Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "PL 375"
COURSE NAME: "Politics of Gender"
SEMESTER & YEAR: Spring 2017

SYLLABUS

INSTRUCTOR: Bridget Welsh
EMAIL: [email protected]
HOURS: MW 10:00AM 11:15AM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Junior standing or permission of the instructor
OFFICE HOURS: Mondays 2-5pm or by appointment

COURSE DESCRIPTION:
This course explores the ways in which the social and cultural constructions of gender influence the nature and practice of political life. The course revolves around two themes – exclusion and empowerment – and examines the practices, policies and structures that exclude different genders, as well as the strategies and repertoires of different gendered communities to protect their rights and interests and promote equality. The course is organized around a variety of topics, blending issues of exclusion and empowerment. The course begins by laying out debates surrounding gender and key themes used to examine the topic in psychology, biology, sociology and economics. We then move to examine specific synergies between gender and politics, exploring the issues of political representation, political participation, public policy, the body politic, the political economy, development, violence, rights, political mobilization and transnational issues. Using case studies, as well as lessons from practitioners, the course surveys a variety of issues and debates related to gender and politics.

SUMMARY OF COURSE CONTENT:
This course explores the ways in which the social and cultural constructions of gender influence the nature and practice of political life. The course revolves around two themes – exclusion and empowerment – and examines the practices, policies and structures that exclude different genders, as well as the strategies and repertoires of different gendered communities to protect their rights and interests and promote equality. The course is organized around a variety of topics, blending issues of exclusion and empowerment. The course begins by laying out debates surrounding gender and key themes used to examine the topic in psychology, biology, sociology and economics. We then move to examine specific synergies between gender and politics, exploring the issues of political representation, political participation, public policy, the body politic, the political economy, development, violence, rights, political mobilization and transnational issues. Using case studies, as well as lessons from practitioners, the course surveys a variety of issues and debates related to gender and politics.

LEARNING OUTCOMES:

COURSE GOALS: Students will better understand the factors that contribute to both gender exclusion and empowerment. Students will develop the tools to better understand diversity and contemporary global problems, as well as learn analytical skills and problem-solving. This course is ideal for students interested in honing their ability to interpret complex issues, understand the diverse perspectives of stakeholders and develop tools to address real world challenges.
Specific Learning Objectives By the end of this course, students will be able to:
Understand Gender in Power Relations
Appreciate Gender Diversity
Frame Problems from Multiple Perspectives
Recognize the Range and Breadth of Gender Significance in Politics
Evaluate Societal and State Responses Related to Gender
Formulate their Own Views on Gender Politics
*Research Contemporary Political Issues tied to Gender

TEXTBOOK:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
Redeployment	Phil Klay	New York: Penguin, 2015	9780143126829

REQUIRED RESERVED READING:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments
We Should All be Feminists,	Chimamanda Ngozi Adichie	New York: Anchor, 2015	9781101911761

