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WGS 301 • Asian Amer Creative Arts

45470 • Shorb, Katherine
Meets MWF 11:00AM-12:00PM RLP 1.108
(also listed as AAS 310)
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WGS 301 • Black Queer Art Worlds

45500 • Gill, Lyndon
Meets TTH 5:00PM-6:30PM PAR 206
(also listed as AFR 317E, ANT 310L)
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Exploration of over two decades of work produced by and about black queer subjects throughout the circum-Atlantic world. Provides an introduction to various artists and intellectuals of the black queer diaspora, as well as an examination of the viability of black queer aesthetic practice as a form of theorizing.


WGS 301 • Ethncty & Gender: La Chicana

45490 • Allison, Alexandrea
Meets MWF 12:00PM-1:00PM JGB 2.202
(also listed as AMS 315, MAS 311, SOC 308D)
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Description:

The term “Chicana” has its roots in the 1960’s-70’s Civil Rights Era and the Chicano Movement. Beginning with this rich activist heritage and ending at our current political moment, in this class we will deconstruct the term “Chicana,” discovering and celebrating the plurality of meanings and identities that make up the word. We will do this work through a survey of multiple genres—poetry, film, testimonio, and more—and we will have the opportunity to see how Chicanas have interrogated and manipulated different forms in order to best express their hybridized selves.

Readings:

Readings will come from authors such as Sandra Cisneros, Gloria Anzaldua, Ana Castillo, and Norma Cantu. 


WGS 301 • Family Relationships

45485 • Williamson, Hannah
Meets TTH 11:00AM-12:30PM FAC 21
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WGS 301 • Family Relationships

45480
Meets MWF 11:00AM-12:00PM ETC 2.114
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WGS 301 • Introduction To Modern Africa

45475 • Falola, Oloruntoyin
Meets TTH 12:30PM-2:00PM UTC 3.134
(also listed as AFR 310K, HIS 310)
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This course introduces students to the history of Africa since 1800 to the present. The course is divided into four parts: Part I – an overview of African life before 1800. Part II – an overview of the partition of Africa and the upheavals to economic, political, cultural, and social institutions. Part III – an over view of colonial histories, the struggles for freedom, and the euphoria of independence. Part IV – an overview of the legacies and disappointments of colonialism, and the post-colonialism. Because the continent is so vast, its history complex, and the time period so wide, each part will have a case study to illuminate each section of the course more concretely, giving students both depth and breadth in a subject for which they have little or no prior knowledge. The readings augment the lectures and allow students to follow their interests from the topics covered. This is a great course to take before “that trip to Africa!” The class will also utilize feature films and documentaries to illustrate the historical issues more vividly. Karibu! Welcome!


WGS 301 • Women, Gender, Lit, Culture

45510 • Martinez, Brenda
Meets TTH 11:00AM-12:30PM PAR 308
(also listed as E 314V)
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E 314V l  6-Women, Gender, Lit & Culture

 

Instructor:  Martinez, B

Semester:  Spring 2019

Unique #:  34980

Cross-lists: WGS 301.27

Restrictions:  n/a

Computer instruction:  No

 

Prerequisites: One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

 

Description: When Gloria Anzaldúa stated, “A woman who writes has power and a woman with power is feared,” she defined writing as a tool for political resistance.  In this course we will examine literary texts by and about women of color and the way literature attempts to expose deep political, economic, and social issues in American society with an emphasis on the intersections of gender, economic, and racial justice.  Since women’s and gender studies examines and critiques power, together we will learn to identify and challenge hierarchies within social institutions and explore the relationships between privilege, oppression, and resistance.  We will playwith stories that identify, interrogate, and rebel against gendered tropes in a variety of genres: poetry, essays, novels, comic books, music, and film.  Together we will explore how feminist critique can reveal the relationship between forms of oppression and resistance based on gender, race/ethnicity, class, ability, sexuality, and nationality.  In order to situate these works historically, materially, and culturally, we will read key figures within Black, Latina, Indigenous, Third-World, and Postcolonial/Decolonial feminism such as bell hooks, Joan Morgan, Patricia Hill Collins, Kimberlé Crenshaw, Angela Davis, Gloria Anzaldúa, Gayatri Spivak, Chandra Talpade Mohanty, Andrea Smith, Sarah Ahmed and more.  We will interrogate cultural, political, and economic issues facing women today including globalization, colonialism, war, and various forms of state violence.  Finally, students will be asked to engage in critical reflection as we wrestle with the underlying questions:  How do we write through traumatic and violent moments? How can we speak our truths?

