’s appointment for example): a. Tell me before class b. Sit near the door 6. No talking, reading, or sleeping in class. 7. Stop talking and reading as soon as class begins. 8. Class begins on time. 9. Do not start to pack your things before class ends. 10. Take complete and thorough lecture notes. 11. If you miss class get lecture notes from another student (then talk to me if you do not understand the notes). 12. Treat everyone in the room with respect. 13. Participate in class discussions. 14. DO ALL THE ASSIGNED READING BEFORE THE CLASS ON WHICH THEY ARE DUE. 15. STUDY SEVERAL HOURS FOR EACH EXAM.

http://socsci.colorado.edu/SOC/Undergrad/Syllabi/1021_Downey_Fall05.htm

Syllabus for the Course: Feminist Theory

FEMINIST THEORY

SOCY 5036, SPRING 2005

Professor AnnJanette Rosga Class Time/Day: F 3:00-6:00pm

Office: 219 Ketchum Hall Classroom: Ketchum 33

Phone: 735-2389, email: [email protected]

Office Hours: Fridays 2:00-3:00, or by appt.

[T]o admit the importance of theory is to make an open-ended commitment, to leave yourself in a position where there are always important things you don’t know. …Theory makes you desire mastery …[but]…makes mastery impossible.

Jonathan Culler

There are no new ideas. There are only new ways of making them felt.

Audre Lorde

Course Description & Requirements

Depending on how one slices it, “feminist theory” can span decades (if not centuries), disciplines, genres, agendas, languages, cultures, geographies and topical foci. Possible organizational schemas for a graduate seminar on this material proliferate wildly. Rather than attempting a representative sampling or making any pretense to comprehensiveness, this course will focus primarily on feminist theories that are generally categorized as “poststructuralist,” and will endeavor to ensure that students acquire sufficient vocabulary and familiarity with key texts to understand and work with these theories.[1] Among other things, this means that the course will prioritize a reckoning with the epistemological ramifications of poststructuralist feminist theory: how do writings that fall within this loosely bounded arena impact the kinds of questions we might ask in social research? What “moves” do they enable us to make in our study of social phenomena? What are the assumptions made by these theories and how might they affect what we think we know about the social world, how we “know” it, and what any of us think we’re up to when we set out to “study” it?

The first half of the term will be spent reviewing the necessary corollary concepts to any study of poststructuralist feminist theory (e.g. structuralism, semiotics, psychoanalysis, subjectivity, discourse, language, power/knowledge). This material will be covered primarily in lecture-discussion format, while the readings assigned will each draw upon and make use of specific key concepts.

During the second half of the term, we’ll set out to explore specific applications of feminist poststructuralist theory. The course will focus particularly on the ramifications of these theories – theories that arise out of, and analyze, the experience of living in and through the mediations of “marked” categories (woman, queer, [post]colonial) – for the study of lives lived in/through/via “unmarked” experiences and institutions. Put another way, the course will ask: of what use are poststructuralist feminist, queer, and/or postcolonial theories for the analysis of topics that are not primarily identified in terms of their connection to “oppressed” groups? To this end, we will examine feminist theories of masculinity, heteronormativity, “white”-ness, the state, nation and empire.

Writing & Presentation Requirements

Papers Approximately half of the credit for this course is to be earned via traditional analytical writing assignments. This requirement may be fulfilled in one of two ways. Option one is to write a full-length (15-25pp.) seminar paper on a particular topic of interest, using the theoretical material covered in this class. The second option is to write 3 shorter (5-7pp.) reading-response essays, each considering (and placing into conversation) the writings of 2-5 different authors.

In order to facilitate our understanding of material that is often highly abstract, the remaining two assignments are designed to concretize, to encourage you to directly apply, and to facilitate our discussions of theoretical texts:

Applications

Each student will be required to prepare one 10-15minute presentation for the class in which she or he describes an application of one or more particular theoretical texts to a topic or issue that is apparently unrelated to the topics taken up by the text(s). (For example, one might apply Donna Haraway’s analysis of technoscience to a legal practice or institution, or Chandra Mohanty’s discussion of the “western gaze” to biomedical imaging procedures.) This assignment will likely be most useful to you if you can apply a given theoretical text(s) to a topic of particular interest to you (e.g. your dissertation research topic, or a topic you’re considering for your dissertation). The goal of your presentation should be not simply to summarize, or to illustrate your grasp of, the theory under discussion, but to extend our understanding of that theory by showing how it affects your consideration of a seemingly unrelated topic.

Engagements

Theoretical texts are, of course, written by real live people. This assignment asks you to go out and find the authors whose work we’ll be reading and interview them about that work. You may carry out this assignment individually or in a group with one or two other students. You may conduct the interview in any way you see fit (for example, you might focus entirely on the work we’re reading, asking the author about her or his thoughts on that piece now that some time has passed since it was written; you might ask the author to trace her or his intellectual influences; you might ask her or him about how s/he writes and to what end? Or, you might interview two or more co-authors about their work together). You’ll then present the findings of your interview to the class in another 10-15 minute presentation. The goal of this assignment is similarly to bring another dimension of an author’s work into our discussions so that we might all more richly understand that work.[2]

Deadlines Paper deadlines are for you, for the smooth functioning of the class, and to help me keep a sane grading schedule. If you require a paper extension for any reason, please inform me, at least one week prior to the class meeting in which the assignment is due, of the alternative deadline you intend to meet. For your own and others’ sakes, please make every effort to meet original deadlines.

Presentation deadlines are vital to meet, since the entire class will be counting on your contribution in order to fully engage with the day’s assigned reading material. If you determine that you will be unable to make a presentation for which you have signed up, you are fully responsible for locating another student(s) to take your place, and for ensuring that the interview or applications material will be covered by your replacement.

Attendance & Discussion Requirements

Attendance at all seminar meetings is mandatory. The course is designed as an intensive reading and discussion workshop; your active, well-prepared, participation is essential to its success. Should circumstances require you to miss a meeting, however, you are responsible for ensuring that your writing assignments are delivered to me on time, that you are informed of the material missed in class, and that any obligations you have to the class or other students are fulfilled or rearranged. Each absence will result in a 2% reduction in your overall grade. More than two absences will result in your failing the class.

Whenever possible, I encourage you to work with one or more of your fellow students in preparing to discuss assigned readings in class. An extra eye helps ensure you’ve identified the salient points of a given text and often helps you to formulate excellent questions about the reading.

If you have specific physical, psychiatric, or learning disabilities and require accommodations, please let me know early in the semester so that your learning needs may be appropriately met. You will need to provide documentation of your disability to the Disability Services Office in Willard 322 (phone 303-492-8671).

Grade Distribution

Application 15% Interview 20% 3 short essays @ 15% each OR 45% 1 final seminar paper Participation 20% Total 100%

Required Texts

Abbrev. in Text Schedule Denise Riley, Am I That Name? University of Minnesota Press, 1989 Haraway Donna Haraway, The Haraway Reader, Routledge, 2003 (“Haraway” in schedule). M&K Carole R. McCann and Seung-Kyung Kim, Feminist Theory Reader: Local and Global Perspectives, Routledge, 2002 (“M&K” in schedule). JKG Judith Kegan Gardiner, Masculinity Studies and Feminist Theory, Columbia University Press, 2002 (“JKG” in schedule). Conboy Katie Conboy, Nadia Medina and Sarah Stranbury, eds. Writing on the Body: Female Embodiment and Feminist Theory. New York: Columbia University Press, 1997. Fine Michelle Fine, et. al., eds. Off White: Readings on Race, Power and Society. New York: Routledge, 1997. McClintock Anne McClintock, Aamir Mufti and Ella Shohat, eds. Dangerous Liaisons. Minneapolis: University of Minnesota Press, 1997. Foucault, Michel. The History of Sexuality: An Introduction, Vol.1. New York: Vintage Books, 1978. Bornstein, Kate. Gender Outlaw. New York: Vintage Books, 1994. [R] Additional readings on Norlin E-Reserve

Schedule of Readings

Part 1: Key Concepts

January 14: What is theory?

Introduction to the class and to one another.

January 21: Structuralism and Semiotics

 Denise Riley, Am I That Name?  Nader, Laura. "Up the Anthropologist—Perspectives Gained from Studying Up." Anthopology for the Nineties: Introductory Readings. Ed. Johnnetta B. Cole. New York: The Free Press, 1988. 470-84.

January 28: Deconstruction & Post-structuralism 1

 Derrida, Jacques. "Différancé (1968)." A Critical and Cultural Theory Reader. Eds. Antony Easthope and Kate McGowan. Toronto: University of Toronto Press, 1992. 108-32. [R]  Derrida, Jacques. ""Structure, Sign, and Play in the Discourse of the Human Sciences." Writing and Difference. Chicago: University of Chicago Press, 1978. [R]

 Scott, Joan Wallach. "Deconstructing Equality-Versus- Difference: Or, the Uses of Poststructuralist Theory for Feminism." M&K: 378-90. [R]

February 4: Deconstruction & Post-structuralism 2

Professor Rosga away – class-led discussion

 Kristeva, Julia. "Stabat Mater." Feminist Social Thought. Ed. Diana Tietjens Meyers. New York: Routledge, 1997. 302-219. [R]  Spivak, Gayatri Chakravorty. "French Feminism Revisited: Ethics and Politics." Feminists Theorize the Political. Eds. Judith Butler and Joan W. Scott. New York: Routledge, 1992. 54-85. [R]

 Cixous, Hélene. "Sorties (1986)." A Critical and Cultural Theory Reader. Eds. Antony Easthope and Kate McGowan. Toronto: University of Toronto Press, 1992. 146-57. [R]

 Spivak, Gayatri with Ellen Rooney. ""In a Word" Interview." The Second Wave: A Reader in Feminist Theory. Ed. Linda Nicholson. New York and London: Routledge, 1997. 356-78. [R]

February 11: Deconstruction & Post-structuralism 3

Guest: Professor Donna Haraway

 Haraway, Donna. "A Manifesto for Cyborgs: Science, Technology, and Socialist Feminism in the 1980s." Haraway: 7-46.  ---. "Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective." M&K 391-403.  ---. "Modest_Witness@Second_Millennium." Haraway: 223-50.  ---. "Cyborgs, Coyotes, and Dogs: A Kinship of Feminist Figurations and There Are Always More Things Going on Than You Thought! Methodologies as Thinking Technologies (an Interview with Donna Haraway, Conducted in Two Parts by Nina Lykke, Randi Markussen, and Finn Olesen)." Haraway: 321-42.  Claudia Castañeda. Figurations: Child, Bodies, Worlds. Durham and London: Duke University Press, 2002: chapter 5 (142-171). [R]