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Class Participation	Students are expected to read all the required reading before class to participate in discussion. Please note that more than TWO absences of any class session will significantly lower a student’s final participation grade. Regular patterns of tardiness will also negatively affect a student’s performance. Class participation will be assessed based on the quality of participation in the class, with higher marks given to students who relate inputs to the course readings and express individual ideas articulately and succinctly. Students are not evaluated on the volume that they say, but the degree to which their participation adds value to the discussion. Students are asked to turn their cell phones and PDAs on silent mode and not use them during class time. Laptops are to be used for note-taking, not chatting and emailing during class time. Student distractions that take away from the overall class learning environment are strongly discouraged and will be assessed in class participation performance. As part of the learning process, students will be asked to participate in a series of in-class simulations, organized debates and problem-solving tasks. On occasion there will be unannounced quizzes on the reading material. These will draw on the assigned course reading. Students will be assessed on their class preparation and the quality of participation in these short assignments/quizzes	15%
Intial and Final Self-Assessments	Students are asked to assess their own view of gender identity, gender empowerment and gender exclusion in the beginning of the course and reflect on changes in their perspectives at the end of the semester. These assignments should not extend beyond 2000-2500 words. The guiding questions will be handed out the first day of class. Assessments will be evaluated based on the originality, depth and presentation. The initial self-assessment is due in Week 2 on Tuesday, January 24th. This assessment should be emailed to the professor and hard copies should be placed in her mailbox in the Guarani Building by 5pm on the due date. Students must turn in a hard copy. The final self-assessment asks students to self-assess what they have learned about gender in the course. Drawing from the initial self-assessment and guiding questions provided in the beginning of term, students are asked to evaluate what are the main issues that they have learned regarding gender identity, gender empowerment and gender exclusion in the beginning of the course and why. The final self-assessment will be conducted during the exam period in May.	15%
Gender Country Brief	Students are asked to write a brief on the specific issues of gender exclusion and empowerment in a specific country in a succinct report (5-6 pages, 2,500-3,000 words). The country chosen should be made in consultation with the professor. The brief must address policy concerns and can be directed to either a political leader or organization in civil society. Briefs will be graded on the substance of the analysis, the research thoroughness, understanding of the problems selected, viability of the evidence presented and the written presentation of the material. Late papers will not be accepted. This brief is due March 9th by 5pm and should follow the protocol for turning in assignments noted below. Protocol for Handing in Written Assignments: Students must turn in all written assignments (accept the gender self-assessments) three ways. This assignment must be 1) emailed to the professor, 2) with a hard copy delivered to her mailbox in the Guarini Building by 5pm on the due date and 3) an electronic copy delivered on through MOODLE to TURNITIN. This will require that you set up your own MOODLE account.	25%
Gender Empowerment Policy Brief	30% for the paper and 5% for oral presentation): Students are asked to brief on a specific issue of gender empowerment in a specific country/locality in a succinct report (6-8 pages, 3,000-3,500 words). The topic chosen should be made in consultation with the professor. Papers will be graded on the substance of the analysis, the research thoroughness, understanding of the problem selected, viability of the evidence presented and the written presentation of the material. Late papers will not be accepted. This brief is due April 27th by 5pm and should follow the protocol for turning in assignments noted above. Students are to present their paper during the last week of term for five minutes.	30%
Oral Reading Presenatation	During the course of the semester, a student is asked to present one of the readings to the class. Students can sign up for specific weeks/readings on CHOICE as part of the MOODLE program. The readings open to presentation are marked with an asterisk (*). These in-class presentations will be no more than five minutes (strict timekeeping). Students should try to present their reading early in the semester. Students will be assessed on their ability to present material clearly and succinctly as well as their understanding of the reading and issue selected. Any power point or material associated with the presentation must be sent to the professor by midnight the night before the presentation. All of the presentations should include a one-page written synopsis of the main questions and findings of the reading as well as the student’s own commentary. The written synopsis is due by 5pm of the class session day and should follow the assignment protocol noted above.	10%

Book Assessment	Students are asked to review and analyze the assigned book for the course in 3-5 double-spaced pages (1,500-2000 words). These book assessments must address the gender related issues in the text and connect these issues to the course material. The review must develop an argument. Reviews will be assessed based on their individuality, clarity, presentation, argument and knowledge of the issues in the book. The book will be discussed at the class dinner. This assignment is due by Monday, February 13th and should follow the assignment protocol noted above.	5%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the cours
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY

You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.

STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

WEEKLY LESSON PLANS AND READINGS

WEEK 1 (JANUARY 15-21) INTRODUCING GENDER

SESSION 1 (JANUARY 16): COURSE INTRODUCTION

ANNE MINAS. GENDER BASICS: FEMINIST PERSPECTIVES ON WOMEN AND MEN. (STANFORD, CT: WADSWORTH, 2000), PART 1.1

SIGMUND FREUD. “SOME PSYCHOLOGICAL CONSEQUENCES OF ANATOMICAL DISTINCTION BETWEEN THE SEXES,” IN THE FREUD READER (NEW YORK: NORTON, 1925/1989).

SIMON BARON-COHEN, “THEY JUST CAN’T HELP IT,” GUARDIAN, APRIL 17, 2003. (LINK) HTTP://WWW.GUARDIAN.CO.UK/EDUCATION/2003/APR/17/RESEARCH.HIGHEREDUCATION

SESSION 2 (JANUARY 18): IDEA OF FEMINISM

CHIMAMANDA NGOZI ADICHIE WE SHOULD ALL BE FEMINISTS, (NEW YORK: ANCHOR, 2015) ENTIRE

WEEK 2 (JANUARY 22-28) FRAMING GENDER & SOCIAL/ECONOMIC CONTEXTS

SESSION 3: (JANUARY 23) SOCIETY AND GENDER

TERRELL CARVER. “FEMINIST THEORIES OF POLITICS AND POSTMODERN THEORIES OF GENDER,” IN GENDER IS NOT A SYNONYM FOR WOMEN. (BOULDER, CO: LYNNE RIENNER, 1996), PP. 15-36.

