Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: WGST___________________________________COLLEGE: CAS
CONTACT PERSON: SOLANGE SIMOES_______________________________________________________________________________
CONTACT PHONE: 734 6462562
CONTACT EMAIL: SSMOES@EMICH.EDU
REQUESTED START DATE: TERM_FALL____________YEAR__________2012
A. Rationale/Justification for the Course
This course introduces students to a comparative framing of gender issues through a cross-national and intersectional
approach. Course topics - the social construction of gender relations, the gendered family, gendered education, the
gendered world of work, gendered politics and institutions, the gendered environment, the gendered media and popular
culture, religion and gender, the gendered body, and the violence of gender - will be taught cross-culturally and crossnationally. An intersectional approach – the interconnections of gender with class, race, ethnicity, sexual orientation,
and location - will be explored throughout course topics. Students will critically analyze gender issues by situating
them in a transnational world. Globalization will be presented as both a gendered and a multidimensional - cultural,
economic, and political – process.
Gender relations have been increasingly impacted by economic, cultural and political globalization processes. This has
led to new dynamics between the local and global in the construction and transformation of gender. By contextualizing
and comparing gender issues across-cultures and socio-economic contexts this course fosters global understanding and
values, as well as it builds necessary skills and knowledge to improve gender relations and combat gender inequalities
within and among local and global locations.
Critically understanding gender relations from a cross-cultural perspective becomes central to one’s full participation as
citizens and workers in increasingly globalized gendered communities and workplaces. As such, WGST 210 Gender
in a Transnational World meets the outcomes for a course in the Global Awareness category of the General Education
Program.
B. Course Information
1. Subject Code and Course Number: WGST 210
2. Course Title: Gender
in a Transnational World
3. Credit Hours: 3
4. Repeatable for Credit? Yes_______
No______
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
X
Off Campus
b. Fully Online X
c. Hybrid/ Web Enhanced X
7. Grading Mode:
Miller, New Course
Sept. 09
Normal (A-E) X
Credit/No Credit
New Course Form
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
NONE
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
NONE
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
NONE
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
College of Education
Yes
No
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
X
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates X_______
All graduate students____
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
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d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes X
No
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes X
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes
No X
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Required
Restricted Elective
Program
Required
Restricted Elective
15. Will this course replace an existing course? Yes
No X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No X
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
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D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
9
Vote of faculty: For __________
0
Against __________
Abstentions __________
0
(Enter the number of votes cast in each category.)
Linda Pritchard
3/28/12
Department Head/School Director Signature
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
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WGST 210 Gender in a Transnational World
COURSE DESCRIPTION
This course introduces students to a comparative framing of gender issues through a cross-national and intersectional
approach. Course topics - the social construction of gender relations, the gendered family, gendered education, the
gendered world of work, gendered politics and institutions, the gendered environment, the gendered media and popular
culture, religion and gender, the gendered body, and the violence of gender - will be taught cross-culturally and crossnationally. An intersectional approach – the interconnections of gender with class, race, ethnicity, sexual orientation,
and location - will be explored throughout course topics. Students will critically analyze gender issues by situating
them in a transnational world. Globalization will be presented as both a gendered and a multidimensional - cultural,
economic, and political – process.
COURSE RATIONALE - why to take this course?
Gender relations have been increasingly impacted by economic, cultural and political globalization processes. This has
led to new dynamics between the local and global dimensions in the construction and transformation of gender. By
contextualizing and comparing gender issues across-cultures and socio-economic contexts this course fosters global
understanding and values as well as it builds necessary skills and knowledge to improve gender relations and combat
gender inequalities within and among local and global locations.
Critically understanding gender relations from a cross-cultural perspective becomes central to one’s full participation as
citizens and workers in increasingly globalized and gendered communities and workplaces. As such, WGST
2…Gender in a Transnational World meets the outcomes for a course in the Global Awareness category of the
General Education Program.
LEARNING OUTCOMES
By the end of this course students will be able to:
•
•
•
•
•
•
•
Link the global, the national, and local dimensions when understanding the changes in gender relations and
gender equality
Define globalization as a gendered and multidimensional – cultural, economic, and political - process
Use an intersectional approach – connecting gender, race, ethnicity, sexual orientation, class, and location – in
the analysis of globalization processes
Critically assess how global processes impact gender relations in the US and how US processes impact gender
issues in the world.