February 18: Psychoanalysis

First Short Essay Due

 Irigaray, Luce. "This Sex Which Is Not One." The Second Wave: A Reader in Feminist Theory. Ed. Linda Nicholson. New York and London: Routledge, 1997. 323-29. [R]  ---. "And the One Doesn't Stir without the Other." Feminist Social Thought. Ed. Diana Tietjens Meyers. New York: Routledge, 1997. 320-30. [R]  Abel, Elizabeth. "Race, Class, and Psychoanalysis? Opening Questions." Feminist Social Thought. Ed. Diana Tietjens Meyers. New York: Routledge, 1997. 180-98. [R]  Butler, Judith. "Gender Trouble, Feminist Theory, and Psychoanalytic Discourse." Feminism/Postmodernism. Ed. Linda Nicholson. New York and London: Routledge, 1990. 324-40. [R]  Silverman, Kaja. "Masochism and Male Subjectivity." The Masculinity Studies Reader. 1992. Eds. Rachel Adams and David Savran. Malden: Blackwell, 2002. 21-40. 2004. [R]  Probyn, Elspeth. "Shaming Theory, Thinking Dis-Connections: Feminism and Reconciliation." Transformations: Thinking through Feminism. Eds. Sara Ahmed, et al. London: Routledge, 2000. 48-60. [R]

February 25: Subjectivity

 Alarcón, Norma. "The Theoretical Subject(s) of This Bridge Called My Back and Anglo-American Feminism." M&K:404-14.  Anzaldúa, Gloria. "La Conciencia De La Mestiza: Towards a New Consciousness." M&K: 179-87.  Berlant, Lauren. "The Subject of True Feeling: Pain, Privacy and Politics." Transformations: Thinking through Feminism. Eds. Sara Ahmed, et al. London: Routledge, 2000. 33-47. [R]  Scott, Joan W. ""Experience"." Feminists Theorize the Political. Ed. Judith Butler & Joan W. Scott. New York: Routledge, 1992. 22-40. [R]  Das, Veena. "The Act of Witnessing: Violence, Poisonous Knowledge, and Subjectivity." Violence and Subjectivity. Eds. Veena Das, et al. Berkeley: University of California Press, 2000. 205-25. [R]  Cha, Theresa Hak Kyung. Dictee. New York: Tanam Press, 1982. (Excerpts TBA). [R]  Bordo, Susan. "The Body and the Reproduction of Femininity." [Conboy] 90-110.

[March 1: Angela Davis speaking @ Mackey]

March 4: Discourse

 Foucault, Michel. The History of Sexuality: An Introduction, Vol.1. New York: Vintage Books, 1978.  de Lauretis, Teresa. "The Technology of Gender." Technologies of Gender: Essays on Theory, Film and Fiction. Bloomington: Indiana University Press, 1987. 1-30. [R]

[March 9: Kate Bornstein speaking]

March 11: Power/Knowledge

 Hartsock, Nancy. "Foucault on Power: A Theory for Women?" Feminism/Postmodernism. Ed. Linda Nicholson. New York and London: Routledge, 1990. 157-75. [R]  Hall, Stuart. "The West and the Rest: Discourse and Power." Modernity: An Introduction to Modern Societies. Eds. Stuart Hall, et al. Cambridge, Massachusetts: Blackwell, 1996. 184-228. [R]  Hill-Collins, Patricia. "The Politics of Black Feminist Thought." M&K: 318-33.  Kang, Laura Hyun Yi. "Conjuring "Comfort Women": Mediated Affiliations and Disciplined Subjects in Korean/American Transnationality." Journal of Asian American Studies 6.1 (2003): 25-55. [R]  Gore, Jennifer M. "Disciplining Bodies: On the Continuity of Power Relations in Pedagogy." Foucault's Challenge: Discourse, Knowledge and Power in Education. Ed. Thomas S. Popkewitz and Marie Brennan. New York: Teachers College Press, 1998. 231-54. [R]  Gagne, Patricia and Richard Tewsbury. "Knowledge and Power, Body and Self: An Analysis of Knowledge Systems and the Transgendered Self." The Sociological Quarterly 40.1 (1999): 59-83. [R]

March 18: Performance

 Butler, Judith. "Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory." M&K: 415-27.  West, Candace and Don H. Zimmerman. "Doing Gender." Seldom Seen, Rarely Heard: Women's Place in Psychology. Ed. Janis S. Bohan. Boulder Colorado: Westview Press, 1992. 379-403. [R]  Bornstein, Kate. Gender Outlaw. New York: Vintage Books, 1994.  Pfeil, Fred. "Getting up There with Tom: The Politics of American “Nice”." JKG: 119-40.

March 25:

Spring break, no class

Part Two: Diffractions

What we need is to make a difference in material-semiotic apparatuses, to diffract the rays of technoscience so that we get more promising interference patterns on the recording films of our lives and bodies. Diffraction is an optical metaphor for the effort to make a difference in the world.

…The point is to learn to remember that we might have been otherwise, and might yet be, as a matter of embodied fact.

Donna Haraway

April 1: Masculinities

Second Short Essay Due

 Halberstam, Judith. "The Good, the Bad, and the Ugly: Men, Women, and Masculinity." JKG: 344-68.  ---. “Drag Kings,” Female Masculinity. Durham: Duke University Press, 1998. [R]  MacKinnon, Catherine A. "Rape: On Coercion and Consent." Writing on the Body: Female Embodiment and Feminist Theory. Eds. Katie Conboy, Nadia Medina and Sarah Stranbury. New York: Columbia University Press, 1997. 42- 58. [R]  Newton, Judith. "Masculinity Studies; the Longed-for Profeminist Movement for Academic Men?" JKG: 176-92.  Wiegman, Robyn. "Unmaking: Men and Masculinity in Feminist Theory." JKG: 31-59.  Brod, Harry. "Studying Masculinities as Superordinate Studies." JKG: 161-75.

April 8: Heteronormativity

 Rubin, Gayle. "The Traffic in Women (Notes on the "Political Economy" of Sex)." The Second Wave: A Reader in Feminist Theory. Ed. Linda Nicholson. New York and London: Routledge, 1997. 27-62. [R]  Butler, Judith, and Gayle Rubin. "Sexual Traffic (an Interview with Gayle Rubin by Judith Butler)." differences 6.2-3 (1994): 62-99. [R]  Stone, Sandy. "The Empire Strikes Back: A Posttransexual Manifesto." [Conboy] 337-59.

 Butler, Judith "Revisiting Bodies and Pleasures." Theory, Culture & Society 16.2 (1999): 11-21. [R]

April 15: “White”-ness

 hooks, bell. "Representing Whiteness in the Black Imagination." Cultural Studies. Eds. Cary Nelson, Paula A. Treichler and Lawrence Grossberg. New York: Routledge, 1992. 338-46. [R]  Billig, Michael. "Keeping the White Queen in Play." [Fine] 149-57.  Dyer, Richard. "The White Man's Muscles." The Masculinity Studies Reader. 1997. Eds. Rachel Adams and David Savran. Keyworks in Cultural Studies; Vol. 5. Malden: Blackwell, 2002. 262-73. 2004. [R]  Fine, Michelle. "Witnessing Whiteness." [Fine] 57-65.  Hurtado, Aida, and Abigail J. Stewart. "Through the Looking Glass: Implications of Studying Whiteness for Feminist Methods." [Fine] 297-311.  Roman, Leslie G. "Denying (White) Racial Privilege: Redemption Discourses and the Uses of Fantasy." [Fine] 270-82.  Winant, Howard. "Behind Blue Eyes: Whiteness and Contemporary U.S. Racial Politics." [Fine] 40-53.  Haraway, Donna. "Race: Universal Donors in a Vampire Culture. It's All in the Family: Biological Kinship Categories in the Twentieth-Century United States." Haraway: 251-94.

April 22: State & Nation

 Mouffe, Chantal. "Feminism, Citizenship & Radical Democratic Politics." Feminists Theorize the Political. Eds. Judith Butler and Joan W. Scott. New York: Routledge, 1992. 369-84. [R]  Williams, Patricia J. "On Being the Object of Property." [Conboy] 155-75.  Mani, Lata. "Multiple Mediations: Feminist Scholarship in the Age of Multinational Reception." M&K: 364-77.  McClintock, Anne. ""No Longer in a Future Heaven": Gender, Race, and Nationalism." [McClintock] 89-112.  Brown, Wendy. “Finding the Man in the State.” States of Injury. Princeton: Princeton University Press, 1995: 166-196. [R]  Rosga, AnnJanette. "Policing the State." Georgetown Journal of Gender and the Law Inaugural Issue (1999): 145-71. [R]

April 29: Nation & Empire

 Carby, Hazel V. ""on the Threshold of Woman's Era": Lynching, Empire, and Sexuality in Black Feminist Theory." [McClintock] 330-43.  Jordan, June. "Report from the Bahamas." M&K: 438-46.  Minh-ha, Trinh T. "Not You/Like You: Postcolonial Women and the Interlocking Questions of Identity and Difference." [McClintock] 415-19.  Mohanty, Chandra Talpade. "“Under Western Eyes” Revisited: Feminist Solidarity through Anticapitalist Struggles." Signs: Journal of Women in Culture and Society 28.2 (2003): 499-535. [R]  Narayan, Uma. "The Project of Feminist Epistemology: Perspectives from a Nonwestern Feminist." M&K: 308-17.  Stoler, Ann Laura. "Making Empire Respectable: The Politics of Race and Sexuality in Twentieth-Century Colonial Cultures." [McClintock] 344-73.

May 2, 5pm

Third Short Essay or Final Seminar Paper Due

[1] One of the required texts, however, Feminist Theory Reader: Local and Global Perspectives, contains a sampling of early canonical works in feminist theory as well as an excellent sampling of second and third wave “classics.” This text was selected to provide a resource to students with limited background in first-third wave precursors to, and foundations for, poststructuralist feminist theories. [2] An exception to the rule that anyone who is living, and whose work is assigned in this class, may be interviewed is Donna Haraway. She will be visiting the class herself, so we may all pose questions to her in person.

Syllabus for the Course: Graduate Feminist Methods

Graduate Feminist Methods Fall Semester 2005 Sociology 5026-001 Professor: Joanne Belknap, Ph.D. Office: IBS 1, Room 2 [1416 Broadway, next to Starbucks]) Phone: 735-2182 Office Hours: Wednesdays 9-11 a.m. and by appointment e-mail: [email protected]

REQUIRED READINGS

Hesse-Biber, Sharlene Nagy and Michelle L. Yaiser, Eds. 2004. Feminist Perspectives on Social Research. New York : Oxford University Press.

Jane Ribbens and Rosalind Edwards, Eds. 1998. Feminist Dilemmas in Qualitative Research : Public Knowledge and Private Lives. London ; Thousand Oaks, CA: Sage

COURSE IDEOLOGY

This graduate seminar is an overview on feminist research methods, focusing on the discipline of sociology, but also addressing some other disciplines in far more limited means.

TEACHING IDEOLOGY

I expect that this graduate seminar will involve little lecturing (although there will be some), and consist more of an informed discussion based on a careful review of the assigned readings. My goal is to have students leave the course with a strong knowledge base in feminist research methods.

GRADING

There are two tracks for this course. Both tracks will write 10 “weekly” papers (although students in Track 2 may use the weekly paper to apply the readings to their own particular study they are writing about for the final paper). Track 1 students will take open-note (but the notes must be hand-written, not electronic and not xeroxed/copied) midterm and final exams. Track 2 students will hand in a final paper that is the method of a research design. This will include a bibliography and a discussion of the method (e.g., site selection, sample, measurement instrument, proposed data analysis, etc.)