*SHIRA TARRANT (ED.). MEN SPEAK OUT: VIEWS ON GENDER, SEX AND POWER. (NEW YORK: ROUTLEDGE, 2008), PP. 131-36.

*ARLIE HOCHSCHILD AND ANNE MACHUNG. THE SECOND SHIFT. (NEW YORK: PENGUIN, 2003), PP. 1-10, 216-238.

*GORAN THERBORN. BETWEEN SEX AND POWER: FAMILY IN THE WORLD 1900-2000 (NEW YORK: ROUTLEDGE, 2004), CHAPTER 3, PP. 107-130.

SESSION 4: (JANUARY 25) ECONOMICS AND GENDER
“FEMINIST PRINCIPLES OF ECONOMICS,” SCHNEIDER AND SCHACKELFORD. (LINK) HTTP://WWW.FACSTAFF.BUCKNELL.EDU/GSCHNEDR/FEMPRCPLS.HTM

*WORLD ECONOMIC FORUM. THE GLOBAL GENDER GAP REPORT 2015. (WORLD ECONOMIC FORUM, 2015) HTTP://WWW3.WEFORUM.ORG/DOCS/GGGR2015/COVER.PDF , PP. 3-48.

*INSTITUTE FOR WOMEN’S POLICY RESEARCH, THE GENDER WAGE GAP BY OCCUPATION. WASHINGTON DC: INSTITUTE FOR WOMEN’S POLICY RESEARCH APRIL 2016)FILE:///C:/USERS/BRIDGET/DOWNLOADS/C440.PDF

*WALL STREET JOURNAL. “WHAT’S YOUR PAY GAP,” MAY 17, 2016, HTTP://GRAPHICS.WSJ.COM/GENDER-PAY-GAP/

*MCKINSEY AND CO. WOMEN IN THE WORKPLACE SEPTEMBER 2016. HTTP://WWW.MCKINSEY.COM/BUSINESS-FUNCTIONS/ORGANIZATION/OUR-INSIGHTS/WOMEN-IN-THE-WORKPLACE-2016

WEEK 3 (JANUARY 29-FEBRUARY 4) GENDER AND POLITICAL REPRESENTATION

SESSION 5 (JANUARY 30): TRENDS IN GENDER POLITICAL REPRESENTATION

IDEA. WOMEN IN PARLIAMENT: BEYOND THE NUMBERS. REVISED EDITION. (WASHINGTON, DC: IDEA, 2005), PP. 1-48 (LINK) HTTP://WWW.IDEA.INT/PUBLICATIONS/WIP2/UPLOAD/WIP_INLAY.PDF

*INTER-PARLIAMENTARY UNION. WOMEN IN PARLIAMENT 2015: A YEAR IN REVIEW. HTTP://WWW.IPU.ORG/PDF/PUBLICATIONS/WIP2015-E.PDF

*UNDP. GENDER EQUALITY IN ELECTED OFFICE IN ASIA PACIFIC. (UNDP: BANGKOK, 2012), PP. 16-25 HTTP://WWW.SNAP -UNDP.ORG/ELIBRARY/PUBLICATIONS/DG -2012 -GENDEREQUALITY.PDF

SESSION 6: GENDER PARTICIPATION AND STEREOTYPES

*KIM FRIDKIN KAHN. THE POLITICAL CONSEQUENCES OF BEING A WOMAN: HOW STEREOTYPES INFLUENCE THE CONDUCT AND CONSEQUENCES OF POLITICAL CAMPAIGNS. (NEW YORK: COLUMBIA UNIVERSITY PRESS, 1996), CHAPTER 9, PP. 117-130.

*JENNIFER LAWLESS AND RICHARD FOX. IT STILL TAKES A CANDIDATE: WHY WOMEN DON'T RUN FOR OFFICE, (CAMBRIDGE: CAMBRIDGE UNIVERSITY PRESS, 2010), PP. 1-12, 46-49

KIRA SANBONMATSU. “GENDER STEREOTYPES AND VOTE CHOICE,” AMERICAN JOURNAL OF POLITICAL SCIENCE, 46/1: (JANUARY 2002), PP. 20-34.

