DOCSLIB.ORG

Reframing National Women's History Month: Practicalities and Consequences

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Western Michigan University ScholarWorks at WMU Dissertations Graduate College 5-2021 Reframing National Women's History Month: Practicalities and Consequences Skylar Bre’z Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Women's History Commons, and the Women's Studies Commons Recommended Citation Bre’z, Skylar, "Reframing National Women's History Month: Practicalities and Consequences" (2021). Dissertations. 3715. https://scholarworks.wmich.edu/dissertations/3715 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. Reframing National Women's History Month: Practicalities and Consequences by Skylar Bre’z A dissertation submitted to the Graduate College in partial fulfillment of the requirements for the degree of Doctor of Philosophy History Western Michigan University May 2021 Doctoral Committee: Edwin A. Martini, Ph.D., Chair Mitch Kachun, Ph.D. Susan Freeman, Ph.D. Reframing Women's History Month: Practicalities and Consequences Skylar Bre’z, Ph.D. Western Michigan University, 2021 This study evaluates the practicalities and consequences of designating one month (March) out of the calendar year for the commemoration of women’s history. In the 1970s and 1980s, national women’s organizations such as the Women’s Action Alliance (WAA) collaborated with the Smithsonian Institute and the Women’s History Program at Sarah Lawrence College to build programs to increase awareness of women’s history. Using an interdisciplinary approach grounded in feminist theory, media studies, and historical memory studies, this project contextualizes the commemoration through its connection to 1970s women’s activism, explores its usefulness as a tool for building educational equity, and questions its contribution to the development of a collective historical narrative. The commemoration of Women’s History Month sits in a critical space. Despite the benefits of annual public celebrations, women’s history remains routinely undervalued. Celebration equates to empowerment. Yet, taught as an elective topic of History, given a public voice for only 31 days, power excludes its practice. Copyright by Skylar Bre’z 2021 DEDICATION Dedicated to the memory of my grandmothers, Helen Mejeur and Johanna Kokmeyer. One a writer, one a teacher. I hope I’ve done you proud. And to my grand-niece Hudsyn Noelle. You’re the future, baby girl. ii ACKNOWLEDGEMENTS During a late night conversation with my husband Tom, dying from liver cancer, we talked about what he regretted most. Finishing his college degree topped his list. Less than a year later, inspired by him, I returned to school. Neither of us could have predicted on that dark night where that conversation would lead. I know he is proud. My education and the dissertation writing process have been a gift and the ultimate test of perseverance, a journey that required the coalition of so many people invested in my success. First, I am very grateful for the kindness and inspiration given to me by my doctoral committee members. Always ready with encouraging guidance, Ed Martini, Mitch Kachun, and Susan Freeman illustrate every day that dedication to something you believe in makes a difference in the world. Thank you for believing in me when I struggled to believe in myself. I want to thank the Department of History at Western Michigan University for giving me an academic home. While it was a sometimes-uncomfortable fit for this feminist, the support of my graduate work and examples of professionalism I experienced through members of the History faculty continue to shape me as a scholar. Thank you to Bill Warren and Linda Borish for offering me the opportunity to teach women’s history. Special thanks to Sally Hadden for her unending support for/of graduate students. So appreciated. Thank you to the WMU Graduate College for archival travel scholarships and helpful formatting seminars. Additionally, I want to thank two early mentors in my education. Jon Adams, who iii Acknowledgments-Continued encouraged me to apply to grad school. What an adventure it’s been. You were right - grad school challenged me in many unforeseen ways. And, Gwen Raaberg. I knew I had found my intellectual home when I walked into my first GWS class. And when she shared her “Dr.” story, I knew I had to follow in her footsteps. I am blessed to have her as a mentor and a friend. I also thank the Department of Gender & Women’s Studies for supporting my development as an educator. Teaching is the foundation on which I continue to grow. For the past decade, I am blessed to work with colleagues dedicated to equity: Susan Freeman, Cathryn