Weekly papers are due at the beginning of class for the assigned readings due that week. These papers should be 1 to 2 pages using a 10 to 12 point font. Ten of these papers are due, and to count, must be handed it at the beginning of class. (If a student is ill or misses class for any other reason, s/he can e-mail or fax the paper, but it must be received by the beginning of the class to be graded/counted.) Students may hand in 12 papers and drop the two lowest grades (or 11 and drop the lowest). In these papers, the student should summarize the writings, pulling them together around a common theme. If there is room, the students are welcome to indicate the strengths and weaknesses of the various readings. Please follow the Scholarly Paper Guidelines attached to this syllabus. Another option for these weekly papers is that students who are opting from the final paper (rather than the mid-term and final exams) may choose to apply the readings to their own studies in the weekly assignment.

Track 2: Term papers will be for those students who would like to use this course to work on a project they have already started or would like to start. Students opting for this track need to let me know early on in the semester, but the second week, where they are on the methods part of their project so that I can determine the final paper grade based on the progress from the beginning of the semester. Thus, if the student is just thinking about the dissertation research project s/he is planning, then s/he needs to let me know that s/he is starting “from scratch.” For those who have had their method approved by the HRC, then provide me with a copy of the HRC application by the second week please. Obviously, for this track, the topic needs to be feminist topic and thus I need to approve of it. Students who write term papers will do a brief (10 minute) presentation of their paper on the last day of the class (December 6).

Class Participation: Class participation will be based on attendance and quality of contribution to discussions. It is expected that everyone will arrive on time and plan to stay the whole class period, and that attendance will be “perfect.” Students who miss more than two classes for any reason will be expected to drop the class. Missing one or two classes will also negatively affect the course grade. A huge portion of the learning will be our class discussion of the readings, studies, and issues. Therefore, lack of presence makes this impossible. Students who opt for Track II will still be expected to conduct a detailed reading of the weekly assignments in order to take part in the class discussion (and potentially to add to their term papers).

Leading Class Discussion: Each student must sign up for a week where s/he will take responsibility for co-facilitating the class discussion around the readings. In the past, some students have approached this by bringing a list of discussion questions to distribute. In addition to helping me guide the class discussion for that night, each student needs to assign a journal article or book chapter of her/his own choosing. The class will discuss the lack or application of feminist method. The paper can be a great example of feminist method or a terrible example (e.g., very poorly conducted study on feminist topic) but the point is to start thinking about examples of empirical research from a feminist method perspective. The only stipulation is be sure that what you assign is an empirical study That is, that data have been collected and analyzed (even if not very well). Stated another way, make sure it isn’t just a “think piece” where there was no data collection. (If you’re in doubt, check with me.) This portion of the final grade will be based on the quality of questions for the class discussion and facilitation. It is expected that students will conduct an extra careful reading the weeks they are co-facilitating with me.

Grade Breakdown: Points Weekly Papers 100 (total for 10 papers, each paper worth 10 points) Exams/Final OR Final Paper* 50 Guiding One Week’s and Chosen Article Discussion 25 Class Participation 25 Total 200 points

*Each student chooses whether s/he wants to do an in-class mid-term and final open-note (not book) essay exam OR a final paper designing or continuing the method part on an existing study of their own

COURSE SCHEDULE

Week Date Readings Due

1. August 23 Course Introduction (no readings)

2. August 30 R & E Chapter 1 (pp.1-23) and H-B & Y Chapters 1 & 2 (pp.1-38)

3. September 6 H-B & Y Chapters 3-5 (pp. 101-154)

4. September 13 H-B & Y Chapters 9, 10 & 11 (pp. 155-208)

5. September 20 H-B & Y Chapters 12 & 13 (pp. 209-250) R & E Chapter 2 (pp.24-38)

6. September 27 R & E Chapters 3 & 4 (pp. 39-71)

7. October 4 R & E Chapters 5 & 6 (pp. 72-102)

8. October 11 Mid-term Essay Exam

9. October 18 R & E Chapters 7 & 8 (pp. 103-146)

10. October 24 R & E Chapter 9 & 10 (pp. 147-185)

11. November 1 H-B & Y Chapters 14 & 16 (pp. 251-270 and 296- 319)

12. November 8 H-B & Y Chapters 15 & 17 (pp. 271-295 and 320- 329)

13. November 15 H-B & Y Chapter 18 (pp. 330-350) R & E Chapter 11 (pp. 186-202)

14. November 22 H-B & Y Chapters pp.

15. November 29 H-B & Y Chapters pp.

16. December 6 R & E Chapter Epilogue (pp. 203-05) Conclusions and Class Presentations

December 13 7:30-10:30 Final Essay Exam

Guidelines for Scholarly Papers Joanne Belknap, Ph.D.

1. Do not use folders or plastic covers. Cover sheets are unnecessary. Simply staple the paper together. Papers must be typed (10-12 point font), double- spaced, and stapled!

2. Be sure you include a title for your paper.

3. Avoid using the word "I" (it is usually understood). Do not draw on personal experiences.

4. Keep to the word/page limit. I have found that the papers that keep to the word limit are usually just as informative and "good" as those that exceed it (and they are often much better than those exceeding the word limit).

5. It is unusual to use the authors' first names or the titles of their books or articles.

6. Where there is more than one reading assigned, do not present the information as a serial presentation of the various authors’ perspectives. Try to think about what the major themes were, and use the various authors to back them up or discuss them. However, be sure to cite all of the assigned authors/readings for each paper.

7. Try to think of these writing exercises in that you have been asked to write a short review for a journal on a particular topic (the assigned topic for the week in question). Thus, you will be framing your paper around the topic, using the readings to build your arguments. You can still disagree with the reading(s), but you are making a presentation of what these authors have to say about the topic in question.

8. Avoid making these sound like book reports, avoiding phrases like "This week's readings..." or "In her book, .....".

9. Remember when you make a direct quote to include the page number.

10. Be sure not to string together a series of direct quotes, even if they are from different readings. Put some of these in your own words.

11. Remember, even if you don't use a direct quote, if you are drawing on ideas of a particular author(s), you need to give her/him/them credit by citing her/him/them.

12. Use these assigned papers to work on your own writing skills. Good writing (for most of us) takes a lot of practice. I find it helpful to read what I've written out loud, to check the flow.

13. Be sure to place things in their proper context. For instance if you are discussing the 1920's, 1960's, India, Vietnam, etc., say so.

14. Don't use the word "feels" to describe what one of the authors said. Use words like "believes," "claims," "states," etc. "Feels" isn't very scholarly, as we say in the business.

15. Avoid over use of a certain word or phrase in a sentence, paragraph or paper. An example would be using the word "concerning" twice in the same sentence. You could change one “concerning” to "regarding." Similarly, don’t start a series of sentences with the same wording/phrasing.

16. When referring to the U.S. use the word "U.S." or United States, not America. In addition to the fact that many Canadians and Central and South Americans find it offensive (and ethnocentric) that people in the U.S. refer to ourselves as "Americans" and our country as "America," when it actually includes these other countries, more and more authors are pointing out the necessity of making the distinctions. (Some of the authors we read, do not.) Some people will refer to North Americans to discuss attitudes, etc. prevalent in the U.S. and Canada.

17. Be sure to use apostrophes where necessary and appropriately. If you don't understand this, ask me.

18. Be sure your paper has an introductory paragraph, telling the reader where the paper is headed. (It may only be a few sentences.)

19. Be sure your paper has a concluding paragraph that ties up the issues the paper focuses on. Again, this may only be a few sentences.

20. Avoid absolutes. By this I mean don't assume all women, feminists, police officers, and so on think or behave the same way. For example, avoid statements like "women live in fear of...." It is more appropriate to write something like: “Many women live in fear of.....”

21. In edited books, be sure to cite the author of the chapter, not the editor of the book.

22. Avoid using one author to cite another. At the same time, don’t “lift” what you read about another work when you haven’t read it yourself. In those instances where you feel compelled to do this, it should be something like this: Hall’s (1998) evaluation of Black’s (1994) work states...... ” Or: Black (1994) found that.....(as cited by Hall, 1998, p. 5).

23. Avoid paragraphs over one page in length.

24. Be sure to keep the tense consistent throughout your paper.

25. In cases where you are directly citing something that has quotation marks around a word or words, place the quote inside your double quotation marks in single quotation marks: According to Cray, “we must examine girls’ ‘pathways’ to delinquency” (1998, p. 5).

26. Do your own work! These papers are not group projects, and students turning in papers which were obviously "shared" will flunk.

27. If you would like to show drafts of your papers to persons outside of this class for feedback on clarity and grammar, that is not only appropriate, but encouraged.

28. It doesn’t matter to me what style you use for typing up your papers (although I find the APA easiest), but whatever style you use, be consistent (in terms of references, citations, etc.).

29. Direct quotes that are 50 words or more should be double-indented “paragraphs.” Syllabus for the Course: Social Conflict and Social Values

Social Conflict and Social Values SOCY 1005 Spring 2002

BIG CLASS: MW 3-3:50 Ekeley 1B20 SMALL CLASS: T 1-1:50pm Hellems 181

"Justice is the great work of [human-beings] on Earth." Daniel Webster "You must be the change you wish to see in the world." Mohatma Gandhi "You must unlearn what you have learned." Yoda, jedi master

Brett Johnson (1) e-mail: [email protected] mailbox: sociology office, Ketchum 219 (2) home phone: 786-1966 office: Ketchum 33 office hours: immediately after big class and by appointment

Jarron Saint Onge (1) e-mail: [email protected] mailbox: Soc. office, Ketchum 219 (2) office phone: 492-8580 office: Ketchum 33 office hours:

** ONLY 1% OF THE WORLD HAS THE OPPORTUNITY TO ATTEND COLLEGE. TAKE ADVANTAGE OF THIS OPPORTUNITY BY BECOMING THE DIRECTOR OF YOUR EDUCATION. THIS SYLLABUS IS ONLY A GUIDE. TO REQUEST CHANGES TALK TO US ON AN INDIVIDUAL BASIS AND WE WILL CO-CREATE A MORE VALUABLE PROCESS FOR YOU. Students with disabilities who may need academic accommodations should discuss options with us during the beginning of the semester.

We will be presenting ideas that we are passionate about. We ask that you have an open mind and try-on all of the ideas that are brought up in class whether presented by us or fellow students. We will also be open to your ideas and treat you respectfully. It is then your job to bring your ideas and values to the table, add them to the course discussions, and decide which ideas you will hold on to and which ones you will leave behind.

A powerful education allows us to experience new ways of thinking about the world and live more consciously as we choose the life that we want to live and the world we want to live in. Consider that you are not taking this class only for yourself but that YOU ARE TAKING IT FOR THE BETTERMENT OF THE WORLD. A well-functioning democracy needs educated passionate citizens who are committed to the integrity of the world and have the ability to deal constructively with its problems.

