ISCOR 300: Global Systems
Spring 2014, Tuesday/Thursday
Classroom: Adams Humanities (AH) 3110
Cheryl O’Brien, Ph.D.
Department of Political Science, San Diego State University
Office: Nasatir Hall (NH) 107
Office hours: Tuesday / Thursday 3:30-4:30 p.m.
Email: cobrien@mail.sdsu.edu
Note: I respond to emails within 48 hours, except I do not check email on the weekends.
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Course Description
This course will cover the evolution and development of an international norm to challenge the
global policy problem of violence against women. As a result of local women’s movements
and transnational feminist networks (TFNs), the global system of international norms came to
view violence against women as a human rights violation. In addition, researchers have
recognized that violence against women hinders socio-economic development and
democratization within countries. Violence against women offers an opportunity to study the
influence of international norms on government responsiveness, because an international norm
against such violence emerged in the 1990s. Scholars have documented the emergence of this
norm in international conventions, practices, laws, and judicial decisions at the state, regional,
and international levels.
Related to violence against women, “gender, violence, and human security” is an important
topic in international relations, public policy, and comparative politics. Moving toward a
gender perspective on human security, scholars have examined the relational and intersectional
insecurities that are tied to global systems of patriarchy, i.e. “culturally condoned and
institutionalized masculinized hierarchical power relations that express themselves through the
state, in rebel movements, in the home, and in society” (Tripp 2013, 16). Gender hierarchies—
a characteristic of various global systems—limit the lives of women, men, boys, and girls, and
exacerbate the problem of violence against women worldwide.
In this course, we will focus on the human security problem of violence against women to
achieve a greater understanding of violence against women itself, its complexity,
historical/colonial legacies, international norms development, and current practices and
approaches taken by civil society, states, and the international community to ameliorate this
policy problem. Why do governments adopt laws / policies to ameliorate different types of
violence against women? Why do some governments resist the pressure from local women’s
movements and an international norm to combat violence against women? Why are some
governments progressive, while others are laggards, when it comes to adopting laws to combat
violence against women? What criteria may assist transnational actors (e.g. donors) to assess
which governments may be ripe for receiving support toward adopting an international norm
on violence against women? What strategies might local women’s and human rights activists
utilize under varying conditions to achieve government responsiveness to violence against
women? These are some of the questions that we will consider in this course.
Student Learning Outcomes
. Understand the substantive information presented in class lectures/activities and in
readings.
. Engage in close reading of the material to identify, summarize, question and debate
main arguments, research methodology, data, and themes.
. Integrate the consistencies among the arguments, qualitative and quantitative data, and
approaches in the areas of human security, human rights, and public policy on violence
against women. Synthesize readings, ideas, and events.
. Identify inconsistencies, differences, and gaps in knowledge in the readings.
. Express sophisticated, clear ideas in writing, presentations, and discussion.
. Formulate theoretical and practical critiques of the readings / research.
. Conduct independent research.
. Collaborate with fellow students in group work.
. Improve group facilitation and discussion skills.
Goals for GE Courses in the Social and Behavioral Sciences
• Goal 1: Explore and recognize basic terms, concepts, and domains of the social and
behavioral sciences.
• Goal 2: Comprehend diverse theories and methods of the social & behavioral sciences.
• Goal 3: Identify human behavioral patterns across space and time and discuss their
interrelatedness and distinctiveness.
• Goal 4: Enhance understanding of the social world through the application of
conceptual frameworks from the social and behavioral sciences to first-hand
engagement with contemporary issues.
Required Texts
Both KB Books (www.kbbooks.com) and the SDSU Bookstore should have the required books
listed below. Once I receive an Exam Copy of each book (except Desert Flower, for which I
could not order an Exam Copy), I will place of copy of these books on reserve at the library.
At the library, you must go to the reserve desk to check out any of these books for two hours at
a time. You cannot find the reserve books through the library’s online catalogue. The reserve
desk is located across from the main library desks under the glass dome part of the library.