 

The primary aim of this course is to help students develop and improve the critical reading, writing, and thinking skills needed for success in upper-division courses in English and other disciplines.  They will also gain practice in using the Oxford English Dictionary and other online research tools and print resources that support studies in the humanities. Students will learn basic information literacy skills and models for approaching literature with various historical, generic, and cultural contexts in mind.

 

This course contains a writing flag.  The writing assignments in this course are arranged procedurally with a focus on invention, development through instructor and peer feedback, and revision; they will comprise a major part of the final grade.

 

Tentative Texts: This Bridge Called My Back edited by Cherrie Moraga & Gloria Anzaldua (Selections) • Poetry: Mucha Mucha, Too Much Girl by Leticia Hernandez-Linares • Comic Book: Genius (Issues 1-5) • Visual Album: Lemonade (2016)

• Biopic: Selena (1997) Biopic

 

Requirements & Grading: There will be a series of 3 essays.  Essay 1 will be revised and resubmitted by arrangement with the Instructor; Essay 3 will have a mandatory proposal, annotated bibliography and rough draft before the final is submitted (70% of the final grade).  There will also be reading responses, a group presentation, homework assignments, and class participation grades (30% of the final grade).


WGS 305 • Intro To Women's & Gender Stds

45515 • Somers-Willett, Susan
Meets TTH 11:00AM-12:30PM GAR 3.116
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Women’s and Gender Studies is an interdisciplinary field that asks critical questions about the relationships between sex, gender, society, and our own experiences as political acts. In this course, students will come to understand key differences between sex, gender, and sexuality; define feminism both broadly and personally, particularly in relationship to race, class, and other intersectional aspects of identity; learn about queer and trans histories and experiences; explore women’s experiences in international contexts; and investigate the body and its representation as a way to uncover gender norms and expectations. We will also discuss and write about recent social controversies (such as bathroom legislation, bias incidents, the exclusion of groups from the Women’s March on Washington) as moments that reveal and critique the cultural codes of gender. An emphasis will be placed on self-identified women, LGBTQA+ individuals, and people of color.


WGS 313 • Child Development

45525 • Kreischer, Amber
Meets TTH 3:30PM-5:00PM CPE 2.216
show description

Same as Human Development and Family Sciences 313.

DESCRIPTION:
Motor, language, cognitive, social, and emotional development in the family context.

PREREQUISITE:
Credit or registration for Human Development and Family Sciences 113L (corresponding Lab for the course), and Psychology 301 with grade of at least C-.


WGS 313 • Child Development

45530 • Speranza, Hallie
Meets TTH 5:00PM-6:30PM CMA 2.306
show description

Same as Human Development and Family Sciences 313.

DESCRIPTION:
Motor, language, cognitive, social, and emotional development in the family context.

PREREQUISITE:
Credit or registration for Human Development and Family Sciences 113L (corresponding Lab for the course), and Psychology 301 with grade of at least C-.


WGS 322 • Population And Society

45535 • Cavanagh, Shannon
Meets TTH 9:30AM-11:00AM RLP 0.112
(also listed as SOC 369K)
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Description

Population studies or demography is an interdisciplinary field, encompassing the study of the size, distribution, and composition of human populations, and the processes of fertility, mortality, and migration through which populations’ change. These processes are closely connected to many of the pressing problems facing contemporary societies. For instance, the funding of health care in developed countries is a major issue because of declining fertility and population aging. Civil unrest in parts of Africa and the Middle East are, in part, a function of persistently high fertility rates. These processes are also important drivers of many contemporary environmental problems. Finally, a grasp of population processes is important for a deeper understanding of the population explosion in urban areas and the higher transmission and impact of AIDS in the developing world. 

This course provides an overview of the field of population studies. A sociological approach is emphasized, but economic, geographic, anthropological, and biological perspectives will also be used. Attention will be given to a) the demographic concepts needed to objectively evaluate population issues and b) the substantive content of the population issues. Emphasis will be given to evaluating the evidence regarding debates on population topics. 