Purpose: · To fuel the fire of education in each of us (i.e. the search for complex answers to meaningful questions). · To understand the influence that society has upon us and to realize our power to shape society with our every action. · To embrace the world with passion and determination and have an intense desire to make a contribution to the world. · To become citizens that promote the creation of a just and ecologically sustainable world.

Goals: · To better understand the discipline of sociology. · To more clearly identify each of our values. · To clearly express ourselves orally and in writing. · To think critically and question authority (e.g. politicians, corporations, teachers). · To understand how power and privilege are unequally distributed across economic classes, races, genders, sexual orientations, and countries. · To understand that social institutions (e.g. media, education, economy, government, health care) often reflect the interests of the more powerful (e.g. whites, men, wealthy, heterosexual, U.S.) · To appreciate the struggles that underprivileged groups have fought and are still fighting for economic, social, and cultural justice. · To consider concrete actions you can take to make your life more meaningful and will contribute to the creation of a better world

"To wash one's hands of the conflict between the powerful and the powerless, is to side with the powerful, not to be neutral." Paulo Freire

Readings: Core readings are the required readings for the course. Recommended readings are extra readings that you should complete when you are especially intrigued by a course topic. All readings are available at the reserve desk in Norlin Library. Core: SOCY 1005 Reading Packet (available at CU Book Store and Norlin) Economic Apartheid in America by Collins and Yeskel (available at Norlin and Left Hand Books) The Better World Handbook by Jones, Haenfler, & Johnson (available at Norlin and Left Hand Books) Co-op America's Guide to Ending Sweatshops (available at Left Hand Books) Savage Inequalities by Jonathan Kozol (available at CU Book Store and Norlin)

LEFT HAND BOOKS is located at on the Pearl Street Mall, just east of Broadway, underneath The Body Shop, 10am-9pm Mon-Sat, noon-6pm Sun, call ahead to be sure they are open (303) 443-8252, only accepts cash or check, no credit cards

NOTE: If you receive a free reading packet from a former student or from Brett ask for details to update your packet.

Recommended: EDUCATION: "Teaching", "Exposing the Hidden Curriculum", "Changing Schools for the Better" SOCIOLOGY: "The Promise" and "Invitation to Sociology" CRITICAL THINKING: "What are the Value Conflicts?" and "Epilogue" MEDIA: "Sex, Lies, and Advertising" by Gloria Steinem (advertiser's control over media content) KARL MARX: "Communist Manifesto" and "Alienated Labor" U.S. ECONOMY: "If the GDP is Up, Why is America Down?" and "Temps Demand a New Deal" GLOBAL ECONOMY: "10 Claims of the Global Economy", "Sweatshop Barbie" CORPORATE WELFARE: "States at War" and "Public Teams, Private Profits" CORPORATE RESPONSIBILITY: "Profits from Principle", "What's Your Price?", and "Corporations Reimagined" PRISONS: "The Prison-Industrial Complex" and "Steeltown Lockdown" SOCIAL MOVEMENTS: "Four Movements to Join" and "The New Student Movement" ENVIRONMENT: "Malling America" (urban sprawl), "Living More Simply" MARTIN LUTHER KING JR.: "Letter From A Birmingham Jail", "I See the Promised Land", "First Trombone (Montgomery Bus Boycott)" RACE: "To Be or Not to Be?" (ebonics)" and "The Rodrigo Chronicles" (institutional racial discrim) SEXUAL ORIENTATION: "A More Civil Union" (gay marriage) and "Discrimination and Sexual Preference"

Behaviors to maximize learning: (1) complete readings before the classes that they are due, (2) review readings and notes before class, (3) relate class material to other classes you have taken, films you have seen, experiences you have had.

Tips on reading powerfully: Readings will NOT be summarized in class, they will be interwoven into the lecture material, videos, and discussions under the assumption that you have read and understood the readings. Here are some important tips on being an engaged reader: · read the guiding questions in the syllabus for each reading · you may need to read an article more than once to fully comprehend it · FULLY ENGAGE each reading (e.g. comment in the margins, write a summary, bring questions to class, complain to your roommate)

Grade Oriented Students tend to: · feel relieved when class is cancelled · forget class material the second after a test is taken · put the least amount of effort into a class to receive a desired grade · want the teacher to give them the answers · be physically and emotionally drained by going to school

Learning Oriented Students tend to: · enjoy classes where the teacher relates the material to concerns outside of the classroom · get annoyed when lectures are just rehashes of the reading assignments · appreciate honest and detailed feedback from the teacher (although it isn't always pleasant to hear) · seek out suggestions for other readings related to course topics · think about the application of classroom ideas to their lives and the world · be excited about sharing with friends and family new ideas that they are learning · see the teacher as a resource to challenge them to find their own answer

I understand that there are many pressures to be a grade oriented student: demanding parents, college culture, identity issues regarding getting good grades, graduate school aspirations, the current economic system. I encourage you to move toward the learning oriented student model because your educational experience will be more rewarding and our society will reap the immense benefits of an educated person.

Grading: Your grade in this class will be based on five criteria. There are: (1) two exams; (2) quizzes, (3) short assignments (4) a short paper, (4) attendance/ course engagement; and (5) extra credit.

Exams #1 and #2 will be comprised mostly of short essay questions. Students have said that the exams are challenging and fair. A thorough knowledge of the material and an ability to synthesize lecture material, videos, readings, and discussions is essential.

Quizzes will be given during big and small classes to evaluate if you are keeping up and comprehending the readings. Most will be unannounced. There will be no make-up quizzes. Assignments will be given in recitation. Some will be in-class assignments. Others will be take home assignments.

Paper #1 will be a 4-6 page paper focused on researching social change organizations that interest you. Details later.

Course Engagement entails quality participation, and attendance. Be sure to monitor your participation in class. Find a balance between controlling the discussions and never sharing. The class is enriched when a diversity of ideas are shared. Research has found that teachers give more attention to whites over people of color, males over females, and extroverts over introverts. Please take this into account when you share and help us accomplish the goal of classroom equity. Attendance in the big and small class is essential for this class to be successful. If you are not in class you CANNOT be engaged and you will be flushing your education down the drain (along with your grade).

Extra credit can be earned by writing a 2 page analysis of a recommended reading, event, or movie. The purpose of the analyses are to gain an in-depth understanding of the reading or experience through writing. Analyses should summarize the main ideas of the author (or presenter/film), and share your thoughts about the topic. Your analysis should consist of both critical and positive comments in regards to the content. Most analyses add 1% onto your final grade (total extra credit from recommended readings cannot exceed 10%). Clear all topics (other than reserve readings) with Brett.

Exam 1 30% of course grade Exam 2 30% Paper 20% Quizzes/Assignments 10% Attendance/Course Engagement 10% Extra Credit due at the final exam

"A" you can apply in-depth concepts, integrate different information sources, and create valuable analysis on your own "B" you can apply in-depth concepts, and integrate readings with lecture material and videos "C" you get the gist of the course "D" inconsistent effort and performance "F" missed the boat

COURSE LAYOUT (readings are listed on the day that they are due)

READINGS/ ASSIGNMENTS:

Recommended: SOCIOLOGY

Recommended: CRITICAL THINKING

"Building a Better World" (Better World Handbook) "Mike LeFevre" and "Enid Dubois" (Packet)

Recommended: EDUCATION

"Columbus, the Indians, and Human Progress" (Packet)

"General Principles in Media Literacy" (Packet) "Oligopoly" (Packet) "Media" (Better World Handbook)

Recommended: MEDIA start reading Economic Apartheid in America

"Foundation #4: Deep Democracy" (Better World Handbook)

"Politics" (Better World Handbook)

Recommended: KARL MARX

"How Yale Workers Defied Union Busting" (Packet) "Hog-Tied" (Packet)

"Intro, Ch.1, Ch.2" in Economic Apartheid in America Recommended: U.S. ECONOMY

"A Job on the Line" (Packet) Recommended: CORPORATE WELFARE

"Chap 3" in Economic Apartheid in America

Recommended: GLOBAL ECONOMY

Recommended: CORPORATE RESPONSIBILITY

Co-op America Guide to End Sweatshops (magazine)

"Kidblitz" (Packet), "Students For Sale" (Packet) "Foundation #6: Culture of Simplicity (Challenges)" (Better World Handbook)

"Money", "Shopping" (Better World Handbook)

"Chap 5" (Ch.4 optional) in Economic Apartheid Recommended: SOCIAL MOVEMENTS

Exam #1

Recommended: ENVIRONMENT

"Foundation #6: Culture of Simplicity (Goals)", "Foundation #7: Revitalized Community", "Personal", "Family", "Community" (Better World Handbook)

"Natural Capitalism" (Packet)

"Foundation #3: Ecological Sustainability" (Better World Handbook)

"Toxic Targets" (Packet)

"Food", "Home", "Transportation" (Better World Handbook)

Recommended: RACE, PRISONS "Since Predator Came" (Packet) start Savage Inequalities Chap. 1-3, 5

Recommended: MARTIN LUTHER KING JR

"Boulder Sees Color of Fear" (packet) "The Old South's New Face" (Packet)

"Not For Sport" (Packet)

"White Privilege and Male Privilege" (Packet) "Is Your World Too White?" (Packet)

"Black Wealth/White Wealth" (Packet)

"Affirmative Action" (Packet) finish Savage Inequalities Chap. 1-3, 5" "America's Newest Class War" (Packet)

Recommended: SEXUAL ORIENTATION

"On Being Yourself", "Dear Anita", "Celebration", and "Proud About What?" (Packet)

"Introduction" in Men on Rape (Packet)

"Worshiping the Gods of Thinness" (Packet)

PAPER DUE

"Work", "Travel", "Organizations" (Better World Handbook), "Tilting At Tree Bags" (packet)

FINAL EXAM

Guiding Questions for Each Reading: Building a Better World: What are the cycles of cynicism and hope? What are the traps that keep people from being more involved in social action? What makes you hopeful or cynical about the future?

Mike LeFevre and Enid DuBois: To what extent are workers able to be challenged/fulfilled/creative in their jobs? According to Mike and Enid, what is the worst part of their jobs? How are Mike and Enid subordinated at work?

Columbus, the Indians, and Human Progress: How does the author's account of Columbus' arrival differ from the traditional American narrative of the "discovery of America"? Why isn't this perspective more well known? To what extent is history told from the perspective of the powerful?

General Principles Media Literacy: How can you become a more critical consumer of information? How would you implement these points when watching TV news, reading the newspaper, surfing the net?

Oligopoly: How does the corporate concentration of the media industry affect the ability of the media to provide its democratic function of providing information to the public?

Media: How does the mainstream media differ from alternative media? In what ways do the news media impact our daily lives? What impact does television have upon our society? What media do you choose? why?

Deep Democracy: do you think that democracy is faltering in the U.S.? why or why not? what would that mean to make our society "more democratic"?

Politics: Who are your U.S. senators? U.S. reps? State senator and representatives? What do the different political parties stand for? What is the most effective way you could contact a politician? If the election was today, what would you have to do to get a ballot based on your address? Where would you vote?

Economic Apartheid in America: what are the signs that inequality is increasing in America? what are the consequences of economic inequality? what are its causes? what can done to create more economic equality? what do you think of the author's evidence? solutions?