1. Desert Flower: The Extraordinary Journey of a Desert Nomad by Waris Dirie
http://www.amazon.com/Desert-Flower-Extraordinary-Journey-Nomad/dp/0688172377
This is a short autobiography of a Somali woman (Waris Dirie) who became a UN
spokeswoman against female genital mutilation (FGM). Cathleen Miller (Co-Author/Editor).
2. Violence and Activism at the Border: Gender, Fear, and Everyday Life in Ciudad Juarez
by Kathleen Staudt (Author)
http://www.amazon.com/Violence-Activism-Border-Everyday-Inter-America/dp/0292718241
3. Protest, Policy, and the Problem of Violence against Women: A Cross-National
Comparison by S. Laurel Weldon (Author)
http://www.amazon.com/Protest-Policy-Problem-Violence-against/dp/0822957744
4. The Penguin Atlas of Women in the World: Fourth Edition by Joni Seager (Author)
http://www.amazon.com/The-Penguin-Atlas-Women-World/dp/0143114514/ref=pd_sim_b_15
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This is a short handy book that includes graphics / statistics on many global policy issues,
including violence against women. Consider how various policy issues are interconnected to
the control of women's bodies and rights, such as property rights, worldwide.
There may also be required readings announced in class. These will be found online, on
Blackboard, or handed out in class.
Student Disabilities/Accommodations
Students who would like accommodations for a disability are advised to contact me as early in
the semester as possible and to provide me with the form / documentation that lists your
authorized accommodations—or you may place a copy of the form / documentation in my
department mailbox in the Department of Political Science.
If you have a disability and need accommodations but have not contacted Student Disability
Services, you can contact them at 619-594-6473 (Calpulli Center, Suite 3101).
BlackBoard (BB): Students are expected to check the course website on a regular basis. A
variety of information will be posted there, including the syllabus, PPTs, any additional
readings, clarifications, and relevant internship and other information shared with students.
Class Attendance and Participation
Formal or informal discussion will be an important feature of this clsss, and every student is
expected to participate in class discussions. This requires attending class and having done the
reading. You are expected to have done the readings for class and participate in informal (or
formal, as the case might be) class discussions. This will determine 20% of your grade. A good
grade in participation is contingent on BOTH regular attendance AND consistent, quality
contributions to class discussions. Participate during in-class activities, in-class writing
workshops or peer feedback sessions, and class discussion. Complete the readings /
assignments due for that class date so that you will be best prepared to participate in
discussion, ask informed questions based on the readings, and perform well in general.
While I might not take attendance in every class, absences will be noted and will affect your
grade. Although you are expected to come to every class, over the course of a semester
unforeseen events will prevent some, if not most of you from having a perfect attendance
record. For this reason, missing four classes will not affect the attendance part your grade.
Missing more than four will, however, result in grade penalties. Depending on the number of
absences these penalties will be as drastic as receiving no credit whatsoever for attendance and
participation, or failing the course altogether. Please note that based on this policy there are no
“excused” or “unexcused” absences (unless an official exception covered by SDSU policy). If,
however, an emergency situation arises during the semester that will make it impossible for
you to attend the course for a substantial amount of time, you should contact me.
Please note that the lectures and the readings, while complementary may not necessarily cover
exactly the same ground. Therefore, missing classes would imply missing valuable class
material that might appear on your exam/assignments. In addition, you also run the risk of
missing a pop quiz.
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One of the most important elements of any class is the input offered by the students. It is
expected that you listen carefully and courteously to the comments made by your classmates,
and participate actively in the class by adding your own comments and questions. To facilitate
this process, use of cell-phones or laptops is not permitted in the classroom, unless allowed
for workshop or other activities—as specified by the professor. Cell-phone usage during class
hours will lead to grade penalties. (If accommodation for a disability requires a laptop or
other device, please provide me with the proper documentation.)