Reading Materials 

Required text: Population: An Introduction to Concepts and Issues, 10th edition, John R. Weeks. Belmont, CA: Wadsworth Publishing Co. ISBN-10: 0495096377 

On-line Readings: There are a number of short reading assignments, marked with an [EL]. These readings can be found in External Links section of the class Blackboard site and should be read prior to class period. 

Grading and Requirement:

You are expected to complete all readings for the day's class before coming to class. Read as actively as possible. Class time will be an opportunity to discuss and further explore the readings, so it is essential that everyone comes prepared to participate. Our class periods will be more productive and enjoyable when we all begin with the same materials. 

There will be TWO examinations during the semester, each worth 20% of your final grade. The exams will draw from both readings and class discussions. The exams are not cumulative. Each will include multiple choice and short answer questions. Make-up examinations will not be administered except in extreme circumstances and only if I am notified beforehand. All make-up examinations are 100% essay. 

You must also complete TWO assignments and ONE short paper during the semester. The assignments—on mortality and fertility—are designed to familiarize you with demographic data on the web, give you an overview of your country of choice, and help you identify your country’s population angle that most interests you and that you will explore in more detail in the short paper. Each assignment is worth 15% of your final grade. The short paper is worth 25% of your grade. 

The final 5% of your grade is based on attendance/class participation. I expect you to show up and engage (i.e., not text, sleep, or read the newspaper) with classmates, the TA, and me in the class.


WGS 324 • Gender & The News

45545 • McElroy, Kathleen
Meets MWF 10:00AM-11:00AM BMC 3.206
(also listed as WGS 393)
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WGS 324 • Gender And Media Culture

45540 • McClearen, Jennifer
Meets TTH 12:30PM-2:00PM CMA 3.124
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WGS 335 • Gend Iss Contemp Lat Am Cin

45570 • Dominguez-Ruvalcaba, Hect
Meets TTH 2:00PM-3:30PM BEN 1.126
(also listed as LAS 370S, SPN 350K)
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WGS 335 • Human Sexuality

45550 • Jowers, Esbelle
Meets MWF 11:00AM-12:00PM BEL 858
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WGS 335 • Lgbtq Oppression: Dialog

45565 • Nguyen, Quynh
Meets W 3:00PM-6:00PM PAR 204
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WGS 335 • Queer Art And Activism

45555 • Nault, Curran
Meets TTH 2:00PM-3:30PM RLP 0.122
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WGS 335 • Queer Television

45560 • Nault, Curran
Meets MWF 2:00PM-3:00PM CMA 3.124
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WGS 340 • Black Middle Class

45575 • Thompson, Lisa
Meets TTH 9:30AM-11:00AM CBA 4.348
(also listed as AFR 372C, AMS 321)
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During this term we will embark on an interdisciplinary exploration of the African American middle class in the US from 1900 to the present, with a particular emphasis on post-Civil Rights era developments. We will use literature, film, history, theatre, cultural studies, music, television, and sociology to examine how the black middle class has been imagined, defined and represented. By examining the debates within and about the black middle class, we will complicate constructions of race in America. The course is particularly interested in investigating the following: the concept of racial uplift; the construction of the “race man” and “race woman;” the idea of class privilege for a racially marginalized group; conflicts between the black middle class and the working class; the role of the black middle class in policing black sexuality; the notion of middle class rage; the rise of the black nerd; assertions of racial authenticity; the new black aesthetic; and the politics of affirmative action.


WGS 340 • Black Women On Trial

45580 • Farmer, Ashley
Meets MW 10:00AM-11:30AM RLP 0.108
(also listed as AFR 374D, HIS 350R)
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WGS 340 • Chicana Feminisms

45590 • Guidotti-Hernandez, Nicole
Meets MW 1:00PM-2:30PM ECJ 1.308
(also listed as AMS 321, MAS 374)
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WGS 340 • Community & Social Devel-Gha

45595 • Jones, Omi
(also listed as AFR 374C, AFR 387D)
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In this course, students will participate in social change strategies that Ghanaians employ to strengthen their individual lives, their communities, and their environment.  These strategies include the work of non-governmental organizations (NGOs), art for social justice, and social service agencies.  The course involves both experiential and classroom learning, with an international-based service learning component that intentionally integrates community service, theatre for social change, academic learning, and civic engagement. This course is offered alongside Texas State University’s “Ghana:  Human Rights and Social Justice Applied” which expands the opportunities for learning from a wide range of faculty and fellow students. During the course, students will work with various non-governmental organizations, arts organizations, social service agencies, schools, and/or community-based organizations to implement small-scale community and/or art projects that will: 1) enhance student learning, 2) meet small-scale community needs and 3) allow students to critically reflect upon their entire study-abroad experience. 


