IAFF 2190: Women and Global Politics
Clark: Fall 2013
THE GEORGE WASHINGTON UNIVERSITY
ELLIOTT SCHOOL OF INTERNATIONAL AFFAIRS
IAFF 2190W.14: WOMEN AND GLOBAL POLITICS
Fall Semester 2013
Prof. Michele A. Clark
maclark@gwu.edu
202-276-9027
Office hours: M 1:00-3:00
Suite 604E
1957 E Street NW (The Elliott School)
Classes will be held Mondays from 3:30-6:00 PM in Funger Hall, Room 220 (2201G St
NW)
COURSE DESCRIPTION AND GOALS
This course is an overview of the global status of women in the Twenty-First Century,
focusing on the discrepancies between normative frameworks and policy developed to
benefit women and their actual implementation. The course examines how political,
economic, social, cultural and religious frameworks affect the wellbeing of women as well as
contribute to a systemic lack of access to resources. The course further underscores the
imperative for increased focus on the human rights of women. Readings will include
academic texts, journal articles and narratives by contemporary women leaders and writers.
The class will also feature distinguished guest speakers.
The course is taught seminar-style, with students actively engaged in creating a dynamic
learning environment. As such, classes are a combination of student presentations,
instructor lectures and class discussions based on assigned readings. Students will be
assigned to bring questions to class based on their readings.
Women and Global Politics is designated as a WID course. Writing assignments will focus on
skills needed for professional writing notably in international development, advocacy and
human rights fields.
By the end of the class, students will be able to
1. Assess the status of women around the world according to international conventions
and leading indicators of wellbeing and development.
2. Critically analyze factors contributing to the limited representation of women in
elected political office.
3. Examine and identify the role of women as change agents in social and dissident
movements.
4. Critically analyze widespread and diverse acts of violence against women, pinpointing
root-causes and assessing merits of various intervention programs.
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IAFF 2190: Women and Global Politics
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5. Analyze the challenges of social, cultural and religious norms in determining the
status of women.
6. Evaluate the economic, political and social consequences of public policy decisions
affecting the rights of women.
7. Articulate a personal philosophy of engagement in global women’s issues.
8. Write advocacy statements, policy briefs, reviews and issue-based reports on courserelated topics.
COURSE OVERVIEW
Introduction: Women in the World Today
1. August 26: Setting the Stage: Course overview and introduction. Women’s human
rights in the world today
2. September 9: An International framework: The Convention to Eliminate All Forms
of Discrimination against Women (CEDAW)
3. September 16. The West and the Rest: The feminization of globalization
The Politics of Politics
4. September 23. Women in the halls of power: Institutional politics
5. September 30. Different voices: Non-traditional power, civil society, revolutionaries
and suicide bombers.
Book discussion. “I, Rigoberta Manchu.”
The Politics of Sex, Violence and Exploitation
6. October 7. Global violence against women: Rape, domestic violence and human
trafficking.
7. October 14. Women as Commodities: The price of a body. Prostitution,
pornography and trafficking.
Book Discussion: “Women at Point Zero”/ “The Dancing Girls of Lahore.”
The Politics of Culture, Religion and Tradition
8. October 2. Is multiculturalism bad for women?
Case Studies. Polygamy in France; honor killings in Pakistan; child marriages and
forced marriages in India.
9. October 28. The Good Books: The conflict of religion, rights and empowerment.
10. November 4. Book Discussion: “Infidel.”
The Politics of Resources
11. November 11. The Feminization of poverty: A gender approach to development.
12. November 18. The importance of access: Education, health, finances and justice
13. December 25. Book Discussion: “Unbowed”.
14. December 2: Wrap up and final presentations.
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READINGS AND REQUIRED TEXTS
Readings will include chapters form required texts as well as various articles and journals,
which will be posted on Blackboard.
Required texts:
Ali, Ayaan Hirsi. Infidel. New York: Free Press, 2008.
Henderson, Sarah L., and Alana S Jeydel. Women and Politics in a Global World. Second Edition.
New York: Oxford University Press, 2010.
El Saadawi, Nawal. Woman at Point Zero. London: Zed Books, Ltd., 2007.