How Yale Workers Defied Union Busting: What is the purpose of a union? Why do people join a union? What is the purpose of a strike? In what ways did Yale University try to "bust" the union? Why did the workers strike?

Hog-Tied: Evaluate the workplace environment in the meat packing plant. Why were injuries common? How does the race and country of origin of the workers contribute to their sense of powerlessness in the economy?

A Job on the Line: What is the global assembly line? How did the "global assembly line" affect the two women in the article? As a whole, who benefits and loses from this process?

Co-op America on Sweatshops: What are sweatshops? Why do they exist? What does it mean for a product to be "fairly traded"? What can be done to improve working and living conditions globally?

Kidblitz: Does advertising prey on children's insecurities to sell products? Do you think our society is too materialistic? What role does advertising play in creating the desire to consume? Should there be restrictions on advertising to children?

Students for Sale: In what ways have advertisers found their ways into our classrooms? What level of commercialism in schools should be allowed?

Foundation #6: Culture of Simplicity: What is adcreep? what are some examples? What do you think suffers when a society is too commercialized and materialistic? what is a culture of simplicity? what benefits and costs do you see to a culture of simplicity?

Money: In what ways does our use of money shape the world? How would life be different if each person used each dollar as a vote for the kind of world they want to live in? What actions can you take with your money to make the world more just? how does this mentality differ from the consumer mentality toward money?

Shopping: How could you more consciously spend your time and money so that your shopping was more in-line with your values? to what extent do you already consider how your purchases affect the people and the environment around you?

Foundation #3: Ecological Sustainability: what are the key environmental problems that we face as a society? what are the most promising trends toward sustainability? which are the most ominous trends toward environmental destruction?

Natural Capitalism: How would changing our structure for collecting taxes affect the destruction of natural resources? Can the environment be preserved in a free market economy? in what ways can the market be used to encourage industry to preserve the environment? what are some of the technological breakthroughs that could be used to create a more environmentally-friendly economy?

Foundation #7: Revitalized Community: what are the main social changes that the author promotes? to what extent do you agree or disagree with them? what components make up a community that you would want to live in?

Personal: what changes could you make to your life to produce more fulfillment? what actions could you take to live a more balanced life? To what extent are these actions dis/encouraged in modern society?

Family & Friends: which of the actions in this chapter would you be interested in implementing in your life (now or in the future)? why? what, if anything, do you currently do to create meaningful relationships? do you feel that holidays have become too materialistic? if so, how can you create a more meaningful experience for your loved ones during the holidays?

Community: in what ways are you interested in giving back to your community? in what ways have you contributed to your community in the past? do you know your neighbors? why or why not?

Home: which actions would you consider doing to create a more environmentally friendly home? which actions do you think would have the most profound impacts upon the environment if everyone in the U.S. did them?

Food: what is the most environmentally friendly diet? why? how has the desire for speed impact the eating habits of Americans? in your opinion, what are some positive changes that Americans' could make to their eating habits?

Transportation: in what ways could you change your transit habits to improve your impact upon the environment? what benefits and costs are there to choosing a slower form of transit in your daily life? in what situations would you be willing to walk, bike,or use another non-polluting form of transit to your destination? how does the layout of a community impact which forms of transit people choose on a daily basis?

Toxic Targets: Who lives in the most polluted communities? How can poor communities be protected from corporate polluters? How can affluent people in America escape the effects of water and air pollution?

Since Predator Came: According to the author, what is the history of Native Americans in America? In what ways has the U.S. government exploited them for financial gain?

The Old South's New Face: How has the racial composition of Dalton, GA changed? What challenges has this posed for the community? How have different groups of citizens tried to address these challenges?

Boulder Sees Color of Fear: What was the defining characteristic of the suspected "burglars"? How does this situation relate to the current conflict over racial profiling?

Not For Sport: Why are many Native American offended at the use of their cultural symbols in sporting contests? How should this conflict be resolved?

White Privilege and Male Privilege: How are whites, male, and heterosexuals made to feel comfortable and normal on a daily basis in the U.S.?

Is Your World Too White?: What can you do to create a multi-cultural society where all races and ethnic groups are respected?

Black Wealth/ White Wealth: Which governmental programs have unintentionally increased the wealth of white Americans as compared to black Americans? How is having wealth connected to having opportunities to succeed in America?

Savage Inequalities: Education is often seen as the "great leveler" of inequality in this country--that everyone has an equal chance to get ahead regardless of their background-- because everyone can work hard at school and excel. Do you think education is the "great leveler"? How is education funded? To what extent does the educational system perpetuate inequality?

America's Newest Class War: How did Vermont try to increase school funding equality? What was the impact on poor schools? What was the reaction of the wealthy school districts? What do you think about Vermont's attempt to equalize funding?

Affirmative Action: What is the purpose of Affirmative Action? Do you think that Affirmative Action is reverse discrimination against whites? why or why not? How effective is A-Action in fighting discrimination? What other measure could also be used?

Excerpts from On Being Gay: What are the daily struggles that the author has experienced because he is gay? Why is the author proud of the gay community?

Worshiping the Gods of Thinness: Why are eating disorders epidemic among young girls? Where do we learn our expectations and ideals about body image? How are the pressures to look attractive for girls/women different from and similar to boys/men?

Introduction (Men On Rape): What does our sexual language reveal about our attitudes about sex? How does our culture create an environment where rape is prevalent? What can you do to create a culture that encourages healthy sexuality?

Work: what jobs and/or careers are you considering? why? if money was no option, what job/jobs would you most like to participate in? why? how could you combine your interest in a certain career with contributing to your community?

Organizations: what social causes do you believe the most in? what organizations are advocating for the issues you care about? in what ways would you be willing to support/participate in an organization that you believe in? what might you gain personally from your involvement in that organization?

Travel: in what ways could you combine the desires to travel and to positively contribute to others? if you were to consider studying abroad, where would you want to go and why?

Tilting at Tree Bags: what are small ways you could improve the places where you spend your time? how would the world be changed if everyone spent a few minutes everyday and went out of their way to better their surroundings? what are some ways, you have made improvements to your neighborhood or community in your life?

http://socsci.colorado.edu/SOC/Undergrad/Syllabi/1005_BJ.htm Other Courses of Note

SOCY 4111 (3). Nonviolent Social Movements. Explores theories of democracy and development in relation to movements for nonviolent social change. Focuses on means and ends, spirituality, leadership, decision--making, civil society, cooperative economics, ecology, and decentralized power. Prereqs., SOCY 1001, and 3001 or 3011. Restricted to senior SOCY or PSCI majors. Same as INVS 4402.

SOCY 5026 (3). Feminist Research Methods. Epistemological and methodological issues generated by feminist research and students' own projects.

SOCY 5007 (3). Foundations of Environmental Sociology. Provides overview of environmental sociological theory and research including topics such as: public environmental perception, concern, and knowledge; environmentalism as a social movement; environmental justice; energy, technology, and risk; human dimensions of environmental change; and natural hazards and disasters. Same as ENVS 5007.

Women’s Studies Program http://www.colorado.edu/UCB/AcademicAffairs/ArtsSciences/WomenStudies/

From the Program’s website:

Since 1974, the Women's Studies Program at the University of Colorado in Boulder has offered an interdisciplinary curriculum encompassing the social sciences and the humanities. Courses reflect the new scholarship on women: they focus on the interface of the public and private spheres of women's lives; on the intersection of gender, race, ethnicity, sexuality, nation and class; and on feminist studies of gender identity and theories of inequality. The curriculum is multifaceted, offering courses on U.S. women of color, women and development as well as global feminism. The program houses a reading library in the Hazel Gates Woodruff Cottage and sponsors colloquia, workshops, and other cultural and educational events. What career opportunities are available by majoring in Women's Studies?

Employers hire people who can problem solve, write, research and think. Many of our women’s studies students have pursued careers in law, medicine, public health, public policy, social work, teaching, counselling, advocacy, journalism, television production, union/labor organizing, public relations, academia, politics, fundraising for non-profits, small business developer, librarianship, arts administration, and in Foreign Service.

What knowledge will I gain by with a degree in Women's Studies?

The undergraduate degree in Women's studies emphasizes knowledge and awareness of:

• the historical and cross-cultural variability of social norms of masculinity and femininity; • the ways in which ideas of masculinity and femininity shape and interact with other axes of domination, such as class, race, ethnicity, sexuality, ability and nation; • the centrality of gender at the local, national and international levels of society, politics and the economy; • the diversity of global feminism; • how women interact with the global economy; • how power and privilege function in relation to the intersection of gender, race, class, sexuality and nation; • women's participation in, contribution to, and transformation of areas of social life including culture, society, politics, economy and religion; • institutionalized discrimination and violence against women; • women’s activism and resistance to oppression; • the varied research methods and theoretical perspectives used in women, gender and sexuality studies scholarship, including the relationship between theory and practice; and • the history of women and gender studies as an academic discipline and the main themes that have characterized its emergence.

What practical skills will I learn by majoring in Women's Studies?

Students completing their degree in Women's Studies are expected to acquire the ability and skills to:

• express ideas clearly in spoken form; • employ creative problem solving techniques; • organize and synthesize material in new ways • analyze texts and information critically; • articulate clearly complex ideas in written form; and • participate in teamwork successfully.

Professor Alison Jaggar

DTN profile for Jaggar:

Author of the paper, "One Is Not Born A Man" Alison Jaggar is Professor of Philosophy and a former Chair of the Women's Studies at the University of Colorado, Boulder. She is the former President of the American Philosophical Association. Integrating Marxist and feminist theory, Jaggar describes herself as a "socialist feminist" and "activist," who seeks to combat "the male-dominant structure of everyday life." According to Professor Jaggar "the standpoint of women is discovered through a collective process of political and scientific struggle."

Jaggar received her B.A. in Philosophy from the University of London (Bedford College), her Masters in Philosophy from the University of Edinburgh, and her Ph.D. in Philosophy from the State University of New York at Buffalo. As early as 1983, UCB began offering students a major in Women's Studies, but the degree was granted under the umbrella of American Studies. In 1995, Jaggar headed a successful campaign to extricate Women's Studies from the American Studies program, calling the American Studies designation "increasingly inappropriate."

In Professor Jaggar's view, women are analogous to the proletariat in Marx's class schema. "The political economy of socialist feminism," writes Jaggar, "establishes that, in contemporary society, women suffer a special form of exploitation and oppression. . . . The distinctive social experience of women generates insights that are incompatible with men's interpretations of reality and these insights provide clues to how reality might be interpreted from the standpoint of women. The validity of these insights, however, must be tested in political struggle and developed into a systematic representation of reality that is not distorted in ways that promote the interests of men above those of women."