WEEK 4 (FEBRUARY 5-11) GENDER AND POLITICAL PARTICIPATION

SESSION 7 (FEBRUARY 6) GENDER PARTICIPATION AND POLITICAL CONDITIONS

JULIE DOLAN, MELISSA DECKMAN AND MICHELE L. SWERS. WOMEN AND POLITICS: PATHS TO POWER AND POLITICAL INFLUENCE, (UPPER SADDLE RIVER, NEW JERSEY, 2007), CHAPTER 3, PP. 72-97.

*ANNE MARIE GOETZ, “THE PROBLEM WITH PATRONAGE: CONSTRAINTS ON WOMEN’S POLITICAL EFFECTIVENESS IN UGANDA,” IN ANNE MARIE GOETZ AND SHIREEN HASSIM, NO SHORTCUTS TO POWER: AFRICAN WOMEN IN POLITICS AND POLICY-MAKING (NEW YORK: ZED BOOKS, 2003), PP. 110-139.

*MONA LENA KROOK. QUOTAS FOR WOMEN IN POLITICS: GENDER AND CANDIDATE SELECTION REFORM WORLDWIDE, (OXFORD: OXFORD UNIVERSITY PRESS, 2009), CHAPTER 1, PP. 3-17.

*DAVID NIVEN. “PARTY ELITES AND WOMEN CANDIDATES: THE SHAPE OF BIAS,” WOMEN AND POLITICS, 19/2 (1998): 57-80.

HTTP://WWW.INFORMAWORLD.COM/OPENURL?GENRE=ARTIC &ISSN=0195 -7732&VOLUME=19&ISSUE=2&SP AGE=57

SESSION 8 (FEBRUARY 8): GENDER POLITICAL PARTICIPATION

*NANCY BURNS, KAY LEHMAN SCHLOZMAN AND SIDNEY VERBA. THE PRIVATE ROOTS OF PUBLIC ACTION: GENDER, EQUALITY, AND POLITICAL PARTICIPATION. (CAMBRIDGE: HARVARD UNIVERSITY PRESS, 2001), CHAPTER 4

*RONALD INGLEHART AND PIPPA NORRIS “THE DEVELOPMENTAL THEORY OF THE GENDER GAP: WOMEN'S AND MEN'S VOTING BEHAVIOR IN GLOBAL PERSPECTIVE.” INTERNATIONAL POLITICAL SCIENCE REVIEW, 21/4, 2000, PP. 441-463.

*MARIAN MULLER. “THE PRIVATE ROOTS OF PUBLIC PARTICIPATION: WOMEN’S ENGAGEMENT IN DEMOCRATIC POLITICS IN PAKISTAN,” IN AAZAR AYAZ AND ANDREA FLESCHENBERG (EDS.), THE GENDER FACE OF ASIAN POLITICS. (OXFORD: OXFORD UNIVERSITY PRESS, 2009), PP. 165-186.

SESSION 9 (FEBRUARY 10 – MAKE UP DAY FOR APRIL 17) CONDUCTING RESEARCH ON GENDER SESSION WITH LIBRARY STAFF

*** COURSE DINNER, FEBRUARY 10^TH 6PM *** DISCUSSION OF THE REQUIRED BOOK REDEPLOYMENT***

WEEK 5 (FEBRUARY 12-18) GENDER AND PUBLIC POLICY

SESSION 10 (FEBRUARY 13): GENDER AND THE STATE

JOHANNA KANTOLA. “GENDER AND THE STATE: THEORIES AND DEBATES,” IN JOHANNA KANTOLA (ED) FEMINISTS THEORIZE THE STATE, (NEW YORK: PALGRAVE, 2006)

*CAROLE PATEMAN. “THE PATRIARCHAL WELFARE STATE,” IN CHRISTOPHER PIERSON AND FRANCES CASTLES (EDS.). THE WELFARE STATE READER 2ND EDITION. (NEW YORK: POLITY PRESS, 2007)

SHIRA TARRANT (ED.). MEN SPEAK OUT: VIEWS ON GENDER, SEX AND POWER. (NEW YORK: ROUTLEDGE, 2008), PP. 212-219.

