Women’s Studies 512
LATINAS IN LAS AMÉRICAS: In Lak’ Ech
Dr. Irene Lara
Spring 2016
TH. 4-6:40pm
Office Hours: W. 3-4 pm, Th. 2:30-3:30 pm and by appointment
Office: AL 353; Email: ilara@mail.sdsu.edu; Telephone: 619-594-7151
Graduate Assistant: Marisela Rojas-Salas
Class Buddy #1:
Class Buddy #2:
Course Description
This course examines the diverse lives, expressive cultures, activism, and knowledge
production of “Latinas” in las Américas, primarily women across sexualities, gender
identities, classes, and races and ethnicities who have Latin American ancestry and live
in North, Central, or South America. After exploring “Latina” identities and “feminisms” in
the first few weeks of the course, we ground ourselves in the historical context of
European colonialism and indigenous and mestiza epistemologies (with a focus on
Mexico and Puerto Rico). We then turn to the contemporary lives of a variety of women
throughout las Américas, with an emphasis on women of the U.S.-Mexico Borderlands.
Interweaving themes throughout the course are decolonial healing, sexuality, and
spiritual activism: What does wellbeing mean personally and socially for Latinas and
from Latina perspectives? We will also focus our studies on the following topics: history,
memory, personal narratives and testimonio; female cultural figures and
representations; colonialism and decolonialism; religion and spirituality; and social
movements.
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Our learning community is rooted in feminist “sentipensante” pedagogy conducted in
a seminar style that focuses on brave and engaged discussion and participation. This
includes working from the assumption of “In Lak’ech [you are my other self”], a Mayan
concept signifying interrelatedness. In order to learn from one another, your active
involvement in class is required. You can demonstrate your involvement by doing all of
your readings before class, being prepared by coming to class with reflections and
questions, submitting your assignments on time, following class guidelines, engaging in
class discussion, and by visiting office hours.
Learning Goals
*1 Analyze the diversity of “Latina” identities, histories, and feminisms across the
Americas, including the U.S.
*2 Identify commonalities and differences in the lives of Latinas across social locations,
including sexual orientation, gender identity, age, social class, education, race,
ethnicity, religion, spirituality, nationality, size, and ability
*3 Investigate the impact of colonialism, modernity, patriarchy, homophobia,
transphobia, and eurocentrism on knowledge about Latinas, on the construction of
Latina representations, and on Latina lives in general
*4 Learn dynamic indigenous histories and worldviews
*5 Identify mechanisms of dominance, oppression, resistance, transformation, and
healing as they pertain to Latinas
*6 Apply Latina theories and scholarship in discussion and writing assignments, including
a self-reflective research paper or project
*7 Cultivate what Laura Rendon calls “sentipensante” (sensing-thinking), self-reflective
storytelling/writing and attentive listening/reading skills as a way to deepen awareness
about our experiences and the experiences of others
*8 Practice what bell hooks theorizes as “engaged pedagogy” by: a. working to bring
our whole selves, our bodymindspirits, to the course; b. nurturing what Gloria Anzaldúa
theorizes as “conocimiento,” knowledge, awareness, insight, and “that aspect of
consciousness urging you to act on the knowledge gained;” and c. striving to make
connections between what we are learning and our participation in the world of which
we are all a part
*9 Write in your own personal learning goal:
Course Texts & Materials Needed (also available in Course Reserves)
1. Limón, Graciela. Song of the Hummingbird. Houston, TX: Arte Público Press, 1996.
2. Morales, Aurora Levins. Remedios: Stories of Earth and Iron From the History of
Puertorriqueñas. Boston, MA: South End Press, 1998.
3. Anzaldúa, Gloria. Borderlands/La Frontera: the New Mestiza. San Francisco, CA:
Aunt Lute Press, 1987. (any edition is fine)
4. Facio, Elisa and Irene Lara, eds. Fleshing the Spirit: Spirituality and Activism in
Chicana, Latina, and Indigenous Women’s Lives. Tucson: University of Arizona
Press, 2014. (FtS)
5. Alvarez, Sonia E. et al., eds. Translocalities/Translocalidades: Feminist Politics of
Translation in the Latin/a Américas. Durham, NC: Duke University Press, 2014. (TT)
6. Ruiz, Vicki L. and Virginia Sanchez Korro, eds. Latina Legacies: Identity, Biography,
and Community. Oxford University Press, 2005. (LL)
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Course Outline: Readings and assignments are due on dates noted. Every reading is in
one of the required texts or on BB/Blackboard under “Readings.” Please note, I will
diligently strive to keep to the schedule, but I reserve the right to make adjustments to
the syllabus if need be.
I: Identities and Sentipensante Pedagogy
WK 1; 1/21
La Bienvenida: Course Syllabus and Pedagogy Introduction
Readings: 1. Martinez, Elizabeth. "A Word About the Great Terminology Question," 1-3.