Professor Jaggar's socialist feminism is rooted in a dissatisfaction with gender-blind Marxist class analysis. In Professor Jaggar's perspective, virtually all undesirable social conditions can be traced to the doorstep of capitalism including the oppression of women. According to Jaggar, "residual capitalism" in socialist countries is the cause of women's oppression. Professor Jaggar is a totalitarian thinker: "[W]hereas the standpoint of the ruling class reflects the interests [of] only one section of the population," she writes, "the standpoint of the oppressed represent[s] the interests of the totality in that historical period." In other words, the viewpoint of the revolutionary agent is unitary and coincides with historical truth. In Professor Jaggar's view women and men are not gender selected by nature but are social constructs. At a 1995 "Conference on Feminism, Epistemology and Ethics, Professor Jaggar delivered a paper titled "One Is Not Born A Man." Since men and women are not so by nature, their gender roles can be changed. To overcome women's oppression, Professor Jaggar believes the act of childbearing must no longer be limited to one sex. She writes: "The one solid basis of agreement among socialist feminists is that to overcome women's alienation, the sexual division of labor must be eliminated in every area of life. . . . [W]e must remember that the ultimate transformation of human nature at which socialist feminists aim goes beyond the liberal conception of psychological androgyny to a possible transformation of 'physical' human capacities, some of which, until now, have been seen as biologically limited to one sex. This transformation might even include the capacities for insemination, for lactation and gestation so that, for instance, one woman could inseminate another, so that men and non-parturitive [non- childbearing] women could lactate and so that fertilized ova could be transplanted into women's or even into men's bodies."

Professor Jaggar has been Chairman of the American Philosophical Association's Committee on the Status of Women; a Board of Directors member of Women Helping Women; an Executive Committee member of the Society for Philosophy & Public Affairs; and a founding member of the Society for Women in Philosophy (SWP), which was created in 1972 to "promote and support women in philosophy." She has taught at the University of Illinois, the University of California, Los Angeles, and Rutgers University where she was Chair of the Women's Studies Department. Professor Jaggar is the author of Feminist Politics and Human Nature (1988).

Syllabus for the Course: Introduction to Feminist Studies

Introduction to Feminist Studies WMST 2000-100 Summer 2002

Instructor: Jill Williams Class: 11:00 – 12:35, HUMN 1B70 Office: Ketchum 35 Office Hours: By appointment (email or call 303-404-3207) Email: [email protected]

Course Content

This course examines women’s role from interdisciplinary and cross-cultural perspectives with a goal of evaluating theoretical explanations for the differential access to power among men and women. It also examines the intersections of gender, race, class and sexuality through topics such as work, family, the global economy, bodies, LGBT issues and the media.

Teaching Philosophy

As the instructor of this class my main goal is to facilitate critical thinking about feminist issues. In this class we will be engaged in critical thinking about personal experience, academic perspectives, and political problems as well as the relationship between these different areas of analysis. Furthermore, we will be examining the social construction of knowledge by considering feminist critiques of scientific knowledge. An underlying project of the class will be to address the questions “How do we know what we know?” and “How do our particular positions within the race, class, gender and sexuality systems affect our knowledge?”

Required Texts: Available at Word is Out Women’s Bookstore, 1731 15th Street hooks, bell (2000). Feminism is for Everybody.

Jaggar, Alison and Paula S. Rothenberg (1993). Feminist Framework: Alternative Theoretical Accounts of the Relations between Women and Men.

Prieto, Norma Iglesias (1997). Beautiful Flowers of the Maquiladora.

*Supplemental readings available on two hour reserve in Norlin Library

Disability Statement:

If you have specific physical, psychiatric or learning disabilities and require accommodations, please let me know by the end of the class this Wednesday so that your learning needs may be appropriately met. You will need to provide documentation of your disability to the Disability Services Office in Willard 322 at 303.492.8671.

Course Requirements:

1. Class Participation 30%

This class will rely heavily on student engagement with course material and participation in class discussion. Therefore, student preparation and participation will contribute a great deal to the success of this class. Class participation will be assessed through attendance, preparation for class, group participation and postings on the class internet message board. Attendance in class is mandatory and will be noted daily. Every three absences will reduce the class participation grade by one full letter grade.

Daily Preparation (10%). Assigned readings are to be completed prior to the beginning of each class. To demonstrate completion of readings, students are asked to write one critical question per reading. These questions will be collected and assessed intermittently throughout the term. Late questions will not receive credit. Please see the handout on questions for further requirements.

Group Leadership (10%). Each student will be responsible for leading one consciousness raising group session. Students will be asked to turn in materials prepared for the group discussion the day of the discussion and a short summary of the group discussion the day following. Please see the handout on group leadership for further information

Posting on Class Internet Message Board (10%). Each student will be required to post to the class message board once per week for a total of five postings. Postings for each week must be made by Friday at 5 p.m. and late postings will not be given credit. Please see the handout on postings for further guidelines.

2. Commentaries (50%)

A three to five page commentary on the required readings will be due each Friday at the beginning of class. Late commentaries will be penalized one letter grade and will only be accepted the Monday following their original due date. Please see the handout on commentaries for specific requirements.

3. Consciousness Raising Journal Entries (20%)

Journal entries will coincide with consciousness raising group activities and are due at the beginning of class. Late entries will be penalized one letter grade and will only be accepted until the Friday following the original due date. Please see the handout on journal entries for further information.

Student Conduct: Please be respectful of the learning atmosphere in class by being on time and not bringing food to class. We will take occasional breaks, but feel free to quietly leave the room if you need to use the restroom. I would also appreciate your help in maintaining a clean classroom and returning chairs to their appropriate formation at the end of class.

Course Schedule: To allow for flexibility I will be providing the reading schedule one week at a time. Please be prepared to read an average of fifty pages per day.

Week 1 – Introduction to Feminism and Women’s Studies Week 2 – Work, Family, Liberal and Socialist Feminism, Sex and Gender Week 3 – Sexuality, Bodies, Violence, Radical and Lesbian Feminism, Queer Theory Week 4 – Race and Class, Issues of Difference, Black/Chicana Feminism Week 5 – Nationality, International Division of Labor, Transnational Feminism Monday, June 3 rd

Syllabus Student Information Sheet – please turn in at end of class Tuesday’s readings provided Group Formation

Tuesday, June 4 th

Bernice Johnson Reagon (1981). “Coalition Politics: Turning the Century” (provided)

NOW Guidelines For Feminist Consciousness-Raising (1982) (provided)

Wednesday, June 5 th bell hooks (2000). Feminism is for Everybody (emphasize pages 1-24)

Thursday, June 6 th

Readings on Women’s Studies (on reserve) Marilyn Frye “A Lesbian Perspective on Women’s Studies” (provided)

Friday, June 7 th

Commentary #1 Due – Consciousness Raising

Guest Speaker: garian vigil on feminism’s first wave Readings TBA (on reserve)

WMST 2000

Week 2 – Work and Family, Gender and Liberal and Socialist Feminism

Monday, June 10 th

Journal #1 Due – Work and Family CR Groups Time Article: “Babies vs. Career” (handed out in class) Feminist Frameworks: Mainardi, “The Politics of Housework” (19-23), Blakely, “Calling All Working Fathers” (24-27), Beck et al, “Trading Places” (30-36)

Tuesday, June 11 th FF: “Introduction” (xi-xviii), “Why Theory?” (75-79), “Theories of Women’s Subordination” (113 – 126)

Wednesday, June 12 th

Hooks: 48-84 FF: Ruth Hubbard “The Political Nature of ‘Human Nature’” (140-149), NOW “Bill of Rights” (159)

Thursday, June 13 th

FF: Bunch, “Lesbians in Revolt” (174-178), Wittig, “One Is Not Born a Woman” (178- 182), MacKinnon “Sex Equality: Difference and Dominance” (182-186).

Friday, June 14th

Gender Diversity (Reserve File) Kumar, “Hijras: Challenging gender dichotomies” Roscoe, “Gender Diversity in Native North America”

Reading Response #2 Due Class Internet Message Board Posting #2 Due

WMST 2000 Week #3 – Masculinity, Sex and Sexuality, Radical/Cultural/Lesbian Feminism

Monday, June 17 th

Journal #2 due

CR Groups

Feminist Frameworks: Lester “Being a Boy”(14-16), Becker “Feminism’s Personal Questions – for Men” (16- 18), Ehrenreich “The Politics of Talking in Couples: Conversus Interruptus and Other Disorders” (27-30), Sidel “Mixed Messages” (6-13).

Tuesday, June 18 th

Sex Research (Reserve File)

Anne Fausto Sterling, “The Five Sexes: Why Male and Female are Not Enough,” Jennifer Terry, “Lesbians Under the Medical Gaze: Scientists’ Search for Remarkable Differences,”

Wednesday, June 19 th Film: “Still Killing Us Softly”

Reserve File: Adrienne Rich, “Compulsory Heterosexuality and Lesbian Existence”

Thursday, June 20 th Magazine Ad Analysis

Reserve File: Carol S. Vance, “Pleasure and Danger: Toward a Politics of Sexuality”

Friday, June 21 st (no readings)

Film: “bell hooks: Cultural Criticism and Transformation”

Class Internet Message Board Posting due Commentary #3 due bell hooks video

Introduction to Feminist Studies Week 4 – Race and Class, Issues of Difference, Black/Chicana Feminism

Monday, June 24 th

Journal #3 due

CR Groups: FF: Pearce “The Feminization of Poverty: Update” (290-296), Wilkerson and Gresham “The Racialization of Poverty” (297-304), Albelda “Aborting Choice” (51-54), Newman “Middle-Class Women in Trouble (319-322).

Tuesday, June 25 th hooks: 25-47, 85-118

Wednesday, June 26 th

FF: Moraga “From a Long Line of Vendidas: Chicanas and Feminism” (203-212)

Reserve File: Audre Lorde “Age, Race, Class, and Sex: Women Redefining Difference”

Thursday, June 27 th Film: A Place of Rage

Reserve File: Lorde “The Masters Tools Will Never Dismantle the Master’s House,” “Uses of Anger”

Friday, June 28 th

No New Readings Commentary #4 due Posting on Class Internet Message Board due

Introduction to Feminist Studies Week 5: “Third World” Feminism

Monday, July 1 st

Consciousness Raising Groups Journal #5 Due FF: TBA

Tuesday, July 2 nd

Film: Crimes of Honour

Reserve File: Chandra Talpade Mohanty “Under Western Eyes: Feminist Scholarship and Colonial Discourses”

Wednesday, July 3rd

Norma Iglesias Prieto: Beautiful Flowers of the Maquiladora

Thursday, July 4th

No Class

Friday, July 5 th Norma Iglesias Prieto: Beautiful Flowers of the Maquiladora continued

Commentary #5 due Other Courses of Note

WMST 2000 (3). Introduction to Feminist Studies. Examines women's roles from interdisciplinary and cross-cultural perspectives with a goal of evaluating theoretical explanations for the differential access to power among men and women. Also examines the intersection of gender, race, and class through topics such as psychology, sociology, work and the economy, history, and social change. Meets MAPS requirement for social science: general. Approved for arts and sciences core curriculum: cultural and gender diversity.

WMST 2020 (3). Social Construction of Femininities and Masculinities. Examines the impact of race, ethnicity, social class, and sexual orientation on the social construction of femininities and masculinities. Studies key issues as they arise over the course of the life cycle, e.g., sexual identity, work/family conflicts, violence, dating, and relationships, etc. Approved for arts and sciences core curriculum: cultural and gender diversity.