Bailey, Miriam Konate, Danielle Mott, Maria Newhouse, and Sara Moslener. And, of course, Patty DeLoach, whose competence as an administrator is only outshone by her smile. Thank you to my Ohio State University cohort, who continue to inspire and entertain: Andrea Breau, Nikki Engel, Brendan Shaw, Jess Winck, Rachel Stonebrook, and always, Varsha Chitnis. You’re the Jeni’s to my ice cream. Special thanks to Dr. Dercio Mendocca, who discovered the hole in my heart, and to Dr. Christopher Rogers, who fixed it. I literally owe you my life. My friends and family have offered endless support in what often seemed like an infinite education process. Thank you all, for continuing to believe in me and to believe in the value of education. You are the reason I kept going forward in this process. To my daughter Galadriel/Jack, you bless me with your presence in my life. And, above all, thank you to Jaynee Michaels. Always there to read a draft, hash out an idea, and order Erbelli’s on the really iv Acknowledgments-Continued stressful or celebratory days. You inspire me, every day. Here’s to 30 more years. Finally, thank you to my students. May you continue to ask the hard questions, use your voices, and learn your history. Skylar Bre’z v TABLE OF CONTENTS DEDICATION………………………………………………………………………………………………………….………… ii ACKNOWLEDGMENTS…………………………………………………………………………………………………….. iii LIST OF ABBREVIATIONS…………………………………………………………………………………….................ix INTRODUCTION………………………………………………………………………………………… ……….............….1 Defining the Contradictions: Women’s/History/Month………………….…….…….5 CHAPTER I. THE EVOLUTION OF WOMEN’S HISTORY METHODOLOGY: WOMEN’S HISTORY MONTH AS A STEP TOWARDS LEGITIMACY…………………………………………….10 Methodology and Women’s History: What is a Woman?.............................10 Becoming Strategic Agents of History…………………………………………………….….18 Amplifying Women’s Voices………………………………………………………………….…..35 Conclusion………………………………………………………………………………………………...40 II. COALITION BUILDING: A BENEFICIAL FOUNDATION FOR WOMEN’S HISTORY MONTH AND ACTIVISM…………………………………………………………………………………….…..42 The Women’s Action Alliance: Development of an Agenda……………………..…45 The Smithsonian Institution Women’s Council: Developing Public Programming…………………………………………………………………………………………..…54 Sarah Lawrence College Seminar on Women’s History, 1976: Developing Teaching Strategies……………………………………………………………......58 The Sarah Lawrence College Institute on Women’s History, 1979: Combining Coalitions with Women’s History………………………………………..……62 vi Table of Contents-Continued CHAPTER The Proposal of Women’s History Week(Month): Sisterhood Takes Charge……………………………………………………………………………………………72 Conclusion……………………………………………………………………………………………….77 III. “EACH BRANCH A PLACE IN THE SUN:” COALITIONS COMPLICATED……………………79 Intervention in Public Spaces: Advocating Participatory Access………………………………………………………………………………………………………82 Diversified Experiences: The Effect of Personal Identities…………………………91 Conclusion………………………………………………………………………………………………101 IV. LEGISLATING WOMEN’S HISTORY MONTH: BENEFITS AND BACKLASH……………….103 Educational Equity Policy: “We Never Considered Its Effect”………………….106 Coordinating Women’s History Month Proposals with Legislative Efforts……………………………………………………………………………………115 The Reagan Administration Changes Everything……………………………………..122 A Backlash Stalls Progress……………………………………………………………………….136 Conclusion………………………………………………………………………………………………143 V. WOMEN’S HISTORY MONTH AS A PRACTICAL COMMODITY……………………………….145 The National Women’s History Project……………………………………………………147 Women’s History Month as a Commodity……………………………………………….153 Conclusion……………………………………………………………………………………………….159 VI. WOMEN’S HISTORY MONTH, REMEMBERED………………………………………………………164 vii Table of Contents-Continued CHAPTER Arguments and Assumptions of Early Memory Studies…………………………….165 Adding Gender to Memory Studies…………………………………………………………..173 Contemporary Practicalities of Memory Studies……………………………….………186 Conclusion………………………………………………………………………………………………..192 VII. WOMEN’S HISTORY MONTH AS COMMEMORATION…………………………………………..194 Using Feminist Theory to Transform History……………………………………………..195 Commemoration of Women’s History Month as Ritual and Symbol………….200 Commemoration Influence on Education………………………………………………….203 The Practical Challenges of Historical Memory………………………………………….208 Conclusion…………………………………………………………………………………………………213 CONCLUSION………………………………………………………………………………………………...........………...218 BIBLIOGRAPHY………………………………………………………………………………………………………………….224 viii LIST OF ABBREVIATIONS ERA Equal Rights Amendment NWHP National Women’s History Project SPLC Southern Poverty Law Center UDC United Daughter of the Confederacy
Recommended publications
  • Independent Agencies, Commissions, Boards