*UNWOMEN. PROGRESS OF THE WORLD’S WOMEN 2015-2016. (NEW YORK: UNWOMEN, 2016) CHAPTER 1. PP. 26-61. HTTP://PROGRESS.UNWOMEN.ORG/EN/2015/PDF/UNW_PROGRESSREPORT.PDF

SESSION 11 (FEBRUARY 15) SELF-STUDY ON POLITICAL PARTICIPATION

NO CLASS. RESEARCH ON GENDER AND PUBLIC POLICY FOR IN-CLASS ASSIGNMENT

WEEK 6 (FEBRUARY 19-25) GENDER AND THE BODY POLITIC

SESSION 12 (FEBRUARY 20): GENDER AND REPRODUCTIVE HEALTH

*MALA HTUN. “SEX AND THE STATE IN LATIN AMERICA,” IN SEX AND THE STATES: ABORTION, DIVORCE AND THE FAMILY UNDER LATIN AMERICAN DICTATORSHIPS AND DEMOCRACIES. (NEW YORK: CAMBRIDGE UNIVERSITY PRESS, 2003), PP. 29-57.

CASE STUDIES ON ABORTION DEBATES IN POLAND AND IRELAND.

*UNWOMEN. PROGRESS OF THE WORLD’S WOMEN 2011-2012. IN PURSUIT OF JUSTICE. (NEW YORK: UNWOMEN, 2011) CHAPTER 1. PP. 22-45. HTTP://PROGRESS.UNWOMEN.ORG/PDFS/EN -REPORT -PROGRESS.PDF

NITA BHALLA AND MANSI THAPLIYAL, “INDIA SEEKS TO REGULATE ITS BOOMING 'RENT-A-WOMB' INDUSTRY” REUTERS, 30 SEPTEMBER, 2013. HTTP://WWW.REUTERS.COM/ARTICLE/2013/09/30/US -INDIA -SURROGATES -IDUSBRE98T07F20130930

SESSION 13 (FEBRUARY 22): GENDER AND PROTECTION

*JESSICA VALENTI. THE PURITY MYTH: HOW AMERICA’S OBSESSION WITH VIRGINITY IS HURTING YOUNG WOMEN. (BERKELEY: SEAL PRESS, 2009), CHAPTER 6.

*JOAN WALLACH SCOTT. THE POLITICS OF THE VEIL. (PRINCETON, NJ: PRINCETON UNIVERSITY PRESS, 2010), CHAPTER 1.

*MADAWI AL-RASHEED. A MOST MASCULINE STATE: GENDER POLITICS AND RELIGION IN SAUDI ARABIA (CAMBRIDGE: CAMBRIDGE UNIVERSITY PRESS, 2013), CHAPTER 1.

*HUMAN RIGHTS WATCH. BOXED: WOMEN AND SAUDI ARABIA’S GUARDIANSHIP SYSTEM. JULY 2016. HTTPS://WWW.HRW.ORG/REPORT/2016/07/16/BOXED/WOMEN-AND-SAUDI-ARABIAS-MALE-GUARDIANSHIP-SYSTEM

WEEK 7 (FEBRUARY 26-MARCH 4) GENDER AND THE POLITICAL ECONOMY

SESSION 14 (FEBRUARY 27): GENDER AND SEX WORK

V. SPIKE PETERSON AND ANN SISSON RUNYAN. GLOBAL GENDER ISSUES IN THE NEW MILLENNIUM, 3RD EDITION. (BOULDER, CO: WESTVIEW PRESS, 2010), CHAPTER 5, PP. 183-230.

*KIMBERLY KAY HOANG. DEALING IN DESIRE: ASIAN ASCENDANCY, WESTERN DECLINE AND THE HIDDEN CURRENCIES OF GLOBAL SEX WORK. (BERKELEY: UNIVERSITY OF CALIFORNIA PRESS, 2015), PP. 39-78.

*SHEILA JEFFREYS. THE INDUSTRIAL VAGINA: THE POLITICAL ECONOMY OF THE GLOBAL SEX TRADE. (NEW YORK: ROUTLEDGE, 2008), CHAPTER 7.

SESSION 15 (MARCH 1) GENDER AND WORK

*LINDA Y.C. LIM. “CAPITALISM, IMPERIALISM, AND PATRIARCHY: THE DILEMMA OF THIRD WORLD WOMEN WORKERS IN MULTINATIONAL FACTORIES,” IN NALINI VISVANATHAN (ET. AL EDS.), THE WOMEN, GENDER & DEVELOPMENT READER, (LONDON: ZED BOOKS, 1997), PP. 216-229.