Compare the situations and experiences of American women, men, and LGBT with those of same groups from
around the globe
Explore strategies to bridge universal human rights and respect for cultures.
Use and combine empirical data from statistical reports, media articles, and concepts and theories from
scholarly texts in order to analyze historical and current transnational gender developments.
REQUIRED MATERIALS:
•
•
§
Book: Aullette, J. R. & Wittner, J. (2012). Gendered Worlds. New York: Oxford University Press. Second
Edition
Course Pack (with additional readings on gendered globalization processes, and theories of intersectionality)
Global Reports and current media articles will also be available in our EMUonline course shell. They will
include: Global Reports, such as the UN’s Gender Index, the World Economic Forum’s Gender Gap Report,
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The UN’s Women’s Worlds Report; and current issues articles from news media, such as the New York Times
and The Economist magazine.
EMU ONLINE
This course uses the EMU ONLINE course shell.
This syllabus, lecture slides, assignments, extra credit, announcements, and other materials will be posted on EMU
online.
Instructions on how to use the course shell are passed out on the first day of class. Students are expected to resolve all
technical questions by contacting the EMU Online help desk.
Students are required to upload all assignments to the designated dropbox in our EMU Online course shell. No
assignments will be accepted by email or any other delivery method.
It is the student’s responsibility to check for announcements and materials.
COURSE REQUIREMENTS
1. Class Participation: (60 points)
This is an interactive class in which you are expected to attend every session prepared to discuss the readings and issues
involved. Your participation grade will be based on:
a. Participation in class discussions: offering answers to some of the questions raised by the group or the instructor;
participating in class activities organized by the instructor; doing in-class exercises, sharing opinions, experiences,
and/or reactions to the readings.
b. Attendance – In the case of excused absences you need to upload a written note in the designated dropbox in our
EMU Online course shell. E-mail messages will NOT be a substitute for the written note in the EMUONLINE
dropbox. Additional absences will reduce your participation grade.
Students will be given the evaluation/grade for their class participation at the end of the term.
2. Reflection paper on transnational networks (30 points)
Students will choose and review a website of a women’s or LGBT transnational network and answer the questions: Is
the agency/organization sensitive to racial/ethnic, class, and national/local context and cultural differences? If so, how?
If not, provide suggestions for improvement (More intersectional? Less ethnocentric? Less relativistic approach?) and
justify the need or desirability for the proposed changes.
Examples of Transnational Organizations and Networks’ Websites:
• Advocacy for women’s human rights (such as UN Women, Equality Now, Association for Women’s
Rights in Development, Women Living Under Muslim Law)
• LGBT rights (such as The International Lesbian and Gay Association -ILGA)
• Peace, anti-militarism, conflict resolution (such as Women in Black, World Council of Muslim Women,
Women’s International League for Peace and Freedom)
• Reproductive Health and Rights (such as Health, Empowerment, Rights and Accountability- HERA,
Latin American and Caribbean Women’s Health Network, Women’s Global Network for Reproductive
Rights, Family Care International)
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•
•
Critique of Economic Policy (such as Development Alternatives for Women in a New Era, Women’s
Environment and Development Organization)
Violence against women (such as Zonta International Strategies to Eradicate Violence Against Women)
DETAILED INSTRUCTIONS ON THE REFLECTION PAPER ARE POSTED ON THE EMUONLINE
COURSE SHELL.
3. Research paper (draft of report = 10 points + final written report = 30 points; total: 40 points)
Students will select one specific issue within one of the main course topics – gendered work,
education, politics, culture, etc. – and look at the specific issue comparing the US to the overall global
context, or to one or a few chosen specific countries.
Examples of issues:
§ Religious fundamentalism and women’s rights
§ Gender and the global Aids pandemic
§ Globalization and sex trafficking
§ Global climate change and reproductive rights
§ The international division of labor and the export processing zones
§ Gender on the internet and mass media
§ Transnational human rights networks and global norms of LGBT rights effects on domestic
politics in both the “Global North “ and “Global South”.
§ The UN Convention on the Elimination of All Forms of Discrimination Against Women CEDAW and US “exemptionalism” and unilateralism.
