WST 200: GENDER & POWER

SECTION 3, 54080, MWF 12:10-1:00 P.M.

JANUARY 11-MAY 7, 2010

Instructor: Margo Tamez Room: CUE 316

Contact: mtamez@wsu.edu
Office Hours: Monday, 10:30-11:30 a.m.

U.S.Border Wall one mile inside Texas Casta, Gender & Hetero Norming Slave auction, Richmond, Virginia. (The illustrated London news, 27
September 1856.

Broom girl Emma Tenayuca, Labor Organizer Gender Binary-Stasis Settler Militarism-Imperialism Mohter Earth Trashed Today

Course Objectives: Women‘s Studies 200 is an introduction to the discipline of Women‘s Studies, through the
lenses of ‗Gender‘ and ‗Power.‘ As such, this course will provide a general survey to histories, theories,
methods and movements relevant to the interdisciplinary fields of Women‘s Studies, Womanist, Feminist,
Gender Studies, Critical Race, Indigenous Studies, Chicana materialist, Queer Theory. Students will engage the
scholarship and explore the concepts basic to the field.

What we will do: We will analyze the operation of systematic discrimination against communities of women.
We will explore strategies of individual and group resistance both historically and in the present. Together, we
will read, write, work in groups, raise discussions, learn new tools, learn how the tools are used, learn to apply
the tools to our own productive research.
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Preparations: A strong emphasis on reading, critical thinking, writing, research, and analytical skills are
emphasized. I guarantee your critical thinking and research skills will improve dramatically by the end of this
course. Hopefully, you will also have a little fun along the way.

Key Frames: This class invites and requires you to examine critically the social, economic and political
understandings of GENDER and how class, race, sexuality, ethnicity, nationality, citizenship and gender
operate as interlocking systems in the construction of social identities in a stratified society. You will learn the
difference between socialized myths and social realities. You will learn to identify and to see the often
invisible/hidden role played by these critical constructions within institutionalized systems of power.
POWER—the construction of, production of, reproduction of, diffusion of, exercise of, institutionalization of,
and contestation of—will be examined in the overlapping arenas of sex, knowledge, technology, reproductive
rights, health, citizenship, work, the state, communities, media, globalization, the environment, and
human rights.

Key Frames of the Course/ Key Words: Class, Race, Gender, Power; Work, Reproduction, Technology,
Health, the State, War, Media, Citizenship, Borders, Globalization, Environment, Human Rights. These will
help you to stay focused on your comprehension of major themes of this course when you are constructing your
major projects for the course.
By the close of the semester students will be able to:
1. define and explain womanist, feminist, Indigenous, Chicana theories;
2. apply the above theories to specific historical events and current social problems;
3. identify key primary documents, to historicize events and social problems
4. discuss specific events and issues specific to women & power in the US with supporting evidence; and
5. complete a womanist, feminist, Indigenist research project using resources from the WSU Libraries.

Required Texts:
(‗IK‘) Grewal Inderpal and Caren Kaplan. An Introduction to Women‟s Studies: Gender in a Transnational
World. Second Edition. (New York: McGraw-Hill, 2006.
(‗R‘) Rothenberg, Paula S. White Privilege: Essential Readings on the Other Side of Racism, Third Edition.
(New York: Worth Publishers, 2007).
(‗IS‘): Internet Source (as assigned)
(‗HO‘): Hand-outs (as assigned)
Resources: See Last page of syllabus

Recommended Sources:
Global Issues, at www.globalissues.org
Theories & Methods in American Studies, at http://www.wsu.edu/~amerstu/tm/genea.html
Anne Serene‘s ‗Trans-Gender Theories‘ (one of my fave‟s), at http://www.humboldt.edu/~mpw1/gender_theory/;
----, ‗Perspectives Used to Look at Gender,‘ at http://www.humboldt.edu/~mpw1/gender_theory/perspectives4.shtml
‗Gender & Power‘, variety, at
http://www.google.com/search?hl=en&rlz=1W1RNWN_en&q=gender+and+power&aq=f&aql=&aqi=g-p1g9&oq=

Womanism at ‗Womanism 101,‘ http://elledub08.wordpress.com/2009/02/04/womanism-101/

at, ‗Womanism Bibliography,‘ http://science.jrank.org/pages/8159/Womanism.html

Native /Indigenist feminisms: ‗Race, tribal nation and gender,‘ by Renya Ramirez, at
http://www.accessmylibrary.com/article-1G1-166186735/race-tribal-nation-and.html;
―Patriarchal Colonialism and Indigenism…‖ by M.A. Jaimes Guerrero, at
http://inscribe.iupress.org/doi/abs/10.2979/HYP.2003.18.2.58?cookieSet=1&journalCode=hyp;
and Andrea Smith, ―Indigenous Feminism Without Apology,‖ at
http://www.newsocialist.org/newsite/index.php?id=1013;
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 Chicana feminisms: ‗Chicana Feminism: In the tracks of ―the‖ native woman,‖ Norma Alarcon, at
http://books.google.com/books?hl=en&lr=&id=SIL82RpRoWAC&oi=fnd&pg=PA119&dq=%22Alarc%C3%B3n%22+%22
Chicana+feminism:+In+the+tracks+of%22+the%22+native+woman%22+&ots=i6NTEnjq2H&sig=6jBupZSuYT_IFPZpG5z
sNSlvux0#v=onepage&q=&f=false; ‗Chicana feminism‘ student project, at
http://www.umich.edu/~ac213/student_projects05/cf/;