Ehrenreich, Barbara and Arlie Russell Hochschild. Global Woman: Nannies, Maids and Sex
Workers in the New Economy. Henry Holt and Company. 2002.
Maathai, Wangari. Unbowed: A Memoir. Alfred A. Knopf, 2006.
MacKinnon, Catharine: Are Women Human? And Other International Dialogues. Harvard
University Press. 2006
Menchu, Rigoberta: I, Rigoberta Menchu: An Indian Woman in Guatemala.
Okin, Susan Moller, with respondents. Is Multiculturalism Bad for Women? Edited by Joshua
Cohen, Matthew Howard, and Martha C. Nussbaum. Princeton: Princeton University Press,
1999.
Supplemental Readings:
Brown, Louise: The Dancing Girls of Lahore: Selling Love and Saving Dreams in Pakistan's Pleasure
District . Harper Collins, 2006
Chang, Jung. Wild Swans: Three Daughters of China. New York. Touchstone Books. 1991
Hvistendahl, Mara. Unnatural Selection: Choosing Boys over Girls, and the Consequences of a world
Full of Men. New York: Public Affairs. 2011.
Wilkinson, Stephen. Bodies for Sale: Ethics and Exploitation in the Human Body Trade. New York:
Routledge. 2003.
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ASSIGNMENTS AND ACTIVITIES
This class is designated as a Writing in the Disciplines (WID) course. WID courses
“are designed to facilitate student involvement with particular bodies of knowledge, their methods of
scholarship, and modes of communication. These discipline-based courses have a significant writing component,
but are not designed to teach students basic writing skills. Rather, the function of WID courses is to engage
students in writing frequently and intensively with editing and rewriting to improve both learning
and communication.” (See website for further details about the WID program:
http://www.gwu.edu/~uwp/wid/)
NOTE: ALL ASSIGMENTS ARE TO BE HANDED IN THROUGH
BLACKBOARD.
To provide “a significant writing component”, this course includes three journal entries, a
presentation paper, three short policy papers and a final report.
1. Journals: Students will keep electronic journals following each class session. Journals will
be responses to discussions and class readings. These will be submitted three times
during the semester, with the exception of the first entry..
2. Presentations and Presentation Papers: Presentations and student-led discussions form
the core of this class. Presentations provide context for our readings and broaden our
perspective on assigned topics. Students will select from a list of assigned topics and will
be responsible for two activities: a 15 minutes in class presentation on the topic,
following presentation guidelines, and a written paper (between 5-7 pages). Guidelines
will be distributed in class. Students will work in pairs on the assigned date to make the
presentations a seamless part of the class.
3. Policy Papers: Students will write three short (3-4 page) policy papers on course topics.
4. Final Report: Students will identify a key issue related to the topic of this course and
write a 15-page analytical report. This paper will be written in progressive stages with
input from peers and professor at each step.
A NOTE ON GRADES
1. Attendance and participation (10%): This class is taught in a participative and interactive
style with strong emphasis on student input. For each class, designated students will be
asked to prepare discussion questions based on readings. Students are required to attend
all classes or notify the professor in advance if attendance is not possible. Students will
be responsible for all missed readings. Students are excused for religions holidays
according to the University’s stated policies and are asked to notify the professor in
advance.
2. Journal Entries: 20%
3. Presentations (Paper and Delivery): 10%
4. Policy Papers: 30%
5. Final Report: 30%
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Journals
Presentations
Policy Papers
Report
Participation and Attendance
20%
10%
30%
30%
10%
Late work will be penalized (5% of the assignment total) unless previously cleared
with instructor or due to mitigating circumstances such as illness and family
emergencies.
Assignments and deadlines: Note: Individual presentations will be assigned each week.
Date
Assignment
August 26, 2013
September 9
First Journal Entry: “This I believe”
September16
September 23
Policy Paper 1
September 30
Journal Entries (weeks 2-4)
October 7
October 14
October 21
Policy Paper 2
October 28
Term Paper Abstracts due
November 4
Journal entries (weeks 5-9)
November 11
Draft and Annotated Bibliography
November 18
November 25
Policy paper 3
December 2
Journal entries (Weeks 10-13)
December 11
Final Report Due
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UNIVERSITY POLICIES
Academic Integrity
Academic dishonesty is strictly prohibited. Enforcement of the Academic Integrity Code will
be done to the fullest extent possible.
