AMS 370 Women Radicals and Reformers Tuesday and Thursday, 11:00-12:15
Professor: Julia Mickenberg (she/her/hers) Email: Canvas or [email protected] Office Hours: Tuesdays and Thursdays 3:30-5:00
Course Description Concentrating on the twentieth century but beginning with eighteenth and nineteenth- century precedents, this course will trace traditions of women’s radical activism and reform with an eye toward models of civic and social engagement as well as cultural practice. We’ll look at ideas about women’s citizenship from the revolutionary era to the current day, including the struggles for suffrage and equal rights; women’s role in the abolitionist, socialist, anarchist and communist movements; female activism against lynching; the settlement house movement; reproductive rights agitation; labor and welfare rights activism; the peace movement; women’s role in ethnic nationalist movements; women’s liberation, and queer women of color critique, also touching on aesthetic and cultural radicalism, from avant-garde writing to women advocating free speech and free love. In all cases, backlash and the threat of backlash shaped and limited radical and reform movements. We’ll discuss ways movements took on gendered dimensions; the dynamics between individual leadership and communal organization; the
impact of race, gender, ethnicity, class, region, and sexuality on individual and collective sensibilities; the interrelations between women and men in various social and cultural movements; and the variety of forms in which women’s and girls’ reformist or radical sentiments have been expressed. The reading load is significant but designed to give students a sense of the range of American women’s radical and reform activism, demonstrating both continuity and change over time.
Assignments are designed to give students space to grapple with issues raised in the readings and in class discussions, to offer students the opportunity for independent research on topics of interest to them related to the course, and to build writing and research skills. Students will actively contribute to course content through research and presentations to the class, through sharing their writing, and through informed participation in class discussions.
Course Readings: (available from University Co-op and on Canvas) •Kathryn Kish Sklar, ed. Women’s Rights Emerges Within the Anti-Slavery Movement •Ann Petry, The Street •Mary Crow Dog, Lakota Woman •Grace Lee Boggs, The Next American Revolution Additional class readings available online
(Potential) Films: Iron-Jawed Angels Salt of the Earth She’s Beautiful When She’s Angry The Woman’s Film
Digital collections (for research projects): Gerritsen collection: Women’s History online http://gerritsen.chadwyck.com.ezproxy.lib.utexas.edu/home.do
Women and social movements http://asp6new.alexanderstreet.com.ezproxy.lib.utexas.edu/was2/was2.index.map.aspx
Women’s Liberation Movement print culture (Duke): http://library.duke.edu/digitalcollections/wlmpc/Series/General%20and%20Theoretical
Independent Voices http://voices.revealdigital.com/cgi-bin/independentvoices?a=p&p=home&e=------en-20- -1--txt-txIN------1
Schlesinger Library on the History of Women in America (Harvard)
WGS Librarian Gina Bastone is available as a resource for individual or group consultations. Email: [email protected]
** This syllabus is subject to change; students who miss class are responsible for learning about any changes to the syllabus
Class goals:
Content goals: •By the end of the course, students should have a basic grounding in the traditions of women’s progressive and radical activism in the United States, a sense of the ways in which these traditions have foreign roots and internationalist dimensions, and a sense of how, if at all, these traditions are gendered female.
•By the end of the course, students should be able to articulate ways in which women’s concerns have varied according to historical circumstances, race, religion, ethnicity, class, age, region, and other factors.
Skills goals: •Students should hone their ability to conduct primary research; evaluate and analyze sources; and synthesize material in support of an argument
•Students should be able to draw connections between different sources, and different kinds of sources.
•Students should improve their ability to write in a clear and organized fashion, and marshal evidence to support an argument
•Students should hone their presentation skills.
•Students should gain skill and confidence in teamwork
•Students should gain appreciation for the value of activism, and an understanding of models for initiating activism on behalf of social justice
Flags:
This course carries the flag for Cultural Diversity in the United States. The purpose of the Cultural Diversity in the United States Flag is for students to explore in depth the shared practices and beliefs of one or more underrepresented cultural groups subject to persistent marginalization. In addition to learning about these diverse groups in relation to their specific contexts, students should engage in an active process of critical reflection. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one underrepresented cultural group in the U.S.
