NEW COURSE PROPOSAL
College: [ Humanities ]
Department: [ Gender & Women’s
Studies ]
Note: Use this form to request a single course that can be offered independently of any other course, lab
or activity.
1. Course information for Catalog Entry
Subject Abbreviation and Number: [ GWS LAF 440
Course Title: [ Latin American Feminisms
]
Units: [ 3 ] units
Course Prerequisites: [
] (if any)
Course Corequisites: [
] (if any)
Recommended Preparatory Courses: [
] (if any)
]
2. Course Description for Printed Catalog: Notes: If grading is NC/CR only, please state in course description.
If a
course numbered less than 500 is available for graduate credit, please state “Available for graduate credit in the catalog description.”
[ Latin America has been the home of some of the most vibrant feminist movements in the
world. The region has been led by seven female presidents and has been for many years at
the forefront of radical social transformation. In this course, students study the situation of
women and the different types of feminisms by understanding the political, economic, and
cultural contexts in which they occur. The course examines the impact that colonialism,
imperialism, modernization and democratization, Latin American social revolutions such
as the Cuban and Nicaraguan Revolution as well as the Socialism of the 21st Century has
had on the status of women and the feminist movements.
]
3. Date of Proposed Implementation: (Semester/Year): [ Spring ] / 2017[ ] Comments
4. Course Level
[]Undergraduate Only
[]Graduate Only
[X]Graduate/Undergraduate
5. Course Abbreviation “Short title” (maximum of 17 characters and spaces)
Short Title: [ Latin American Feminisms]
6. Basis of Grading:
[]Credit/No Credit Only
[X] Letter Grade Only
[]CR/NC or Letter Grade
7. Number of times a course may be taken:
[ X] May be taken for credit for a total of [1] times, or for a maximum of [3] units
[ ] Multiple enrollments are allowed within a semester
8. C-Classification: (e.g., Lecture-discussion (C-4).)
[ ] units @ [] []
9. Replaces Current Experimental Course?
[ ] YES
[ X ] NO
Replaces Course Number/Suffix:[ GWS 495 LAF ]
Previously offered [
] times.
10. Proposed Course Uses: (Check all that apply)
[ ]Own Program:
[ X ]Major
[ X ]Minor
[ ]Masters
[ ] Requirement or Elective in another Program
[ X] General Elective
[ ] General Education, Section [
]
[ ] Meets GE Information Competence (IC) Requirement
[ ] Meets GE Writing Intensive (WI) Requirement
[ ] Community Service Learning (CS)
[ ] Cross-listed with: (List courses) [
]
[ ]Credential
11. Justification for Request: Course use in program, level, use in General Education, Credential, or other.
Include information on overlap/duplication of courses within and outside of department or program. (Attach)
The GWS Department does not offer lower or upper division courses that address gender and
women’s issues in Latin America. GWS 440 LAF offers a study of gender and women in Latin
America taught from a feminist perspective that emphasizes feminist movements in Latin
America. As an interdisciplinary program there is bound to be some overlap with other courses,
but given its emphasis on Latin American politics and feminist movements, GWS 440 LAF is a
unique offering. The course has been taught twice with great success demonstrating that there is
student demand. By offering a course on Latin American feminism, this course is an excellent
addition to other courses with a focus on transnational feminism such as GWS 420 Women and
Gender in Islamic Societies as well as the courses abovementioned.
12. Estimate of Impact on Resources within the Department, for other Departments and
the University. (Attach)
There will be minimal new resource implications because the GWS Department will implement
this course with the following considerations:

WILL BE TAUGHT BY EXISTING FACULTY: We have faculty specialized in the
subject matter that have the ability to teach these course.

COURSE ROTATION: This course can be taught in rotation with other GWS elective
courses.

UTILIZATION OF EXISTING FACILITIES, EQUIPMENT/SOFTWARE, AND
TECHNICAL SUPPORT: Existing classrooms are adequately equipped and available for this
course.

NO DUPLICATION WITHIN COLLEGE OR UNIVERSITY: No course currently
teaches the topics this new course proposes.