Academic dishonesty is defined as cheating of any kind, including misrepresenting one's own
work, taking credit for the work of others without crediting them and without appropriate
authorization, and the fabrication of information.
For the entirety of the Academic Integrity Code visit:
http://www.gwu.edu/~ntegrity/code.html
University Policy on Religious Holidays
Students must notify the instructor during the first week of the semester of their intention to
be absent from class on their day(s) of religious observance. These students will be given the
courtesy of absence without penalty on such occasions, including permission to make up
examinations.
Support for Students Outside the Classroom
Disability Support Services (DSS)
Any student who may need an accommodation based on the potential impact of a disability
should contact the Disability Support Services office at 202-994-8250 in the Marvin Center,
Suite 242, to establish eligibility and to coordinate reasonable accommodations. For
additional information please refer to: http://gwired.gwu.edu/dss/
University Counseling Center 202-994-5300
The University Counseling Center (UCC) offers 24/7 assistance and referral to address
students' personal, social, career, and study skills problems. Services for students include: crisis and emergency mental health consultations - confidential assessment, counseling
services (individual and small group), and referrals
http://gwired.gwu.edu/counsel/CounselingServices/AcademicSupportServices
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LECTURES
Week 1: August 26
Overview and introduction



Review of syllabus, course content and goals.
Discussion of writing assignments, presentations and readings.
Introductory discussion: Women’s human rights in the world today.
Readings:
Fraser, Arvonne. "Becoming Human: The Origins and Development of Women's Human
Rights." Women, Gender and Human Rights: A Global Perspective. Ed. Marjorie Agosin. New
Brunswick, New Jersey: Rutgers University Press, 2002 (BLACKBOARD)
McKinnon, Catherine A. “Human Rights and Global Violence Against Women” and “Are
Women Human?” from Are Women Human? And Other International Dialogues. Harvard
University Press. 2006 (BLACKBOARD)
Week 2: September 9
The Convention on the Elimination of all Forms of Discrimination against Women
(CEDAW)
This class will introduce students to the CEDAW convention through a discussion of its
history, its strengths and weaknesses, and its accomplishments.
Guest Speaker:
Dr. Mohamed Mattar, Executive Director, The Protection Project,
Johns Hopkins University School of Advanced International Studies
Readings:
The Convention on the Elimination of all Forms of Discrimination
against Women (BLACKBOARD
Assignments:
“This I Believe” Journal entries due.
Week 3: September 16
The West and the Rest Collide: The feminization of globalization, the
westernization of feminism.
This class will discuss the rise of western feminism and the changing role of women
worldwide. Discussions will focus on how events and cultural shifts in the west have affected
the lives of women in other areas.
Case studies: The feminization of migration.
Readings:
Flanagan, Caitlin. "How Serfdom Saved the Women's Movement." Atlantic Monthly March
2004. (BLACKBOARD
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http://www.theatlantic.com/magazine/archive/2004/03/how-serfdom-saved-the-womens-movement/302892/
Slaughter, Anne Marie: “Why Women Still Can’t Have it All.” Atlantic Monthly.
July/August 2012
http://www.theatlantic.com/magazine/archive/2012/07/why-women-still-cant-have-itall/309020/
Global Women edited by Barbara Ehrenreich and Arlie Russell Hochschild: Introduction;
Love and Gold; The Nanny Dilemma; The Care Crisis in the Philippines: Children and
Transnational Families in the New Global Economy; Migration Trends: Maps and Charts.
Presentations:


The feminization of migration
A non-western women’s movement
THE POLITICS OF POLITICS
Week 4: September 23
Women and institutional politics
This class will address the dearth of women in elected political office through a discussion of
issues such as the history of suffrage and political representation, mandated quota systems,
and the challenges facing women in elected positions today. Presentations will provide
examples from Scandinavia and Africa.