A draft version of the paper should be submitted by…
Final written report to be uploaded in the EMUOnline dropbox in by…
DETAILED INSTRUCTIONS ON THE DRAFT PAPER, AND FINAL RESEARCH PAPER ARE POSTED
ON THE EMUONLINE COURSE SHELL.
4. Mid-term exam (30 points)
Exam will include short answers, essays, and multiple choice questions. Detailed instructions will be given to students
a week prior to the midterm exam and posted on our EMUOnline course shell.
5. Final exam (40 points)
Exams will include short answers, essays, and multiple choice questions.
Detailed instructions will be given to students a week prior to the exam and posted on our EMUOnline course shell.
INDIVIDUAL MEETINGS WITH INSTRUCTOR
Students are encouraged to meet with the instructors during office hours or by appointment in order to get feedback
and individual help with assignments.
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RESEARCH CLASSES AT HALLE LIBRARY
Three classes will be held at Halle Library, during our regular class time.
Classes days:
The staging of research in the course will be based on Kuhlthau’s Model of the Information Seeking Process.
This model will be taught to students, and will be used as a structure for your research work in the class.
Students will learn how to define, explore and narrow down a research topic, identify a research question, and conduct
scholarly literature research on the web and in the library.
These classes will teach and guide you in the research for your final project.
Links to the assignments to complete prior to these class sessions are available via the EMU Online Course Page, or
through the course’s research guide page at…..
EXTRA CREDITS
Students may get extra credit for a few special assignments and attendance to course relevant EMU events. They are
also required to upload a copy of the assignments on the designated drop box in our EMU Online course shell.
ASSIGNMENTS AND GRADES
Class Participation:
60 points
Research paper
Research paper draft
Final written report
Reflection paper on transnational networks
Midterm Exam
Final exam
10 points
30 points
30 points
30 points
40 points
Total = 200 points
ASSIGNMENTS DUE DATES
Research paper
Research paper draft
Final written report
Reflection paper on transnational networks
Midterm Exam
Final exam
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_______
_______
_______
_______
_______
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GRADING
188 - 200
174 - 179
160 - 166
148 - 153
133 - 139
120 - 126
A
B+
BC
D+
D-
180 - 187
167 - 173
154 - 159
140 - 147
127 - 132
< 120
AB
C+
CD
E = failing grade
CHANGES IN THE SYLLABUS
This syllabus and schedule are subject to change by the instructor as needed.
If you are absent from class, it is your responsibility to check on announcements made while you were absent.
CLASS SCHEDULE
WEEK 1
Introduction, syllabus, overview of course
Socialization and the social construction of gender – a transnational perspective
Readings:
Textbook: Socialization and the construction of gender. pp. 67-99
WEEK 2
Globalization as a gendered and multidimensional – economic, political and cultural – process.
Readings:
Textbook: Gender and Globalization. pp. 477.498
Moghadam, V. M. (2005). Globalization and its discontents: capitalist development and gender. In Globalizing
Women: Transnational Feminist Networks. Baltimore: The John Hopkins University Press.
Inglehart, R. & Norris, P. (2003).Introduction: Explaining the rising tide of gender equality”. In The Rising tide:
gender equality and cultural change around the world. Cambridge: Cambridge University Press.
WEEK 3
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Theories of intersectionality
Sexualities
Readings:
Textbook: Introduction. pp. 1-27 and Sexualities . pp. 100-141
Kollman, K, & Waits, M. (2009). The global politics of lesbian, gay, bisexual and transgender human rights: an
introduction. Contemporary Politics, 15:1, 1-17.
Lind, A. (2011). Querying globalization: sexual subjectivities, development, and the governance of intimacy. In
Marchand, M. H. & Runyan, A. S. (eds). Gender and global restructuring: Sightings, sites and resistances. New York:
Routlegde.
WEEK 4
The gendered family in a cross-cultural approach (CONT.)
Readings:
Textbook: Families. pp. 217-249
Asia’s lonely hearts: Why Asian women are rejecting marriage and what it means. (2011). The Economist, August 2020th
Literature Research Session 1: Examining a model of the research process, identifying a general area of interest, and
evaluating sources of information
WEEK 5
Gendered education across the globe
World trends in women’s access to tertiary education
Readings:
Textbook: Education. Pp. 142-174
The Global Gender Gap Report 2011. World Economic Forum
The World's Women 2010: Trends and Statistics. United Nations.