WMST 2050 (3). Women and Society. Examines theories that explain the social construction of gender and the subordination of women in a multicultural context. Topics include women of color and feminism, language constructs, and women in developing countries. Approved for arts and sciences core curriculum: cultural and gender diversity.

WMST 2400 (3). Women of Color and Activism. Studies the history of social activism in the United States of women of color, with an emphasis on modes of social activism, issues that have organized specific communities of color, issues that have crossed ethnic/racial boundaries, and the interaction of women from different ethnic/racial groups, including women of color and white women. Recommended prereq., WMST 2000 or 2600. Same as HIST 2636. Approved for arts and sciences core curriculum: United States context.

WMST 2600 (3). Gender, Race, and Class in a Global Context. Examines the positionality of women in terms of gender, race, ethnicity, class, and power relations in a global context. Approved for arts and sciences core curriculum: contemporary societies. WMST 3000 (3). Workplace Diversity. Addresses issues related to an increasing diversity in society and the workforce and the need for new forms of awareness, knowledge, and competencies. Focuses on four dimensions of diversity: race/ethnicity, gender, sexual orientation, and age. Students are required to examine these issues at four levels: personal, interpersonal, institutional, and cultural. Prereq., WMST 2000 or 2050.

WMST 3020 (3). Methods of Inquiry in Gender, Race, Class, and Sexuality. Examines various research methods and approaches in women's and gender studies. Students will gain practical experience to be able to write a proposal for a significant research project, informed by course readings and discussions. Prereqs., WMST 2000, 2600. Recommended prereqs., WMST 2200 or 2400.

WMST 3090 (3). Critical Thinking in Feminist Studies. Analyzes the concepts, ideas, arguments, and assumptions that inform major texts in feminist theory through close reading, class discussion, and writing papers. Emphasizes developing reading and writing skills to interpret theoretical arguments. Prereqs., WMST 2000 and junior or senior standing. Approved for arts and sciences core curriculum: critical thinking.

WMST 3100 (3). Feminist Theories. Explores a variety of alternative systematic accounts of, and explanations for, gender inequities. Social norms of both masculinity and femininity are analyzed in relation to other axes of inequality such as class, sexuality, race/ethnicity, neocolonialism, and the domination of nonhuman nature. Prereq., WMST 2000.

WMST 3110 (3). Feminist Practical Ethics. Explores a variety of personal and public policy issues in light of basic feminist commitment to opposing women's subordination. Provides students not only with a deeper understanding of the specific issues discussed but also with a sense of the ways in which a principled commitment to feminism may influence and be influenced by prevailing interpretations of contemporary ideals and values (such as freedom, equality, and community). Provides an opportunity to develop skills of critical analysis useful in a wide range of contexts. Prereq., WMST 2000 or 2290, and junior or senior standing. Same as PHIL 3110. Approved for arts and sciences core curriculum: ideals and values or critical thinking.

WMST 3200 (3). Religion and Feminist Thought. Examines the origin of patriarchal culture in the theology and practices of Judaism and Christianity. Explores attitudes and beliefs concerning women as Judeo-Christian culture impacts gender roles and gender stratification through reading and discussion. Women's religious experience is studied from the perspective of feminist interpretations of religiosity. Prereq., WMST 2000 or WMST/RLST 2800.

WMST 3210 (3). American Indian Women. Explores the experiences, perspectives, and status of American Indian women in historical and contemporary contexts. Examines representations of indigenous women in mainstream culture. Emphasizes the agency of American Indian women--their persistence, creativity, and activism, especially in maintaining indigenous traditions. Prereq., WMST 2000 or ETHN 2000. Same as AIST 3210. Approved for arts and sciences core curriculum: cultural and gender diversity.

WMST 3302 (3). Facilitating Peaceful Community Change. Students gain knowledge and skills that enable them to become effective organizers and facilitators of community goals. Focuses on understanding the processes of community building and fostering grass-roots democracy with a multicultural emphasis. Students are encouraged to apply concepts to life experiences and to examine themselves as potential change agents. Theory and summer experience are integrated. Same as INVS 3302.

WMST 3400 (3). Gender, Personality, and Culture. Explores the relationship among gender, culture, and personality. Brings together the disciplines of psychology and sociology in the study of gender and personality formation through investigation of psychoanalytic theory and the social environment. Prereqs., WMST 2000 or 2700, and junior or senior standing.

WMST 3500 (3). Global Gender Issues. Introduces global gender issues, such as the gendered division of labor in the global economy, migration, women's human rights, environmental issues, gender violence in war, women in the military, nationalism and feminism, and the representation of the Third World in the United States. Offers students the opportunity to broaden their perspectives beyond the borders of the United States. Prereq., WMST 2000, 2050 or 2600. Restricted to sophomores/juniors/seniors.

WMST 3505 (3). Historical and Contemporary Issues of Black Women. Explores the social, economic, political, historical, and cultural role of African American women from an interdisciplinary perspective. Prereq., WMST 2000 or BLST 2000. Same as BLST 3505.

WMST 3600 (3). Latinas: History, Culture, and Social Activism. Drawing from work produced by and about Latinas, discusses the social and cultural construction of race and ethnicity, the function of nationalism, the politics of migration and citizenship, Latina literary production and theory, historiographical trends, Latina feminist theory, activism and the academy, and Latina/o political organizing. Prereq., WMST 2000 or 2600.

WMST 3656 (3). History of Women in Progressive Social Movements. Explores women's involvement in the United States, in international peace, feminist, and civil rights movements of the 19th and 20th centuries. Teaches research methods by using a variety of primary and secondary sources and writing an original research paper. Prereq., WMST 2000 or HIST 1015 or 1025. Same as HIST 3656. Approved for arts and sciences core curriculum: critical thinking.

WMST 3700 (3). Contemporary Topics in Women, Gender, and Sexuality Studies. Examines selected topics in women, gender, and sexuality studies, offered to take advantage of the expertise and scholarship of regular faculty and visiting professors. Prereq., WMST 2000 or 2600. May be repeated up to 6 total credit hours for different topics.

WMST 3710 (3). Topics in Global Gender Studies. Content varies by semester and reflects relevant issues in global feminist scholarship. May be repeated up to 6 total credit hours. Prereq., WMST 2000 or 2600.

WMST 3730 (3). Third World Women and the Politics of International Development. Examines women's contributions to household and national economies. Includes women in the home and the work force, women in agricultural production, women's health as a development concept, migration and urbanization, women and education, political and historical aspects of development, and the status of women, development policy, and planning. Prereq., WMST 2000 or 2600 and junior or senior standing.

WMST 3800 (3). Advanced Writing in Feminist Studies. Offers expository writing and training in analytical and descriptive skills, structures or argument, critical thinking, the rhetoric of persuasion, and the development of a personal voice. Readings and papers focus on basic issues in gender studies. Prereq., WMST 2000. Restricted to juniors/seniors. Approved for arts and sciences core curriculum: written communication.

WMST 3930 (1-6). Women Studies Internship. Matches selected students with supervised internships in local businesses and human service and government agencies. Internships focus on women's issues (e.g., affirmative action, services to abused women). May be repeated up to 6 total credit hours. Prereqs., 6 hours of course work in WMST and 30 cumulative credit hours.

WMST 4800 (3). Senior Colloquium in Feminist Studies. Provides students with the opportunity to actively reflect on their education and to complete a research project that incorporates an interdisciplinary and feminist approach to the study of gender, class, race, ethnicity, and sexuality. Offered each spring. Prereq., WMST 3020. Restricted to senior WMST majors.

Western American Studies http://www.centerwest.org/

Offers an undergraduate certificate program in Western American Studies.

From the Program’s Website:

The Center of the American West, at the University of Colorado at Boulder, is one of the region's most creative and innovative organizations in identifying and addressing such crucial issues as multiculturalism, community building, fire policy, and land, water, and energy use. The Center brings together, for meaningful conversation and interaction, people as diverse as the American West itself. To understand the region, we believe that the exploration of the minds of its residents is as important as the inquiry into the workings of its cultures and ecosystems. Enterprising and inclusive in its embrace of a wide range of disciplines and strategies of communication, the Center strives to illuminate the challenges and opportunities facing this complicated geographic and cultural area. Ultimately, we want to help citizens of the West become agents of sustainability - citizens who recognize that their actions determine the region's future and who find satisfaction and purpose in that recognition.

School of Education http://www.colorado.edu/education/

From the School’s website:

Priorities: . To promote the distinctive identity of the school by building on the already visible contributions of individual faculty members and by emphasizing our shared commitment to evidence-based policy and practice and to democracy, diversity and social justice; . To produce research that makes a difference by bringing rigorous research methods and analytic tools to bear in addressing the most pressing questions affecting educational policy and practice; . To prepare teachers who display a passionate commitment to ensuring every student learns, who embrace and demonstrate ethical behaviors and democratic dispositions, and who excel in their knowledge of subject matter, how people learn, the socio-cultural world of learners, standards-based curriculum design, learner-centered pedagogies and assessments, and the democratic context of schools; . To prepare graduate candidates who are well-trained in research methodology, expert in their area of specialization, and broadly knowledgeable about psychological, sociological, philosophical, and historical research affecting education; . To encourage candidates of color into teaching and research professions through recruitment and support; and . To enhance the effectiveness of our partnership and outreach activities by fostering closer connections among teaching, research, and outreach commitments

Professor Kenneth R. Howe

From Professor Howe’s departmental biography:

“Kenneth R. Howe is professor in the Educational Foundations, Policy, and Practice program area, and director of the Education and the Public Interest Center. Professor Howe specializes in education policy, professional ethics, and philosophy of education. He has conducted research on a variety of topics, ranging from the quantitative/qualitative debate to a philosophical examination of constructivism to a defense of multicultural education. His current research is focused on education policy analysis, particularly school choice. His books include the Ethics of Special Education (with Ofelia Miramontes), Understanding Equal Education: Social Justice, Democracy and Schooling, Values in Evaluation and Social Research (with Ernest House), and Closing Methodological Divides: Toward Democratic Educational Research. Professor Howe teaches courses in the social foundations of education, the philosophy of education, and philosophical issues in educational research.” Professor Howe’s Courses

Philosophy of Education (EDUC 5055) The course is devoted primarily to examining the role of education in promoting a just and democratic society. It examines the views of philosophers such as Plato, John Dewey, and Amy Gutmann. Plato provides the first fully developed Western conception of education, a nondemocratic conception, and his views serve as a foil for democratic views, as well as the more radical views of thinkers such as Foucault and Freire. One of the major issues addressed is how these thinkers might respond to the challenge to incorporate oppressed and excluded "voices." Feminism is an important part of this conversation.

Seminar in Philosophical Issues in Educational Research (EDUC 8804) General topics include a comparative analysis of the “paradigms” of positivism, interpretivism, critical theory, feminism, postmodernism, and pragmatism. Topics that cut across these general paradigms and help distinguish them from one another include the quantitative/qualitative debate, the fact/value distinction, relativism, objectivity/subjectivity, and bias. The emphasis is often on philosophy of science as much as (or more than) on educational research per se, but the course generally seeks to explore and strengthen linkages between philosophy of science and educational research wherever they exist.