This course carries the Independent Inquiry flag. Independent Inquiry courses are designed to engage you in the process of inquiry over the course of a semester, providing you with the opportunity for independent investigation of a question, problem, or project related to your major. You should therefore expect a substantial portion of your grade to come from the independent investigation and presentation of your own work.
This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.
You are encouraged to take advantage of resources available through the Undergraduate Writing Center: http://uwc.utexas.edu/
Course requirements and procedures:
1.Informed participation in class discussions. You should come to class having done the reading assigned for that day; unless otherwise indicated, bring a copy of the assigned reading to class (readings on Canvas or posted on line can either be printed out or read from an e-reader that allows for annotation—I recommend the program i-annotate).
•In-class writing, usually on the assigned reading, will contribute to your class participation grade.
-Discussion board: I will periodically assign in-class or out-of-class writing for the Canvas discussion board, but you can also use it to post questions or comments on the reading.
2. Four 2-3 page papers based on the readings.
The class will be divided into three groups. Each week, one third of the class will be required submit a short paper drawing connections between that week’s reading assignment and material assigned in the prior two weeks (unless it’s early enough in the semester that two weeks have not yet passed). Do not simply summarize the readings— the point is to critically assess their significance and the issues they raise. That said, the writing need not be especially formal: you are encouraged to react to the texts and to think about how the material affects you personally. Use quotations and examples from the readings to support your points.
Unless otherwise noted, papers are due by 9:00 am on Thursdays.
In the final week of class you will turn in a portfolio that includes all your short papers, along with a short reflective essay (also 2-3 pages), based on the papers, that considers the ways in which your own thinking and ideas have evolved over the course of the semester
3. Team Presentation: On the first or second day of class you will sign up for brief (5-7 minute) presentations to the class on topics of various weeks’ discussions. Usually in teams, these presentations should be based on original research, but should also draw connections to the common class readings. Presentations should be geared toward providing background that will inspire a richer discussion of the readings. Each presenter should provide me with a bibliography/overview of the material they researched. End with 2-3 questions for discussion that relate to the assigned readings for that week. Unless otherwise specified, be prepared to give your presentation on the Tuesday of your assigned week. Post the subject of your presentation on Canvas (in “presentation” thread under your week’s module) at least one week in advance. You are encouraged to talk with me in advance to discuss possible topics and sources.
5. Final projects (7-10 pages per person) will focus on a historical figure or set of figures’ ideas and actions, a historical phenomenon, or of a set of events. They should contain original research, reference to relevant scholarship, and your subject’s relationship to larger course timelines.
6. Recommended, for extra credit: Portfolium entry. On an experimental basis I am strongly encouraging students to choose one product from the class—a paper, presentation, etc.—and post it on the Portfolium site with accompanying short narrative and a listing of transferable skills (see examples here). This is a newly-available service in Canvas designed to help students professionalize. (Note: after graduation students maintain control over material they post on the site and can determine whether materials are visible to the public).
Sharing of Course Materials is Prohibited: No materials used in this class, including, but not limited to, lecture hand-outs, videos, assessments (quizzes, exams, papers, projects, homework assignments), in-class materials, review sheets, and additional problem sets, may be shared online or with anyone outside of the class unless you have my explicit, written permission. Unauthorized sharing of materials promotes cheating. It is a violation of the University’s Student Honor Code and an act of academic dishonesty. I am well aware of the sites used for sharing materials, and any materials found online that are associated with you, or any suspected unauthorized sharing of materials, will be reported to Student Conduct and Academic Integrity in the Office of the Dean of Students. These reports can result in sanctions, including failure in the course.
Class Recordings: Class recordings are reserved only for students in this class for educational purposes and are protected under FERPA. The recordings should not be shared outside the class in any form. Violation of this restriction by a student could lead to Student Misconduct proceedings.
Respect for others is vital. You can expect that as the instructor, I am concerned about the educational experience of each student in the class, respectful of individual differences, encouraging of creativity, reasonably open and accessible to discuss material and assignments, thorough in evaluating assignments, and rigorous yet supportive in maintaining high standards for performance. As a student, you are expected to work individually and with others, to create an atmosphere that is safe, valuing of one another, and open to diverse perspectives. Everyone is expected to show courtesy, civility, and respect for one another. Comments or postings that degrade or ridicule another, whether based on individual or cultural differences, are unacceptable.
