Border Crossings: Gender and Globalization
WS 801, Fall 2013
Fulfills Temple University’s Gen Ed–World Societies requirement
Section 001, CRN 4483
MWF 10:00-10:50
Anderson 107
Instructor: Prof. Rachael Kamel
Contact Info: rkamel@temple.edu; cell 215.718.7416
Office hours: Weds 11:00-12:00 or by appt.
Office: 653 Anderson
Course Description
This course explores the ways in which gender works in different cultural and national contexts, and the
impact of globalization on our gendered social relationships. Gender indicates the ways in which our
social lives are organized around the categories of male and female – in relation to work, family,
sexuality, culture, and national belonging. Globalization describes circuits of economic and cultural
exchange among nations and peoples, focusing on changes in the global economy since about 1975.
Questions we will explore in this course include: What is globalization and how do women and men
experience it differently? Do women and men work the same jobs in the global labor market and are
they paid the same wages? How does migration affect women, families, and communities? How does a
growing connectedness among cultures and nations affect traditional gender roles? What aspects of
gender roles are resistant to change, and why? How different are the daily lives of women in the “Global
South” from those of women in the “Global North” – and what produces these commonalities and
differences? We will explore these issues together by reading critical scholarship as well as watching
documentaries and analyzing mainstream as well as alternative news media. The course will take an
intersectional approach, remaining mindful of how gender intersects with race, religion, class, sexuality,
and age, as well as with national and transnational identities.
Course objectives
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To develop a basic understanding of the gendered and racialized historical legacies of
colonialism that shape the dynamics of globalization today;
To understand aspects of globalization—including mass media and cultural productions,
economics, international relations, trade agreements, and other flows—as major social forces
that both consolidate and subvert gender ideologies;
To understand the emergence of women’s movements and other social movements that
respond to these forces in various contexts;
To offer, through the lens of gender, a framework to understand the interconnected effects of
globalization on regional and national politics, economics, and social issues.
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Required Readings
While there is no textbook for this course, numerous required readings will be posted on Blackboard.
Please print these out, read them and bring them to class. You will need to keep copies of all readings
to reference throughout the semester. Readings for each week are listed on the course schedule on
pp. 6-10 of this syllabus.
Assignments & Grading
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In-class Participation
Critical Discussion Questions
Critical Reading Assessments
Group Project
Final Exam
15%
15%
24%
25%
21%
In-Class Participation (15%)
Near-perfect attendance is mandatory for this class. The course is discussion-based and students will
play an active part in creating the learning experience of each class session. In-class participation
includes engaging in class dialog and responding verbally to text-based questions on assigned readings. I
will regularly call on students who don’t raise their hands so that the discussion doesn’t become
dominated by the same few students. I will ask you to sign in at each class, and will document
participation at the end of each session. I will appreciate your patience as I attempt to learn all
students’ names.
Critical Discussion Questions (15%)
Each student is responsible for preparing critical discussion questions once during the semester. The
instructor will provide examples and “model” during the first two weeks of class the kind of discussion
questions that will produce text-specific and context-probing discussion. Starting the third week of class,
students will bring their typed discussion questions to class to be used as discussion-starters. Each
student will sign up for one date and will be responsible for bringing her/his question on that day. The
writer of the discussion question will be expected to provide “the best” and most complete answer to
her/his own discussion question (after the other students have had a chance to respond), demonstrating
that s/he has engaged in a critical reading of the assigned texts for that week.
The discussion question on the assigned weekly readings should be designed to invite discussion, not to
address issues of comprehension of the readings (e.g. NOT: “I did not understand what the author
meant by …” or “What is…?”). These types of clarification questions can be posed verbally during our
discussion of the readings, but your typed discussion questions for credit should formulate a question
that can only be answered by thoroughly engaging and interpreting the assigned texts and the author’s
intentions. TIP: If anyone could answer your question without having read the text, it probably is not a
good, text-specific question.