IMPACT ON OTHER DEPARTMENTS
[ ]Other
The course benefits students in other disciplines such as Chicana/o Studies, Central Amerian
Studies, American Indian Studies, Sociology, Political Science, History, and Anthropology.
(See Resource List)
13. Course Outline and Syllabus (Attach) Include methods of evaluation, suggested texts, and selected
bibliography. Describe the difference in expectations of graduates and undergraduates for all 400 level courses
that are offered to both.
Please attachment below
14. Indicate which of the PROGRAM’S measurable Student Learning Outcomes are
addressed in this course. (Attach)
The following SLOs are addressed in the course:
SLO 1 Students will obtain a level of proficiency in the discipline of Gender and Women’s
Studies which can include but are not limited to knowledge of feminist movements,
intersectionality, queer and trans* studies, imperialism and coloniality, transnational feminisms,
feminist theories, and/or feminist research methods.
SLO 2 Students recognize the gender dimension of social, economic, cultural, historical,
political, national and global inequalities, become familiar with a range of past and present major
issues affecting women and men in society and learn how to critically assess these issues from a
feminist perspective.
SLO 4 Students develop a sense of agency grounded in the development of their skills in oral
and written communication. They learn to express ideas effectively, tailoring arguments and
presentation styles to audience and context.
15. Assessment of COURSE objectives (Attach)
A. Identify each of the course objectives and describe how the student performance will
be assessed
Course Objectives:



To acquire a general, but deep understanding of the main concerns of women and
feminism in Latin America
To relate gender issues and feminist movements to the broader context of contemporary
politics and economics
To understand the historical conditions set by coloniality, neoliberalism and US
imperialism and how they affect women of different races and classes as well as the
distinct forms of feminism prevalent in Latin America
Assessment tools:
Students create a dossier of daily Latin American news that they share in a student forum;
Students formulate weekly questions that guide classroom discussions
Students complete a midterm exam based on three essay questions
Students write two six-page critical essays on a gender issue or feminist movement of their
choice
Students create a power point presentation of one their critical essays and present it orally in
class.
(For numbers 14 and 15, see Course Alignment Matrix and the Course Objectives Chart)
16. If this is a General Education course, indicate how the General Education Measurable
Student Learning Outcomes (from the appropriate section) are addressed in this
course. (Attach)
N/A
17. Methods of Assessment for Measurable Student Learning Outcomes (Attach)
A. Assessment tools
B. Describe the procedure dept/program will use to ensure the faculty teaching the
course will be involved in the assessment process (refer to the university’s policy on
assessment.)
A. Assessment tools
Currently, the Department is using written assignments, comprehensive exams. Surveys, and
contents specific tests as the basis for assessing program SLOs. The specific measures for written
assignments are Likert-type scares or SLO based rubrics used to assess each student on items
related to the various program SLOs.
Using scales, students are rated accordingly:
0-Student has not met the SLO
1-Student is approaching the SLO
2- Student has met the SLO
3- Student has exceeded the SLO
Comprehensive exams and surveys have SLO related questions directly embedded in the exam.
Content specific tests (i.e. ethical writing, identifying scholarly work) are also used as
assessment tools.
Data is collected and analyzed by faculty assessment teams and presented to the department for
inclusion in various University materials and department decision-making process.
B. Describe the procedure dept/program will use to ensure the faculty teaching the course will be
involved in the assessment process (refer to the university’s policy on assessment.)
Full time and Adjunct faculty are organized in teams to assess specific core courses and GE
courses. Memos are distributed to all faculty members containing information regarding
assessment. Once the data has been collected, the faculty assessment team distributes a copy of
the assessment report for feedback. After feedback has been received a final report is drafted and
disseminated to the faculty as well as the assessment coordinator for the college.
18. Record of Consultation: (Normally all consultation should be with a department chair or program
coordinator.) If more space is needed attach statement and supporting memoranda.