It is particularly important that you refrain from using cell-phones, headsets, or any electronic
device at any point during quizzes/exams. Since it is not possible for me to determine exactly
what the actual purpose of any such activity might be – for example, a quick glance at your
smart-phone, or using headsets while you write – the use of any electronic device, however
fleeting and for whatever real or alleged purpose will constitute cheating and result in
automatic failure for the course.
Disruptive behavior in the classroom may result in a final grade deduction or failure. If you
have any concerns, do not hesitate to bring them to me.
At times, we may discuss sensitive issues. Regardless of the topic being covered, class
discussions should remain sensitive and professional in nature. Respect—for our fellow
human beings, classmates, the instructor, and guest speakers—is of utmost importance for a
safe and enriching learning environment. Insulting behavior or slurs may result in a failure or a
final grade deduction. If you have any concerns or questions, please do not hesitate to contact
me.
Grading and Assignments
Throughout the semester, there will be an unspecified number of pop-quizzes that will account
for 10% of your total grade. These will be based on class assignments (e.g. readings) and class
lecture / discussion / presentations. Pop (unannounced) quizzes can be handed out at any time
during any given class period (usually at the beginning of class) and will pertain mostly to the
readings assigned for that particular class. For this reason, it is important that you be punctual.
There will be no make-up pop-quizzes if you arrive late for the quiz or are absent (unexcused
absence). However, your chances of getting full credit will not be harmed if you miss one quiz
only. If you take all the quizzes that are handed out during the semester, your lowest scoring
test will be discounted. Please note that if you have several tests with the same low score, the
rule will still apply – only one test will be excused.
During the course of the semester, you will have one in-class (or take-home) examination (20%
of your grade) based on the class readings as well as lectures up to that point. To reduce
examination-related stress as much as possible, a portion of the class period prior to it will be
devoted to reviewing themes and answering questions that you might have.
You will work on a group or individual research project. This project will involve a group (or
individual) presentation (PPT or youtube or another approved format) and a group (or
individual) paper (no more than 10 double-spaced pages) based on a topic approved by the
instructor. The number of students per project will depend on the class size. You will write an
analytical research paper on an approved topic that will require you to research beyond class
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readings to collect data. The class readings will serve as helpful models as you develop this
project. The paper, to be submitted in hard-copy version as well as electronic version (on
turnitin.com, a plagiarism detection software), and a related presentation and evaluation will
account for 25% of your grade. Students in a group may not receive the same project grade.
You will serve as Student Discussion Leader / Facilitator for 10% of your grade. You will
sign-up in advance to present a synopsis of the day’s reading assignment. Lead (or Co-Lead,
depending on the class size) classmates in a group discussion. Integrate that day’s readings
into the discussion; connect prior readings, if relevant, to that day’s readings. Facilitate the
discussion so that you encourage participation; be prepared to ask probing questions to spur on
the discussion or to guide the discussion. Be prepared to articulate your thoughts on the
reading(s), and ask insightful questions. This discussion will likely last approximately 15-20
minutes. The number of student facilitators per day will depend on the class size—each
student will be assigned to facilitate a discussion on at least one of the available dates.
Facilitators will lead a discussion based on the readings for that day and in relation to violence
against women and/or interconnected policy areas that impact women’s human rights and
human security.
You will write a thoughtful essay / short paper responding to the major readings in the
Autobiography (narrative) and Statistics section of the syllabus: Desert Flower and The
Penguin Atlas. This Essay will be 15% of your final grade. Search for narratives on violence
against women (VAW) in differing countries from academic sources, NGOs, or international
organizations (e.g. UN). (You may draw from group project sources of narratives.) Integrate
at least three different sources of these narratives, the book Desert Flower, and quantitative
data from the Penguin Atlas book into an essay / short paper (4-6 pages double-spaced). You
will: frame your response / essay with a thesis; integrate qualitative and quantitative data from
the two major readings and your additional sources into your writing; show your understanding
of the usefulness of qualitative data (e.g. narratives, autobiographical data) and quantitative
data (e.g. statistics). Your response paper should discuss:

how the book Desert Flower and the additional narratives that you’ve offer rich
insights into the global, systemic problem of VAW.