•Participation/Engagement. Thinking is not a spectator sport. You need to participate in class by communicating your understanding and testing others’ understanding with questions and dialogue. This course requires active participation, which is crucial to your success in becoming a critical thinker. The more you put into it, the more you will get out of it. Active participation includes being prepared to discuss readings, assignments, and concepts, engaging yourself in classroom activities and discussion, and putting your best effort in both formal and informal assignments.
Regardless of the format we use to conduct class sessions, consider your participation to be the equivalent to a face-to-face class session and be prepared to engage actively and thoughtfully with me and your peers. I expect people to have their cameras on during synchronous zoom meetings. That said, please let me know if there are circumstances that make this expectation untenable for you.
Attendance is mandatory. In normal circumstances, missing more than two classes is likely to affect your grade. Missing more than six classes is grounds for failure. Given the extraordinary circumstances we are in please let me know if something is going on in your life that is making it difficult to attend class. If you need to miss class for a religious holiday please let me know well in advance.
Academic Integrity Each student in the course is expected to abide by the University of Texas Honor Code: “As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity.” Plagiarism is taken very seriously at UT. Therefore, if you use words or ideas that are not your own (or that you have used in previous class), you must cite your sources. Otherwise you will be guilty of plagiarism and subject to academic disciplinary action, including failure of the course. You are responsible for understanding UT’s Academic Honesty and the University Honor Code which can be found at the following web address: https://deanofstudents.utexas.edu/conduct/standardsofconduct.php
Title IX Reporting
Title IX is a federal law that protects against sex and gender-based discrimination, sexual harassment, sexual assault, unprofessional or inappropriate conduct of a sexual nature, dating/domestic violence and stalking at federally funded educational institutions. UT Austin is committed to fostering a learning and working environment free from discrimination in all its forms. When unprofessional or inappropriate conduct of a sexual nature occurs in our community, the university can: 1. Intervene to prevent harmful behavior from continuing or escalating. 2. Provide support and remedies to students and employees who have experienced harm or have become involved in a Title IX investigation. 3. Investigate and discipline violations of the university’s relevant policies.
Beginning January 1, 2020, Texas Senate Bill 212 requires all employees of Texas universities, including faculty, report any information to the Title IX Office regarding sexual harassment, sexual assault, dating violence and stalking that is disclosed to them. Texas law requires that all employees who witness or receive any information of this type (including, but not limited to, writing assignments, class discussions, or one-on-one conversations) must be reported. I am a Responsible Employee and must report any Title IX related incidents that are disclosed in writing, discussion, or one-on-one. Before talking with me, or with any faculty or staff member about a Title IX related incident, be sure to ask whether they are a responsible employee. If you would like to speak with someone who can provide support or remedies without making an official report to the university, please email [email protected]. For more information about reporting options and resources, visit http://www.titleix.utexas.edu/, contact the Title IX Office via email at [email protected], or call 512-471-0419.
Grading: 1. Class participation (includes informed participation in class discussions, attendance, in-class writing or other homework as assigned; peer reviews): 25% 2. Portfolio of short papers and reflective overview: 30% 3. Presentation and facilitation related to one course topic 10% 4. Final Paper and pecha kucha presentation: 35%
Plus/Minus Grades Final grades will be determined on the basis of the following rubric. Please note: to ensure fairness, all numbers are absolute, and will not be rounded up or down at any stage. Thus a B- will be inclusive of all scores of 80.000 through 83.999. The University does not recognize the grade of A+.
<59 F 60-63 D- 64-66 D 67-69 D+ 70-73 C- 74-76 C 77-79 C+ 80-83 B- 84-86 B 87-89 B+ 90-93 A- 94-100 A
Additional Resources:
COVID-19 Update: “Keep Learning” Resources
This course may be offered in a format to which you are unaccustomed. If you are looking for ideas and strategies to help you feel more comfortable participating in our class, please explore the resources available here: https://onestop.utexas.edu/keep-learning/
Services for Students with Disabilities (SSD) The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact Services for Students with Disabilities (512-471-6259, [email protected], http://ddce.utexas.edu/disability/, or videophone 512-471-6644). Please provide documentation of your needs during the first week of class, if possible, so that I can make the necessary accommodations promptly.