Department Chair/ Program
Concur
Date:
Dept/College:
Coordinator
(Y/N)
[
]
[ Chicana/o Studies ]
[ Gabriel Gutierrez ]
[ ]
[
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[ Central American
[ Douglas Carranza ]
[ ]
Studies
]
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Consultation with the Oviatt Library is needed to ensure the availability of appropriate
resources to support proposed course curriculum.
Collection Development Coordinator
Please send an email to: collection.development@csun.edu
[
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Date
[ 08/26/2015 ]
19. Approvals:
Department Chair/Program Coordinator:
Date:
College (Dean or Associate Dean):
Date:
Educational Policies Committee:
Date:
Graduate Studies Committee:
Date:
Provost:
Date:
[ 09.01.2015
[
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Syllabus
GWS 440 LATIN AMERICAN FEMINISMS
Department of Gender & Women’s Studies
CSUN
Course Description:
In this course you will be introduced to one of the most vibrant feminist movements in the world:
the Latin American feminist movement. People in the United States have been taught to view
Latin America as the land of machismo, dictatorship, corruption, poverty, and oppressed
Catholic women. In this course, you will be amazed to find out that Sor Juana Ines de la Cruz, a
Mexican Catholic nun of the seventeenth-century was a pioneer of women’s rights, one hundred
years before Mary Wollstonecraft developed her own ideas of women’s liberation. You will be
surprised to find out that not only has the region been led by seven women, but that the feminist
movement was crucial to end military dictatorships in the 70s and 80s. You will learn that the
region has not only been the cradle of some the most important social revolutions in history, but
that at the turn of the century it redefined socialism turning Latin America into one of the most
progressive and prosperous regions in the world. This course will debunk many of the common
stereotypes with which we view Latin America and Latin American women.
Course Objectives:



To acquire a general, but deep understanding of the main concerns of women
and feminists in Latin America
To relate gender issues and feminist movements to the broader context of
contemporary politics and economics
To understand the historical conditions set by colonialism, neoliberalism and US
imperialism and how they affect women of different races and classes and the
distinct forms of feminism
Required Texts: All texts are available electronically on Moodle.
Course Requirements:
1. Attendance (10pts.): Regular attendance is required. Late arrivals and early
departures are disruptive for everyone. Once class has begun, please don’t
leave the room and then come back unless it is an emergency. If you must be
late or depart early on a particular day, I would appreciate knowing about it
beforehand. Please note that, if you miss four or more classes, you cannot earn
a passing grade in this class.
2. Weekly questions (10pts.): Every week you will upload on Moodle two key
questions about the readings that you have thought about and that you would like
to discuss further in class. Your questions should reflect careful reading. Try to
pose questions about concepts and issues you found confusing or unclear and/or
would like to critically assess in the class. Your questions should be posted no
later than 1pm on the day the readings are due.
3. Latin American News (10pts.): Each week on Monday you will post on Moodle
a news report about Latin America to share with the class. Expect to be called in
class to offer an analysis of the news. Use Telesur English and other news
outlets (CNN, Democracy Now!, Upsideworld, The Real News, Aljazeera, etc.) to
find news.
4. Midterm Exam (20pts.) The midterm will be based on readings and course
content leading up to the exam. It will be in essay format and posted on Moodle.
5. Two short critical essays (30pts.): You will write two short six-page critical
essays on a topic related to gender issues and/or feminist movements in Latin
America.
Date
6. Power Point Presentation (20pts.) Choose one of your short essays, the one
that you are more satisfied with and present it to the class orally at the end of the
semester. Use PowerPoint for your presentation.
Grading Scale
87-89 B+
77-79 C+
67-69 D+
94-100 A 83-86 B
73-76 C
63-66 D
90-93
70-72 C-
60-62 D-
A- 80-82 B-
Course Evaluation
Attendance
10
Weekly questions 10
News reports
10
Midterm
20
2 Short Essays
30
PowerPoint
20
__________
100
Plagiarism
Academic honesty is assumed!! If you do not know what plagiarism is be sure you understand it
immediately. Please, refer to Student Conduct Code. If you plagiarize, you will fail this class and
the case will be handled according to the guidelines of the Student Conduct Code.