how the local or regional context (i.e. the local place and culture) matters for the
study of a global, systemic policy problem like VAW.

how VAW in different places share commonalities (e.g. control of the female
body) even if they take different forms or types

how combining quantitative data (e.g. statistics) and qualitative data (e.g.
narratives) is useful for understanding VAW and for making policy
recommendations at the local, national, regional, and international level.
We will exchange these responses / essays for in-class feedback, and the in-class feedback and
your essay will be turned into me.
The grade for the class will be determined as follows:
 Attendance and (Quality and Consistent Class) Participation – 20%
 Pop-Quizzes – 10%
 Discussion Leader / Facilitator — 10%
 Essay due April 22nd by the beginning of class – 15%
 Exam (in-class or take-home TBD), March 20th – 20%
 Group Project (the paper portion is due May 12th) – 25%
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Due dates will be strictly observed, unless there are documented medical emergencies or
official exceptions granted by San Diego State University, in which case you will need
someone in the pertinent office to directly contact me.
Plagiarism or cheating of any sort will result in automatic failure for the course and will be
reported to the University. For information on cheating and plagiarism, see
http://senate.sdsu.edu/policy/pfacademics.html#Cheating and
http://its.sdsu.edu/resources/turnitin/pdf/Plagiarism_AcadSen.pdf. If you have further
questions or concerns, do not hesitate to contact me or the Center for Student Rights and
Responsibilities, webpage http://www.sa.sdsu.edu/srr/.
Syllabus and Course Caveat:
The syllabus should be used as an outline for class. While I will do my best to stick with the
plan outlined in this syllabus, I may make changes to the structure, schedule, exams, content,
etc. of the course. In the event of a major campus emergency or extenuating circumstances,
course requirements, deadlines, and grading percentages are subject to changes that may be
necessitated by a revised semester calendar or other circumstances.
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TOPICS, READINGS AND ASSIGNMENTS BY CLASS
**SUBJECT TO CHANGE**
The readings that are listed under each class should be read before that class.
Understand the author’s argument(s), data, and methods (if any) employed.
Be prepared to discuss and answer / ask questions about required readings.
There may be additional required readings announced that are NOT listed below.
23 January:
Introduction to the Course
(Syllabus Review. Instructor and Student Introductions.)
28 January: Gender, Violence, and Human Security
(Lecture: Political theory on gender, politics and power. Intersectionality. Data disaggregation.
Move to Human Security, TFNs, Norms. Women’s Movements’ impact on legal systems.)
Readings (complete before class on 28 January):
-Read (scanned and placed on BlackBoard): Tripp 2013: “Toward a Gender Perspective on
Human Security.” pp. 3-22 (stop at Outline) and read also Conclusion pp. 27-28. From Tripp,
Ferree, and Ewig, Eds. (2013) Gender, Violence, and Human Security. NYU Press, NY.
-Review the Syllabus. If you are unfamiliar with books on reserve, stop by the campus library
and locate the Reserve desk. (Books on reserve are not found in the regular library catalogue.)
30 January: International Human Rights Enforcement and Policy Considerations for
Reducing Violence and Increasing Human Security
(Lecture on Human Security cont. Move to transnational policy problem of sex trafficking.)
* Semester Project Topics are due January 30, 2014
Readings (complete before class on 30 January):
-Read “An Analysis of Global Sex Trafficking” by Cheryl O’Brien. Indiana Journal of
Political Science. Volume 11: Winter 2008/2009. http://www.indianapsa.org/2008/article2.pdf
(If you cannot access the article here, try to familiarize yourself with how to access it through
SDSU library’s journal sources. After trying that, if you still cannot access it, email me.)