Feminism, 1st, 2nd, 3rd Wave: ―This is What a Feminist Looks Like in 1910,‖ at
http://www.youtube.com/watch?v=JtmJATzUSgE
―Second Wave Feminist Movement,‖
http://www.youtube.com/watch?v=DRu5fzNZavw
―Rebecca Walker on the origins of Third Wave Feminism,‖
http://www.youtube.com/watch?v=ITzwYy0_xs0

Thoughts on Critical Feminist Lenses & ‘Whiteness’ as a Category of Analysis

―The term feminism, even without ―indigenous‖ attached, has long been elusive to those who strive to define and reify it. In the United
States feminism has never been widely popular and rarely understood, often reduced in its meaning to something similar to what is
considered ―liberal feminism‖: a feminism largely based on improving women‘s opportunity and rights to economic, social and sexual
equality in the global capitalist system. In truth, there are a plethora of feminisms, some of which do question the very basis of this
socio-economic system, which is deeply embedded with colonial, racist and sexist oppression.‖ Soneile Hymn, ―Indigenous Feminism
in Southern Mexico‖

―Whiteness is everywhere in U.S. culture, but it is very hard to see. As Richard Dyer suggests, ―[White] power secures its dominance
by seeming not to be anything in particular.‖ As the unmarked category against which difference is constructed, whiteness never has to
speak its name, never has to acknowledge its role as an organizing principle in social and cultural relations.‖ George Lipsitz, ―The
Possessive Investment in Whiteness‖, from White Privilege: Essential Readings from the Other Side of Racism
―that 'whiteness' is not the objective and normal state it is assumed to be and that, until it is deconstructed, it will continue to be
assumed to be natural and neutral. In feminist discourse and praxis, this objectivity is the privilege of middle-class white women. All
others, in particular Indigenous women, will be treated as 'different' or other. Through this asserted 'difference', the subjectiveness of
whiteness remains invisible.‖ Larisse Berendt, from a Review of ―Talkin‘ up the White Woman: Indigenous Women and Feminism.‖

“Speaking the words “White”, “White man”, “White woman”, “White kids”, and “White-ness” in most social contexts, is to risk
inviting a response of shock, denial, anger, distrust, defensiveness, hostility, and in some contexts, outright physical violence against
you. People are in various stages of denial, naiveté, and plain ignorance about the bare facts of colonization and oppression, which are
the foundations of U.S. history. All other racial categories are thrown around casually—„normally‟—and the one that contours all of
them—White—is still such a taboo to speak about in this society. That to me is a signal. We live and condone a society that requires
„citizens‟ to live in silence about the nation‟s mass-violence against specific groups. To discuss the mass-scale slaughter and
impoverishment of groups—is considered „wrong‟ and „anti-U.S.‟ to those who live in a whitestream bubble. We must talk about
Whiteness, the settler State, the celebration of the settler state—and the invisibility of alternative history telling/writing—and why these
important truths are repressed by the State. If we could do that—we could literally transform all social relations.” (WSU student
CES300 blog, 2008).

―My mother used to say that through her life, through her living testimony, she tried to tell women that they too had to participate, so
that when the repression comes and with it a lot of suffering, it‘s not only the men who suffer. Women must join the struggle in their
own way. My mother‟s words told them that any evolution, any change, in which women had not participated, would not be change,
and there would be no victory. She was as clear about this as if she were a woman with all sorts of theories and a lot of practice.‖
[emphasis added] Rigoberta Menchú Tum, Indigenous Quiche Maya, Noble Peace Prize Winner-1992. (Quoted from bell hooks‘
Teaching to Transgress, 1994)

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 COURSE REQUIREMENTS

Class Attendance and Participation (30% = Attendance 10%, Quizzes 10%, and Preparation 10%):
Class attendance is mandatory for this class. You are allowed up to two absences from class, after that your
grade will be lowered by 5 points for each class missed. In addition, you will lose points for any assignments
missed during that time. Approved and documented university excuses are acceptable (for athletes, this means
forms from the Athletic Department handed in before the absence; for serious illness or a family emergency,
this means an email to the instructor before class followed up with a note from Student Health or doctor). In the
case of an excused absence, students must turn in typed notes of readings for the missed day in addition to
completing any missed in-class assignments. Class participation is also an important part of this class.
Meaningful, thoughtful, and productive contributions to class discussions and cooperation with fellow scholars
and is worth 30 points of your final grade. Being prepared (reading, writing, organizing) prior to class helps
you to be productive while in class. To help structure preparation, you will be quizzed a minimum of two
times, and no more than three times during the course.

Participation Behaviors includes: You must read the assigned material prior to being in class. While
you read, take good notes, and keep these organized, week-by-week. When in class think and work
from your notes. Take more notes during the class discussion to broaden and deepen your own.
Develop these notes for your Journal Short Assignments.