Readings:
Henderson/Jeydel: Chapter 1: Women and Institutional Politics
Hunt, Swanee. “Let Women Rule.” Foreign Affairs. May/June 2007. (BLACKBOARD)
Lawless, Jennifer L. and Richard L. Fox. Men Rule: The Continued Under-Representation
Of Women in US Politics. Washington, DC: Women and Politics Institute. January 2012.
(BLACKBOARD)
Assignment: Short paper 1
Presentations:


A case study of proportional representation
Female legislators: Does it make a difference?
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Week 5: September 30
Different voices and non-traditional power: Civil society, revolutionaries and suicide
bombers.
Although women may not figure prominently in institutional political leadership, they have
had a dramatic impact on social policy and practices by mobilizing into powerful
organizations as well as dissident movements around the world. This class will examine how
and why women’s social and dissent movements form and will look at their political,
economic and social impact.
Readings:
Henderson/Jeydel: Chapters 2 and 3
Book discussion: “I, Rigoberta Menchu.” Rigoberta Menchu was awarded the Nobel Peace
Prize in 1992 for her work on behalf of Guatemala’s indigenous peoples during and after the
Guatemalan civil war (1990-1996).
Assignments: Journal entries weeks 2-4
Presentations:
 Female suicide bombers: victims or warriors?
 Rigoberta Menchu: Her life and work as a non-state actor.
THE POLITICS OF SEX AND VIOLENCE
Week 6: October 7
Global violence against women
At least one out of every three women around the world has been beaten, coerced into sex,
or otherwise abused in her lifetime. The abuser is usually someone known to her. For
women ages 15-44, violence is a major cause of death and disability worldwide. Rape and
domestic violence cause more deaths than cancer, motor vehicle accidents, war and malaria,
according to a recent World Bank study. In the US, the costs of domestic violence exceed
US$ 5.8 billion a year.
This will class will examine the global politics surrounding rape and domestic violence.
Readings:
Hendersen/Jeydel: Chapters 11, 12
McKinnon, Catherine A. “Rape as Nation Building”, “Defining Rape Internationally”, from
Are Women Human? And Other International Dialogues. Harvard University Press. 2006
(BLACKBOARD)
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Presentations:
 Rape as a weapon of war
 Intimate partner violence: a global epidemic
Week 7: October 14
Women as Commodities: The Price of a Body
In this discussion, the class will examine different ways in which women’s bodies have been
turned into commodities and what are the moral, cultural and social factors that enable
exploitative behavior. Topics to be discussed will prostitution, pornography and trafficking
and will identify the challenges as well as the need for developing policies surrounding these
issues.
Readings:
Wilkinson, Ste phen. Bodies for Sale: Ethics and Exploitation in the Human Body
Trade. Taylor and Francis, Inc, 2003. Sel ected readings posted on
BLACKBOARD
El Saadawi, Nawal; Woman at Point Zer o
McKinnon, Catherine A: Pornography as Trafficking. BLACKBOARD
Presentations:
 Prostitution: An act of violence or a means of empowerment?
 Woman at Point Zero
THE POLITICS OF CULTURE, RELIGION AND TRADITION
Week 8: October 21
Is Multiculturalism bad for women?
This class and the next will examine the influence of culture and religion in defining the roles
of women in the public sphere. Discussions will focus on the clashes of culture, rights and
the law.
Case Studies: Polygamy, child marriage, honor killings.
Readings:
“Is Multiculturalism Bad for Women?” Edited by Joshua Cohen, Mathew Howard and
Martha Nussbaum: Part 1; Part 2: “My Culture Made Me Do It”; “Barbaric Rituals”; “A
Varied Moral World”: “A Plea for Difficult.
Assignments: Short paper 2
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Presentations:
 Polygamy: The case of France
 Child marriage: Custom or Crime?
Week 9: October 28
The Good Books” The Conflict of Religion, Rights and Empowerment
Is religion inherently harmful to or empowering of women? This class will address the
question examining different religious traditions’ views on women/
Readings:
TBA
Assignments: Term paper abstracts due.
Presentations:
 Religion: A source of empowerment?
 Religion: A source of oppression?
