PSC 380/WMS 380 GENDER AND POLITICS
Spring 2007
Dr. Mary Bellhouse
Email: bellhous@providence.edu
Office: 317 Howley Hall
Class Meeting Times: Monday and Thursday 2:30-3:45.
Office Hours: Monday, 4:00-5:00 p.m. and Tuesday, 2:30-3:30 p.m.
“Gender is the repeated stylization of the body, a set of repeated acts within a highly
rigid regulatory frame that congeal over time to produce the appearance of substance,
of a natural sort of being. A political genealogy of gender ontologies, if it is
successful, will deconstruct the substantive appearance of gender into its constitutive
acts and locate and account for those acts within the compulsory frames set by the
various forces that police the social appearance of gender.” --Judith Butler, Gender
Trouble (1990)
How and when to contact me:
I am happy to talk with you about any questions you have concerning the class, readings, and
assignments. You may come to see me in person at my office on the third floor of Howley
Hall (Room 317) during my regularly scheduled office hours, or by appointment. In
addition, you may e-mail me. Since I usually check my e-mail every day, sending me a
message via e-mail is one of the best and most efficient ways of getting in touch with me and
receiving a timely response. My e-mail address is bellhous@providence.edu Do not email
me through the Angel web site. Phone is not an efficient way to reach me.
Four Required Books for Purchase:
Hannah Arendt, The Human Condition (2nd ed. 1998, first published in 1958)
Linda Zerilli, Feminism and the Abyss of Freedom (2005)
Judith Butler, Undoing Gender (2004)
Chandra Mohanty, Feminism Without Borders (2003)
Note: I may provide additional reading in the form of class handouts.
One Recommended Book:
The following book is strongly recommended for any student who does not already own a
good style manual. It should prove helpful when writing the papers for this course.
Jane Aaron, The Little, Brown Compact Handbook, Sixth Edition (Plastic Comb edition).
Course Description:
In this course we will address the recent works of several of today’s most acclaimed
feminists, women from a variety of disciplines ranging across philosophy, postcolonial
and transnational feminist theory, and political theory. Each of these thinkers is
committed to the future of feminism. We will explore the central tenets, questions, and
claims of new directions in feminist thinking through close readings of three texts that
have made their mark since the beginning of the twenty-first century: Judith Butler’s
Undoing Gender (2004), Chandra Talpade Mohanty’s Feminism Without Borders (2003),
and Linda M. G. Zerilli’s Feminism and the Abyss of Freedom (2005). In order to better
understand Linda Zerilli’s argument, we will read an essay by Mary Dietz, selections
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from Hannah Arendt’s The Human Condition, and selections from the writings of
Monique Wittig.
This course is designed to engage critical thinking and encourage vigorous and lively
debate. In this spirit, the following are propositions meant to provoke as wide a variety
of responses as possible (agreement, disagreement, skepticism, approval, disapproval,
confusion, anger, passion, etc.) provided they are the product of the careful reflection on
and analysis of the assigned course works:
•Countering pronouncements of the “death of feminism,” these important authors’
writings are evidence of the many ways feminism has entered a vital new stage for both
thinking and activism.
• As these authors argue, the ideas of universalism and difference can and must be
understood as mutually reinforcing.
• There can be no democracy without feminism.
Basis for Course Grade:
The percentages listed below are rough approximations. While there is no requirement
that you keep a journal on the course readings and discussions, I encourage you to do so.
1. Papers: Two papers. Tentative plans for length are as follows: The first paper
should be about six to seven pages long, double-spaced. The second paper should
be about five pages long, double-spaced. Further instructions will be given in
class. (Late papers will be lowered in grade: 5 points off per day late.) Each
paper is worth about 30% each.
2. Two in-class Exams. Each worth about 10% of course grade.
3. Class Participation: I would like to see a lot of thoughtful class participation
that is based on close reading of the assigned text. You will be graded on your
class participation, both quality and quantity. Try to cite specific passages when
you make a point in class discussion. Here is a rough guide as to how often to
participate: To earn a grade in the C range in this course, you should actively and
intelligently participate in about 17 class discussions. To earn a grade in the B
range in this course, you should actively and intelligently participate in about 19
class discussions. To earn a course grade in the A range, you should actively and
intelligently participate in about 21 class discussions. There are a total of 26 class
meetings this semester, but not every meeting will be devoted to discussion.
Keep in mind, that, despite these guidelines, the quality of your remarks counts
more than how often you speak. If you dominate discussion so often that you don’t
give others enough time to speak, you will be penalized. Class participation is
worth about 20 % of the course grade.
4. Absences: three or fewer (excused or unexcused) absences are permitted.
5. Avoid being late for class. If you must be late for a particular class, I would
appreciate knowing about it beforehand.