Critical Thinking Journal Responses (15%): Due at the beginning of class on Monday, starting the second
week of class, students must complete a one page, typed, 1.5 spaced, journal entry summarizing and responding
to some of the key points of their readings for the week we just completed (prior to). You will use the
following format: Overview of Key Words; Summarize Main Arguments; Select an Important Quote;
Examine your social identity through a Lens, situating yourself within systems and structures of power
analyzed that week. ‗(KMQL).’

Re-Search, Me-Search, and We-Search. I will provide examples in class which illuminate three core research
strategies you will learn in this course. The Critical Thinking Journal Response is a reading, writing, and
critical thinking skills ‗test‘ that you will do each week to ‗warm up, exercise, and work out‘ your mind.
These will be collected each Monday and are worth 10 points/week. No late entries will be accepted. If
you don‘t get it in on time.

Papers: (15% + 25%) There will be two individual writing assignments for this class. ‗FOUNDATIONS’
(mid-term) and ‗STRUCTURES’ (final).
The purpose of the first assignment ‗FOUNDATIONS‘ is to familiarize you with library resources,
particularly those sources that directly address gender, power and women‘s lenses on both. You will
develop an analysis based on a set of keywords of your own choosing. You will prepare a brief abstract
of your idea, provide your thesis (argument), make a claim (theorize a certain issue/problem), and
provide a key primary document, and two journal articles related to your topic‘s use of the tools of
gender, race, and class to ground a short discussion of feminist, womanist, Indigenist, Chicana
materialist uses of these tools to analyze POWER. You will begin to use these to analyze a key
historical event which took place in a place that has great significance for your family. (Guidelines to be
provided).
The second assignment, STRUCTURES, is built upon your FOUNDATIONS and will be developed a
few more steps. Using the tools of gender, ethnicity, race, class, nation, state, citizenship, nationality,
borders, … you will take your Mid-Term argument further. Developing your key words, claims, and
historical primary documents you will develop a project that intersects history and contemporary issues.
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 In the domain of your project, you will utilize your reflective, journal, notes, theorizations, and
‗hunches.‘ This project will map the personal, intimate and familiar documents, narratives, and histories
of gender, race, class in your historical community—the one which most intimately constructed your
social identity. You will make visible the social, religious, scientific, and legal construction of identities
(individuals, groups) which played key roles in a key event. You will use special collections of the
WSU library, or other libraries if/when necessary, to build your arguments and provide evidence. You
will carefully select materials which amplify as well as focus your lens to a key historical event in your
community, a local struggle, connected to your family‘s labor, citizenship, migration. You will touch
upon the key frames of the course.
In this project, you will apply specific womanist, Indigenist, Chicana materialist, and/or feminist
methods and conduct:
1. Re-search incorporating 2 journal articles which define key words, methods, tools that you
will be using in your project. (Ex: gender theory, critical race, Chicana feminism…)
2. Me-search tethering the problem to a real issue/problem in your ‗home‘ community, using
historical key documents to ground your narrative, and argument).
3. We-Search theorizing the ways in which the problem/issue was constructed through
collective identities which utilized Power to oppress; Theorizing the ways collective identities
contested the abuse/manipulation of Power and attempted to disrupt oppression and
institutionalized power; Theorizing collective identities which emerged from the struggle—on
all sides. And Theorizing whether new collective identities emerged from the struggle which
were not there before.
Guidelines to be provided.

Final Oral & Visual Presentations (15%): The purpose of the Final Research Presentation is threefold: to
require you to build on the research skills you began to develop in your first two writing assignments, to provide
you with an opportunity to polish and refine your work further with peer reviews; learn about a specific
Womanist/Feminist or Chicana Materialist topic in-depth, and to give you experience developing a presentation.
Attendance during Group Presentations is mandatory and students who miss any presentations will lose 10
points from their own project. The Final Research Project is worth 100 points.
GRADING SCALE

94-100%A 74-76% C
90-93% A- 70-73% C-
87-89% B+ 67-69% D+
84-86% B 64-66% D
80-83% B- 60-63% D-
77-79% C+ Below 60% F

Course Policies

Students with Disabilities: I am committed to providing assistance to help you be successful in this course. Accommodations are
available for students with a documented disability. Please visit the Disability Resource Center (DRC) during the first two weeks of
every semester to seek information or to qualify for accommodations. All accommodations MUST be approved through the DRC
(Admin Annex Bldg, Rooms 205). Call 509 335 3417 to make an appointment with a disability counselor.

Disruptive Behavior and Hostility

Will not be tolerated either in class or in communication with the instructor outside of class. Students are expected to maintain a
respectful attitude toward classmates, the instructor, and perspectives which differ from their own during this class.

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Please refer to: ―WSU Conduct Standards: A Division of Student Affairs‖
http://conduct.dev.ultranet.wsu.edu/default.asp?PageID=119

―Academic Integrity: Standards & Procedures‖ http://www.conduct.wsu.edu/academicIntegrity.asp

Changes to the Course Syllabus:

Indigenous children playing along the U.S.-Mexico border, which divides their lands.

I reserve the right to make changes to this syllabus during the semester. Changes will be announced in advance
through email and/or other available technologies.