*BARBARA EHRENREICH, “MAID TO ORDER,” IN BARBARA EHRENREICH AND ARLIE HOSCHSCHILD (EDS.) GLOBAL WOMAN, NANNIES, MAIDS, AND SEX WORKERS IN THE NEW ECONOMY, (NEW YORK: OWL BOOKS, HENRY HOLT AND CO., 2004), PP. 85-103.

* INTERNATIONAL LABOR ORGANIZATION. SOCIAL PROTECTION FOR DOMESTIC WORKERS: KEY POLICY TRENDS AND STATISTICS. 2016. HTTP://WWW.ILO.ORG/WCMSP5/GROUPS/PUBLIC/---ED_PROTECT/---SOC_SEC/DOCUMENTS/PUBLICATION/WCMS_458933.PDF

WEEK 8 (MARCH 5-11) GENDER AND DEVELOPMENT

SESSION 16 (MARCH 6): FRAMING GENDER AND DEVELOPMENT

JANET MOMSEM. GENDER AND DEVELOPMENT, 2^ND EDITION. (NEW YORK: ROUTLEDGE, 2010), CHAPTER 1, PP. 1-24

*MARIA CORREIA AND IAN BANNON. THE OTHER HALF OF GENDER: MEN'S ISSUES IN DEVELOPMENT (WASHINGTON, DC: WORLD BANK, 2006), CHAPTER 1

SESSION 17: GENDER AND DEVELOPMENT ISSUES

*MERCY TEMBON AND LUCIA FORT. GIRL’S EDUCATION IN THE 21ST CENTURY: GENDER EQUALITY, EMPOWERMENT AND GROWTH. (WASHINGTON, DC: WORLD BANK, 2008), CHAPTER 2, PP. 23-39. HTTP://SITERESOURCES.WORLDBANK.ORG/EDUCATION/RESOURCES/278200 -1099079877269/547664 -109 9080014368/DID_GIRLS_EDU.PDF

*ASIAN DEVELOPMENT BANK, GENDER EQUALITY AND FOOD SECURITY: WOMEN’S EMPOWERMENT AS A TOOL AGAINST HUNGER, (MANILA, ABD, 2013)

HTTP://WWW.ADB.ORG/PUBLICATIONS/GENDER -EQUALITY -AND -FOOD -SECURITY -WOMENS -EMPOWERMENT -TOOL -A GAINST -HUNGER

*WORLD BANK. PROMOTING LAND RIGHTS TO EMPOWER RURAL WOMEN AND END POVERTY. (WASHINGTON DC: WORLD BANK, 2016). HTTP://WWW.WORLDBANK.ORG/EN/NEWS/FEATURE/2016/10/14/PROMOTING-LAND-RIGHTS-TO-EMPOWER-RURAL-WOMEN-AND-END-POVERTY

***GENDER COUNTRY PAPER DUE THURSDAY, MARCH 9^TH BY 5PM***

WEEK 9 (MARCH 12-18) GENDER VIOLENCE

SESSION 18: REPERTOIRES OF GENDER VIOLENCE

S. SWISS AND J.E. GILLER. 1993. “RAPE AS A CRIME OF WAR,” JOURNAL OF AMERICAN MEDICAL ASSOCIATION. 270/5 (AUGUST), PP. 612-615.

HTTP://WWW.WOMENS -RIGHTS.ORG/PUBLICATIONS/JAMA%2093.PDF

LAURA TOOLE, JESSICA SCHIFFMAN AND MARGIE KITER EDWARDS (EDS.) GENDER VIOLENCE:

INTERDISCIPLINARY PERSPECTIVES, (NEW YORK NEW YORK UNIVERSITY PRESS, 2007), PP. 33-54, 257-268.

*VEENA TALWAR OLDENBURG. DOWRY MURDER: REINVESTIGATING A CULTURAL WHODUNNIT. (NEW YORK: PENGUIN BOOKS, 2010), CHAPTER 6.

*UNWOMEN, WHY DO SOME MEN USE VIOLENCE AGAINST WOMEN AND HOW CAN WE PREVENT IT? QUANTITATIVE FINDINGS FROM THE UNITED NATIONS MULTO-COUNTRY STUDY ON MEN AND VIOLENCE IN ASIA AND THE PACIFIC. (NEW YORK: UNWOMEN, 2013) HTTP://UNWOMEN -ASIAPACIFIC.ORG/DOCS/WHYDOSOMEMENUSEVIOLENCEAGAINSTWOMEN_P4P_REPORT. PDF , PP. 9-16, 28-39, 71-79, 88-95.