Social Foundations of Education (EDUC5005) The course is designed to acquaint students with the broad moral-political dimensions of public education that frame competing positions on issues such as tracking, multiculturalism, gender, and school choice, to name a few. Two major threads are woven through the more specific issues examined: (1) the traditionalism versus progressivism divide, and (2) the drive for educational equality, spurred in recent history by the landmark Brown versus the Board of Education decision in 1954. http://www.colorado.edu/education/faculty/kennethhowe/teaching.html

Professor: Daniel Liston

From Professor Liston’s departmental biography: “Daniel Liston is professor of education in the educational foundations policy and practice program, and the instruction and curriculum in the content areas program. Professor Liston's research interests include curriculum theory, teacher education, and radical educational theory. Specifically he has explored the various beliefs about and justifications for distinct curricula; he provides articulations for and critiques of teacher education; and he examines the varieties of radical educational theory. Recently Professor Liston has begun to explore the various ways reason and emotion interact to affect the practice of teaching and the education of teachers. His teaching interests focus on curriculum theory, the social and political foundations of schooling, and radical educational critiques and proposals.”

Professor Liston’s course Radical Educational Theories

EDUC 8804: Radical Educational Theories “In this class I provide both a general elaboration and an in-depth exploration of radical educational theories. During the last two decades the academy has seen an explosion of radical conceptual frameworks, empirical explorations, and turf wars within the various radical educational arenas. Neo-Marxist analyses of class domination, feminist delineations of patriarchy and gender domination, culture and race-based critiques of racism and white privilege, sexual identity explications of homophobia, and postmodern/structural examinations and exhortations have flourished and, to some degree, recently waned. On the periphery of these 'traditional' radical analyses is the emancipatory spiritual critique of schooling. This critique maintains that schools ignore key features of the human experience and as a result leave us alienated and searching for meaning. Since the amount of work is vast and the territory covered expansive we will have to approach the terrain selectively, with some care and attention. Rather than touch on each and every type of analysis, I have selected readings to introduce essential features of the radical approach to schooling and education.” http://www.colorado.edu/education/faculty/danielliston/teaching.html

Professor Michele Moses

From Professor Moses’ departmental website:

“In general, my research agenda centers on issues of educational equality and social justice within education policies related to race and class. Thus far, it has had two interrelated foci.

First is a philosophical analysis of various race-conscious policies such as multicultural curricula, affirmative action, bilingual education, and remedial education. This work began as my dissertation and after various revisions and chapter additions, became my first book: Embracing Race: Why We Need Race-Conscious Education Policy , which was published by Teachers College Press in 2002 (see photo and link below). In it, I conceptualized a new framework within contemporary liberal political philosophy that I then applied in demonstrating the need for each of the four education policies. The central arguments hinged on the premise that students' development of self-determination (i.e., personal autonomy) is required for social justice. I reinterpreted the individualistic concept of autonomy for use in defending policies concerned with group rights. I argued that race-conscious education policies are critical because they systematically foster the ideal of self-determination through the support of authenticity and favorable contexts of choice for students. Supporters of race-conscious educational policy generally highlight the persistence of institutionalized racism and oppression in the United States educational system and the country as a whole. They argue that measures that take racial and ethnic factors into account in the distribution of opportunities are thus sometimes warranted in the interests of social justice. Critics of race-conscious policies claim that it is unfair to discriminate against members of the dominant culture in educational programs and selection processes. They maintain that white students end up losing out when, for example, available monies are spent on things that do not benefit them directly, such as bilingual programs or the recruitment of students of color. The question, then, is whether or not those policies are still somehow justifiable. The aim of this work is to make a strong, theoretically grounded case that race-conscious education policies are defensible because they play a central role in the development of self-determination of students who otherwise are left with a deficient education.

Embracing Race focused on the political debates over race-conscious education policies, particularly on answering critics and presenting an innovative argument for race- conscious policies. While this scholarly approach puts forward a well-considered response to debates over race-conscious policies, I have been nonetheless left with the significant puzzle of how to move beyond the entrenched political-ideological differences that lead to the debates in the first place. Education policy actors too often seem poorly prepared to provide justifications for policy positions and decisions that will seem reasonable to policy actors of different ideological leanings. As a result, I have begun to go beyond the approach of defending race-conscious policies in an attempt to really understand the moral tenor of those political debates and why they remain so intractable. This has led to the second focus within my research agenda, on the nature of the moral disagreement over controversial education policy issues that profoundly affect equality of educational opportunity such as affirmative action, welfare-to-work policy, and high stakes high school graduation testing. I explore the connections between moral disagreement, political theories of justice, and opportunities for higher education. The analysis centers on coming to understand how it is that those on either side of the dominant policy debates seemingly share significant substantive political ideals yet endorse different policy prescriptions. I examine how important notions like equality, liberty, diversity, and opportunity are conceptualized within the moral and political debate. My hope is that a deeper understanding of the nature of the disagreement over race- and class-conscious policies will foster policy compromises that honor opportunities for all students.

As a final note on my program of research, I complement the work in political philosophy described above with research on philosophical and ethical issues in educational research and policy. This corollary area is represented by the article "Ethics in Educational Research" written with Ken Howe for the Review of Research in Education (1999) and a paper entitled "The Heart of the Matter: Philosophy and Educational Research" also in RRE (2002).”

Professor Moses’ Courses

Educational Policy The purpose of this course is to provide students with an in-depth look at the theories behind policy analysis. We will take a thematic approach to the study of education policy in order to understand such things as who is most affected by education policies; what beliefs and values underlie the policy process; what our policy responsibilities are in a democratic society; how policy agendas are set; and the relationship between policies, social structures, politics, and practice, paying special attention to issues of social justice for the neediest students. In studying the more abstract ideas around policy agendas, formation, and change in a democracy, it is helpful to have a certain policy theme to undergird our discussions.

The theme for this course will be poverty. We will thus examine the various perspectives on poverty in the United States that inform understandings of poverty and anti-poverty policies, and how those relate to education. The main objectives of the course are (1) to familiarize advanced graduate students with how theory and policy are connected, how policy studies are conducted, and what causes certain studies to be influential; (2) to understand how policies, politics, and social structures affect disadvantaged students; and (3) to stimulate students to develop their own well-considered views on these topics. The course is divided into four major sections. Part I is an introduction to our subject, centering on why good education policy is so important; Part II focuses on democracy and policy theory; in Part III, we look at the relationship among poverty, its related policies, politics, and education; and Part IV wraps things up with some possible solutions.

Philosophy of Education A course for diverse students including both Master's and PhD students. The course is devoted to examining the role of education in promoting a just and democratic society, particularly in light of the contemporary focus on multiculturalism. We critically investigate the philosophical underpinnings of education in the United States in order to better education practice, policy, and participation. The course has an innovative ethics and education component, in which students examine ethical cases in depth and present them. Gender and Education A course for diverse students including both Master's and PhD students. My hope is to stimulate students' own explorations into the ways the construct of "gender" affects and is affected by the educational system. Students gain knowledge about gender-related educational issues; the research literature on gender and education; and theories of gender and education. While gender is the primary emphasis, we are mindful that it must be understood in light of race, ethnicity, class, sexual orientation, etc. This class is unique in that it is organized around whole-class discussions of readings and focused research in thematic groups. Students' special interests shape the topics to be covered in depth. There are a number of required readings, but the rest are chosen collaboratively. Students are responsible for researching and developing specific readings for their thematic area. The idea is for this to be an interactive and participatory learning experience, one in which we collaborate on topics and engage in critical discussion. We discuss transformative pedagogy as we engage in it. http://www.michelemoses.com/forstudents.htm

EDUC 8125 (3). Seminar: Radical Education Theories. Examines radical analyses, based on class, gender, and race, that public schooling in the U.S. maintains a dynamic of oppression and domination that undermines the schools' democratic premise. Scrutinizes the conceptual framework, interpretive and explanatory adequacy, and ethical justification of radical claims.

EDUC 5075 (3). Sociology in Education. In-depth analysis of theories and concepts in sociology and education. Evolution of curriculum, organization, and enrollment characteristics of American schools. Schooling, class, culture, gender, stratification, and educational reform in light of paradigmatic change in theories and concepts of sociology.

EDUC 5085 (3). History of American Education. Highlights social and intellectual history perspectives of American educational history, major reform movements from the 18th century to Dewey, and assessment of how differences of race, class, ethnicity, religion, power, and gender affected American education. RatemyProfessors Remarks

Professor Jules Kaplan Department: Economics http://www.ratemyprofessors.com/ShowRatings.jsp?tid=26057&all=1

 … he can explain exactly what is wrong with Bush's economic policy.  … he is quite liberal, he bashes Bush more than Ron Jeremy. So if you are liberal, Kaplan is golden.  Even though he is a liberal, I find it very funny to see him ****off all the damn conservatives :)

Professor Ward Churchill Department: Ethnic Studies http://www.ratemyprofessors.com/ShowRatings.jsp?tid=429383

 Most of what you will learn in his class are flat out LIES and propaganda.He says white males are oppressive.What is so oppressive about the constitution and Bill of Rights. If this moron thinks western society is oppressive then he should get out and move to China or Saudia Arabia or Africa.  I am liberal, and I really think this guy should be fired.  Slants history to fit personal agenda. Arrogant and demeaning toward students who ask questions he does not like. One reason I left the UofC as the Admin coddles this pathetic figure.  His biased is the worst ever, I can't believe my money actually went towards his salary. If you want an objective, FACTUAL ethnic studies class, do not take his.  This guy's got a whole lot of controversy around him, but I could care less about that. What I *do* care about is that he's arrogant, unpersonable, mean, prone to ranting and long trains of axiomatic thought. Unapologetically politicizes issues and obfuscates the subject matter in a haze of radical theory and untenable positions. Waste of time.  He doesn't teach, he force-feeds leftist hatred down your throat.This man is full of rage and hate and should not be teaching anyone. Do not take his class.

Professor Ninotchka Bennahum Department: History http://www.ratemyprofessors.com/ShowRatings.jsp?tid=395583

 Arrogant and incredibly biased - save your sanity and drop her class now!  She was prejudiced of the subject material, and ignorant of the basic facts.

Professor Andrew Calabrese Department: Journalism http://www.ratemyprofessors.com/ShowRatings.jsp?tid=90262&all=1

 Narrow minded windbag in a love affair with Marx.  Gets off topic, somewhat arrogant, obnoxious, definitely opinionated but intelligent…will teach you absolutely nothing but you will plow through pointless readings that will effectively make you despise huge comm mergers, ex. Viacom.

Professor Jade Aguilar Department: Women’s Studies http://www.ratemyprofessors.com/ShowRatings.jsp?tid=775161

 … very biased though and expects papers to be gender unbias but gives no help to achieve that goal.

Professor Ellen Lawson Department: Women’s Studies http://www.ratemyprofessors.com/ShowRatings.jsp?tid=733421

 … she doesn't understand or care about the subject matter, only about advancing her own political beliefs.