Disability Accommodation: Accommodations are available for students who have a documented disability. Please notify me during
the first week of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be
unavailable. All accommodations must be approved through the Disability Resource Center (DRC) located in the Administrative
Annex Building, Room 206 (335-1566).

Academic Integrity Policy: Plagiarism or cheating of any kind on any assignment or exam will not be tolerated and will result in a
failing grade in the course and a report to Student Affairs. Please note that turning in work downloaded from the Internet, or turning
in any work without citing your sources is plagiarism. Always site the source of your work and never ―cut and past‖ another‘s work
and call it your own. (See the WSU handbook, Academic Dishonesty as well as Handout #1 for this class). If you are at any time
unclear about what constitutes plagiarism or cheating, please see me.

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 Spring Schedule of Readings and Assignments
All classes begin promptly at 12:10 p.m. and end at 1:00 p.m.

PART ONE: SOCIAL AND HISTORICAL CONSTRUCTIONS OF GENDER

(GK) ESSAY: 1-5

Week One: An Introduction to Women’s Studies: Critical Lenses

Monday, Wednesday,
January 11, 13, 2010 Selected Histories of Feminism, Womanism, Indigenous feminisms, Black Feminism, Chicana
Materialists, Chicana Feminism, Transnational Feminism

(H.O.) Background, contexts, and lexicon of debates

Introduction to ‘Gender & Power’: Some Quick Samples

IS: Women of Color Lesbian Cultural Critique: Stayceyann Chin ―Feminist or a Womanist‖ at
http://www.youtube.com/watch?v=PQOmyebFVV8
IS: Critical Queer Performance: My First Period-Spoken Word of Staceyann Chinn
http://www.youtube.com/watch?v=bGk3-OJX7KE&feature=related
IS: Anti-colonial Feminism: ―Mexica Nican Tlaca Anahuac women vs white racist colonialism‖
http://www.youtube.com/watch?v=j_kti1td130
IS: Gender Stereotypes in Media
http://www.youtube.com/watch?v=0nIXUjzyMe0
IS: Masculinity: ―The Line of Masculinity‖
http://www.youtube.com/watch?v=k7RybsdZ9JM
IS: Femininity: ―What‘s in Aubrey‘s School Bag,‖
http://www.youtube.com/watch?v=k7RybsdZ9JM
IS: ―gender-sexuality 101‖
http://www.youtube.com/watch?v=7eqo0y2_XGA

Friday, January 15 Film: The F-Word

Read:(GK) ‗Introducing Women‘s Studies: Gender in a Transnational World,‘ xx-xxvi.

Week Two: Changing Ideas of Gender

Monday, January 18 Dr. Martin Luther King Day—ALL UNIVERSITY HOLIDAY

Extra Credit: Seek out a historical document today ( a law and a struggle) and add it to your weekly lessons
journal/notebook. Listen to one of MLK‘s speeches all the way through. Investigate how Black women‘s
labor, knowledge, and experiences were utilized by the civil and human rights movement led by Dr. MLK.
What are traditional ways that the civil rights movement portrays the roles of women, Black women? What
are the unseen/invisible contributions which founded the civil rights/human rights movement which is
largely portrayed through male-dominated media?

Wednesday, Jan 20 (GK) Part One, Section 1: A, B, E & Reflecting…; Resources: Anne Serene‘s Trans-Gender site, at
http://www.humboldt.edu/~mpw1/; and ‗Perspectives Used to Look at Gender, at
http://www.humboldt.edu/~mpw1/gender_theory/perspectives4.shtml

Friday, Jan 22 (GK) Section 2: The Rise of Western Science, A, B, C, D, E. Reflecting…

Research: Library Quiz

Week Three: Western Science, Sex, Race, and Technology

Monday, January 25 Film: Race: The Power of an Illusion, Part I

(GK) Section 3: The Making of Race, Sex, and Empire, A, B, C.

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Wednesday, January 27 (GK) Section 3: D, E, Reflecting; Peggy McIntosh, ―Unpacking the Invisible Knapsack,‖ (HO);
Section 4: Medicine in a Historical Perspective, A, B, C,

Friday, January 29 LIBRARY RESEARCH SESSION: MANDATORY!

Section 4 (cont‘d), D, E, Reflecting…; Section 5 Population Control & Reproductive Rights, A, B

Week Four: Technology, Citizenship, Rights and Power

Monday, February 1 Section 5 (cont‘d) C, D, E, Reflections; Rothenberg (R) Part One: Whiteness—the power of invisibility;
(GK) Section 5: Population Control and Reproductive Rights: Technology and Power

PART TWO: GENDERED IDENTITIES IN NATIONS AND STATES

(GK) ESSAY 149-154

Wednesday, February 3 Abstract Proposal Development Statement, Due February 3

Section 7: Citizenship and Equality—Private/Public Divide, A, B, C, D, E, Reflections

Friday, February 5 Section 8: Gender and the Rise of the Modern State, A, B, C, D, Reflections
LIBRARY SESSION: MANDATORY!