    Independent Agencies, Commissions, Boards

    INDEPENDENT AGENCIES, COMMISSIONS, BOARDS ADVISORY COUNCIL ON HISTORIC PRESERVATION (Created by Public Law 89±665, amended by Public Laws 94±422, 96±515) 1100 Pennsylvania Avenue NW, Suite 809, 20004 phone 606±8503, http://www.ach.gov Chairman.ÐCathryn Buford Slater, Little Rock, AR. Vice Chairman.ÐStephen B. Hand, New Orleans, LA. Members: Arthur Q. Davis, FAIA, New Orleans, LA. James K. Huhta, Murfreesboro, TN. Arva Moore Parks McCabe, Miami, FL. Parker Westbrook, Little Rock, AR. Bruce D. Judd, FAIA, San Francisco, CA. Eugene A. Ludwig, New York, NY. Raynard C. Soon, Honolulu, HI. Governor.ÐAngus S. King, Jr., Bangor, ME. Mayor.ÐEmmanuel Cleaver II, Kansas City, MO. Secretary, Department of Agriculture. Secretary, Department of Housing and Urban Development. Secretary, Department of Transportation. Architect of the Capitol. Administrator, Environmental Protection Agency. Administrator, General Services Administration. Nancy Campbell, Chairman, National Trust for Historic Preservation, New York, NY. Judith Bittner, President, National Conference of State Historic Preservation Officers, Anchorage, AK. Special Assistant to the Chairman.ÐRobert D. Bush, (202) 208±0710. Executive Director.ÐJohn M. Fowler, (202) 606±8503. AFRICAN DEVELOPMENT FOUNDATION (Created by Public Law 96±533) 1400 Eye Street NW, Suite 1000, 20005±2248, phone 673±3916, fax 673±3810 E-mail: [email protected]; Wb: www.adf.gov BOARD OF DIRECTORS Chairman.ÐErnest G. Green. Vice Chairman.ÐWillie Grace Campbell. Private Members: Cecil J. Banks, Marion Dawson-Carr, Henry E. McKoy. Public Members: Susan E. Rice (nominated); Vivian Lowery Derryck (nominated) STAFF President.ÐWilliam R. Ford. Vice President.ÐNathaniel Fields. Administrative Services Officer.ÐGenevieve Peterson. Advisory Committee Management.ÐTeixeira Nash.
  • Selected Highlights of Women's History

    Selected Highlights of Women's History

    Selected Highlights of Women’s History United States & Connecticut 1773 to 2015 The Permanent Commission on the Status of Women omen have made many contributions, large and Wsmall, to the history of our state and our nation. Although their accomplishments are too often left un- recorded, women deserve to take their rightful place in the annals of achievement in politics, science and inven- Our tion, medicine, the armed forces, the arts, athletics, and h philanthropy. 40t While this is by no means a complete history, this book attempts to remedy the obscurity to which too many Year women have been relegated. It presents highlights of Connecticut women’s achievements since 1773, and in- cludes entries from notable moments in women’s history nationally. With this edition, as the PCSW celebrates the 40th anniversary of its founding in 1973, we invite you to explore the many ways women have shaped, and continue to shape, our state. Edited and designed by Christine Palm, Communications Director This project was originally created under the direction of Barbara Potopowitz with assistance from Christa Allard. It was updated on the following dates by PCSW’s interns: January, 2003 by Melissa Griswold, Salem College February, 2004 by Nicole Graf, University of Connecticut February, 2005 by Sarah Hoyle, Trinity College November, 2005 by Elizabeth Silverio, St. Joseph’s College July, 2006 by Allison Bloom, Vassar College August, 2007 by Michelle Hodge, Smith College January, 2013 by Andrea Sanders, University of Connecticut Information contained in this book was culled from many sources, including (but not limited to): The Connecticut Women’s Hall of Fame, the U.S.
  • Herlandvoice-1992-05-V9-No05 Ocr