Class participation exercise:
Students will analyze data from the various reports on current world trends in decreasing gender educational inequality,
and compare different world regions or countries while considering differences between gender and among gender on
the basis of class, race/ethnicity, location (urban/rural, emerging/developed societies, North/South, etc.). In order to
undertake the comparative interpretation of the data students will have to use concepts and theories provided by the
class readings.
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WEEK 6
Research Session 2: Moving from a topic to a research question, and using library resources
The gendered world of work in emerging and developed countries
World inequalities in the gendered division of domestic labor; occupational segregation, persistent unequal pay and
careers.
Readings:
Textbook: Work. pp. 175-216
Closing the gap: Special Report Women and Work. The Economist, Nov. 26th 2011.
WEEK 7 AND WEEK 8
Gendered economic globalization: the global assembly line, sexual trafficking, sexual workers and slaves, migrant
maids, surrogate mothers, and the feminization of poverty
The impacts of the 2008 economic crisis on gender inequality
Readings:
Chang, K. & Ling, L. H. M. (2011). Globalization and its intimate other: Filipina domestic workers in Hong Kong. In
Marchand, M. H. & Runyan, A. S. (eds). Gender and global restructuring: Sightings, sites and resistances. New York:
Routlegde.
Pande, A. (2010). At least I am not sleeping with anyone: Resisting the stigma of commercial surrogacy in India.
Feminist Studies, 36, 2, 292-312.
The impact of the crisis on women: Main trends across regions. (2010). Association for Women’s Rights in
Development (AWID).
The Global Gender Gap Report 2011. United Nations
The World's Women 2010: Trends and Statistics. United Nations
Class participation exercise:
Students will analyze data from the various reports on gender occupational segregation and pay and career inequalities
and compare different world regions or countries while considering differences between gender and among gender on
the basis of class, race/ethnicity, location (urban/rural, emerging/developed societies, North/South, etc.). In order to
undertake the comparative interpretation of the data students will have to use concepts and theories provided by the
class readings.
WEEK 9
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Gendered politics and institutions worldwide
Transnational Women’s and LGBT Networks
Readings:
Parisi, L. (2011). Reclaiming spaces of resistance: Women’s rights and global restructuring. In Marchand, M. H. &
Runyan, A. S. (eds). Gender and global restructuring: Sightings, sites and resistances. New York: Routlegde.
Freedman, E. (2002). The global stage and politics of location. In Freedman, E. No turning back: the history of
feminism and the future of women. New York: Ballantine Books.
Antobus, P. (2004). Is another world possible? Antobus, P. In The global women’s movement: origins, issues and
strategies. New York: Zed Books.
Ferree, M. M. & Pudroviska, T. (2006). Transnational feminist NGOs on the WEB: Networks and identities in the
Global North and South. In Ferree, M. M. & Tripp, A. M. (eds). Global feminism: Transational women’s activism,
organizing, and human rights.New York: New York University Press.
Midterm exam
WEEK 10
Transnational gendered media and popular culture
Readings:
Textbook: Popular culture, media, and the spectacle of sports. pp. 396-438
Narayan, U. (1997). Cross-cultural connections, border crossing and death by culture. In Dislocating cultures:
identities, traditions, and third world feminism. New York: Routlege
Research Session 3: Understanding the scholarly literature and enhancing your search with library databases
WEEK 11
Religion and gender in the Global South and Global North
Religious fundamentalisms and gender inequality
The violence of gender across cultures
Readings:
Textbook: Religion. pp. 439-476 and Violence pp. 250-310
Bayes, J. H., Tohidi, N. (2001).Women redefining modernity and religion in the globalized context. In Bayes, J. H.,
Tohidi, N. (eds). (2001).Globalization, gender, and religion: the politics of women’s rights in Catholic and Muslim
countries. New York: Palgrave.
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Yuval D., N. (2006) Human/Women’s Rights and Feminist Transversal Politics. In Ferree, M. M. & Tripp A. M.
Global Feminism: Transnational Women’s Activism, Organizing and Human Rights. New York: New York University
Press.
WEEK 12 and WEEK 13
Students will be organized in groups to participate in debates defending opposing views. This assignment will foster
application of foundational knowledge and critical thinking of controversial cross-cultural gender issues.