Week Five: Contesting Histories, Standpoints, and Social Positions to Capitalism

Hand Out (HO) Mid-Term Guidelines: ‘FOUNDATIONS PROJECT’

Monday, February 8 Section 9: New Social Movement and Identity Politics, A, B, C, D, E, Reflecting
Wednesday, February 10 Section 10: Communities and Nations, A, B, C, D, Reflecting
Friday, February 12 Section 11: Feminist Organizing Across Borders, A, B, C, D, E, Reflecting

PART THREE: REPRESENTATIONS, CULTURES, MEDIA, AND MARKETS,

(GK) ESSAY 265-268

Week Six: Representation, Media, Production: The Viewer and the Viewed

Monday, February 15 Section 12: Ways of Seeing: Representation and Art Practices, A, B, C, Reflecting
Wednesday, February 17 Section 13: Artistic Production and Reception, A, B, C, D, Reflecting
Friday, February 19 Section 14: Gender and Literacy: The Rise of Print and Media Cultures, A, B, C, D, E
Film: The Silver Needle: Joyce Scott and the Historiography of Southern Black Women‘s Literacies

Week Seven: Colonial Contexts, Capitalism, Cultural Imperialism, and Critical Feminist Lenses

Monday, February 22 President‘s Day –ALL UNIVERSITY HOLIDAY

Extra credit: Seek out a historical document today (a law, and a struggle) and add it to your weekly lessons
journal/notebook. Thinking about ‗President‘s Day‘…how has gender functioned as a dominant aspect of
the accumulation, control and domination of political power in the United States? How would you respond
to the argument ―U.S. Presidents‘ do not need a special day recognizing them. Everyday is already a
presumed ―Presidents‘ Day‖ in the U.S.—look at the history of U.S. law, politics, and culture. Males
dominate the most powerful spheres of political, economic, and social control in the U.S., and that power is
largely symbolized through the Presidents‘ role and the masculinization of ‗the President.‘ One is
automatically, normatively collapsed in with the other in the U.S.‖

(GK) Section 15: Representing Women in Colonial Contexts, A, B, C, D, Reflecting

Wednesday, February 24 Abstracts: Polished Draft Due in Class for In-class Workshop
Section 16: Consumer Culture and Advertising, A, B, C, D, Reflecting

Friday, February 26 Mid-Terms Due and Submitted through Email to margo.tamez@gmail.com

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 Friday February 26.
Independent Research: Develop three journal sources on three keywords of your project. Compose a
short bibliography in either MLA or Chicago Turabian style. Due February 24.
Section 17: A, B, C, D, E, F, Reflecting

Week Eight: Cyberculture, Tourism, Modern Industry and Colonialist Frontiers in and through the World Wide
Web

Monday, March 1 (R) Part Two: Whiteness: the Power of the Past; (GK) Section 18: A, B, C, Reflections

PART FOUR: GENDERING GLOBALIZATION AND DISPLACEMENT

(GK) ESSAY 383-387

Wednesday, March 3 Section 19: Travel and Tourism A, B, C, D, Reflections

Friday, March 5 Section 20: Forced Relocations and Removals, A, B, C, D, Reflections
Resource: ―Seeing Women: A Perspective on the Effect of U.S. Imperialism on Women Across the
World,‖ Student Project, on youtube, at http://www.youtube.com/watch?v=ee7kRgQ5P3o

Film: ―The American Village in Okinawa,‖ discusses ‗Militourism‘, where Militarism and Tourism
collide, TBA.

Week Nine: War, Dispossession, Displacement, and Diasporas

Monday, March 8 Section 21: Diasporas, A, B, C, D, Reflecting

Wednesday, March 10 Section 22: Women, Work, and Immigration, A, B, C, D, Reflecting
Friday, March 12 Section 23: Gender Politics of Economic Globalization, A, B, C, D, Reflecting

Week Ten: Global Consumption, Privileged Identities, Factors of Persistent Injustice & Violence

March 15-19, 2010 WSU Spring Vacation

Section 24: A, B, C, D, Reflecting

(GK) Conclusion: A, Cynthia Enloe, ―Beyond the Global Victim.‖

PART FIVE: AMERICAN TEXTS & CONTEXTS

(CLASS LECTURES, DISCUSSIONS, ACTIVITIES AND RESOURCES)

Week Eleven Hand Out (HO) Final Project Guidelines

Women and Labor

Monday, March 22 Lecture: ―Power Analysis of a Broom/ Power Analysis of a Bag of Rice‖
Wednesday, March 24 Class Exercise: Livable Wage? Count This!
Friday, March 26 Film: Fast Food Women

Week Twelve: Labor and Working Women Organizing

Monday, March 29 (R) Part Three: Whiteness: the power of privilege; Lecture: Women‘s Work, Personhood, the American
Issue with ‗Work‘
Wednesday, March 31 ‗Class‘ in U.S. Media: Some Samples

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Friday, April 2 Independent Research: Gender, Work, Race, and Class in My Home Town: The Social History and Close
Study of My Family. Due on Monday for panel discussions. You will be assigned to a panel to present
your research findings. Bring to class both primary and secondary documents, objects, archives, etc.