2. Ayala, Jennifer, Patricia Herrera, Laura Jiménez, and Irene Lara. “Fiera, Guambra, y
Karichina! Transgressing the Borders of Community and Academy,” 363-89.
3. Rendón, Laura I. “Sentipensante Pedagogy,” Sentipensante (Sensing/Thinking)
Pedagogy: Educating for Wholeness, Social Justice, and Liberation. 131-144.
By 1/23
Assignment Due: Profile on Blackboard (by Saturday write your own and by Wednesday
before the next class read everyone’s and briefly comment on at least 8 other profiles)
WK 2; 1/28
Pedagogy Continued & Introduction to “Latina” Identities
Sentipensante Identities Assignment Draft: Bring a draft of your handwritten or typed
notes in time for class this week. However, you have until next week, 2/4, to submit the
typed assignment. *Guidelines: Provide specific examples and quotes from the texts;
Use proper citation style (MLA or Chicago); Format: about 2.5 double-spaced pages
long not including your works cited. *Additional Guidance on Blackbaord.
Engage at least two readings from WK 2 and two readings from WK 3 from a
sentipensante perspective to critically reflect on your relationship to “Latinas in las
Américas.” RESPOND TO ONE OR TWO OF THE FOLLOWING four multi-part questions:
1. Do you identify as “Latina”? Why or why not? How do you describe your identity in
terms of social categories such as, for example, class, race, ethnicity, nationality,
religion, language(s), age, size, ability, sex, gender identity, sexuality? (You do not have
to address all categories.) In what ways do you experience privileges (unearned
advantages) and oppressions based on your identities? 2. Who are some of the diverse
“Latinas” you have interacted with in your life? (e.g., relatives, friends, workers,
professors, during vacations…) and what has been the nature of these interactions?
What have you assumed and what do you know about these women’s complex lives?
3. What have you been taught about Latinas in your classes? Through popular media?
What have you learned on your own or through your family and additional community
engagement? 4. What are Anzaldúa's views on identity in relationship to “the path of
conocimineto” in her essay "now let us shift..."? Compare and contrast the ways that
Anzaldúa theorizes from the flesh about identity with at least one other course article.
PLUS, EVERYONE RESPOND TO 5: How have the readings so far confirmed and/or
changed your knowledge about “Latinas” and the power and/or limits of identity
based on cultural/national/racial/ethnic categories?
Latina Super Star Presentation: Gloria Anzaldúa
Readings: 1. Poems: Aurora Levins Morales’ “Child of the Americas,” 50; and Maya
Chinchilla’s “Central American-American,” 21-22.
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2. Moraga, Cherríe. “La Güera,” This Bridge Called My Back: Writings by Radical Women
of Color. 24-33.
3. Alsultany, Evelyn. “Los Intersticios: Racasting Moving Selves,” this bridge we call
home: radical visions for transformation. 106-110.
4. Anzaldúa, Gloria. “now let us shift… the path of conocimiento… inner work, public
acts,” this bridge we call home: radical visions for transformation. 540-78.
WK 3; 2/4
“Latina” Identities and Communities
Sentipensante Identities Assignment: Typed response due today.
Latina Super Star Presentation: María Amparo Ruiz de Burton (LL)
Readings: 1. Chinchilla, Maya. “What it’s Like to Be a Central American Unicorn for
Those Who Aren’t,” 25-27.
2. Ruiz, Vicki L. and Virginia Seanchez Korrol. “Introduction” to Latina Legacies: Identity,
Biography, and Community, 3-18. (LL)
3. Cruz-Jantzen, Marta I. “Latinegras: Desired Women, Undesirable Mothers, Daughters,
Sisters, and Wives,” The Afro-Latin@ Reader: History and Culture in the U.S. 282-95.
4. Ramirez, Reyna. “Julia Sanchez’s Story: An Indigenous Woman between Nations,” 6583.
WK 4; 2/11
Mapping “Las Américas” and Latina “Feminisms”
Sentipensante Mapping Assignment Due Today: Engage at least three of the four
readings from a sentipensante perspective to critically reflect on atleast two of the
following questions: 1. What does power have to do with creating and translating
knowledge about “las Américas” and “Latinas”? 2. How are diverse U.S. Latinas and
Latin American women claiming, defining, and redefining “feminism” in common and
distinct ways? 3. What is a Latina “feminist” issue or concept addressed in the readings
that was particularly compelling to you and why? 4. How do Latina feminisms
interweave with women’s social movements and other justice struggles throughout las
Américas? *Guidelines: Provide specific examples and quotes from the texts; Use
proper citation style (MLA or Chicago); Format: about three double-spaced pages long
not including works cited.
In-class Handouts: Maps of the region
Latina Super Star Presentation: Sor Juana Inés de la Cruz
Readings: 1. Acosta-Belén, Edna & Carlos E. Santiago. “Merging Borders: The
Remapping of America,” 29-42.
2. Villanueva, Margaret. “Ambivalent Sisterhood: Latina Feminism and Women’s
Studies,” 49-76.