-Read (do not memorize) pages 56-57 (Statistics on “Global Sex Trafficking” in The Penguin
Atlas of Women in the World).
4 February: Protest, Policy, and Violence Against Women: A Cross-National Comparison
Reading: Weldon’s (required book) Chapter 1, pp. 1-28. (Reminder: on reserve at library.)
*Note: Student Facilitators will be assigned in advance for all such dates in class.
Student Facilitator(s):_______________
6 February: Cross-National Comparison
Reading: Weldon’s book pp. 29-37 (stop at Regional Culture section) (8 pages total)
Student Facilitator(s):_______________
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11 February: Cross-National Comparison
Reading: Weldon’s book very bottom of p. 37 Regional Culture section to p. 60 (23 pgs total)
Student Facilitator(s):_______________
13 February: Cross-National Comparison
Reading: Weldon’s Chapter 3, pp. 61-86 and Chapter 4’s “Conclusion” section from very
bottom p. 103 to top of 104. (26 pages total)
Student Facilitator(s):_______________
18 February: Cross-National Comparison
Reading: Weldon’s book: (approx. 25 pages total)
-Read the two full paragraphs on p. 107. Read “Women’s Policy Machinery” (2 paragraphs)
section from bottom p.118 to top of p.119. Read bottom p. 133 “Institutions…” section to
p.137 (end Chapter 5).
- Read p. 138 to the very top of p. 143. Then choose to read either Australia section, p. 143 to
the very top of p. 148 or Canada section, p. 148 to p. 156. Then read pp. 157-164 (end Ch. 6).
Student Facilitator(s):_______________
20 February: Cross-National Comparison (Conclusion)
Reading: Weldon’s book from bottom p. 190 to 193 and pp.194-209. (approx. 18 pages total)
Student Facilitator(s):_______________
25 February: Violence and Activism at the Border: A Case Study of Ciudad Juárez
Reading: Staudt’s (required) book Preface (ix-xvi) (8 pages total)
-From this reading and as you consider local-transnational work on violence against women,
prepare a list of 1) Who are the actors (not proper names, but jobs—e.g. NGO worker or
journalist—involved in the research, community activism/organizing, and other activities that
the author mentions in this research / project; and 2) What are the skills (e.g. organizing focus
groups) employed in this research / project on violence against women? (based on the Preface)
27 February: A Mixed-Methods Case Study of Ciudad Juárez
Reading: Staudt’s Chapter 1, pp. 1-27. (27 pages total)
Student Facilitator(s):_______________
4 March: A Mixed-Methods Case Study of Ciudad Juárez
*Group / Individual Project Progress Report due today: a 2 page summary of tasks,
current thesis statement, data sources thus far, and paper outline).
Reading: Staudt’s Chapter 2, pp. 29-49. (20 pages total)
Student Facilitator(s):_______________
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6 March: A Mixed-Methods Case Study of Ciudad Juárez
Reading: Staudt’s Chapter 3, pp. 51-73. (22 pages total)
Student Facilitator(s):_______________
11 March: A Mixed-Methods Case Study of Ciudad Juárez
Reading: Staudt’s Chapter 4, pp. 79 to top of p.110. (31 pages total)
Student Facilitator(s):_______________
13 March: A Mixed-Methods Case Study of Ciudad Juárez
Reading: Staudt’s Chapter 5, pp. 113-141. (28 pages total)
Student Facilitator(s):_______________
18 March: A Mixed-Methods Case Study of Ciudad Juárez
Reading: Staudt’s Chapter 6, pp. 143-158. (15 pages total)
Student Facilitator(s):_______________
20 March:
In-Class Blue-Book Essay Exam or Take-Home Exam – TBD the type of exam.
25 March: Autobiographical Case and Global Statistics on Violence Against Women
-Read for understanding (do not memorize) pages 54-55 (Statistics on “FGM” in The Penguin
Atlas of Women in the World).