WGS 340 • Fem Intervnt Borderland His

45635 • Guidotti-Hernandez, Nicole
Meets MW 10:00AM-11:30AM BUR 436B
(also listed as AMS 370, MAS 374)
show description

This seminar will provide undergraduates with an in- depth understanding of the social, economic, and spatial transformations in the nineteenth and early twentieth centuries U.S.-Mexico borderlands. In particular, we will examine how Indian removal, the Texas wars for Independence, the Mexican American war of 1848, and the Treaty of Guadalupe Hidalgo continue to influence how ideas of nation, space and citizenship (or lack thereof) are articulated in these regions today. Lastly, this course operates from a feminist scholarly perspective, demonstrating the role of both transnational analysis and the pivotal role of the intersections of race, class, gender and sexuality in forming this distinct regional history. In addition, students will engage in their own archival research projects during the semester. Juxtaposed with contextual historical and methodological essays, we will examine the concerns, anxieties and preoccupations with the contested nature of gender, race, subjectivity and sexuality in the nineteenth and early twentieth century U.S./Mexico Borderlands.


WGS 340 • Gender And Modern India

45600 • Chatterjee, Indrani
Meets MW 4:00PM-5:30PM GAR 1.126
(also listed as ANS 361, HIS 364G)
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This is a three-part course that examines the shifting nature of modernity between precolonial and colonial periods in the Indian subcontinent. The first part immerses students in plural ways of thinking, inhabiting and performing gender. They will be asked to read Sufi and Bhakti poetry, distinguish between biological personhood and social selfhood, place relationships of men and women in wider matrixes of kinship, caste-jati, economy and class formations. The second part will enable students to explore British colonial legal, administrative and economic processes in 1700-1900. These processes reconstituted older codes of gender as well as the structures within which women experienced marriage, abortion, inheritance, divorce and death. In the final segment, each student will evaluate how these developments empowered some women while disabling others. They will learn to assess the contradictory movements by undertaking direct research into one of the reform movements of the nineteenth or twentieth century, or by writing a review essay based on the available books on this theme in the UT library.


Required Reading: 1 text book, 1 novel, and multiple articles and primary documents posted by the instructor on Canvas ( Students must buy:  Geraldine Forbes, Women in Modern India (Cambridge University Press, revised edition) and  Bapsi Sidhwa, Ice Candy Man (older title) Cracking India (new title, Penguin Books, 1989, 1991, 2006).


Required Written Work: 1 map quiz (10), 2 short responses (20) , 1 mid-term with IDs (30), 1 final essay (20).

Grading is based on Attendance (10), in-class discussion of a document (10), and all segments of written work (80)


WGS 340 • Human Rights & World Politics

45605 • Evans, Rhonda
Meets TTH 2:00PM-3:30PM MEZ B0.306
(also listed as GOV 365N)
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WGS 340 • Latina Sexuality And Health

45615 • Parra-Medina, Deborah
Meets MW 2:30PM-4:00PM CMA 5.190
(also listed as MAS 374)
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WGS 340 • Latinx Short Story

45620 • Garcia, Patricia
Meets MWF 10:00AM-11:00AM CAL 200
(also listed as MAS 374)
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WGS 340 • Rethinking Blackness

45625 • Thompson, Lisa
Meets TTH 12:30PM-2:00PM RLP 0.128
(also listed as AFR 372C, AMS 321, E 376M)
show description