3. Alvarez, Sonia. Introduction to Translocalities/Translocalidades: Feminist Politics of
Translation in the Latin/a Américas. TT
4. Hernández-Avila, Inés. “In Praise of Subordination, Or, What Makes a Good Woman
Go Bad?” 323-341.
WK 5, 2/18
(Des)Encuentros, (Des)Conocimientos, and Colonialism
Latina Super Star Presentation: Malintzin Tenepal, a.k.a. “La Malinche”
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Readings: 1. Limón, Graciela. Selections from Song of the Hummingbird. Focus on
Author’s note, 9-124, and 213-217. (The rest is optional.)
2. Marcos, Sylvia. “Indigenous Eroticism and Colonial Morality: The Confession Manuals
of New Spain” and “Corporeality, Religious Metaphor, and Narrative,” Taken From the
Lips: Gender and Eros in Mesoamerican Religions. 77-92; 63-76.
3. Wood, Stephanie. “Sexual Violation in the Conquest of the Americas,” 9-33.
Optional: Castañeda, Antonia. “Engendering the History of Alta California, 1769-1848”
WK 6, 2/25
Healing Methodologies: Re-membering Puertorriqueñas
Remedios Assignment Due Today: See Blackboard for guidance.
Latina Super Star Presentation: Luisa Capetillo (LL)
Readings: 1. Mesa-Baines, Amalia. “Altarmakers: The Historic Mediators.” 5-7.
2. Levins Morales, Aurora. “The Historian as Curandera,” Medicine Stories: History,
Culture and the Politics of Integrity. 23-38.
3. Levins Morales, Aurora. Remedios: Stories of Earth and Iron from the History of
Puertorriqueñas.
WK 7, 3/3
Theorizing the Borderlands/Living La Frontera
Borderlands Assignment Due Today: See Blackboard for guidance.
Latina Super Star Presentation: Jovita González Mireles (LL)
Reading: Gloria Anzaldúa’s Borderlands/La Frontera: the New Mestiza, including the
“Introduction”
WKS 8 & 9
Translocalities/Translocalidades:
Feminist Politics of Translation in the Latin/a Américas
3/10 Translocalities/Translocalidades Co-teaching I
Guest Presentation: Grad. Student Krizia Puig, "Queer Feminist Culture & Activism in Argentina"
Writing Response Due 3/10 or 3/17: Translocalities/Translocalidades
Extra Credit Due: Mid-Course Evaluation Due (10 points extra credit)
Readings: to be collectively determined
1.
2.
3.
4.
3/17 Translocalities/Translocalidades Co-teaching II
Latina Super Star Presentation: Rigoberta Menchú
Readings: to be collectively determined
1.
2.
3.
4.
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WK 10, 3/24
Research Passions Week
Researcher as Curandera Proposal Due: See Guidelines
Research Passions Sentipensante Writing Assignment Due: See a topic in the syllabus
that you’d like to learn more about? Notice a gap in the syllabus that you’d like to
address? Need to read a book or pair of articles from your annotated bibliography to
get rolling on your final paper? Know of a novel, film, spoken word troupe, or other
cultural work by a “Latina in las Américas” that you would love to analyze? Are you
interested in investigating the work of a relevant community-based organization? This
week’s assignment is to follow your passion and share it with the class. Submit a twopage or so reflection that cites at least one other course text and addresses the
following questions from a sentipensante approach:
1. What did you analyze and why? What is your path to this “passion”? 2. What does it
contribute to knowledge about “Latinas in las Américas”? Describe how it connects
with or elaborates upon other course texts or concepts. 3. What are its limitations/your
constructive criticisms? How can the work be strengthened? 4. Would you recommend
that the material be taught in this course? Why or why not? Volunteers will have the
opportunity to briefly (3-5 minutes) present to the class.
Guest Speaker: TBA?
Latina Super Star Presentation: Luisa Moreno (LL)
WK 11, 4/7
Latina Sexuality and the Body
Latina Super Star Presentation: Ana Mendieta (LL)
Guest Speakers: Panocha Pláticas workshop? TBA
Readings: 1. Irene Lara’s “Bruja Positionalities: Toward a Chicana/Latina Spiritual
Activism” and/or “Goddess of the Americas in the Decolonial Imaginary: Beyond the
Virtuous Virgen/Pagan Puta Dichotomy”
2. Sandra Cisneros’ “Guadalupe the Sex Goddess”
3. Berenice Dimas’ “Queeranderismo” (in FtS)
4. Sophia Arredondo, Jessica Heredia, Irene Lara, & Eneri Rodriguez’ “Panocha Pláticas:
Healing Sex and Sexuality in Community” Zine
Optional: Deborah Vargas’ “Representations of Latina/o Sexuality in Popular Culture”
WK 12, 4/14
Sexual and Gender Justice
Latina Super Star Presentation: Sylvia Rivera
Due: Panocha Pláticas Writing Response
Watch: “Transvisible: The Bamby Salcedo Story”
Readings: 1. Website: Latina/o LGBT History Brief Timeline: 1955-2013:
http://www.latinoglbthistory.org/lgbtq-latino-timeline
2. Heidenreich, Linda. “Learning from the Death of Gwen Araujo? Transphobic Racial
Subordination and Queer Latina Survival in the Twenty-First Century”
3. Lovemme Corazón’s Interview in Queer and Trans Artists of Color: Stories of Some of
Our Lives.