SESSION 19: REPERTOIRES OF GENDER VIOLENCE II

*HUMAN RIGHTS WATCH. HATRED IN THE HALLWAYS: VIOLENCE AND DISCRIMINATION AGAINST LESBIAN, GAY, BISEXUAL, AND TRANSGENDER STUDENTS IN U.S. SCHOOLS. MAY, 2001. HTTPS://WWW.HRW.ORG/REPORT/2001/05/01/HATRED-HALLWAYS/VIOLENCE-AND-DISCRIMINATION-AGAINST-LESBIAN-GAY-BISEXUAL-AND

*HUMAN RIGHTS WATCH. TELL ME WHERE I CAN BE SAFE. IMPACT OF NIGERIA’S SAME-SEX PROHIBITION ACT. 2016. HTTPS://WWW.HRW.ORG/REPORT/2016/10/20/TELL-ME-WHERE-I-CAN-BE-SAFE/IMPACT-NIGERIAS-SAME-SEX-MARRIAGE-PROHIBITION-ACT

WEEK 10 (MARCH 19-25) GENDER RIGHTS

SESSION 20 (MARCH 20): WOMEN’S RIGHTS

JULIE PETERS AND ANDREA WOLPER (EDS.) WOMEN’S RIGHTS HUMAN RIGHTS: INTERNATIONAL FEMINIST PERSPECTIVES, (NEW YORK: ROUTLEDGE, 1995) PP. 36-48.

V. SPIKE PETERSON AND LAURA PARISI. “ARE WOMEN HUMAN? IT’S NOT AN ACADEMIC QUESTION,” IN TONY EVANS (ED.). HUMAN RIGHTS FIFTY YEARS ON: A REAPPRAISAL. (MANCHESTER: MANCHESTER UNIVERSITY PRESS, 1998)

*ZEHRA F. ARAT. “WOMEN’S RIGHTS IN ISLAM: REVISITING QURANIC RIGHTS,” IN ADAMANTIA POLLIS AND PETER SCHWAB (EDS.) HUMAN RIGHTS: NEW PERSPECTIVES, NEW REALITIES, (BOULDER, CO.: LYNN RIENNER, 2000)

SESSION 21 (MARCH 22): GAY RIGHTS

*IGLHRC. 2001. “SEXUAL MINORITIES AND THE WORK OF THE UNITED NATIONS SPECIAL RAPPORTEUR ON TORTURE.” PAPER PRESENTED BY THE INTERNATIONAL GAY AND LESBIAN HUMAN RIGHTS COMMISSION. JUNE 5TH. HTTP://WWW.IGLHRC.ORG/BINARY -DATA/ATTACHMENT/FILE/000/000/185 -1.PDF

*UNITED NATIONS HUMAN RIGHTS. HIGH COMMISSIONER'S REPORT TO THE HUMAN RIGHTS COUNCIL ON DISCRIMINATION AND VIOLENCE AGAINST INDIVIDUALS BASED ON THEIR SEXUAL ORIENTATION AND GENDER IDENTITY (MAY 2015) HTTP://WWW.UN.ORG/EN/GA/SEARCH/VIEW_DOC.ASP?SYMBOL=A/HRC/29/23&REFERER=/ENGLISH/&LANG=E

WEEK 11 (MARCH 26-APRIL 1) GENDERED MOVEMENTS

SESSION 22 (MARCH 27): STRUGGLE FOR WOMEN’S RIGHTS

*KAREN BECKWITH. “BEYOND COMPARE? WOMEN’S MOVEMENTS IN COMPARATIVE PERSPECTIVE,” EUROPEAN JOURNAL OF POLITICAL RESEARCH,” 37, (2000) PP. 431-468.

*MINA ROCES AND LOUISE EDWARDS (EDS.) WOMEN’S MOVEMENTS IN ASIA: FEMINISMS AND

TRANSNATIONAL ACTIVISM. (LONDON: ROUTLEDGE, 2010), CHAPTER 1, PP. 1-20.