    Herlandvoice-1992-05-V9-No05 Ocr

    A MILLION WOMEN MARCH ON THE ROAD TO WASHINGTON: By Brenda Sandburg THE ROLLING RETREAT. (All praise to Wanda who had the vision and the determination Nearly a million people, mostly women, marched on Washington and the fundraising skills to make it a reality.) April 5 to demand full reproductive rights for all women. It was the most massive pro-choice demonstration ever, and one of the biggest Space was tight on that little sleeper bus: four people with 24 civil rights marches in U .S. history. square feet to share; at night when the top bunk came down, two The participation of young women was especiall y noteworthy. people got 24 square feet to sleep on; most chose the head-to-toe They came from communities and campuses across the country, in style popularized in the movie My Left Foot. The bottom bunk, buses and cars, by the. dozens and hundreds. Clearly angry at the familiarly known as the Bunk from Hell or The Pit, had a full three threat to their right to control their own bodies, they infused the foot vertical clearance. It was without a doubt the most huge protest with a sense of urgency and militancy. uncomfortable fifty-two hours of my life (twenty-six hours each The lesbian and gay community was also well represented. When way) . a speaker asked lesbians and gay men to identify themselves, a sea It was fifty-two of the most enjoyable hours of my life, also. of hands was raised. Thinking back on it, I would say it was a little like .feasting on Although the crowd was predominantly white, there were Mom's melt-in-your-mouth fudge while getting whipped with a cat­ contingents from communities of color.
  • 22Nd Annual Unsung Heroines Award Luncheon

    22Nd Annual Unsung Heroines Award Luncheon

    22nd Annual Unsung Heroines Award Luncheon The National Coalition of 100 Black Women, Inc., Metropolitan Atlanta Chapter conceived the Unsung Heroine Awards Gala in 1997 as an opportunity to recognize African-American women. The awards are presented to women in our community who work tirelessly to empower their community in the vital areas of education, health, public policy, civic responsibility, business and entertainment. These women toil relentlessly without recognition. The women honored are nominated by their peers and voted on by an independent panel. Annually, the National Coalition of 100 Black Women, Inc., Metropolitan Atlanta Chapter recognizes women who, through their desire to make a difference, perform selfless acts of kindness. We have honored some incredible women who have provided clothing for the homeless, operated programs to help educate children, mentored special needs children, triumphed as political activists to improve conditions in their neighborhoods and performed myriad of other thankless tasks to serve the communities in which they live. The women who are selected are honored at our Annual Unsung Heroines Awards Ceremony. Unsung Heroines is a major fundraiser for the Metropolitan Atlanta Chapter. Proceeds from the event will benefit the organization’s Economic Empowerment Program that provides transitional support services to women and children who need a helping hand as they move from dependency to self-sufficiency. ABOUT EMPOWERING WOMEN: SISTERS HELPING SISTERS The National Coalition of 100 Black Women, Inc. Metropolitan Atlanta Chapter (NCBW-MAC) is committed to empowering women in ways that lead to better health and economic opportunities. Through our work we know that women who are healthy and financially independent tend to be less vulnerable to abuse and exploitation in general.
  • Bridging E Generations SATURDAY, MARCH 13, 2021 12:00 - Auction • 12:30 Tea & P„G M

    Bridging E Generations SATURDAY, MARCH 13, 2021 12:00 - Auction • 12:30 Tea & P„G M