Student Support Services: There are numerous free and/or low-cost support services available to students at UT. They include (but are not limited to) the following: Undergraduate Writing Center (512-471-6222, http://uwc.utexas.edu) • The Undergraduate Writing Center at http://uwc.utexas.edu/ helps students with every phase of writing assignments for their courses. • The Sanger Learning Center at http://www.utexas.edu/ugs/slc/ provides study skills, time-management and note-taking courses. • University Health Services at http://healthyhorns.utexas.edu/ provides medical and health promotion services for currently enrolled students and some non- students who are officially enrolled in certain University programs. • The Counseling and Mental Health Center at http://cmhc.utexas.edu/ helps students with their personal concerns so that they can meet the daily challenges of student life.
Course Schedule (subject to adjustment; see Canvas for most up-to-date syllabus)
Thursday, August 27: Introduction and Overview
Week 2: 1 Colonial America, the Enlightenment and Women’s Rights
Tuesday, Sept. 1 Colonial and Enlightenment contexts Reading due: 1. The Trial of Anne Hutchison (Canvas) 2. Carol F. Karlson, “The Devil in the Shape of a Woman: The Economic Basis of Witchcraft” (Canvas) 3. Mary Wollstonecraft, A Vindication of the Rights of Women, introduction and chapter 5 http://www.bartleby.com/144/
Thursday, Sept 3: The Woman Citizen in Revolutionary America Reading due: 1. Linda Kerber, “The Republican Mother and the Woman Citizen: Contradictions and Choices in Revolutionary America” (Canvas)
2. Documents: Supporting the Revolution (Canvas)
3. Document: The Law of Slavery (Canvas)
Continued discussion of Wollstonecraft
Group A Paper 1 due
Week Three Slavery, Abolition, and Women’s Rights
Tuesday Sept 8 Reading due: Women’s Rights Emerges in the Anti-Slavery Movement (selections t.b.a.)
PRESENTATION (Thursday): Seneca falls and first-wave feminism (Elizabeth Cady Stanton, Susan B. Anthony, Lucretia Mott, Sojourner Truth, Sui Sin Far, Frances Ellen Watkins Harper, Mary Church Terrell, Julia Ward Howe); Temperance movement
Thursday September 10: Reading due: Women’s Rights Emerges in the Anti-Slavery Movement (selections t.b.a.)
Group B paper 1 due
Week 4 New Women and Early Twentieth Century Visions of Emancipation
Tuesday Sept 15 Sex, Race, and Class
Reading due:
a. Emma Goldman, “The Tragedy of Women’s Emancipation” (from Anarchism and Other Essays) (Canvas)
b. Ida B. Wells, excerpt from Southern Horrors (Canvas)
c. Kate Chopin, The Awakening https://archive.org/details/awakeningchop, chapters I-VI
PRESENTATIONS: Kate Chopin, Birth control/Margaret Sanger; Emma Goldman; Jessie Fauset; Ida B. Wells, Anna Julia Cooper, Heterodoxy
Thursday Sept 17 Sex, Class, and Free speech Reading due:
Rose Pastor Stokes, “The Right to Control Birth” from Jewish Radicals (Canvas)
Emma Goldman, “The Traffic in Women” OR “Marriage and Love” from Anarchism and Other Essays (Canvas)
Saidiya Hartman, “The Anarchy of Colored Girls Assembled in a Riotous Manner” from Wayward Lives, Beautiful Experiments: Intimate Histories of Ritous Black Girls, Troublesome Women and Queer Radicals (Canvas)
Group C paper 1 due
Week 5 Progressive maternalism, wage work and the reimagined home
Tuesday Sept 22:
1. Charlotte Perkins Gilman, “Women and Economics” (excerpt)
2. Choose approx. 20 pages from Jane Addams, Twenty Years at Hull House http://digital.library.upenn.edu/women/addams/hullhouse/hullhouse.html
3. Marie Sukloff, “The Making of a Russian Terrorist” The Century 89 (1915), 93-105