Week Thirteen: Hemispheric Contexts & Texts

Monday, April 5 (HO) David Bacon, ―Displaced People: NAFTA‘s Most Important Product,‖ at
https://nacla.org/node/4980;
Lecture: ―Power Analysis of an Apple,‖ Washington‘s Agriculture in a Historical, Social and Political
Framework, With References: Ecologies of Settler Societies and Genocide; Michelle Jack, Okanagan
Migrant Laborers; Jose Alamillo, Migrant Indigenous Laborers from Mexico; China: the largest supplier of
U.S. Apple Juice & Global Water Displacement as a Product of U.S. Cultural Imperialism

(IS) ―The Zapatista Women: The Movement from Within,‖ at

http://www.actlab.utexas.edu/~geneve/zapwomen/goetze/thesis.html.
1994, North American Free Trade Agreement at
Wednesday, April 7 NNIRR Website Analysis (class exercise), at http://www.nnirr.org/index.php
Lipan Apache Women Defense Website Analysis (class exercise) at
http://lipanapachecommunitydefense.blogspot.com/
If time, ―The Militarization of Guerrero,‖ at http://www.youtube.com/watch?v=o9eOEiMeqto

Friday, April 9 ―Asian Indigenous Women: Violence Against Indigenous Women Springs from the Violation of Ancestral
Land Rights, ― at
http://www.asianindigenouswomen.org/index.php?option=com_content&task=view&id=49&Itemid=2
―Indigenous Women and Militarization of Their Territories,‖ (HO)
―Resistance to Development and Militarization—Report on the Second Asian Indigenous Women‘s
Conference,‖ at http://www.hurights.or.jp/asia-pacific/no_36/05.htm

Film: Cruzando Fronteras, Crossing Borders

Week Fourteen: Final Projects Workshop Sessions This Week. Final Project, ‘STRUCTURES’ due Friday.

Monday, April 12 Lecture: ―Ecologies of Settler Societies, Capitalism, and Empire‖

Wednesday, April 14 Workshop: In class work session for final project
Friday, April 16 Film: DrumBeat for Mother Earth, The Wall

FAQ: May I continue to work on my final project, and polish it for the final presentation? ANSWER:
Yes. You are expected to continue to polish and refine your Final project (‗STRUCTURES‘) and to present
your most recent version of it to the class on your assigned calendar date in week fifteen or sixteen.

Week Fifteen: Final Project Presentations

Monday, April 19 (R) Part Four: Whiteness: the power of resistance

Wednesday, April 21
Friday, April 23

Week Sixteen: Final Project Presentations

Monday, April 26
Wednesday, April 28
Friday, April 30

April 30, 2010 Last Day of Instruction

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Beaded Artwork: 21st Indigenous Super-Woman Cultural ‗Text‘

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 RESOURCES TO SUPPORT YOUR RESEARCH

Indigenous Feminisms:
Andrea Smith, ―Indigenous Feminism Without Apology,‖ at
http://www.newsocialist.org/newsite/index.php?id=1013
Larissa Berendt, Review of ―Talkin‘ up the White Woman: Indigenous Women
and Feminism, by Aileen Morton-Robinson. At
http://www.questia.com/googleScholar.qst;jsessionid=L9Bc5lswW2Hdw21Kjhk8zB8nfvpHdrQZWhh7J6hh11rnh01Y8gvc!-
465310855!1140284561?docId=5008438713
Indigenous Women‘s Environmental Network, at http://ncseonline.org/nae/docs/iwen.html
Rural and Indigenous Women Speak Against Globalization, at
http://www.globalpolicy.org/component/content/article/218/46632.html
North American Indigenous Women and U.S. Third World/Global South Coalitions… at
http://www.allacademic.com/meta/p_mla_apa_research_citation/1/0/5/7/9/p105798_index.html
Native Women in Traditional and Contemporary Societies, WSU Class Blog Site, at http://nativewomen372.blogspot.com/
Indigenous Perspective on Feminism, Militarism and the Environment, at http://urbanhabitat.org/node/951
Chicana Materialist:
Maria Linda Apodaca, ―The Chicana Woman: A Historical Material Perspective.‖ (H.O).
―Making Face, Making Soul: Chicana Feminism,‖
http://www.chicanas.com/huh.html
Defining Chicana Feminisms:
http://www.chicanas.com/defs.html
Chicano History Timeline, at
http://depts.washington.edu/civilr/mecha_timeline.htm
Chicana ‗Mujeres Activas en Letras y Cambio Social,‘ Timeline at http://malcs.net/timeline.htm

Womanist & Black Feminist:

Article: at http://science.jrank.org/pages/8159/Womanism.html
Bibliography: at http://science.jrank.org/pages/11641/Womanism-BIBLIOGRAPHY.html
Sojourner Truth ‗Ain‘t I a Woman?‘ Sojourner Truth‘s response to the First Wave Feminist rights movement…read by Alice
Walker (historicizing Black womanist movements)
http://www.youtube.com/watch?v=XaVDCouEcY4
Patricia Hill Collins, ‗Black Feminist Thought,‘ a Timeline, at http://www.rpi.edu/~eglash/eglash.dir/SST/bft.htm
Patricia Hill Collins, ‗Black Feminist Thought in the Matrix of Domination,‘ at http://www.hartford-
hwp.com/archives/45a/252.html
Naomi Schiller, ‗A Short History of Black Feminist Scholars,‘ abstract at, http://www.jstor.org/pss/2678863
Black American Feminisms: A Multidisciplinary Bibliography, at
http://www.library.ucsb.edu/subjects/blackfeminism/soc_hist.html
Combahee River Collective Statement, 1977, at http://www.buffalostate.edu/orgs/rspms/combahee.html
Contemporary Forms in the Spirit of Combahee, at http://combaheesurvival.wordpress.com/about/
―Privilege‖, You Tube:
http://www.youtube.com/watch?v=jQO60hQzERY&feature=PlayList&p=966E08E7FBF29EE8&index=15