    National Coalition of 100 Black Women San Francisco Chapter 16th aual Gold girls NCBW National Coalition100 of 100 Black Women HATS San Francisco Chapter GVES TEA Bridging e Generations SATURDAY, MARCH 13, 2021 12:00 - Auction • 12:30 tea & Pg m ncbwsf.org 25864 8 x 11 4c Communities are like families When everyone comes together, wonderful things can happen. This event is the result of a lot of hard work by many talented people. The spirit of community is alive and well, right here and now. We’re proud to be part of NCBW-SF Golden Girls 2020 Hats and Gloves Tea. Congratulations to all the Honorees. wellsfargo.com © 2020 Wells Fargo Bank, N.A. All rights reserved. IHA-25864 OUR HISTORY The National Coalition of 100 Black Women: The Advocate for the Health, Education, and Economic Empowerment of Black Women In the winter of 1970 in New York City, 24 Black women, The San Francisco Chapter was chartered August 28, 2004 led by visionary Edna Beach, began meeting in their homes by I. Lee Murphy Reed. to assess the problems and opportunities left behind in the wake of the turbulent 1960s. For the rest of the 1970’s, • The purposes of the National Coalition are these: they slowly, but persistently worked to master root causes • To foster principles of equal rights and opportunities, of issues that affected their families, their communities • To develop the potential of the membership for and themselves. effective leadership and participation in civic affairs, • To take action on specific issues of national and Naming themselves the Coalition of 100 Black women, international importance and they boldly began to reach out to other Black Women in • To cooperate with other persons and organizations to common cause and, eventually, mobilized their emerging achieve mutual goals.
  • Identity, Gender, and Belonging In

    Identity, Gender, and Belonging In

    UNIVERSITY OF DUBLIN, TRINITY COLLEGE Explorations of “an alien past”: Identity, Gender, and Belonging in the Short Fiction of Mavis Gallant, Alice Munro, and Margaret Atwood A Thesis submitted to the School of English at the University of Dublin, Trinity College, in fulfilment of the requirements for the Degree of Doctor of Philosophy Kate Smyth 2019 Declaration I declare that this thesis has not been submitted as an exercise for a degree at this or any other university and it is entirely my own work. I agree to deposit this thesis in the University’s open access institutional repository or allow the library to do so on my behalf, subject to Irish Copyright Legislation and Trinity College Library conditions of use and acknowledgement. ______________________________ Kate Smyth i Table of Contents Summary .......................................................................................................................................... iii Acknowledgements ...................................................................................................................... iv List of Abbreviations ..................................................................................................................................... v Introduction ..................................................................................................................................... 1 Part I: Mavis Gallant Chapter 1: “At Home” and “Abroad”: Exile in Mavis Gallant’s Canadian and Paris Stories ................ 28 Chapter 2: “Subversive Possibilities”:
  • From the Gilded Age to the Jazz Age: the Formation of Modern American Culture, 1877-1929"

    From the Gilded Age to the Jazz Age: the Formation of Modern American Culture, 1877-1929"

    Syllabus HIS 373H "From the Gilded Age to the Jazz Age: The Formation of Modern American Culture, 1877-1929" University of Toronto at Mississauga, Fall 2002 Mondays, 3 - 5 p.m., NB room 144 Prof. Elspeth Brown Office Hours: office: North Building, rm. 249 office hours: M, 12:00 - 3:00 and by appt. phone: 905-828-3749 email: mailto:[email protected] This course examines the major social, political, and cultural developments of American society from the end of Reconstruction to the stock market crash of 1929. Specific topics to be covered include: the rise of mass culture; the growth of the corporation; labor politics; the rise of Jim Crow; Progressive Era reforms; WWI; woman suffrage; the Harlem Renaissance; and the "roaring" 1920s. We will explore the relationship between society and culture, with a view towards understanding how language and representation both mediate and construct social and political transformations. Along the way, we will see how specific groups of Americans, such as black middle class reformers, the white middle class, African- American workers, Mexican and Lithuanian immigrants, and feminists worked with available social and political tools to transform American society and culture. Course Format: The course is a combination of lecture and discussion. In the first hour, I will lecture on a topic related to the reading. In the second hour, we will have a discussion of the assigned readings, which may sometimes result in me delivering small mini-lectures. On the whole, though, during this second hour I will be asking you for your analysis and interpretation of the material; your intellect and hard work will carry the class.
  • Architecture As Social Reform In