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6. A Revised Course Syllabus must be turned in at the end of the course. (See the
end of this syllabus for instructions.)
7. While you are taking this course, I would like you to make a serious effort to
keep up with current events in the following two ways: 1) read the New York
Times every day (note: you can subscribe to the Times on-line version for free),
and 2) watch the PBS Newshour with Jim Lehrer on television. This show is on
for one hour Monday through Friday starting at 6 p.m. I know that you will not
be able to read the Times or watch the Newshour every day, but please do so fairly
regularly this semester. Try to be attentive to and think critically about stories
that are related to gender and politics.
Additional Class Participation Guidelines:
In deciding how often to volunteer, carefully consider the total number of students
in the course and the need to hear from all students. In framing your remarks,
work to pull in other members of the class. Demonstrate that you have done the
day's reading assignment carefully and that you have listened to the other
members of the class. Grading of the class participation will be conducted
according to the guidelines below:
Frequent evidence of not having done reading assignments or prepared
other assignments in a timely fashion.
D
range
Several examples of not having done reading assignments or prepared other
assignments in a timely fashion. Frequently arrives late to class, lets cell
phone ring, etc. May dominate the discussions without letting others
participate, disrupt flow of discussion, or discourage other students from
participating.
C
range
Rarely absent, shows constant evidence of having prepared assignments;
can generally answer accurately questions about the content of readings;
well prepared for class, etc. Is a "good citizen" in class discussion.
B
range
In addition to the items in the B range, the quality of participation is
excellent; frequent references to course materials, including synthesis from
earlier readings, for example. Can see the "big picture" in class discussions.
Generally outstanding contributions during discussions.
A
range
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General Guidelines for Papers (Further instructions will be given in class):
Mechanics of papers:
A. Length and format: These papers will be submit to strict page limits;
you will need to edit carefully. You do not have space to be verbose, to
ramble, or to state the painfully obvious (e.g. Socrates lived in Ancient
Greece).
--in 12 point Times New Roman font.
--double-spaced, with 1” left and right margin
--and should have, in addition, a title page (with paper title, your name,
date, section, and name of the course). The title page does not count as
part of the five page limit. Number the pages of your paper.
B. Endnotes: Give careful citations in endnotes. Use a style manual to
be sure the form is correct. I prefer that you follow the Chicago Manual
of Style (CMS) form for endnotes and bibliography. The endnotes and
bibliography do not count as part of the page limit.
C. Avoid Plagiarism: All of the analysis and wording of your papers must
be your own work. Any phrases copied directly from any other must be
explicitly acknowledged. If you take material from outside sources (e.g.
scholarly articles or books, Internet sites, etc.), these must be footnoted.
Plagiarism is a form of academic dishonesty and carries serious
penalties. If you have any questions about how to acknowledge sources
properly, please see me or talk to people at the Providence College
Writing Center. If you consult any source, even if you do not specifically
quote it in your paper, you must provide a full citation of the source at
the end of your paper. Failure to do so is considered plagiarism.
“Source” here includes, for example, another student’s work, a
professor’s lecture, a scholar’s work, or a web-based source. If you
plagiarize another person’s work in this course, you will receive a failing
grade for the assignment. If the plagiarism is flagrant, you will receive a
failing grade for the course and I will refer you to the Dean for further
action.
D. Proofreading: Check your papers for spelling and grammatical errors.
Carelessness in this regard will be penalized. Proofread for typos. Be
careful about uses and misuses of the apostrophe—check on whether
you have used the possessive case correctly. Make pronouns and their
antecedents agree in person, number, and gender. Leave 2 spaces
between all sentences.
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Paper Standards: What makes for an excellent paper in this course?
A. Beginning with an interesting and clearly stated thesis. A fine paper
has an opening set of assertions that orients your entire analysis.
Capture an insight; make an assertion that entails doing the comparison,
but that also comes to a conclusion about where this comparison leads.
The thesis alerts the reader to a significant issue in political theory and
leads into the sequence of ideas you will support in the body of your
paper.
B. Elements of originality. The best arguments go beyond ideas
presented in lectures or assigned readings. Originality might consist in
taking an idea further than it went before; seeing a previously
unmentioned connection between ideas; phrasing something in a
particularly insightful way; developing a new and appropriate example.
C. Understanding and reference to all the relevant reading on the topic.
The best papers show evidence of having absorbed all of the assigned
work in the course. Draw widely on the text. Don’t draw all of your
evidence from a single part of the assigned reading.