Before posing your question, provide a context (1-2 sentences) for your inquiry. Ask yourself—What is
the common thread and/or the wider framework of this set of readings? Since we will be addressing
more than one author for most weeks; ask yourself—What are the authors’ shared concerns? Are they
arguing the same thing or making different points? This will help you articulate the context within which
you will pose your question.
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Your question should address all readings assigned for that week. You can either pose a question in
terms of comparing/contrasting points made by the authors (e.g. “Author A defines women’s relation to
technology in this way, while author B defines it as that. How are these definitions different from each
other and how do you evaluate their usefulness for your thinking about women and technology?”), or
base it on shared arguments in the texts (e.g. “Both author A and B define women’s relation to
technology this way. Considering that both ignore factor X in this debate, how sustainable is their
definition?”).
Grading criteria for discussion questions
Discussion questions must be typed ahead of time and turned in during the class in which they are
presented. The question will be graded based on the following criteria (you can earn up to 15 points foe
this assignment):
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The context must be stated.
All readings and authors for the week must be considered.
The question must provoke text-based discussion.
You must answer your own question in the typed version (in brief outline form) and present it when
others have finished responding.
Critical Engagement Papers (24%)
Students are expected to write three critical engagement papers over the course of the semester. The
class will be divided into four groups (A, B, C, D) with different deadlines for these papers; see Schedule
of Assignments for when your papers are due.
Critical engagement papers should consist of two typed, double-spaced pages (roughly 700-750 words).
The purpose of these papers is to develop your capacity to pose an academic argument, so they do not
present your unsubstantiated opinions; your reactions to the readings are welcome, but should remain
brief and should also be connected to your analytical viewpoint. What you need to do is critically
engage the readings for that week (i.e. read closely, discern the author’s main argument, while keeping
in mind the arguments made by other authors you’ve read. Ask yourself: how do they relate to one
another?).
In your paper, pose your own “argument” by making connections between (or finding contradictions
among or gaps within) the authors you have read for that week (you may refer to previous week’s
readings, but you MUST focus on the readings for the week your paper is due). This means that your
papers need to have a thesis statement that is stated somewhere in a brief introduction to your
paper. The body of the paper is the space where you develop and provide support for your argument
(where you make the logical case for what you are trying to point out). Refer to the texts to
substantiate your points (long quotes are not necessary or desirable, as this is a short paper). Keep in
mind that this is not a summary paper or “book report”: you need to engage with specific parts of the
author(s)’ arguments, rather than trying to include all of what you have read. Conclude the paper by
reiterating your main point and emphasizing the logic of your argument. There is no need to sermonize
here; keep your focus on the narrow argument you are making. Writing instruction will be provided
throughout the semester in class and in written feedback to each of your papers.
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Final Group Project (25%)
The broad theme of the group project is “Globalization at Home.” The object is for you to investigate
how people in the Philadelphia region have experienced some aspect of globalization, using a
combination of academic, activist, and mainstream media resources. I will offer a list of topics for you to
choose from, together with suggestions about activist resources. I will assign you to a group early in the
semester; each group must select the topic for their presentation and present a proposal on the
Monday after Spring Break (Mar. 12). Submitting this proposal gives me an opportunity to present
feedback early in the process and direct you to helpful resources. At the end of the semester each group
(5-6 students per group) will create a 15 minute presentation, followed by 10 minutes of discussion and
questions from the class as a whole. Groups are encouraged to use their creativity in preparing this
presentation, for example by making videos or artwork, or using any other visual and audio aids in their
presentations. Each group will turn in a one page outline of their presentation. As part of this outline,
each member of the group’s individual contributions to the project should be specified. All group
members must initial this write-up. These write-ups are due the same day as the presentation itself.