    Architecture As Social Reform In

    FEMINIST APPLEPIEVILLE: ARCHITECTURE AS SOCIAL REFORM IN CHARLOTTE PERKINS GILMAN’S FICTION _______________________________________________________________ A thesis presented to the Faculty of the Graduate School at the University of Missouri-Columbia __________________________________________________ In Partial Fulfillment Of the Requirements for the Degree Master of Arts __________________________________ by MARY McPHERSON DAVIS Dr. Nancy West, Thesis Advisor MAY 2007 The undersigned, appointed by the dean of the Graduate School, have examined the thesis entitled FEMINIST APPLEPIEVILLE: ARCHITECTURE AS SOCIAL REFORM IN CHARLOTTE PERKINS GILMANS FICTION Presented by Mary Davis, A candidate for the degree of Master of English Literature, And hereby certify that, in their opinion, it is worthy of acceptance. ______________________________ Nancy West ______________________________ Patricia Okker ______________________________ Keith Eggner Thanks to Mum, Deanna, Jessie, Stu and Bill for all your encouragement and kindness. ACKNOWLEDGMENTS A great thanks to my advisor, Nancy West, who was ever so helpful, inspiring, patient, and stern, when necessary. Also, I am very grateful to my other committee members, Pat Okker and Keith Eggener. I am beholden to my mother, Polly Aird, and to Bill Kerwin who read and reread for me. - ii - TABLE OF CONTENTS ACKNOWLEDGEMENTS……………………………………………………………….ii LIST OF ILLUSTRATIONS……………………………………………………………..iv INTRODUCTION………………………………………………………………………...1 Section 1 1. GILMAN’S BIOGRAPHY AND MOTIVATIONS FOR WORLD IMPROVEMENT……………………………………………………………3
  • Parades, Pickets, and Prison: Alice Paul and the Virtues of Unruly Constitutional Citizenship

    Parades, Pickets, and Prison: Alice Paul and the Virtues of Unruly Constitutional Citizenship

    PARADES, PICKETS, AND PRISON: ALICE PAUL AND THE VIRTUES OF UNRULY CONSTITUTIONAL CITIZENSHIP Lynda G. Dodd* INTRODUCTION: MODELS OF CONSTITUTIONAL CITIZENSHIP For all the recent interest in “popular constitutionalism,” constitutional theorists have devoted surprisingly little attention to the habits and virtues of citizenship that constitutional democracies must cultivate, if they are to flourish.1 In my previous work, I have urged scholars of constitutional politics to look beyond judicial review and other more traditional checks and balances intended to prevent governmental misconduct, in order to examine the role of “citizen plaintiffs”2 – individuals who, typically at great personal cost in a legal culture where the odds are stacked against them, attempt to enforce their rights in * 1 For some exceptions, see Walter F. Murphy, CONSTITUTIONAL DEMOCRACY: CREATING AND MAINTAINING A JUST POLITICAL ORDER (2007); JAMES E. FLEMING, SECURING CONSTITUTIONAL DEMOCRACY: THE CASE FOR AUTONOMY (2006); Wayne D. Moore, Constitutional Citizenship in CONSTITUTIONAL POLITICS: ESSAYS ON CONSTITUTIONAL MAKING, MAINTENANCE, AND CHANGE (Sotirios A. Barber and Robert P. George, eds. 2001); Paul Brest, Constitutional Citizenship, 34 CLEV. ST. L. REV. 175 (1986). 2 Under this model of citizenship, the citizen plaintiff is participating in the process of constitutional checks and balances. That participation can be described in terms of “enforcing” constitutional norms or “protesting” the government’s departure from them. The phrase “private attorneys general” is the traditional term used to describe citizen plaintiffs. See, e.g., David Luban, Taking Out the Adversary: The Assault on Progressive Public Interest Lawyers, 91 CAL. L. REV. 209 (2003); Pamela Karlan, Disarming the Private Attorney General, 2003 U.
  • Women-American Theatre