Women of Color:
―Privilege‖, You Tube:
http://www.youtube.com/watch?v=jQO60hQzERY&feature=PlayList&p=966E08E7FBF29EE8&index=15
Prison Industrial Complex: Angela Davis, ―Masked Racism: Reflections on the Prison Industrial Complex,‖ at
http://www.colorlines.com/article.php?ID=309
Reproductive Rights: ‗Women of Color Pressing Reproductive Health Agenda,‘ We-News, Womensenews.org, January 2,
2010, at http://www.womensenews.org/story/health/010626/women-color-pressing-reproductive-health-agenda
‗The Global Prison, Mapping Women‘s Criminalization and Resistance,‘ by Julia Sudbury, abstract at
http://www.allacademic.com/meta/p_mla_apa_research_citation/1/1/4/0/3/p114035_index.html

Transnational & Immigrant:

Asian-American Feminism
http://www.cddc.vt.edu/feminism/asam.html
―Gabriela Network‖ http://www.gabnet.org/
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 ―Review of : Dragon Ladies—Asian American Feminists Breathe Fire, at
http://feministreview.blogspot.com/2009/07/dragon-ladies-asian-american-feminists.html
―My Mulan,‖ by Mimi Nguyen, at http://www.worsethanqueer.com/slander/mulan.html
―Big Bad Chinese Mama,‖ http://www.bigbadchinesemama.com/

Feminist:
First Wave Feminist History Timeline, at http://www.infoplease.com/spot/womenstimeline1.html
Feminist Key Documents, 1st Wave, at http://feminism.eserver.org/history/docs/

Western Feminist Approaches to ‗Women‘s History‘ at http://bailiwick.lib.uiowa.edu/wstudies/history.html

―This is What a Feminists Looks Like in 1910,‖ at
http://www.youtube.com/watch?v=JtmJATzUSgE
―Second Wave Feminist Movement,‖
http://www.youtube.com/watch?v=DRu5fzNZavw
―Rebecca Walker on the origins of Third Wave Feminism,‖
http://www.youtube.com/watch?v=ITzwYy0_xs0
―Rebecca Walker: Baby Love‖
http://www.youtube.com/watch?v=O49GfyCDZJU&feature=related
―Conversations with History: Interview with Joan Wallach Scott,‖ (discussion about her book The Politics of the Veil,
Youtube, at http://www.youtube.com/watch?v=MrknwNl818Y

Eco-Feminist:
Ecofeminism: Introduction, at http://www.lilith-ezine.com/articles/environmental/Introduction-to-Ecofeminism.html
Bibliography, at http://womenst.library.wisc.edu/bibliogs/ecofem.html

Genders & Sexualities:

Theory & Method in American Studies, ‗Gender & Sexuality‘ at http://www.wsu.edu/~amerstu/tm/sex.html
Anne Serene‘s Trans-Gender site, at http://www.humboldt.edu/~mpw1/
Transgender Modern History Timeline, at http://www.jenellerose.com/htmlpostings/20th_century_transgender.htm
Transgender Ancient to Contemporary Timeline, http://www.transgenderzone.com/features/timeline.htm
―Masculinist Discourse, Part I, You Tube:
http://www.youtube.com/watch?v=8m8yVKhg4yA&feature=PlayList&p=966E08E7FBF29EE8&index=13

Smith, Andrea. Sexual Violence and American Indian Genocide, at http://southendpress.org/2005/items/Conquest

Hymn, Soneile, ―Indigenous Feminism in Southern Mexico, at http://www.mujereslibres.org/Articles/indigenousfeminism.htm

Joan Wallace Scott, ―Gender: A Useful Category of Historical Analysis,‖ (Hand Out).

Patricia Hill Collins, ―The Social Construction of Black Feminist Thought,‖ (Hand Out).

The Womanist Reader, abstract at http://www.allacademic.com/meta/p_mla_apa_research_citation/2/0/8/2/5/p208259_index.html

Hochberg, Amy Rebecca. ―Uncovering oppression within the anti-rape movement : the role of race in the reporting experiences of
adult Black female rape survivor.‖ iv, 94 p. Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007.
Includes bibliographical references. At http://dspace.nitle.org/handle/10090/982. ―This study sought to explore how the oppressions
of race and gender intersect within the experiences of Black female survivors in the anti-rape movement, specifically in the experience
of reporting rape. The experiences of twelve helping professionals, who work with Black female survivors, were collected to
determine the prevalence of discrimination within the anti-rape movement and to examine how anti-oppression training could improve
services for survivors of sexual violence.‖

Crass, Chris. ―Looking to the Light of Freedom:

Lessons from the Civil Rights Movement and Thoughts on Anarchist Organizing.‖ Colours of Resistance, at
http://colours.mahost.org/articles/crass8.html.
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Crass, Chris. ―Going To Places That Scare Me:
Personal Reflections On Challenging Male Supremacy.‖ Colours of Resistance, at http://colours.mahost.org/articles/crass15.html.