4. TBA?
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WK 13 & 14
4/21
Spirituality & Spiritual Activism
Guest Speaker: Inés Hernández-Avila, Professor of Native American Studies
PLEASE NOTE, you are also invited to Dr. Hernández-Avila’s bonus reception &
lecture “The Energy of Social Transformation” on 4/21 from 6-8:30 pm and her
Contemplative Practices workshop on 4/22 from 9:30-12 noon.
Readings: Fleshing the Spirit (Hernández-Avila; Lara & Facio; Figueroa, Facio,
Espín, Medina)
4/28
Latina Super Star Presentation: Teresa Urrea (LL)
Watch: Video of the Fleshing the Spirit panel at SDSU, November 2014
Due: Fleshing the Spirit Sentipensante Writing Response
Readings: Fleshing the Spirit (Cantú; Lara; Sendejo; Enciso Litsche; Hernández;
Villegas…)
WK 15, 5/5
Immigrant Women and Immigration Activism
Guest Presentation: tba?
Latina Super Star Presentation: Dolores Huerta (LL)
Peer Review Draft Exchange (10 extra credit points for submitting by 5/5, 10 extra
credit points for peer reviewing by 5/6)
Readings: 1. Angela Hooten and Silvia Henriquez’ “Immigrant Rights are
Women’s Rights,” off our backs. 37-40
2. Irene Mata’s “Cleaning Up After the National Family, and What a Mess They
Make” and “Calling All Superheroes: Recasting the Immigrant Subject”
3. TBA
Finals Week
5/12
Researcher as Curandera Class Presentations
Assignment Due: Oral Presentation/Outline
Assignment Due: All Final Papers
DESCRIPTION OF COURSE REQUIREMENTS
1. CLASS PARTICIPATION/ATTENDANCE
200 points
Our class is conducted in a lecture-seminar style that values your discussion and
participation. Your attentive presence and active involvement in class is required. You
can demonstrate your involvement by completing all of the readings before class,
being prepared with informed discussion questions and comments focused on the
readings, following class guidelines, engaging in class discussion (either in the group as
a whole or in small groups), and by visiting office hours. You earn up to ten points for
every day you are fully present in class (up to 150 point so one freebie absence).
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ENGAGED CLASS PARTICIPATION is absolutely essential to the success of the course.
Students must come to class prepared to actively contribute to the class discussion. Be sure
to critically reflect on the readings before every class, and bring your notes, as this will help
you with class participation. If you do not usually participate in class, make an office hours
appointment with me so we can discuss strategies for your participation as soon as
possible. For example, if you have not participated during a class period but would like to
increase your participation grade, you may turn in class reflection notes.
DISCUSSION QUESTIONS: As part of your participation expectations, you may be asked
to come to class prepared with at least two discussion questions or develop questions in
class. Good discussion questions:
1. are open-ended (that is, do not ask a question that can be answered yes or no)
2. refer to major themes of the reading (not minor points)
3. bring up constructive critiques of the readings (toward an eye to improving the
argument, making the points more complex, etc.)
4. relate the readings to other sources and/or make connections to other class
materials
5. result in class discussion and debate
ATTENDANCE will be taken at the beginning of every class session through a sign-in sheet. I
will routinely ask if there are any questions at the beginning of class, regarding syllabus or
assignment clarifications for example. If you are absent or late, FIRST ask your class buddies
via email or the break and check Blackboard announcements regarding what you missed
(i.e. handouts, explanation of assignments, changes in schedule, etc.). You can also
check-in with the Professor during scheduled office hours or make an appointment.
However, DO NOT ask questions before consulting the Syllabus or Blackboard
“Announcements” or “Assignments.” DO COMMUNICATE about urgent circumstances that
may affect your course work.
PROFILE: As a way to introduce your self and get to know each other better, you must
write a “profile” that entails responding to a few questions. You must also read each other’s
introductions and post comments on at least eight other profiles. Click on “Student Profiles”
on the Blackboard menu for instructions and due dates. (40 points: 20 for your post + 20 for
8 comments)
PLAGIARISM QUIZ: 10 pts. for a print out of final quiz - max one question wrong. Due by 2nd
week of class.
2. SENTIPENSANTE WRITING ASSIGNMENTS
400 points
Utilizing what Laura Rendón calls a “sentipensante [sensing/thinking]” approach, that is,
drawing from your emotional and spiritual intelligence in addition to your rational/
analytical intelligence, you are required to do eight written assignments based on the
required readings throughout the semester. Similarly, the Nahua refer to people having
a “thinking heart” as a way to acknowledge and cultivate people’s ability to link heart
and mind as we create knowledge and make meaning in the world. The 2.5 page or so
assignments are described throughout the course outline above or will be posted on
Blackboard, and are listed below.