    Women-American Theatre

    Women in American Theatre – Schedule Spring 2012 Dr. Beth Osborne *As always, this schedule is subject to change as needed during the semester.* Readings, Assignments and Facilitation Topics should be prepared For class on the day they are listed. Key to Abbreviations: BB = Blackboard (see the site for link, article, or more information) NAWD = North American Women’s Drama database (through the Strozier database portal) WAT = Women in American Theatre, edited by Helen Krich Chinoy & Linda Walsh Jenkins Plays…[years] = one of the Plays by American Women anthologies – specified by the year Note: When reading from the various Plays anthologies, please read the play introductions too. Recommended Readings: Everyone is always welcome to read more. To do so, move on to start the “Recommended Readings” as available (and hang on to the list of recommendations for the future – I certainly don’t expect anyone to get through all of these this semester!). I’ve put the * next to those recommended readings that would be particularly interesting to read. 1/4: Introductions to the Course Readings: Poof (1993), Lynn Nottage (emailed pdf, NAWD); Feminism is for Everybody, bell hooks (emailed pdf, p1-18); "Art vs. Business," Helen Krich Chinoy (in Women in American Theatre or emailed pdf) Recommended: A Room of One's Own, Virginia Woolf (etext- http://ebooks.adelaide.edu.au/w/woolf/virginia/w91r/); "Report on the Status of Women: A Limited Engagement" (http://www.womenarts.org/advocacy/WomenCountNYSCAReport.htm); "Discrimination and the Female Playwright,"
  • ENG 254 Syllabus

    ENG 254 Syllabus

    English 254: Survey of American Literature Winter 2015 T/Th 2:00-3:50, FAB 171 Prof. Sarah Ensor Neuberger Hall M420 [email protected] / 503-725-3568 (email is best) Office Hours: Tuesdays, 11:00-12:30 and by appointment Winslow Homer, “Waiting for an Answer” (1872), Jean-Michel Basquiat, “untitled” (1984), Margaret Bourke-White, “At the Time of the Louisville Flood” (1937) Course Description: In this course, we will read American Literature from the Civil War to the present with an emphasis on matters of temporality. As we study a young nation trying to make sense of what it means to have a (violent, fraught, and complex) history, we will confront the complicated dialectic between tradition and custom, on the one hand, and ferment and innovation, on the other. The texts we read will engage these dialectics – and their related questions of race, gender, class, and nationalism – both thematically and formally; one of our main concerns will involve how these works play structurally with time in the way they unfold. Some of the questions that will concern us along the way include: How do forms of collective memory (and collective amnesia) help to constitute America – and Americanness – in these years? How do technological developments, the rise of industrialization, and shifting patterns of population affect how Americans experience and understand the passage of time? What does it mean when American writers look backward? And what emotions do they (and we) feel when – at various moments, from various junctures, and in various voices – they look ahead? How is community defined – and performed – by writers of this period? Relatedly, how are questions of national and literary tradition embroiled in questions of identity, (in)equality, and power? Who determines, in other words, which stories matter, and which stories are told? As we discuss such questions, we will also develop and practice the skills necessary for effective literary analysis.
  • Great Divides: the Cultural, Cognitive, and Social Bases of the Global Subordination of Women

    Great Divides: the Cultural, Cognitive, and Social Bases of the Global Subordination of Women

    2006 PRESIDENTIAL ADDRESS Great Divides: The Cultural, Cognitive, and Social Bases of the Global Subordination of Women Cynthia Fuchs Epstein Graduate Center, City University of New York Categorization based on sex is the most basic social divide. It is the organizational basis of most major institutions, including the division of labor in the home, the workforce, politics, and religion. Globally, women’s gendered roles are regarded as subordinate to men’s. The gender divide enforces women’s roles in reproduction and support activities and limits their autonomy, it limits their participation in decision making and highly-rewarded roles, and it puts women at risk. Social, cultural, and psychological mechanisms support the process. Differentiation varies with the stability of groups and the success of social movements. Gender analyses tend to be ghettoized; so it is recommended that all sociologists consider gender issues in their studies to better understand the major institutions and social relation- ships in society. he world is made up of great divides— social boundaries as well (Gerson and Peiss Tdivides of nations, wealth, race, religion, 1985; Lamont and Molnar 2002). Today, as in education, class, gender, and sexuality—all con- the past, these constructs not only order social structs created by human agency. The concep- existence, but they also hold the capacity to create serious inequalities, generate conflicts, tual boundaries that define these categories are and promote human suffering. In this address, always symbolic and may create physical and I argue that the boundary based on sex creates the most fundamental social divide—a divide Direct correspondence to Cynthia Fuchs Epstein, Department of Sociology, Graduate Center, City rial help over many incarnations of this paper and to University of New York, 365 Fifth Avenue, New Kathleen Gerson, Jerry Jacobs, Brigid O’Farrell, York, NY 10016 ([email protected]).