Northern Arizona University Spring 2001
 

Sanjam Ahluwalia Class Meetings: LA 200; W 1.50-4.20

Office: LA 232 Office Hours: MWF 12.30-1.30

Phone # : 3-8709 E-mail:Sanjam.Ahluwalia@nau.edu

Course Prerequisites: None

COURSE DESCRIPTION

This course will explore the politics of cultural representations of gender and ethnicity, through a multidisciplinary and multicultural approach. The course will focus on demonstrating how gender identities are intersected by variables of ethnicity, race, and class . To assist us in understanding how these various systems determine women's lives we will draw upon the experiences of women within different communities. Despite highlighting the distinct experiences of women within their respective communities, the course will emphasize the complex heterogeneity of these social groups rather than impose an artificial uniformity on them. After careful attention to differences among women, we will conclude the course with a discussion on the complex issue of multiculturalism and its usefulness in understanding gendered identities. This class is a liberal studies class bearing the thematic focus "Valuing the Diversity of Human Experience." It is in the "Cultural Understanding" distribution block. This course will address several of the essential skills which are features of the liberal studies program, including critical reading, critical and creative thinking, ethical reasoning, effective writing and effective oral communication.

COURSE OBJECTIVES

This course seeks primarily to heighten our sensitivity to issues of diversity and difference within our world. An awareness of differences will allow us to question main/malestream representations of social and cultural "others," both in print and media. To facilitate our understanding of the various cultural modes of exclusion experienced by women of color/third world women, and women who belong to ethnic minority communities, this course will use materials drawn from academic writings, biographical sketches, fiction, and films. This course seeks to make us conscious of identifying political implications underlying all forms of cultural representations. By focusing on experiences of women within distinct ethnic communities we will learn to identify and appreciate how women are differently placed in locations of domination and subordination based on their specific race, class and ethnic affiliations. 

This course meeting our Program's Mission's of "re-evaluation of sex and gender," will examine the quality, nature, and diversity of women's experiences. Students will perform this examination by critically reading essays on politics of representation, and on modalities of gender socialization within different ethnic groups such as American Indians, Asian Americans, and African Americans. We will also examine gender politics with families, health care systems, in the construction of educational curricula and in the arena of paid work. 
 

By comparing and assessing differing and conflicting cultural understandings of above referenced themes you will develop critical reading and reasoning skills. By applying these skills to relevant Women's Studies essays, films, and other creative texts you will expand your understanding of diversity and culture more generally and be able to write effectively at the same time. Through the class presentations of book reviews there will be an opportunity to improve your oral expressions. You will be asked to participate on a weekly basis in class discussions about films and essays we will be seeing and reading and through this participation you will be able to formulate clear positions on how cultural understandings affect understandings about gender. The central feature of the class will be to examine and study the interplay of gender, culture, ethnicity, and diversity. This understanding will be part of a dynamic process involving the interrelationship amongst ethical reasoning, critical reading, critical and creative thinking, followed by effective writing. You will be able, at the end of the class, in writing, to identify, describe, define, explain, and critique the concepts, issues, and concerns the class raises.
 

COURSE STRUCTURE AND APPROACH

The class will be a combination of lectures and discussions, with expectations of increasing student participation and performance. Students should feel free to speak their minds, but not at the expense of other's opinions and beliefs. 
 

READINGS

Estelle Disch, Reconstructing Gender: A Multicultural Anthology. (REQUIRED)

Joshua Cohen, Matthew Howard, and Martha C. Nussbaum, eds., Is Multiculturalism Bad for Women? . (REQUIRED)
 

Students will select one of the following novels
 

Hanif Kureishi, Buddha of Suburbia. 

Jhumpa Lahiri, Interpreter of Maladies: Stories.

Jamaica Kincade, Lucy. 

Paule Marshall, Brown Girl, Brownstones. 
 