Cultural critic Wahneema Lubiano argues that “postmodernism offers a site for African American cultural critics and producers to utilize a discursive space that foregrounds the possibility of rethinking history, political positionality in the cultural domain, the relationship between cultural politics and subjectivity, and the politics of narrative aesthetics.” Other scholars such as Cornel West conclude that the black experience in America is fundamentally absurd. Henry Louis Gates Jr. suggests that, “only a black person alienated from black language-use could fail to understand that we have been deconstructing white people's languages and discourses since that dreadful day in 1619 when we were marched off the boat in Virginia. Derrida did not invent deconstruction, we did!” If postmodernism is characterized by a de-centered human subjectivity then the black condition in the Americas is fundamentally postmodern. Although many writers render the outsider status of African Americans with somberness this course examines texts that re-imagine black subjectivity beyond traditional narratives of suffering and oppression. The authors that we will read present topics sacred to many African Americans such as the Civil Rights movement, slavery, family and blackness, but do so outside traditional African American literary paradigms. We will consider how their treatment of such sensitive issues expands notions of black identity and re-writes assumptions about the African American experience. During the term we will explore texts—some non-canonical others more familiar—from the late 20th century to the present. Class participants will become acquainted with artists working in a variety of genres such as literary satire, rock musical, faux documentary and speculative fiction.

Required Texts:

1. Octavia Butler, Kindred (1979)

2. Katori Hall, The Mountaintop (2011)

3. Andrea Lee, Sarah Phillips (1984)

4. Robert O'Hara, Insurrection: Holding History (1999)

5. Stew, Passing Strange (2008)

6. Lisa B. Thompson, Single Black Female (2012)

7. Baratunde Thurston, How to Be Black (2012)

8. Touré, Whose Afraid of Post Blackness? (2011)

Grading breakdown (percentages):

Essay One (5-7 pages) 15%

Midterm Exam 25%

Group Presentation 10%

Presentation 10%

Essay Two (7-10 pages) 30%

Participation 10%

 


WGS 340 • The Qur'an

45650 • Azam, Hina
Meets TTH 12:30PM-2:00PM PAR 1
(also listed as ISL 340)
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WGS 340 • Women, Gender & Black Power

45630 • Farmer, Ashley
Meets MW 1:00PM-2:30PM PAR 208
(also listed as AFR 374D, HIS 350R)
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WGS 345 • Diversity In Human Devlpmnt

45660 • Lorenzo-Blanco, Elma
Meets TTH 2:30PM-4:00PM CBA 4.326
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WGS 345 • Punks/Divas In Se Europe

45665 • Beronja, Vladislav
Meets MW 2:30PM-4:00PM SZB 330
(also listed as EUS 347, REE 325)
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“What kind of music do you listen to?” can be a loaded question. Based on your taste in music, others will invariably place you in a specific (sub)culture, class, lifestyle, and even speculate about your political commitments. Your taste in music can make or break a friendship, produce feelings of camaraderie as well as of repulsion.

For some time now, scholars have viewed popular music as a dynamic cultural field, where various social meanings—attached to race, nationality, gender, and sexuality—are constantly being produced, contested, and negotiated among different communities of listeners.

This insight into music as crucial site of political struggle and collective identity formation will be the starting point in our analysis of popular music genres in the Balkans, a region of Europe that has undergone sweeping historical changes in the 20th and 21st centuries, including the fall of Communism and—in the case of former Yugoslavia—the formation of seven new nation-states through a series of bloody and brutal wars. We will begin the class by examining the emergence of Western pop genres, such as punk and new wave rock, in late socialism (in the 1980s), which became associated with urban youth subcultures, sophisticated irony, and liberalization of the one-party state.  From there, we will move to the analysis of “turbo-folk,” a curious mixture of contemporary electronic and traditional folk music that became extremely popular in the 1990s, when the conflict in Yugoslavia was at its peak. Featuring extravagant and scandalous Balkan divas, roughly equivalent to Rihanna and Lady Gaga in the U.S., turbo-folk was (and still is) connected with nationalism, the new mafia elite, and general cultural decline. We will watch videos, examine arguments for and against turbo-folk, and try to pin down its political functions, cultural meanings, and recent transformations. We will end the class by examining new trends in Balkan popular music, such hip-hop and Balkan brass, and their relationship to recent protest movements, minority politics, and claims of cultural (in)authenticity.

In addition to scholarly literature, we will make a substantial use of a class Tumblr blog, featuring music videos, song lyrics, links to other blogs, album covers and other visual and audio materials, which will allow us to fully immerse ourselves in different sounds, scenes, fashion styles, and communities we will be studying throughout this course.