D. Well chosen evidence. All papers require some evidence in order to
get a passing grade. That is, you must refer to specific passages with
page and/or line numbers. In some cases you will also provide direct
quotations from the text. You won’t give quotations in every case
because to do so would use up too much space in your paper. Excellent
papers contain particularly appropriate evidence. Such evidence
consists in passages that prove exactly the point you intended; that
contain words or phrases that fit perfectly into your argument; that imply
things that are not obvious to the casual reader. Document your paper
thoroughly using page numbers (and in the case of The Republic, give
line numbers). I expect to see at least 20 page or line number
references in your paper. CAREFUL AND THOROUGH DOCUMENTATION
IS CRUCIAL!
E. Analytical organization and careful reasoning. The best papers stay
closely on the topic. They avoid tangents that do not help prove the
thesis of the paper.
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Course Outline/ Schedule of Assignments:
Thurs., Jan. 18: Introduction to the course.
I. Feminism and Arendtian Freedom: Linda Zerilli’s Feminism and the Abyss of
Freedom (2005)
Mon., Jan. 22, Mary Dietz, “Hannah Arendt and Feminist Politics,” in Mary Shanley and
Carole Pateman, eds., Feminist Interpretations and Political Theory (University Park,
PA: Pennsylvania State University Press, 1991), pp. 232-252.
Thurs., Jan.25, Arendt, The Human Condition, pp. 1-41.
Mon., Jan. 29, Arendt, The Human Condition, pp. 41-78.
Thurs, Feb. 1, Zerill, pp. 1-16.
Mon., Feb. 5, Zerilli, pp. 16-31.
Thurs, Feb. 8, Zerilli, pp. 66-91, and Wittig reading (specific reading to be announced).
Mon, Feb. 12, Continued discussion of Zerilli, pp. 66-91, and Wittig reading (specific
reading to be announced).
Thurs., Feb. 15, Zerilli, pp. 92-123.
Thurs., Feb. 22, Zerilli, pp. 124-163, and continued discussion of Zerilli, pp. 92-123.
Mon, Feb. 26, Zerilli, pp. 165-182. (I may decide to assign a second article-length essay
on Arendt at this point.)
SPRING BREAK
Mon., March 12 FIRST PAPER DUE, no new reading due today. We will watch a
film in class today.
II. Judith Butler’s Undoing Gender (2004)
Thurs, March 15, discussion of the film shown at our last class and preliminary remarks
on Butler. For today’s class, you are either to begin reading the Butler book OR read a
class handout; I will let you know which on March 12.
Mon., March 19, Butler, pp. 1-39.
Thurs, March 22, Butler, pp. 40-74.
Mon., March 26, Butler, pp.75-130.
Thurs, March 29, Butler, pp. 174-231.
Mon., April 3, In-class exam.
Easter Recess
III. Chandra Mohanty’s Feminism Without Borders (2003)
Wed., April 11, Mohanty, pp. 1-42.
Thurs., April 12, Mohanty, pp. 43-84.
Mon., April 16, Mohanty, pp. 85-105.
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Thurs., April 19, Mohanty, pp.139-168.
Mon., April 23, Mohanty, pp. 221-251.
Thurs., April 26, In-class exam.
Mon., April 30, To be announced. (If we miss a class earlier in the semester due to snow,
my illness, or some other unanticipated event we may use this date to “catch up.”)
Thurs, May 3, Concluding Discussion. The second paper and Revised Course Syllabus
are due in class at our final meeting today. Bring hard copies to class and post both
on Angel.
Instructions for Constructing the Revised Course Syllabus:
The purpose of this “revised course syllabus” is to help me improve this course next year.
Please take this last assignment seriously and give thoughtful answers. It is important
that you be thoughtful and honest. Your responses will not affect your grade in the
course so long as you take the assignment seriously.
Submit this document in the appropriate drop box on our Course Angel site AND give
me a hard copy in class at our last meeting. This document should be typed, doubled
spaced. Look over the course syllabus and your course notes as you do this assignment.
Suggested length: about 2 to 3 pages.
Divide your comments into the following categories. Label everything clearly on
your document. For each item below, clarify what should be kept the same and
what should be changed, and why.
1. Books for Purchase:
Are there any of the books for purchase that should be dropped next year? Are
there any books that should be added? Why?
2. Reading Assignments: Review the reading assignments as listed on the syllabus,
and also recall the changes that we made this semester to the reading on the
syllabus.
What should be dropped from or added to the required reading next year?
3. Basis for Course Grade.
4. Paper assignments: any changes needed? Please explain.
5. In-class exams. What worked and what didn’t? explain your response.
6. Our use of In-Class Time. This is very important. What helped you to learn?
Was there anything that you would encourage me to keep or eliminate next year?
Why?
7. Please provide any other comments of any kind that might be constructive
criticism. Let me know what were the best things in this course, and what were the
worst things in the course.
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