Shenker, Jill. ―Untying the Knots: Marriage Equality and the Struggle for Civil Rights, for Just for Us, a publication of COLAGE
(Children of Lesbians and Gays Everywhere), at http://colours.mahost.org/articles/shenker.html.

First and Second Wave Feminism, (a synopsis with interesting details) ―Living the Legacy:
The Women's Rights Movement,‖ 1848 – 1998, at http://www.legacy98.org/move-hist.html#Second Wave.

What Does ‗Waves of Feminism‘ Mean? At http://www.georgetowncollege.edu/Departments/ws/1st,_2nd,_3rd_wave.htm.

Naomi Rockler-Gladen, ―Third Wave Feminism: Personal Empowerment Dominates This Feminist Philosophy.‖ Interesting critique
of this ‗wave.‘ At http://feminism.suite101.com/article.cfm/third_wave_feminism.

Militarism & Militarization:

Zerai, Assata. ―A Black Feminist Analysis of Responses to War, Racism, and Repression.‖ Abstract at
http://crs.sagepub.com/cgi/content/abstract/32/2-3/501

Cock, Jacklyn. ―Feminism and Militarism: Some Questions Raised by the Gulf War.‖ At
http://www.iss.co.za/pubs/ASR/SADR6/Cock.html

Cohn, Carol and Sara Ruddick, ―A Feminist Ethical Perspective On Weapons of Mass Destruction,‖ at
http://www.genderandsecurity.umb.edu/cohnruddick.pdf

Ginoza, Ayano. ―The American Village as a Space of Militourism and Tourism: U.S. Militarism, Gender Hierarchy, Class
and Race in Okinawa.‖ Abstract at:
http://www.allacademic.com/meta/p_mla_apa_research_citation/0/4/0/7/1/p40718_index.html

Hernandez Castillo, Aída. ―Zapatismo and the Emergence of Indigenous Feminism.‖ At

http://www.fiu.edu/~hudsonv/HernandezCastillo.pdf

Violence Against Women:

Human Rights Watch, ‗U.S. Soaring Rates of Rape and Violence Against Women,‘ at
http://www.hrw.org/en/news/2008/12/18/us-soaring-rates-rape-and-violence-against-women; and also see
http://bjs.ojp.usdoj.gov/index.cfm?ty=gsearch

Rita J. Andrews, ‗The Mist of Mysogyny©,‘ at http://www.engender.org.za/publications/misogyny.pdf

Mariela Rosario, ―Sheriff Joe Arpaio Forces Woman to Give Birth While Shackled,‖ at http://www.latina.com/lifestyle/news-
politics/video-sheriff-joe-arpaio-forces-woman-give-birth-while-shackled;

Elizabeth Mendez Berry , of Incite!: Women of Color Against Violence on gender violence. Interview with Elizabeth
Mendez Berry, at http://www.youtube.com/watch?v=FPlLdMTSIGg. Statement on Youtube description: ―conversation with
Elizabeth Mendez Berry, who wrote the well-known Vibe magazine feature "Love Hurts" about domestic violence within
(and without) hip-hop:http://www.thefreeradical.ca/Love_Hur...

UPDATE: Elizabeth wrote to clarify that she misspoke at the end when she said it's the leading cause for all women 15-45,
and she sent over more info about where she got the statistics referenced in the video, see below.
-----------------
"Intimate partner violence is the leading cause of death for African-American women ages 15 to 45 and the seventh leading
cause of premature death for U.S. women overall." SOURCE: National Institute of Justice (division of the Bureau of Justice),
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http:// www.ncjrs.gov/pdffiles1/jr000250e.pdf MORE INFO:Intimate partner deaths have decreased most dramatically
among black men. From 1976-1985, black men were more likely than black women to be a victim of domestic homicide; by
2005, black women were three times more likely than a black male to be murdered by their partners. SOURCE: Bureau of
Justice http://www.ojp.usdoj.gov/bjs/homicide...Black women make up 8% of the U.S. population but in 2005 accounted for
42% of all female victims of intimate partner homicide. SOURCE: Bureau of Justice:
http://www.ojp.usdoj.gov/bjs/homicide...
The rate of death by intimate partner homicide for black women is about three times the rate of death by intimate partner
homicide for white women. SOURCE, Bureau of Justice: http://www.ojp.usdoj.gov/bjs/homicide...
------------------The bigger picture around the Chris Brown and Rihanna story. Because for every Rihanna and Chris Brown
there are millions of everyday people trapped in a cycle of violence that won't make the headlines. National Domestic
Violence Hotline: http://www.ndvh.org/ Institute on Domestic Violence in the African American Community:
http://idvaac.org/ National Latino Alliance for the Elimination of Domestic Violence: http://www.dvalianza.org/
Incite: Women of Color against Violence: http://www.incite-national.org/
Men Stopping Violence: http://www.menstoppingviolence.org/in...‖

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