Week 10: November 4
BOOK DISCUSSION: Infidel
Infidel is the powerful memoir of Ayan Hirsi Ali, a refugee from war-torn Somalia who
sought asylum in the Netherlands and rose to a position in this country’s parliament. Her
memoir recounts her traumatic childhood in Somalia, Saudi Arabia and Ethiopia and her
confrontations with the brutalities of war and ethnic conflict. Raised as a Muslim, her
personal experiences lead her to seek for a religious reform and take on the role of advocate
for women who have been oppressed by religious and cultural practices.
Assignments: Journal entries: Weeks 5-9
Presentations:
 FGM: Tradition or taboo? The challenges of addressing cultural practices
 Ayaan Hirsi Ali: Survivor, opportunist or hero?
PART IV: THE POLITICS OF RESOURCES
Week 11: November 11
The Feminization of Poverty: A Gendered Approach to Development
Does it make sense to focus on the particular needs of women in international development
or will women benefit from overall improvements in a country’s economic status? How are
women included (or not) in international economic development policy? How can the
importance of gender be assessed in development policy and programs?
Guest Speaker:
Dr. Andrea Bertone
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Director, Center for Gender Equity, FHI 360 and Visiting Professor,
GWU Elliott School.
Readings:
Henderson/Jeydel Chapters 4, 5, 8
Assignments:
Report drafts and annotated bibliographies
Week 12 – November 18
Access to Education, Health Care and Legal Protection
Illiteracy, sickness and legal status are the result of access to resources and political power.
This is notably true regarding women. In this class, we will identify the need to challenge
traditional norms and policies related to health care, education and legal rights.
Readings:
Henderson/Jeydel Chapters 9, 10, 12
Hvistendahl, Mara. “Where Have All The Girls Gone?”
http://www.foreignpolicy.com/articles/2011/06/27/where_have_all_the_girls_gone?hidec
omments=yes
Presentations:
 Sex selective abortions and global consequences
 Education for girls: A Human Right
 Surrogacy: Third world exploitation or first world entitlement?
Week 13– November 25:
Book Discussion: “Unbowed: A Memoir”
Wangari Maathai received the Nobel Peace Prize in 2004. Her memoir is a challenging
narrative of a young woman who challenged culture and tradition in order to get an
education and rise to the heights of academic and political leadership in her own country.
Committed to the development of her country, Kenya, and to the empowerment of her
countrywomen, she founded the Greenbelt Movement. This book highlights the systemic
limitations imposed on women and the challenges they face in pursuing an education as well
as positions of prominence.
Assignment: Policy paper 3
Presentations:
 The feminism of Wangari Maathi
 The challenges facing women in East Africa
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Week 14: December 2
Wrap up and final presentations
Assignments: Journal entries weeks 10-13
FINAL PAPER DUE December 11 at 5:00 PM
Please submit all final papers through BLACKBOARD
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JOURNALS:
Students will keep an electronic journal of observations and thoughts on issues relevant to
this class. They will be submitted to the professor three times during the semester. The
purpose of these journals is to explore freedom of expression, creative thinking and problem
solving and the development of a personal philosophy of engagement in women’s issues in
an unstructured and private setting. The requirement is one essay per week for the duration
of the class. Each entry should be between 300 and 500 words. Entries may be responses to
class readings and discussions or current events related to women’s issues; they may also be
an opportunity to work through term-paper topics. These entries will be private
communications between the student and the professor.
One way to approach your journal writings is to identify a question related to the various
topics of discussion. Perhaps the discussions left you dissatisfied? Confused? Angry or
frustrated? Address any of these feelings.
Or perhaps the class discussions and readings prompted you to look up news articles on
current happenings surrounding a particular issue. Discussion a problem we have examined
in class in real terms is also a valid way to approach the journals.
I will read and respond to every entry. If I raise questions, please answer. It is a way to keep
the conversation going.
I will grade the journals according to the following:
a. How have you used class discussions/readings to advance your thinking on the
policies that affect women’s lives?
b. What reading/discussion had a particular impact on you: Did you strongly agree?
Disagree?
c. Was anything new to you, or did anything surprise you in the
lecture/reading/discussion?
d. As you read the papers/do work in other courses, how do you see that women’s
issues are addressed?
e. How have readings/lectures/discussions caused you to think differently about your
role as a woman? For the men in the class: Have you begun to think differently
about the roles of the women you interact with the most?