Final Exam (21%)
The final exam will offer you a chance to apply concepts used throughout the course to demonstrate
your understanding of the course material. The exam will ask you to comment on keywords discussed
throughout the semester. In addition, four brief essay questions will ask you to explain how particular
authors have explored key elements of globalization with regard to a specific historical period and
geographic location.
Classroom Expectations
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I expect you to come to class on time and remain in class until dismissed. I expect you to take
responsibility for your own attendance and absences. I expect explanations for your absences.
Your final grade will reflect your attendance.
I expect you to follow the syllabus carefully to know when reading and written assignments are
due.
I expect you to read all of the “required texts” (books and articles) as well as handouts that will
be distributed or posted on Blackboard throughout the semester. All readings should be
completed PRIOR to the day they appear on the course schedule so that you will be prepared to
discuss the reading during class. Your paper and exam grades will reflect your ability to keep up
with the readings.
I expect you to take notes in class during our discussions. I also expect you to take notes on the
films that we watch. In some cases we will not be able to discuss the films until the next class
after the screening. You will need to take notes so that you can recall your impressions for our
discussions. If you miss class, it is your responsibility to get notes from another student (not me).
Your grade will reflect your ability to recall the content of class discussions and films.
I expect you to participate regularly in class discussions in a manner that is conducive to a
RESPECTFUL exchange of ideas. This means all voices should be heard. Listening carefully to
ideas with which you may not agree is an important part of the dialog process.
I expect you to get specific, verbal approval from me before emailing me any assignment.
Never assume I have received a paper/assignment attached to an email unless I have given
you permission to turn in the assignment in this manner and have confirmed my receipt of it.
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I expect you to TURN OFF your cell phones before class begins unless you are waiting for an
emergency call, in which case you should notify me before class begins. Texting or emailing in
class is rude and is prohibited. I will ask you to leave class if you are texting and you will lose
participation points.
Most important, I expect you to challenge my ideas and arguments, as well as the arguments
presented in the required reading. This is guaranteed to benefit all of us!
Other Miscellaneous Important Information
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I do not grant INCOMPLETES unless you are hospitalized or physically unable to complete the
work.
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Communicating between classes: I check email regularly, but please allow me 24 hours to
respond to you. If you do not hear from me, you should call or talk with me in class rather than
assuming that I received your email. Please use discretion with emails. If your question can wait
until class or be answered by another student, please explore these options first.
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Disabilities: Any student who has a need for accommodation based on the impact of a disability
should contact me immediately to discuss the specific situation. The University has helpful
resources and services that you will benefit from accessing as soon as possible.
http://www.temple.edu/disability/index.html
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Plagiarism or cheating in any form will not be tolerated and will be dealt with swiftly and
according to university policy. You will receive an F on the paper and likely for the entire
semester, and the incident will go on record with the department and the Dean of Students.
Plagiarism includes taking the work and ideas of another person and implying that they are your
own. This applies equally to information gathered from the Internet, through journals, books,
magazines, friends, acquaintances, strangers, etc. It pertains to sentences, paragraphs or full
essays. When in doubt regarding the necessity for a citation, add one! Please note that when
you use the Internet to obtain information—even if you have reworded it—you must provide a
full citation of the source; failure to do so constitutes plagiarism. Students must assume that all
graded assignments and tests are to be completed individually unless otherwise noted in writing
in this syllabus. I reserve the right to refer any cases of suspected plagiarism or cheating to the
University Disciplinary Committee; I also reserve the right to assign a grade of "F" for the given
paper or test.
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Statement on Academic Freedom: Freedom to teach and freedom to learn are inseparable
facets of academic freedom. The University has adopted a policy on Student and Faculty
Academic Rights and Responsibilities (Policy # 03.70.02) which can be accessed at
http://policies.temple.edu/getdoc.asp?policy_no=03.70.02.
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Class schedule (guide to readings and assignments)
Week 1: Starting Points
Monday Aug. 26
Introductions, review of syllabus & assignments, sign up for critical discussion schedule.