Assignments/Due Dates in a Glance
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2/4
2/11
2/25
3/3
3/10 or 3/17
3/24
4/14
4/21 or 4/28
Identities writing response (50 points)
Mapping writing response (50)
Remedios writing response (50)
Borderlands writing response (50)
Translocalities/Translocalidades writing response (50)
Research Passions writing response (50)
Panocha Pláticas writing response (50)
Fleshing the Spirit writing response (50)
Total: 400 pts.
*You have the option of replacing one of these assignments with a revision for one of
the assignments (For example, you received a low score for the Identities assignment so
instead of doing the Mapping assignment you submit a revised Identities assignment
that takes into account my comments.)
3. LATINA *SUPER STAR BIOGRAPHY (Essay: 50 points; Oral Presentation: 50 points)
MINI-RESEARCH ESSAY: In the article “The Historian as Curandera” (in the Course
Reader), Aurora Levins Morales proclaims that her “interest in history lies in its medicinal
uses, in the power of history to provide those healing stories that can restore the
humanity of the traumatized” (25). Read this Morales essay and choose a woman from
the dynamic “Latina Super Star” list below you would like to research. With one or two
other classmates, you will collaboratively write a three page or so double-spaced
essay. Include a Works Cited section at the end of your paper with at least three
academic references (not Wikipedia, but from actual books or journals written by
academics, including relevant chapters from Latina Legacies). Your essay must
address all of the following questions:
*1. Who is this “Latina” and what communities was/is she a part of? (address her
historical and social context)
*2. How did/does this “Latina” make meaning in her own life and affect the lives of
others?
*3. How did/does she resist and/or transform sexist, racist, classist, homophobic,
transphobic, ableist, nationalist, gender-based and/or other oppressive ideologies and
social institutions? How, if at all, is her story healing on a personal and social/cultural
level?
*4. What, in your and/or in the opinion of her biographers, is her historical and cultural
legacy for us as we create a more just world in the 21st century? Include a description of
a contemporary activist, artist, community organization, artivist collective, etc. and how
they have been inspired or affected in some way by your Latina Super Star.
ORAL PRESENTATION: Based on your writing, you will briefly orally present your biography
for 5 minutes and engage in Q&A for up to 5 minutes with the class. You must integrate
visuals into your presentation (i.e. a relevant map, a photograph, a timeline, actual
texts or artwork by the woman you are reporting on, an item or example of her legacy,
etc.). Be creative and have fun  You will not have time to cover everything you wrote
in your paper, just focus on some key points. Persuade your audience that your person
is indeed a Super Star and that every Women’s Studies should know about her life and
contributions.
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Living List of Latina “Super Stars”
Sor Juana Inés de la Cruz (17th c. New Spain writer/ nun; “first feminist in the Américas”)
María Amparo Ruiz de Burton (Californiana 19th c. writer)
Malintzin Tenepal (aka La Malinche; indigenous translator between Mexica & Spanish)
Jovita González Mireles (Tejana early 20th c. historian & folklorist)
Teresa Urrea (Tehua/Mestiza Mexican curandera)
Luisa Capetillo (Puerto Rican labor activist)
Luisa Moreno (Guatemalan transcontinental labor activist)
Gloria Anzaldúa (Chicana patlache/dyke writer and spiritual activist)
Sylvia Rivera (trans activist & founder of Street Transvestites Action Revolutionaries-STAR)
Dolores Huerta (United Farm Workers organizer and ongoing civil rights activist)
Ana Mendieta (Cuban American visual and performance artist)
Rigoberta Menchú (Mayan activist, winner of Nobel Peace Prize)
Add…?
4. RESEARCHER/TEACHER/ARIST/ACTIVIST AS CURANDERA ASSIGNMENT
300 points
Drawing on Aurora Levins Morales (1998) who maps out the ways that the historian can
be a “curandera,” a healer, and the National Latina Health Organization who calls us
to integrate our bodymindspirits into our life’s work (Ayala, Herrera, Jiménez, and Lara
2006), I am asking you to take on a researcher-curandera positionality for your final
paper-project relating to “Latinas in las Américas.” In other words, one of the primary
goals of your research paper or creative project is that it be healing for you as well as
healing for others. I will post extensive guidelines on Blackboard, but meanwhile start
thinking about what you would like to focus on. Review the syllabus–perhaps you see a
topic in the syllabus that you’d like to learn more about? Or have you noticed a gap in
the syllabus that you’d like to address? As you begin to consider what topic you want
to focus on, I encourage you to deeply explore what you feel passionate about.