There will be a rubric accompanying the assignments, which will provide more detailed
guidance on how the journals will be graded.
A note on the first and last journal entries:
The first journal entries will be modeled after the NPR radio series, “This I believe.”
You will have a chance to describe your beliefs and conviction about one aspect of
women in the world today, following the NPR guidelines. Please go to the NPR website,
http://thisibelieve.org/guidelines/ to look at the guidelines. I also encourage you to
read the original producer guidelines to the original 1950 series, found at
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http://thisibelieve.org/history/invitation/. And, as you think through your essay, have
fun exploring some of the original essays. They can be found at
http://thisibelieve.org/essays/fifties/
In your last journal entries, you will have a chance to revisit these original journal entries,
revise your essays if necessary, and post them for the rest of the class to respond to.
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SHORT PAPER GUIDELINES
During this class, students will write THREE short response papers to the class readings and
themes. The purpose of this activity is to develop reflective and analytical skills on a specific
topic leading to recommendations for practice and policy.
In your papers, please follow the guidelines below (rubrics will be posted in the assignment
page):
1. Introduce your paper by stating the issue and the primary challenges that are
represented. Situate your topic within the larger context of women’s human rights,
and make a strong case for why the question is important. Do not be afraid of
strong writing.
 Frame your issue: The topics assigned will be fairly broad. Your challenge will
be to identify one aspect that you would like to explore and investigate. Refer to
the readings of the week, student presentations and, when present, the “guest
speaker” videos for ideas.
 Be specific. Do not speak in vague generalities. Reflect on MacKinnon’s
introduction to the essay entitled, “Human Rights and Global Violence Against
Women.” By asking the reader to visual a decaying women’s skeleton and
wondering how this women died, she encourages us to reflect on the complex
relationships in a woman’s life and to come to grips with the consequences of
violence.
 Include facts and figures. Avoid sweeping generalizations.
2. Develop your response using illustrations and references to readings and
presentations. Your essays are to be analytical. Therefore, while you may want to
offer certain descriptions, your focus is to answer a question by looking for complex
relationships, identifying contradictions and establishing connections. If you are
arguing one point over another, make sure you present both sides of an argument
before defending your point. The following verbs, adopted from Bloom’s
taxonomy, may be useful to develop your analytical writing:
 Analysis: Classify, compare, contrast, differentiate, discriminate, examine,
explain, explore, investigate.
 Synthesis: Formulate, generalize, integrate.

3. Conclude your essay in way that points the reader towards the next step. Your
conclusion can summarize your main points, restate your position or conclusion and
raise questions for future consideration. In some papers, you will be asked to offer
recommendations for future actions. When this occurs, make sure your
recommendations are grounded in the problems you have identified, and that you
clarify who (or what organizations) are to serve as agents of change.
Suggested length: Between 3 and 4 pages, or 800-1,000 words. These are short papers,
challenging you to think and write concisely. Please do not exceed the word limit.
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References: Each paper must include a minimum of 5 references from the readings,
presentations and lectures. Other outside references may also be used in addition.
Grammar, spelling and editing: If your paper is so poorly written that I find myself
correcting grammar mistakes instead of content and argument (more than 5 edits in the first
paragraph), I will stop reading the paper. Please proofread carefully as Spell-check does not
catch all errors.
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PRESENTATIONS:
In this class, students will contribute significantly to each week’s topics through
presentations and discussion questions.
On the first day of class, I will distribute a sign-up list of presentation topics and dates. Each
student will prepare an oral presentation on the assigned topic and submit a written paper.
The written paper is an academic paper, not a power point.
The presentation will provide background or supplementary information to enrich and
inform a class discussion. For book discussions, a presentation could help us understand the
author, or the author’s context. For thematic discussions, a presentation could provide a
specific cases study to help us understand the application of principles. At the conclusion of
each presentation the presenter will offer discussion questions to the class.
Students will be graded on their presentations and on their written papers.