Assignments and Participation
Topic
Assignments
Week 1
Week 2
Week 3
General
Introduction
Recommended:
Breny Mendoza, “Juxtaposing Lives: Mary Wollstonecraft and Sor
Juana Inés de la Cruz”
Understandin
g Latin
America
The New
Political
Context of
Latin America
Watch South of the Border Film by Oliver Stone
(78 minutes. Available on Netflix)
Arturo Escobar. “Latin America at a Crossroads”
Steve Ellner, “The Distinguishing Features of Latin America’s New Left in
Power”
Search online library catalog:
(Latin American Perspectives January 2012 vol. 39 no. 1 96-114)
Manuel Laraburre, “The 2011 Chilean Student Movement and the Struggle for
a New Left”
Search online library catalog:
(Latin American Perspectives 0094582X14547506, first published
on August 20, 2014 as doi:10.1177/0094582X14547506)
https://www.youtube.com/watch?v=VtCPYneggEY
Week 4
” https://www.youtube.com/watch?v=_R4KCbSyjG0
Feminism
and the New
Left
Search online library catalog:
(Latin American Perspectives January 2015 42: 64-73, first
published on June 26, 2013 doi:10.1177/0094582X13492709)
Watch: The Take
Week 5
Week 6
Deborah Lopreite, “Gender Policies in Argentina after Neoliberalism
Amy Lind, “Revolution with a Woman’s Face”? Family Norms, Constitutional
Reform, and the Politics of Redistribution in Post-Neoliberal Ecuador”
Delphine Lacombe, “Struggling Against the ‘Worst-Case Scenario’? Strategic
Conflicts and Realignments of the Feminist Movement in the Context of the
2006 Nicaraguan Elections
Feminist
Politics and
the new US
Intervention
Breny Mendoza. “The Neo-Constitutionalism of the Latin American Left: The
Case of the Resistance Movement in Honduras”
Week 7
Week 8
Week 9
Watch: Quien Dijo Miedo. Honduras de un Golpe…Un Documental”
Gender
Studies in
Latin America
Breny Mendoza, “The Geopolitics of Political Science and Gender Studies in
Latin America”
First Short Essay Due
Gender and
Mestizaje
Breny Mendoza, “Demythologizing Mestizaje in Honduras: A Critique of
Recent Contributions”
Marisol de la Cadena, “Women are more Indian” Ethnicity and Gender in a
Community near Cuzco”
Indigenous
Feminism
Silvia Marcos. “The Borders Within: The Indigenous Women’s Movement and
Feminism in Mexico”
R. Aida Hernandez Castillo. “Zapatismo and the Emergence of Indigenous
Feminism”
Midterm Exam
Week 10
Sexual
Politics
Angela Ixkic Bastian Duarte. “From the Margins of Latin American Feminism:
Indigenous and Lesbian Feminisms”
The Case of
Nicaragua
Silke Heuman, “The Challengo of Inclusive Identities and Solidarities:
Discourses on Gender and Sexuality in the Nicaraguan Women’s Movement
and the Legacy of Sandinismo”
”Cymene Howe, “Epistemic Engineering and the Lucha for Sexual Rights in
Postrevolutionary Nicaragua”
Week 11
Karen Kampwirth, “Organizing the Hombre Nuevo Gay: LGBT Poliiics and
Second Sandinista Revolution
Week 12
Week 13
SPRING BREAK
Femicide
Rosa Linda Fregroso and Cynthia Bejarano. “Introduction: A Cartography of
Feminicide in the Americas”
Week 14
Week 15
Week 16
]
Breny Mendoza, “The Undemocratic Foundations of Democracy: An
Enunciation from Postoccidental Latin America”
Second Short Essay Due
New
Feminisms
”Amano Mattos, “On Sluts, Teachers, and Black Blocs: The Street and the
Construction of Political Dissent in Brazil”
Conclusions
Power Point Presentations
Power Point Presentations
Power Point Presentations