3/24
5/5
5/12
Researcher/Teacher/Artist/Activist as Curandera Proposal Due (50)
Peer Review Draft Exchange (10 extra credit points for submitting by 5/5, 10 extra
credit points for peer reviewing by 5/6)
Researcher/Teacher/Artist/Activist as Curandera Final Project/Paper (200)
Oral Presentation/Outline Due (50)
5. CO-TEACHING PRESENTATION: Translocalities/Translocalidades:
Feminist Politics of Translation in the Latin/a Américas 100 points
We will collectively select the required readings from Translocalities/Translocalidades
and in groups of 3 or so you will list key concepts, create discussion questions, and
brainstorm engaged pedagogy exercises. Handout: 50 points (due via email the
Tuesday before class); Class Facilitation: 50 points. *Further Guidelines on Blackboard.
6. WOMEN’S STUDIES COMMUNITY ENGAGEMENT ALTERNATE ASSIGNMENT
You can replace one 50 point Sentipensante Writing Assignment with the Women’s
Studies Community Engagement assignment. The Women's Studies Department
encourages students to explore the connections between theory and activism by
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offering students the option to fulfill a percentage of their course requirements
through participation in colloquia, student organizations, and/or community events
relevant to Women's Studies. Students who choose this option will attend a meeting
or event that is at least 1.5 hours long and highlights issues of significance for
women, and write, minimally, a two-page reflection on the event. Events must be
previosuly approved by the instructor and may include: departmental colloquia or
brown bag lunches, meetings of student organizations, and/or lectures or events
sponsored by other departments or organizations in the broader San Diego/Tijuana
communities. If you are selecting this option for more than one Women's Studies
class per semester, you must attend different events and write different reflections
for each class. Turning in the same paper for credit in more than one class is
considered cheating.
If you choose this assignment, you must answer all of the following questions:
*What event did you participate in and why?
*How does this event/ presentation/organization/film/etc. relate to Women’s Studies
in general and the issues and ideas addressed in Latinas in las Américas in
particular?
*How did it challenge you to think differently and/or what is something new that you
learned?
*What else would you have liked to have seen/heard discussed at the event (that is
relevant)?
*What question did you ask or would you have like to ask at the event and why?
Be specific and refer to concepts, ideas, lectures, and/or readings from the course.
“A” and “B” papers will be those that thoughtfully integrate at least two concepts
and/or readings from the course. You must also describe what you did to fulfill the
assignment (e.g. participated in an organizational meeting, attended a museum
exhibit, etc.). I will regularly announce approved events in class as well as post
them on Blackboard, but if you have additional suggestions you are welcome to
share them with me and annouce them to the class. *Your reflection must be
handed in the Thursday after the event in which you participate.
7. EXTRA CREDIT OPPORTUNITIES (e.g. mid-course evaluation; an extra Women’s Studies
community engagement for 20 pts.; the peer draft review exchange)
Appendix 1: Grading Policies, Course Policies and Additional Information
Grading Policies
Grades are calculated on a standard scale, with pluses and minuses as appropriate. Late
submissions are only allowed for exceptional circumstances and with previous approval
from instructor. Otherwise, you will be graded down one letter grade for every day you
are late. The Graduate Assistant and I will make an effort to return assignments within two
to three weeks. Criteria for assigning grades is as follows:
A = outstanding, available for highest accomplishments
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B = praiseworthy, above average
C = average, satisfactory performance
D = minimally passing, below average
F = failing
If you are taking the course for credit/no credit, you must earn a “C” to receive credit. If
you receive 73% or below you get a “no credit.”
The assignment of letter grades is as follows:
A = 94-100
A- = 90-93
B+ = 87-89
B = 84-86
B- = 80-83
C+ = 77-79
C = 74-76
C- = 70-73
D+ = 67-69
D = 64-66
D- = 60-63
F = < 60
No curves
Course Policies
STATEMENT REGARDING MATURE CONTENT, INCLUDING ABOUT SEX, SEXUALITY, &
VIOLENCE:
***Warning
Some of the assigned films and/or visual images studied in this course may
contain graphic violence and/or sexual content, which may be perceived as
offensive or disturb some viewers. Any students with concerns about this should
meet with the instructor at least one week prior to our scheduled viewing of a
film or visual images to discuss those concerns.
SEEKING HEALING RESOURCES: Throughout the class we may have emotionally intense
readings and discussions that address experiences that impact one’s health and
wellbeing, such as: violence towards women and girls and racism, homophobia,
and other forms of oppression. If you would like to speak further about these
issues, I am available during office hours and email and can also refer you to
relevant organizations and trained counselors. I have also gathered some local
resources for your information and in the service of healing. I encourage you to
consult trained counselors at:
•SDSU’s Counseling and Psychological Services: 619-594-5220
•Family Justice Center: 619-533-6000
•San Diego Domestic Violence/Sexual Assault 24-hour Hotline: 1-888-DVLINKS or
1-888-385-4657
STUDENTS WITH DISABILITIES: Students who need accommodation of disabilities
should contact me privately to discuss specific accommodations for which you
have received authorization. If you have a disability, but have not contacted
Student Disability Services at 619-594-6473 (Calpulli Center, Third Floor, Suite 3101),
please do so before making an appointment to see me.