A note: given the class size, there will usually be two presentations during each class. I will
usually introduce the topic in general terms providing main themes and ideas. It is up to you,
as the presenters, to integrate the larger themes of the class into your presentations and
engage students in active, animated discussions. The two presenters will work together to
function as a single unit, coordinating questions and class dynamics.
Purpose: Presentations provide students with the opportunity to explore in greater detail the
weekly themes of the class and interact with fellow class members much in the same fashion
as a class discussion.
Guidelines:
1. Each presenter will develop a PowerPoint presentation on a topic selected from the list
below. On the appointed date, the presenters will upload their presentations into
VoiceThread.
2. Oral presentations should be about 15 minutes long. If you are using a power point,
consider 12-15 slides.
3. The goal of presentations is to provide context for the topic of the day. For example, if
we are going to talk about Multiculturalism, a presentation can provide an in-depth
examination of a particularly challenging area to illustrate the cultural
universalism/relativism debate. Presentations should be practical and based in real-life
instances. Use data to illustrate your points.
4. A note on visuals: Remember that power points are intended to help an audience focus,
NOT reproduce all the word you are speaking. Keep words to a minimum, choosing
compelling phrases, data or quotes that will make the audience want to know
more from you.
5. Suggested approach:
a. Topic and goals for your presentation, including relevance of the issue (1-2
slides)
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b. Body of your presentation 6-10 slides): Provide us with a situation, different
perspectives, and examples to make your presentation real.
c. Conclusion (1 slide): Summarize the main points you want the students to
remember, questions that remain to be answered, and implications of your
findings on our ongoing discussions related to women in global politics.
d. Script your remarks for efficiency and clarity.
6. A written paper will accompany each presentation. This paper is the academic narrative
to your topic and will reflect your own thinking and analysis of the issue. The outline of
the paper may follow the outline of the power point and will contain references to
works cited.
Length: 6 pages (1,500 words).
Develop the paper as you would any other academic paper:
a. Introduce your topic
b. State the relevance of the issue
c. Explain what questions you are going to answer
d. Answer them, using specific examples
e. Provide a synthesis of the issue: what questions does your analysis raise? What
predictions can you make about the future? What challenges do you foresee in
moving ahead?
f. Cite your sources! You may use any format you are accustomed to.
g. Remember: The purpose of this presentation is to develop each of the class themes.
Please refer to ideas which are presented in the readings.
7. Class members will have 24 hours to review the presentation and to post written and/or
oral comments. You will comment on a minimum of 4-5 slides. You can comment as
much as you would like. As you think about how to comment, think about what would
prompt you to raise your hand and say something in a class discussion. Comments can:
 Ask questions about information in the slide.
 Refer to similar thoughts/concepts from another source.
 Draw parallels between what is being presented and readings/previous
discussions.
 Respond to what another class member posted.
8. Three important factors to keep in mind as you respond:
 Be specific
 Refer to class readings or previous discussions
 Support your arguments or opinions with facts and data.
9. While your responses may be informal and even humorous, please display the same
courtesy and respect as you would in a face-to-face classroom discussion.
10. After the comment period is closed, each presenter will review the questions and
comments, and prepare a one-two page response, which will answer questions, reflect
upon the comments, and provide a summary of the discussion. Presenters may offer
personal opinions in the summary and reflections.
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IAFF 2190: Women and Global Politics
Clark: Fall 2013
PRESENTATION ASSIGNMENTS
DATE
TOPICS
Week 3: 9/16
The West and the Rest
The Feminization of
Migration
A non-western women’s
movement.
Week 4: 9/23
Women and Institutional
Politics
Proportional Representation:
Case study
Week 5: 9/30
Different Voices
Female Suicide Bombers:
victims or warriors:
Female legislators: does it
make a difference?
Rigoberta Menchu: Her life
and work as a non-state
actor.
Week 6: 10/7
Global violence against
women
Rape as a weapon of war
Intimate partner violence: A
global epidemic
Week 7: 10/14
Prostitution: An act of
Women as commodities: The violence or a means of
price of a body
empowerment
Woman at Point Zero
Week 8: 10/21
Multiculturalism
Polygamy: The case of
France
Child marriage: Custom or
crime?
Week 9: 10/28
The conflict of religion
Religion: A source of
empowerment?