JUDE HOWELL AND DIANE MULLIGAN (EDS.) GENDER AND CIVIL SOCIETY: TRANSCENDING BOUNDARIES. (NEW YORK: ROUTLEDGE, 2005), CHAPTER 3

SESSION 23 (MARCH 29): RIGHTS OF MEN

*CIARA DOYLE, (2004). "THE FATHERS' RIGHTS MOVEMENT: EXTENDING PATRIARCHAL CONTROL BEYOND THE MARITAL FAMILY". IN PETER HERRMAN,CITIZENSHIP REVISITED: THREATS OR OPPORTUNITIES OF SHIFTING BOUNDARIES. NEW YORK: NOVA PUBLISHERS.

*MICHAEL MESSNER. THE POLITICS OF MASCULINITIES: MEN IN MOVEMENTS, (NEW YORK: SAGE, 1997), CHAPTERS 1 & 3

WEEK 12: (APRIL 2-8) RECESS WEEK. NO CLASS.

WEEK 13: (APRIL 9-15) GENDER RIGHTS II

SESSION 24 (APRIL 10): LGBT SOCIAL MOVEMENTS

ANN M. SIMMONS, “WHERE THE WORLD STANDS ON GAY RIGHTS,” LOS ANGELES TIMES, JUNE 21, 2016. HTTP://WWW.LATIMES.COM/WORLD/LA-FG-GLOBAL-GAY-RIGHTS-SNAP-STORY.HTML

GARY MUCCIARONI, SAME SEX, DIFFERENT POLITICS: SUCCESS AND FAILURE IN THE STRUGGLES OVER GAY RIGHTS (CHICAGO: UNIVERSITY OF CHICAGO PRESS, 2008), CHAPTER 3

BARRY D. ADAM, JAN WILLEM DUYVENDAK, AND ANDRE KROUWEL. THE GLOBAL EMERGENCE OF GAY AND LESBIAN POLITICS: NATIONAL IMPRINTS OF A WORLDWIDE MOVEMENT. (PHILADELPHIA: TEMPLE UNIVERSITY PRESS, 2009) CHAPTER 1.

SESSION 25 (APRIL 12): FIGHTING GENDER VIOLENCE GLOBALLY

RASHMKI GOEL AND LEIGH GOODMARK (EDS.) COMPARATIVE PERSPECTIVES ON GENDER VIOLENCE: LESSONS FROM EFFORTS WORLDWIDE. (OXFORD: OXFORD UNIVERSITY PRESS, 2015). CHAPTERS 1 & 6

END FGM CAMPAIGN. HTTPS://WWW.THEGUARDIAN.COM/SOCIETY/2016/OCT/11/FGM-NIGERIA-20-MILLION-WOMEN-AND-GIRLS-UNDERGONE-FEMALE-GENITAL-MUTILATION

WEEK 14: (APRIL 16-22) GENDER AND TRANSNATIONALISM

APRIL 17. NO CLASS FOR HOLIDAY.

SESSION 26 (APRIL 19) GENDER TRAFFICKING

*BARBARA SULLIVAN, “TRAFFICKING IN HUMAN BEINGS,” IN LAURA SHEPHERD (ED.) GENDER MATTERS IN GLOBAL POLITICS, (LONDON: ROUTLEDGE, 2010), CHAPTER 7, PP. 89-101. (ON LMS)

*KATHLEEN STAUDT. VIOLENCE AND ACTIVISM AT THE BORDER: GENDER, FEAR, AND EVERYDAY LIFE IN CIUDAD JUAREZ. (AUSTIN: UNIVERSITY OF TEXAS PRESS, 2008), CHAPTER 2. (ON LMS)

*HUMAN RIGHTS WATCH REPORT. I WAS SOLD. ABUSE AND EXPLOITATION OF MIGRANT WORKERS IN OMAN, JULY 13 2016. HTTPS://WWW.HRW.ORG/REPORT/2016/07/13/I-WAS-SOLD/ABUSE-AND-EXPLOITATION-MIGRANT-DOMESTIC-WORKERS-OMAN

WEEK 15 (APRIL 23-30)

SESSION 27 (APRIL 24) CLASS PRESENTATIONS OF FINAL PAPER

SESSION 28 (APRIL 26) CLASS PRESENTATIONS OF FINAL PAPER

***GENDER EMPOWERMENT BRIEF DUE, THURSDAY, APRIL 27^TH ***

WEEK 16 (APRIL 30-MAY 6) FINAL EXAMINATION

***FINAL GENDER SELF-ASSESSMENT DUE IN CLASS DURING FINAL EXAMINATION PERIOD***