EMERGENCIES: If you have an unexpected emergency and miss turning in a
major assignment, you must notify me that day via email. Documentation of
emergency is required. However, there are no make-ups for quizzes.
ABSENCES: You do not need to notify me about the circumstances surrounding your
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absence in general, unless you have an emergency or special circumstances
and would like to request the opportunity to turn in an assignment. If so, proper
documentation is required (e.g. signed and dated doctor’s note, towing
company bill, memorial flyer). By the end of the second week of classes, students
should notify me regarding planned absences for religious observances, athletic
competitions, or academic conferences or meetings. If you know you will be
absent, submit your work in advance.
RELIGIOUS OBSERVANCES: Students whose religious obligations will require them to miss
class any time this semester should inform the instructor by the end of the second
week of classes. Religious observances are the only excused absences allowed.
APPEALING A GRADE: You can appeal a grade by using these guidelines:
1. Must be appealed within one week after assignments have been handed
back.
2. Must include a typed explanation thoroughly outlining the reason(s) why
you think your assignment was not graded properly.
3. Must include the original copy of your graded paper.
*If you do not feel that the professor’s decision is fair, you can make a meeting
with the Women’s Studies Department chair to discuss the issue further.
CHEATING & PLAGIARISM: Violations of academic integrity will be reported to
the university disciplinary office. This includes: "recycling” or “borrowing” papers or
parts of papers from other courses or students, purchasing papers on-line or from
other paper brokers, plagiarizing and other forms of academic dishonesty. See
Appendix 2 for more information.
CLASSROOM BEHAVIOR: In order to be prepared for discussion, you must come to class
with your course reader, books and/or journal/notebook with notes, and readings
completed. Expect that we will cover a wide range of topics and will not always
agree on which interpretations are best. But be prepared to defend your point of
view. At the same time, whenever you agree or disagree with me or with other
students, do so respectfully by drawing on course materials and informed
reflections.
It is important that you have a desire to participate in this class. You have a
choice in the courses you take. The nature of this course demands an engaged
and open-minded approach. Your participation is defined as being actively
engaged in lectures and class discussion through informed speaking, attentive
listening, and taking notes.
Courtesy Reminders:
*ARRIVE ON TIME; repeatly being late will result in point deductions.
*Turn off laptops, internet connections, cell phones, etc. during class.
*IT IS DISRESPECTFUL and UNACCEPTABLE to side-talk, read non-class materials,
check your phone, text message, and sleep during class. You will be asked to leave
and will be docked attendance/participation points.
*Do not start getting ready to leave until the class has ended.
*Let me know if you MUST leave early or arrive late and, if so, sit close to the door.
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*Offensive remarks and disrespectful tones and body language are not
acceptable and will affect your participation points.
LAPTOP USE: Because students sometimes abuse laptop privileges (by doing work
unrelated to this class, browsing the Web, checking facebook, etc.) and laptop
use creates a cone of distraction extending around a student, using laptops is
NOT permitted in the class. If you have a special circumstance that requires use
of a laptop please speak to me after class or in office hours to make special
arrangements.
EMAIL BEHAVIOR: You are welcome to ask me anything via email, BUT you must first check
the syllabus, my email messages, and blackboard (announcements, course
documents, etc.) for your response. I will not respond to questions that I have
already answered and documented. Moreover, I typically do not respond to emails
after 5pm, before 9am, and on the weekends, but because of competing work
priorities, I cannot guarantee that I will be able to respond to your emails within the
same day, or even two or three days. Visiting me or calling me during office hours is
the best way to get your questions answered. I also suggest you ask your “class
buddies” for any clarifications you may need.
Thinking about a Major or Minor in Women's Studies?
The program offers exciting courses, is committed to women's issues and social justice,
and is adaptable to your interests and concerns. Women's Studies is not impacted! For
more information contact the Undergraduate Advisor: Dr. Doreen Mattingly at
mattingl@mail.sdsu.edu or 594-8033 and review the Women’s Studies Department SDSU
webpage.
Appendix 2: Cheating and Plagiarism
Cheating and plagiarism are serious offenses. You are plagiarizing or cheating if you:







for written work, copy anything from a book, article or website and add or paste
it into your paper without using quotation marks and/or without providing the full
reference for the quotation, including page number
for written work, summarize / paraphrase in your own words ideas you got from a
book, article, or the web without providing the full reference for the source
(including page number in the humanities)
for an oral presentation, copy anything from a book, article, or website and
present it orally as if it were your own words. You must summarize and
paraphrase in your own words, and bring a list of references in case the professor
asks to see it
use visuals or graphs you got from a book, article, or website without providing
the full reference for the picture or table
recycle a paper you wrote for another class
turn in the same (or a very similar paper) for two classes
purchase or otherwise obtain a paper and turn it in as your own work
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

copy off of a classmate
use technology or smuggle in documents to obtain or check information in an
exam situation
In a research paper, it is always better to include too many references than not
enough. When in doubt, always err on the side of caution. If you have too many
references it might make your professor smile; if you don’t have enough you might be
suspected of plagiarism.