Wednesday Aug 28
Reading: BB, Freedman, The Global Stage and the Politics of Location (2003)
in-class exercise: social location
Friday Aug 30
Reading: BB, Lerner, The Gender Equity Bubble Goes Pop! (2010)
Optional reading: BB, Appadurai, Grassroots Globalization and the Research Imagination (2000)
Week 2: Global North & Global South
Monday Sept 2
NO CLASS – LABOR DAY
Wednesday Sept 4
film: Life & Debt
Reading: BB, Moghadam, Gender & Globalization (1999)
Friday Sept 6
film: Life & Debt (cont’d)
Reading: BB, Fraser, Capitalism, Feminism, and the Cunning of History (2009)
Optional reading: course reserves, Basu, “Introduction,” Women’s Movements in the Global Era (2010)
assignment: Critical Engagement paper 1 due for group A on Mon Sept 9
Week 3: Bitter Legacies
Monday Sept 9
Reading: BB, Stoler, Making Empire Respectable (1989)
Wednesday Sept 11
Reading: course reserves, Smith, Sexual Violence as a Tool of Genocide, Conquest: Sexual
Violence and American Indian Genocide (2005)
Friday Sept 13
Reading: course reserves, McGuire, “Prologue” and “They’d Kill Me If I Told,” At the Dark End of
the Street (2010)
In Class: Critical Discussion Questions (student-led discussion)
Optional reading: BB, Ida B. Wells Barnett, On Lynching (1892)
assignment: Critical Engagement paper 1 due for group B on Mon Sept 16
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Week 4: Global Cities & Survival Circuits
Monday Sept 16
Reading, course reserves, Sassen, Global Cities and Survival Circuits, Global Woman (2004)
Film, When Mother Comes Home for Christmas
Wednesday Sept 18
Reading, BB, Safri & Graham, The Global Household (2010)
Film, When Mother Comes Home for Christmas (cont’d)
Friday Sept 20
In Class: Critical Discussion Questions (student-led discussion)
assignment: Critical Engagement paper 1 due for group C on Mon Sept 23
Week 5: Globalization at Home
Monday Sept 23
Reading: BB, Schneider, Homicide in the Hood (2009)
Wednesday Sept 25
Reading: BB, Levy Inst., Investing in Care (2010)
Friday Sept 27
Reading: BB, O’Brian, Unemployment and Disposable Workers in Philadelphia (2006)
In class: Working groups meet to discuss final project
Optional reading: BB, Goffman, On the Run (2009)
assignment: Critical Engagement paper 1 due for group D on Mon Sept 30
Week 6: Domestic Labor in the Global Economy
Monday Sept 30
Reading: course reserves, Ehrenreich & Hochschild, Introduction, Global Woman (2004)
In class video: Domestic Workers United
Wednesday Oct 2
Reading: course reserves, Hochschild, Love and Gold, Global Woman (2004)
Friday Oct 4
Reading, course reserves, Ehrenreich, Maid to Order, Global Woman (2004)
In Class: Critical Discussion Questions (student-led discussion)
Optional reading: BB, Ai Jen Poo, Organizing with Love (2010)
assignment: Critical Engagement paper 2 due for group A on Mon Oct 7
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Week 7: The Immigration Debate
Monday Oct 7
Reading: BB, Mae Ngai, No Human Being Is Illegal (2006)
Wednesday Oct 9
In class video: Stop the I Word
Reading, BB, NAM, Immigrant Women Poll (2009)
Friday Oct 11
Reading: BB, Huntington, The Hispanic Challenge (2004)
In class: Critical Discussion Questions (student-led discussion)
Optional Reading: BB, Shattered Families, ARC (2011)
assignment: proposals due for final group project on Mon Oct 14
Week 8: Mexico–down a new path
Monday Oct 14
Reading, BB, Carlsen, NAFTA Is Starving Mexico (2011)
In class: Film, Maquilapolis