 

Learning Objectives:

By examining the changes in the production and consumption of popular music in the Balkans, students will gain an understanding of larger historical shifts both in the region and on a more global scale. Additionally, students will refine their analytical and critical thinking skills by situating cultural objects in a dynamic historical and political context and by reflecting on the social effects and assumptions surrounding the consumption of popular music more generally. Our discussion of Balkan popular music will be guided by the following questions:

  • How does popular music shape collective identities?
  • What is the role of popular music in large-scale social and political transformation?
  • How is popular music used as medium of political mobilization by the state and civil actors?
  • How do musical tastes produce, reflect, and reinforce social differences and hierarchies?
  • Why are claims of cultural authenticity often attached to popular music? Who makes these claims and why?
  • How do different music genres function in different political and cultural contexts?

 

Readings:

Readings in the course pack include selections from:

Simon Frith (ed.), Performing Rites: On the Value of Popular Music, (Harvard UP, 1998).

Jennifer C. Lena, Banding Together: How Communities Create Genres in Popular Music (Princeton UP, 2012).

Sabrina P. Ramet, Social Currents in Eastern Europe (Duke UP, 1995).

Eric Gordy, The Culture of Power in Serbia (The Pennsylvania State UP, 2001).

Catherine Baker, Sounds of the Borderland: Popular Music, War and Nationalism in Croatia since 1991 (Ashgate, 2010).

Carol Silverman, Romani Routes: Cultural Politics and Balkan Music in Diaspora (Oxford UP, 2012).

Marina Terkoufari (ed.), The Languages of Global Hip Hop (Continuum, 2012)

 

Grading:

10%-class participation and attendance

10% map quiz of the Balkan countries/major historical events

25%-weekly discussion post (250 words or more)

25%-take-home midterm exam (short essay format)

5%-abstract and outline of long essay

25%-one long essay (8-9 pages) or multimedia project

 


WGS 345 • Sociology Of Education

45675 • Muller, Chandra
Meets TTH 12:30PM-2:00PM RLP 0.106
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WGS 345 • Sociology Of Education

45680 • Irizarry, Yasmiyn
Meets TTH 2:00PM-3:30PM RLP 1.104
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WGS 345 • Witches, Workers, And Wives

45685 • Hardwick, Julie
Meets TTH 9:30AM-11:00AM RLP 0.128
(also listed as EUS 346, HIS 343W)
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Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place.  In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender and family and that shaped attitudes about gender and power in early modern Europe.  The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways – including religious reformations, more powerful governments, global colonial empires and the domestic impacts of colonialism that included the rise of racial categories, and the economic transformation we call the transition to capitalism.  Some features were slower to change, however, especially with regard to family life. We will explore how women's experiences compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, members of racial, ethnic and religious minorities, spouses or parents.  Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Discussion of the assigned readings (see below) will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered. Consequently you must expect to read every reading assignment very carefully and thoughtfully. You should come to each class ready to ask questions and contribute observations.

You will need to demonstrate mastery of the readings to do well on the exams.

Warning: absence from class will inevitably have a serious impact on your grade because you cannot participate if you are not present. Each of you may be absent twice with no penalty. For every absence after that, three points will be deducted from your participation grade for each absence not justified by a written explanation. Please note, however, that attendance is the only the first prerequisite for participation, so that perfect attendance and complete silence will result in a grade that reflects only partial fulfillment of participation.

Daily class readings are available on Canvas or online through the Library Catalogue. (Deleted last section here.)

Grading:
Midterm 25%
Final 35%
Reading grids 20%
Witchcraft group projects 10%
Preparation and engagement 10%


WGS 345 • Women In Postwar America

45690 • Green, Laurie
Meets TTH 2:00PM-3:30PM GAR 2.128
(also listed as AMS 370, HIS 350R)
show description

Description

This upper division history seminar examines U.S. women's history in the mid-twentieth century, roughly from World War II to the 1970s. Students have the opportunity to explore important themes far more deeply than is possible in a lecture course covering a longer period. While looking at what women did, the course explores historical understandings of womanhood, manhood and sexuality that became central to the cultural politics and social conflicts of the postwar period. This approach raises fresh questions about well-known episodes of U.S. history. Why, for example, do most Americans remember Rosa Parks only as a demure seamstress who initiated the Montgomery Bus Boycott because she was too tired to give up her seat to a white? Why do many imagine the women’s liberation movement of the 1960s as one of white middle-class bra burners? We explore how various groups (e.g., suburban girls, women of color, working-class women, immigrants, queer women and others) differently negotiated ideas of family, work, and sexuality. The goal is not to arrive at a universal or normative history of women, gender, and sexuality, but to explore how race, place, citizenship, and class shaped them. In doing so, we examine roots of issues that continue to have political purchase today. Weekly classes include discussion of readings, short lectures, films, and writing workshops.