Religion: A source of
Oppression?
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NAME
IAFF 2190: Women and Global Politics
Clark: Fall 2013
Week 10: 11/4
Infidel
Week 12: Access to health,
education and the law
FGM: Tradition or Taboo
the challenges of addressing
harmful cultural practices
Ayaan Hirsi Ali; Survivor,
opportunist or hero?
Sex selective abortions:
Local decisions – global
consequences.
Education for girls: A human
right?
Surrogacy? Third world
exploitation or first world
entitlement?
Week 13: Unbowed, a
Memoir
The feminism of Wangari
Maathi
The challenges to women of
East Africa
21
IAFF 2190: Women and Global Politics
Clark: Fall 2013
FINAL REPORTS
Assignment Goals: Throughout your professional careers, whether in government, private
or non-profit sectors, you will write many reports. There reports communicate information
to a particular audience in order to inform, educate, and generate support including support
for causes, good will and financial contributions. In this instance, your reports will contain a
policy component with recommendations for change.
Your task is to write a 15 page report on a current issue/challenging facing women today in
one of the following categories, corresponding to the four issue areas addressed in this class:
1. The politics of institutional politics
2. The politics of sex and violence
3. The politics of culture, religion and tradition
4. The politics of resources
Reports may be on any topic covered in the course. The instructor must approve each topic.
Good reports are researched based. You will therefore approach this assignment with the
same academic rigor as you would other assignments.
Report Structure and Format
Title page
This normally carries the title, sub-title if any, date, and the author's name and position
Executive Summary
A summary is not only useful, but it is sometimes necessary. Many people are too busy to
read the entire report. A summary provides the gist without getting immersed in detail.
However, if the summary is well written, it will encourage the reader to give the whole report
a try. This is done by introducing the most compelling questions as well as citing a few key
specifics in order to convey that the writer knows what he/she is talking about. In a brief
report such as the one you are doing, the executive summary does not need to be more than
2 pages.
Table of Contents
The Table of Contents will provide the reader with a road map of the report. The report will
be divided into sections according to the purpose of the report. By reading the TOC, the
reader will know where s/he is going and how to get there.
Introduction
This gives the background to the report, and shows why it was necessary. The background
can include a sharp increase in certain activities (reported instances of a crime for example)
or changes in global trends (more women in elected positions than ever before). It usually
identifies the main problem being addressed and its primary purpose. In this case, your
report will focus on changing or challenging existing policy
22
IAFF 2190: Women and Global Politics
Clark: Fall 2013
The Body of the Report
Here, you will set out to address the problems and challenges you have identified in your
introduction. You will analyze the causes of the problem you have identified and indicate
the implications of not solving the problem. You will provide documentation to support
your conclusions.
Summary and Conclusions
In this final section, you will summarize the main points of your report and offer policy
recommendations to address the situation you have outlined. Recommendations must be
specific. Identified actors must have the mandate and authority to address the issues you
have addressed. Your target will primarily be governments, but will also include the NGO,
advocacy and private sectors where relevant.
Grading Criteria:
In grading the papers, I will be look for the following:
1. Good Writing: While perhaps an obvious criterion, it is one that is worth repeating. If
grammatical errors or spelling mistakes interfere with my ability to read your work in a
straightforward manner, your paper will not be accepted. In other words, if I find that I
am correcting grammar mistakes instead of following the development of your
reasoning, you will be asked to rewrite the paper.
2. Good Thinking: The writing assignments of this class will require you to identify and
analyze different forms of injustice against women. Identifying the basis for a wrong and
being able to unravel a multifaceted problem will be at the heart of much of your writing
in this area. Your assignments will require you to analyze your own convictions relate do
gender inequality and violence against women. Before you can propose solutions, we
have to understand how a situation unraveled.
3. Good Organization: Your writing should be descriptive, analytical and persuasive. Keep
these in mind as you draft your document. Don’t shy away from detail, notably as you
introduce your topic.
4. Thorough Research: Are your arguments supported by the data? If you claim that
something is wrong, prove it to me. Writing about justice and rights is not the place for
sweeping generalities – you will lose your audience.
(See rubric for grading details)
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