 
 

PROVISIONAL COURSE SCHEDULE: SUBJECT TO MODIFICATION
 

WEEK ONE: January 17 Class Introduction
 

WEEK TWO : January 24 Politics of Representation

Primary Readings: Disch, "Introduction," PP: 1-20; Maxine Baca Zinn and Bonnie Thronton Dill, "Theorizing Difference from Multiracial Feminism," PP: 59-68. 
 

WEEK THREE: January 31 Politics of Representation

Primary Readings: Disch, "Social Contexts of Gender," Tracey Lai, "Asian American Women," PP: 34-40; Paula Gunn Allen, "Angry Women are Building," PP: 52-55; Ruth Atkin and Adrienne Rich, " 'J.A.P'-Slapping," PP: 56-58. 
 

WEEK FOUR: February 7 Gender Socialization

Primary Readings: Judith Lorber, "The Social Construction of Gender," PP: 69-80; Barrie Thorne, "Girls and Boys Together," PP: 81-97; Virginia Harris, " Prison of Color," PP: 115-120. 
 

WEEK FIVE: February 14 Gender Socialization

Primary Readings: Michael Messner, "Boyhood, Organized Sports, and the Construction of Masculities," PP: 98-114; Tommi Avicolli, "He Defies you Still," PP: 121-125; Luis Rodriguez, " Always Running," PP: 126-131; Michael Kimmel, " Masculinity as Homophobia," PP: 132-139. 
 

WEEK SIX: February 21 Embodiment

Primary Readings: Elayne Saltzberg and Chrisler, "Beauty is the Beast," PP: 140-156; Becky Thompson, "A way Outa no Way," PP: 157-171; Christy Haubegger, " I'm Not Fat, I'm Latina," PP: 181-182; Martha Coventry, "The Tyranny of the Esthetic," PP: 183-191. 
 

WEEK SEVEN: February 28 Embodiment

Class Assigment: Film, Skin Deep; and Class discussion of Tree Shade, and Black, Bold and Beautiful, Women's Studies Reel Films from February 22, THURSDAY, Cline Library, 7.00 PM. 

NO PAPER FOR THIS WEEK! 
 

WEEK EIGHT: March 7 SPRING BREAK!!
 

WEEK NINE: March 14 Families

Primary Readings: Lillian Rubin, "The Transformation of Family Life," PP: 272-284; Audre Lorde, " Man: Child," PP: 295-300; Walter Williams, "The Relationship between Male-Male Friendship," PP310-321. Class discussion of Voices of Challenge, and Under one Sky, Women's Studies Reel Films from March 1, THURSDAY Cline Library, 7.00 PM. 

WEEK TEN: March 21 Sexuality

Primary Readings: Film, Golden Threads; Anne Finger, "Forbidden Fruit," PP: 244-247; Paula Rust, " The Impact of Multicultural Marginalization," PP: 248-254; Patricia Collins, "The Sexual Politics of Black Womanhood," PP: 255-271.
 

WEEK ELEVEN: March 28 Education and Paid Work

Primary Readings: Myra and David Sadker, "The Miseducation of Boys," PP: 322-333; Ruth Sidel, "Conflict Within the Ivory Tower," PP: 334-343; bell hooks, "Black and Female," PP: 344-350; Ben Fong-Torres, "Why there are no Male Asian Anchormen on TV," PP: 383-387; Cynthia Enloe, " The Globetrotter Sneaker," PP: 414-421.
 

WEEK TWELVE: April 4 Health and Violence

Primary Readings: Evelyn Barbee and Marilyn Little, "Health, Social Class and African-American Women," PP: 444-459; Connie Chan, "Reproductive Issues," PP: 460-462; Rita Arditti, "Breast Cancer," PP: 463-473; Helen Zia, "Where Race and Gender Meet," PP: 541-544.

WEEK THIRTEEN- FIFTEEN: April 11, April 18, & April 25 Is Multiculturalism Bad for Women? 

Primary Readings: April 11: Cohen, "Introduction," PP: 3-5; Susan Okin, "Is Multiculturalism Bad," PP: 7-24; Katha Pollitt, " Whose Culture?" PP: 27-31. 