Wednesday Oct 16
Reading, course reserves, Hernandez, Toward a Culturally Situated Women’s Rights Agenda:
Reflections from Mexico (2010)
In class: Film, Maquilapolis (cont’d)
Friday Oct 18
Reading: BB, Fernandez-Kelley, The Global Assembly Line in a New Millenium (2007)
In class: Critical Discussion Questions (student-led discussion)
Optional reading: BB, Carlsen, Mexico’s Movement for Real Democracy (2012)
assignment: Critical Engagement paper 2 due for group B on Mon Oct 21
Week 9: China & the global future
Monday Oct 21
Reading, BB, Pun Ngai, Made in China (Introduction) (2005)
Wednesday Oct 23
Reading, BB, Kynge, China: An Inwardly Animated Economy (2010)
Friday Oct 25
Reading, course reserves, The Chinese Women’s Movement in the Context of Globalization
(2010)
In Class: Critical Discussion Questions (student-led discussion)
Optional reading: BB, International Perspectives on the Foxconn Suicides (2012)
assignment: Critical Engagement paper 2 due for group C on Mon Oct 28
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Week 10: Transnational identities
Monday Oct 28
Reading: BB, Ortiz, The Story of My Body (1993) & Martinez, The Great Terminology Question
(1998)
Wednesday Oct 30
Reading: BB, Wu, The Model Minority (2003)
Friday Nov 1
Reading: BB, Surina Khan, All-American Queer Pakistani Girl (1997)
In Class: Critical Discussion Questions (student-led discussion)
Optional reading: course reerves, Nelson, Shopping for Children in the International Marketplace (2006)
assignment: Critical Engagement paper 2 due for group D on Mon Nov 4
Week 11: Trafficking & sex work
Monday Nov 4
Reading: reserves, Brennan, Selling Sex for Visas, Global Woman (2004)
Wednesday Nov 6
Reading, BB, Bernstein, Militarized Humanitarianism Meets Carceral Feminism (2010)
Friday Nov 8
Reading: BB, Limoncelli, The Trouble With Trafficking (2009)
In Class: Critical Discussion Questions (student-led discussion)
Optional reading: BB, Thrupkaew, The Crusade Against Sex Trafficking (2009)
assignment: Critical Engagement paper 3 due for groups A & B on Mon Nov 11
Week 12: Mass incarceration
Monday Nov 11,
Reading, BB, Haney, Working Through Mass Incarceration (2010)
Wednesday Nov 13
Reading, BB, LeBaron and Roberts, Toward a Feminist Political Economy of Capitalism and
Carcerality (2010)
Friday Nov 15
Reading, course reserves, Alexander, The New Jim Crow (Ch. 5) (2010)
In Class: Critical Discussion Questions (student-led discussion)
Optional reading: BB, Wacquant, From Slavery to Mass Incarceration (2002)
assignment: Critical Engagement paper 3 due for groups C & D on Mon Nov 18
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Week 13: Globalization & Militarization
Monday Nov 18
Reading: BB, Abu Lughod, Do Muslim Women Really Need Saving?
In class video: Rethinking Afghanistan, Part 5: Women
Wednesday Nov 20
Reading: course reserves, Tohidi, The Women’s Movement and Feminism in Iran (2010)
Friday Nov 22
Reading: BB, Shahnaz Khan, From Rescue to Recognition
In Class: Critical Discussion Questions (student-led discussion)
Optional reading: BB, Abu Lughod, Muslim Women’s Rights
assignment: Work on final project presentation
Week 14: Final Presentations
Monday Nov 25 – Groups 1 & 2
Wednesday Nov 27 –Groups 3 & 4
Fri Nov 29
NO CLASS – THANKSGIVING
Week 15: Final Presentations / Conclusion
Mon Dec 2 – Groups 5 & 6
Weds Dec 4 – Last Class: exam review, evaluation
Final Exam: Friday 13 December 8:00-10:00