Examples of debate issues:
§ Women’s rights as human rights versus female genital mutilation as a cultural practice
§ Right to gun use in the US versus combating gender violence
§ Gay right to marriage versus religious values worldwide
WEEK 14
The global gendered environment
Global climate change and reproductive rights
Readings:
Women at the Frontline of Climate Change: Gender Risks and Hopes.
Final exam:
FINAL PAPER DUE:
FINAL PAPERS MUST BE UPLOADED IN THE DESIGNATED DROPBOX - EMUONLINE COURSE SHELL
Textbook:
Aullette, J. R. & Wittner, J. (2012). Gendered Worlds. New York: Oxford University Press. Second Edition
Additional Bibliography (coursepack and reports available on ENMUOnline courseshell)
Antobus, P. (2004). Is another world possible? Antobus, P. In The global women’s movement: origins, issues and
strategies. New York: Zed Books.
Asia’s lonely hearts: Why Asian women are rejecting marriage and what it means. (2011). The Economist, August 2020th
Bayes, J. H., Tohidi, N. (2001).Women redefining modernity and religion in the globalized context. In Bayes, J. H.,
Tohidi, N. (eds). (2001).Globalization, gender, and religion: the politics of women’s rights in Catholic and Muslim
countries. New York: Palgrave.
Chang, K. & Ling, L. H. M. (2011). Globalization and its intimate other: Filipina domestic workers in Hong Kong. In
Marchand, M. H. & Runyan, A. S. (eds). Gender and global restructuring: Sightings, sites and resistances. New York:
Routlegde.
Closing the gap: Special Report Women and Work. The Economist, Nov. 26th 2011.
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Ferree, M. M. & Pudroviska, T. (2006). Transnational feminist NGOs on the WEB: Networks and identities in the
Global North and South. In Ferree, M. M. & Tripp, A. M. (eds). Global feminism: Transational women’s activism,
organizing, and human rights.New York: New York University Press.
Freedman, E. (2002). The global stage and politics of location. In Freedman, E. No turning back: the history of
feminism and the future of women. New York: Ballantine Books.
Inglehart, R. & Norris, P. (2003).Introduction: Explaining the rising tide of gender equality”. In The Rising tide:
gender equality and cultural change around the world. Cambridge: Cambridge University Press.
Kollman, K, & Waits, M. (2009). The global politics of lesbian, gay, bisexual and transgender human rights: an
introduction. Contemporary Politics, 15:1, 1-17.
Lind, A. (2011). Querying globalization: sexual subjectivities, development, and the governance of intimacy. In
Marchand, M. H. & Runyan, A. S. (eds). Gender and global restructuring: Sightings, sites and resistances. New York:
Routlegde.
Moghadam, V. M. (2005). Globalization and its discontents: capitalist development and gender. In Globalizing
Women: Transnational Feminist Networks. Baltimore: The John Hopkins University Press.
Narayan, U. (1997). Cross-cultural connections, border crossing and death by culture. In Dislocating cultures:
identities, traditions, and third world feminism. New York: Routlege
Pande, A. (2010). At least I am not sleeping with anyone: Resisting the stigma of commercial surrogacy in India.
Feminist Studies, 36, 2, 292-312.
Parisi, L. (2011). Reclaiming spaces of resistance: Women’s rights and global restructuring. In Marchand, M. H. &
Runyan, A. S. (eds). Gender and global restructuring: Sightings, sites and resistances. New York: Routlegde.
Staudt, K. (2011). Globalization and gender at border sites: Femicide and domestic violence in Ciudad Juarez. In
Marchand, M. H. & Runyan, A. S. (eds). Gender and global restructuring: Sightings, sites and resistances. New York:
Routlegde.
Women at the Frontline of Climate Change: Gender Risks and Hopes. United Nations
Yuval D., N. (2006) Human/Women’s Rights and Feminist Transversal Politics. In Ferree, M. M. & Tripp A. M.
Global Feminism: Transnational Women’s Activism, Organizing and Human Rights. New York: New York University
Press.
The Beijing Declaration and Platform of Action. (1995). United Nations
The Beijing + 15 Report (2010). United Nations
The Global Gender Gap Report 2011. World Economic Forum
The impact of the crisis on women: Main trends across regions. (2010). Association for Women’s Rights in
Development (AWID).
The World's Women 2010: Trends and Statistics. United Nations
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