 

Activities

As a course with Writing and Independent Inquiry flags, this seminar is designed to help students develop historical writing, research, and analytical skills needed to pursue their own intellectual voyages of discovery in the history of women, gender and sexuality in mid-twentieth-century American culture. Graded assignments include three short projects: 1) a media research essay focused on 1945-1960; 2) an oral history conducted by students with woman who were activists at University of Texas in the 1960s/70s; 3) a 5-6-page essay about the most important material from the oral history. These oral histories will become part of the Austin Women Activists Oral History Collection at the Briscoe Library, which began in Fall 2017 with contributions from students who took this course.

 

Evaluation based on:

Participation and attendance

Media research essay

Oral history for Austin Women Activists project

Essay about student’s oral history

Submission of brief assignments

Books

Boyd, Nan Alamilla, Wide-Open Town: A History of Queer San Francisco to 1965

Douglas, Susan J. Where the Girls Are: Growing Up Female with the Mass Media

Meyerowitz, Joanne, ed. Not June Cleaver: Women and Gender in Postwar America, 1945-1960

Orleck, Annelise, Rethinking American Women’s Activism (Routledge). Shakur, Assata. Assata: An Autobiography

Dreyer, Thorne, Alice Embree, and Richard Croxdale. Celebrating the Rag: Austin’s Iconic Underground Newspaper


WGS 345 • Women In Sickness & Health

45670 • Seaholm, Megan
Meets TH 3:30PM-6:30PM GAR 1.134
(also listed as HIS 350R)
show description

In this seminar students will explore the experience of American women, in sickness and in health. Students will learn about medical and biological views of woman and women’s health, the social context of those views, the development of medical practices and, indeed, a new medical specialty, for the treatment of illness and debility. This study of American women focuses on the 19th and 20th century and looks at the experience of Native-American women, African-American women, Latinas, working class women, and white middle- and upper-class women. Health topics include menarche and menstruation, childbirth, birth control and abortion, gynecological disorders and reproductive organ cancers, as well as mental health and mental illness.

Assigned reading will include:
Judith Walzer Leavitt, Women and Health in America, 2nd ed., 1999.
Dorothy and Richard Wertz, Lying-In:  Childbirth in America
Barron Lerner, The Breast Cancer Wars, 2001
AND several scholarly essays posted on Canvas on a variety of related topics

Class participation = 30% of course grade
Writing assignments = 70% of course grade
Three 3-5 page essays = 14% each; for total of 42% of course grade;
8-10 page essay = 28% of course grade



WGS 350 • Feminist Theory

45695
Meets TTH 12:30PM-2:00PM GAR 3.116
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Restricted to women's and gender studies majors and minors, priority to WGS majors.
Feminist theory with selections from women's and gender studies scholars. Recommended feminist theory course for women's and gender studies majors.


WGS 360 • Rsch/Thesis In Wom's/Gend Stds

45700
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Individual project or paper to be completed under the direction of a women's and gender studies faculty member.

Written consent of the supervising faculty member required, consent forms available in the Center for Women's and Gender Studies for that purpose.



WGS 379L • Internship In Wgs

45705
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Experience working in the community or for a nonprofit agency.

Prerequisite: At least twelve semester hours of coursework in women's and gender studies and written consent of the supervising faculty member; consent forms are available in the Center for Women's and Gender Studies.

More Information at: https://liberalarts.utexas.edu/cwgs/courses/internships.php


WGS 379S • Senior Seminar

45710
Meets TTH 9:30AM-11:00AM PAR 308
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Intensive study of selected topics in women's and gender studies.


WGS 441 • Roots Of Socl/Econ Justice-Gbr

45655 • Anderson, Barbara
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Study Abroad (Maymester) with School of Social Work in Great Britain.


WGS 679HA • Honors Tutorial Course

45704
(also listed as AHC 679HB, C C 679HB, HMN 679HA, HMN 679HB, LIN 679HA, LIN 679HB, SPN 377H)
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  • Center for Women's & Gender Studies

    The University of Texas at Austin
    Burdine Hall 536
    2505 University Avenue, A4900
    Austin, Texas 78712
    512-471-5765