PRESENTATION: Settlement Houses (Jane Addams, Lillian Wald, etc.); Charlotte Perkins Gilman (Herland, etc); Labor activism in the progressive era (Florence Kelley, Kate Richards O’Hare, Rose Schneiderman, Clara Lemlich, Pauline Newman), Women’s Peace Party, Women’s International League for Peace and Freedom
Thursday Sept 24: Reading due: 1. Kathryn Kish Sklar, “Florence Kelley and Women’s Activism in the Progressive Era” (Canvas)
2. Annelise Orleck, From the Russian Pale to Labor Organizing (Canvas)
3. Document: Protecting Wage Workers—Muller vs. Oregon, Pauline Newman, “We fought and we bled…” (Canvas)
Group A paper 2 due
Week 6 Suffrage, Citizenship, and Internationalism
Tuesday Sept 29 Reading due: 1. Treacherous Texts: An Anthology of US Suffrage Literature Chronology, Introduction, and Frederick Douglass, “Woman and the Ballot” 2. Emma Goldman, “Woman Suffrage” (from Anarchism and Other Essays, available also on Canvas) 3. Document: Dimensions of Citizenship (Canvas)
Presentations: Suffrage struggle; Harriot Stanton Blatch, Alice Paul, Carrie Chapman Catt, Nannie Helen Burroughs, Crystal Eastman, National Woman’s Party, National Woman’s Suffrage Association, Sui Sin Far, Nancy Cunard, Josephine Baker, Djuna Barnes, Natalie Barney
Thursday Oct 1 Reading due:
1. Treacherous Texts: Part III, “Making Woman New”—Read introduction to this section and any individual selection. 2. Mary Chapman, “A ‘Revolution in Ink’: Sui Sin Far and Chinese Reform Discourse” American Quarterly 60: 4 (December 2008) 3. “The Electric Body: Nancy Cunard Sees Josephine Baker”
Recommended: Nielsen, “Bolshevik in the Shape of a Woman” (Canvas)
Film (possible/recommended): Paris Was a Woman
Group B paper 2
Week 7
Tuesday Oct. 6 Proletarian Women and Radical Desire
Reading due:
Zaragosa Vargas, “Tejana Radical: Emma Tenayuca and the San Antonio Labor Movement during the Great Depression.” The Pacific Historical Review , Vol. 66, No. 4 (Nov., 1997), pp. 553-580 http://links.jstor.org/sici?sici=0030- 8684%28199711%2966%3A4%3C553%3ATRETAT%3E2.0.CO%3B2-S
Meridel Le Sueur, “I Was Marching” (Canvas)
Julia Mickenberg, “Eyes on Russia: Gal Reporters on the Moscow News” from American Girls in Red Russia: Chasing the Soviet Dream (Canvas)
Presentation: Women and the Communist Left (Meridel Le Sueur, Tillie Olsen, Dorothy Myra Page, Louise Thompson Patterson, Shirley Graham, Augusta Savage, Elizabeth Catlett), Women in the New Deal, Women in the labor movement etc.
Thursday, October 8 American Women in the 1940s Reading due: Elizabeth Hawes, Why Women Cry (excerpt) (Canvas) Film The Life and Times of Rosie the Riveter Start reading The Street
Group C paper 2
Week 8 Rebel Women in the 1940s
Tuesday, October 13 Reading due: The Street (1st half)
Presentation: Women and World War II; Alice Childress; Elizabeth Hawes; Ann Petry ______
Thursday, October 15 The Street (second half)
Group A paper 3
Week 9 Cold War Feminism
Tuesday October 20 Cold War Civil Rights; Red and Lavender Scares
Reading due: “No Constitution for Us: Class Racism and Cold War Unionism” from Migrant Imaginaries: Latino Cultural Politics in the U.S.-Mexico Borderlands by Alicia Schmidt Camacho
Ann Moody, Excerpt from Coming of Age in Mississippi (Canvas)
Estelle Freedman, “‘The Burning of Letters Continues’: Elusive Identities and the Historical Construction of Sexuality”
PRESENTATION; Anne Moody [Coming of Age in Mississippi]; Louisa Moreno; Claudia Jones, Congress of American Women; Women Strike for Peace); Rachel Carson/Silent Spring; Daughters of Bilitis
Thursday Oct 22 Cold War Feminism continued
Reading due: All read: Selections from Betty Friedan, The Feminine Mystique (Canvas)