If you have any question or uncertainty about what is or is not cheating, it is your
responsibility to ask your instructor.
Consequences of cheating and plagiarism
Consequences are at the instructor’s and the Judicial Procedures Office’s discretion.
Instructors are mandated by the CSU system to report the offense to the Judicial
Procedures Office. Consequences may include any of the following:



failing the assignment
failing the class
warning



probation
suspension
expulsion
For more detailed information, read the chapter on plagiarism in the MLA Handbook
for Writers of Research Papers (6th edition, 2003); visit the following website
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml and talk to your professors
before turning in your paper or doing your oral presentation if anything remains
unclear. The University of Indiana has very helpful writing hints for students, including
some on how to cite sources. Please visit
http://www.indiana.edu/~wts/pamphlets.shtml for more information.
Appendix 3: Women’s Studies Class Guidelines
These are the guidelines that students and I have collectively come up with throughout
the years. They are suggested with the aim of creating a class to which we can strive
to bring our whole selves and our “sentipensamientos [feelings and thoughts]” (Laura
Rendón). It is every person’s responsibility to adhere to these guidelines & encourage
others to observe them to maintain a “brave space” for practicing “engaged
pedagogy” (bell hooks) that encourages everyone’s participation and learning.
Creating “brave space” means we do not presume the classroom is always a
comfortable space; indeed, learning is often uncomfortable and that’s okay. Let’s be
critically and compassionately aware of these guidelines as we move through the
semester and build a respectful learning community together.
Be courageous and take risks by trusting each other with our thoughts, feelings, and
experiences–even if we may feel awkward, confused, vulnerable, afraid or not sure
how to articulate them–and by participating although you may not be feeling 100%
confident or fearless.
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Be honest with self and others (for example, ask yourself if what you are saying is really
true & coming from a place of integrity AND don’t try to fake having done the reading
or lie about reasons for missing class, an assignment, etc.)
Privacy: When we share personal experiences within the class, we agree to ask the
person who shared their story for permission to refer to it in class. We agree not to
discuss other people’s personal stories with others or among ourselves outside of class if
this is the person’s wish.
Be open to examining our beliefs, assumptions, expectations, & knowledge that we
might resist,deny, or cause us fear–what Anzaldúa calls willful ignorances or
desconocimientos
to differences & new or differing viewpoints, & thus possible tension in the class
to changing our own perspectives and views of “reality”
to reflecting on our privileges and oppressions
to disagreement and constructive criticism without taking it personally
Respect each other’s ideas and feelings inside and outside of the classroom by:
giving each person our full attention as they speak (no side-talking, texting,
reading non-class materials, etc. and maintaining awareness of your internal
dialogue & getting distracted so you can refocus on attentive listening)
not interrupting whomever is speaking (raise our hands and use a speaker’s list
when possible)
being mindful of monopolizing the discussion and/or shying away from the
discussion (“move up” your listening or “move up” your speaking, as need be)
being mindful of your choice of language; don’t use offensive slang or
euphemisms
attentively listening & speaking without judgment (use “I think…”; “I feel…;”
“What I understand you to mean is…”)
not making stereotypical assumptions or generalizing; not defining people by
the view or body they have (i.e. “you wear X, so you are y;” “you are a certain
race or ethnicity, so you are…”)
understanding one’s right to be silent
not being verbally or physically aggressive with one another
not talking down to each other
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knowing we all have valuable ideas to contribute from diverse social
locations/identities
In order for the class to be successful we need to work towards
understanding across our differences and commonalities, not necessarily
agreeing about what’s right or wrong
cultivating a “sentipensante” approach to asking/discussing genuine,
intellectually curious, exploratory, & informed questions
being prepared for class w/completed reading, paper or digital copies of
articles/notes, questions, & materials for taking notes
bringing our whole selves to class by being “present”- alert, awake, & engaged,
which is distinct from simply being in attendance
being responsible for the energy we bring into the classroom (Cynthia Dillard)
(What difference does it make to learning if you are tired, pessimistic, hopeful,
generous, kind…? What can you do before class to put you in a mood that’s
conducive to learning?)
integrating our minds and hearts, or bodymindspirits, when we think, speak,
listen, teach, learn, write, and other “erotic” acts as Audre Lorde would say
Appendix 4: Dr. Irene Lara’s working list of assumptions and beliefs
(adapted from the National Latina Health Organization)
* We are intelligent
* We are precious
* We are powerful
* We are good
* We are capable
* We have the ability to act in the moment with new creative responses
* We have within us the internal resources to make healthy life choices
* We are doing the best we can in the moment given personal and social contexts
* We know how to relate to each other in a cooperative way
* We have the ability to change – our ideas, our behaviors, our selves, the world…
* We have the ability to heal
* We are related to all that lives–In Lak Ech, you are my other me, tu eres mi otro yo
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