-Read Desert Flower Pages 1-46 (Chapters 1-4).
Student Facilitator(s):_______________
27 March: Autobiographical Case and Global Statistics on Violence Against Women
- Read for understanding (do not memorize) pages 58-59 (Statistics on “Rape" in The Penguin
Atlas of Women in the World).
-Read Desert Flower Pages 47-88 (Chapters 5-8).
Student Facilitator(s):_______________
(31 March - 4 April: Spring recess)
8 April: Autobiographical Case and Global Statistics on Violence Against Women
- Read for understanding (do not memorize) pages 70-71 (Statistics on “Unpaid Work” in The
Penguin Atlas of Women in the World).
-Read Desert Flower Pages 89-118 (Chapters 9-10).
Student Facilitator(s):_______________
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10 April: Autobiographical Case and Global Statistics on Violence Against Women
- View and take notes on individual stories of survival from around the world at: “Eve Ensler
[playwright of The Vagina Monologues]: Happiness in body and soul” filmed Feb. 2004 (20:29
minutes) at: http://www.ted.com/talks/eve_ensler_on_happiness_in_body_and_soul.html.
How do the survivors or “warriors” mentioned in this video/talk transform consciousness?
What types of VAW do you hear about in this video?
Note: The Vagina Monologues (a play performed across college campuses and
worldwide on VAW) is a part of the global movement to end VAW.
-Read Desert Flower Pages 119-148 (Chapters 11-12).
Student Facilitator(s):_______________
15 April: Autobiographical Case and Global Statistics on Violence Against Women
-Read for understanding (do not memorize) pages 52-53 (Statistics on “Western standard of
beauty” in The Penguin Atlas of Women in the World). “Third World feminists” have said that
this Western standard (shown in the stats here) bears a similarity to FGM—can you see this?
-Read Desert Flower Pages 149-197 (Chapters 13-15).
Student Facilitator(s):_______________
17 April: Autobiographical Case and Global Statistics on Violence Against Women
-Read for understanding (do not memorize) pages 40-41 (Statistics on “Maternal Mortality” in
The Penguin Atlas of Women in the World).
-Read Desert Flower Pages 198-225 (Chapters 16-18). This concludes the book.
Student Facilitator(s):_______________
22 April: Essay Due by the beginning of class.
No required reading for today. In-class activity and discussion.
24 April: Writing Feedback Workshop
This is important to attend for your final paper and participation grade.
29 April: Group / Individual Meetings.
1 May: Group/Individual Project Presentations *Reminder: toward participation, you are
expected to attend and participate in other group presentations.
6 May: Group/Individual Project Presentations *Reminder: toward participation, you are
expected to attend and participate in other group presentations.
8 May: Group/Individual Project Presentations *Reminder: toward participation, you are
expected to attend and participate in other group presentations.
(9 May-15 May: SDSU Final examinations.)
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Final Group/Individual Paper is due in Political Science Main office on Monday, May
12th by 4pm (addressed to my attention) or it can be hand-delivered to me in class on
May 8th.
In addition to submitting the hard-copy, each student must also submit an electronic
version of their group/individual paper on turnitin.com, a plagiarism detection software,
by 5pm on May 12th.
Also due by 5pm on May 12th via turnitin.com: each student must submit a group /
individual project evaluation.
Final Exam Week: My plan is that this class will have no final exam during finals/exam week,
except in the event of extenuating circumstances in which the syllabus must be altered.
Final Grades: Grades are due from instructors by 11pm on 20 May 2014. Check
Webportal for final grades. Do not email me to receive your final semester grade or final
assignment/exam grade. Please exercise patience to find out your grade via Webportal.
If you have a question about your grades after they have been posted on Webportal,
please email me. If I cannot easily respond by email, I will ask you to set an appointment with
me to discuss your question(s).
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