Amy Swerdlow, “Ladies Day at the Capitol: Women Strike for Peace versus HUAC” (Canvas)
Recommended: Daniel Horowitz, “Rethinking Betty Friedan and the Feminine Mystique: Labor Union Radicalism and Feminism in Cold War America” (Canvas)
Possible Film: Salt of the Earth Introduce final project
Group B paper 3
Week 10
Tuesday October 27 Women’s Liberation Reading Due :
All: “Redstockings Manifesto” from Notes from the Second Year Angela Davis, “Racism, Birth Control, and Reproductive Rights” (Canvas)
Jigsaw: Selections from Women’s Liberation Movement Print Culture collection at Duke See documents under “General and Theoretical”: Anne Koedt, “The Myth of the Vaginal Orgasm” (in Notes from the First Year) Kathy Amatniek, “ Funeral Oration for the Burial of Traditional Womanhood” (in Notes from the First Year) Pat Mainardi, “The Politics of Housework,” from Notes from the Second Year Kate Millet, “Sexual Politics: A Manifesto for Revolution,” from Notes from the Second Year Radicalesbians, “The Woman Identified Woman” from Notes from the Third Year Cellestine Ware, “Black Feminism” from Notes from the Third Year “A Feminist Look at Children’s Books,” from Notes from the Third Year
Barbara Mehrof and Pamela Kearon, “Rape: An Act of Terror,” from Notes from the Third Year Carol Williams Payne: “Consciousness Raising: A Dead End?” (from Notes from the Third Year) Frances Beal: “Double Jeopardy: To Be Black and Female” (Canvas) Marta Cotera, “Among the Feminists: Racist and Classist Issues” from Chicana Feminist Thought (Canvas)
Recommended: Ann Valk, “Lesbian Feminism and Separatism” (Canvas) Maylei Blackwell, “Interpretive Dilemmas, Multiple Meanings: Convergence and Disjuncture at the 1971 Conferencia de Mujeres por La Raza” (Canvas)
Presentations: 1968 Miss America Pageant, WITCH, Consciousness Raising, Conferencia de Mujeres por La Raza, Lesbian Feminism, ______————————— Thursday, Oct 29 Continued discussion of reading; More on Final papers
Possible Film (or clips), She’s Beautiful When She’s Angry; The Woman’s Film
Group C paper 3
Week 11 Feminism and Ethnic Nationalism
Tuesday Nov 3 Reading due: Lakota Woman (chapters TBA)
PRESENTATION: Black Women’s Liberation, AIM (American Indian Movement), Indigenous Feminisms, 1977 National Women’s Conference, Yuri Kochiyama, Phyllis Schafly/Backlash
Thursday, Nov 5 Reading Due : Lakota Woman (chapters TBA)
Recommended readings: Diana Fujino, “Grassroots Leadership and Afro-Asian Solidarities: Yuri Kochiyama’s Humanizinig Radicalism” (Canvas)
Martha Cotera: Feminism: The Chicana and Anglo Versions—A Historical Analysis (link is through Hathi Trust—contact a librarian or me if you’re having trouble accessing—it’s a little complicated)
Marjorie Spruill, “Lessons from 1977” (Canvas)
Group A paper 4
Friday November 6: Preliminary paper topic due
Week 12 Tuesday, November 10: Research session
Thursday Nov. 12 Queer of Color Critique
Audre Lorde, “Uses of the Erotic: The Erotic as Power” (Canvas)
Selections t.b.a. from This Bridge Called My Back: Writings By Radical Women of Color (Canvas)
Cathy Cohen, “Punks, Bulldaggers, and Welfare Queens: The Radical Potential of Queer Politics?”
Recommended Cohen, Twenty years of punks
Group B paper 4
Detailed paper proposal and preliminary annotated bibliography due Sunday November 15 at noon
Week 13: Bringing Sustainability into Intersectionality Tuesday, November 17 The Next American Revolution Boggs, Selections
Thursday, Nov.19— Boggs, selections
Group C paper 4
Week 14
Tuesday November 24 Pecha Kucha
Monday November 30 Draft of final paper due
Tuesday Dec 1 Peer review of final paper
Thursday Dec 3 Portfolio and Reflective response due
Friday Dec. 4 Final paper due