April 18: Bonnie Honig, " My Culture Made Me Do It," PP: 35-40; Azizah al-Hibri, "Is Western Patriarchal Feminism Good for Third World/Minority Women?" PP: 41-46; Yael Tamir, "Siding with the Underdogs," PP: 47-52; Sander Gilman, "'Barbaric' Rituals?" PP: 53-58.

April 25: Bhikhu Parekh, "A Varied Moral World," PP: 69-75; Homi Bhabha, "Liberalism's Sacred Cow," PP: 79-84; Janet Halley, "Culture Constraints," PP: 100-104; Martha Nussbaum, "A Plea for Difficulty," PP: 105-114; Susan Okin, "Reply," PP: 115-132. 
 

WEEK SIXTEEN: May 2: Student reviews of works of fiction
 

MAY 9: Written Review of one Novel. Due in my office by 4.00 PM!!
 

REQUIREMENTS

Students will be required to engage with weekly readings carefully and critically. Class discussions will be central to the course and, should be attended faithfully. This will contribute 15% of your class grade. 
 

Informal Writing: In addition to the readings you will also be expected to submit written informal responses to the weekly readings, typed 1-2 pages. You may choose two weeks in which you do not complete this assignment. These papers are due in class on the day of our meetings. No late papers will be accepted. 
 

Class Presentation: You will do a short oral presentation on one of the novels in class. 

This will count towards 15% of your course grade. 

Book Review: This is the final requirement of the course. It will be 4-5 pages of critical assessment of one of the novels that you choose to read as part of the course requirement. In writing this review you should try to relate it to the themes covered during the course. More detailed instructions on the paper will be discussed in class before the assignment is due. 
 

EVALUATION METHODS

Class Participation (15%) This includes attendance, short assignments based on readings for the week . It will also include media analysis. And most importantly ~ fully participating in class and small group discussions. I'll be looking at your mastery of critical reasoning, critical reading, effective writing and oral communication skills. 
 

Informal Reviews (60%) These will be short written responses to the weekly readings. These will help you to speak and discuss the weekly writings in class more effectively. It will ensure that you do all the readings and respond to each article. You will be evaluated for effective writing and reasoning. You will also be assessed for critical and ethical reasoning and thinking as part of your course grade.
 

Class presentation of Book review (15%) will give students a chance to discover and explore the role of women in other cultures. In the last week each student will make an oral presentation of a novel. I will be looking for effective oral skills and ability to respond to any questions that your fellow students might ask of you about your reading of the novel. 
 

Final Paper (25%). It will be 4-5 pages based on a careful reading of one of the novels. I will be looking for your critical thinking skills, effective writings skills as well as your critical reading skills of the various material you will draw upon for this paper. 
 
 
 

COURSE GRADES

Grades for the course will be calculated in the following way:

Class Participation 15%; Informal writing 60%; Class Presentation 10%; and Book Review 15%.
 

TOTAL FOR COURSE 100%

The grading scale for the course will be as follows: 

90%+ = A; 80 - 89%= B; 70-79%= C; 60-69%= D; below 60%= F.
 

COURSE POLICY

TURN IN ALL ASSIGNMENTS AND HEED ALL DUE DATES-- You are responsible for knowing all due dates including schedule changes. You will lose 1/3 of a letter grade for each ) (school) day it is late.
 

ATTENDANCE IS MANDATORY-- Your attendance and participation will not only affect the quality of this class, but it will also make a difference in your grade. After TWO absences you will lose 1/3 of a letter grade for each additional absence. 
 

COMPLETE THE READINGS BEFORE THE CLASS IN WHICH THEY ARE DISCUSSED--Part of your grade will be based on participation.
 

PLAGIARISM-- Academic dishonesty will not be tolerated. We will talk about appropriate use of other people's thoughts and ideas. Students should also familiarize her/himself with these matters as defined by the university. See the current NAU Student Handbook.