GLOBAL WOMEN: A Cross-cultural Approach
WGST 556/456 SOCL 556/456 PLSC 479 /592
WINTER 2014
Class Location: Pray Harrold Hall 307
Class Time: Thursday 5:30 – 8:10 p.m.
Professor: Solange Simões
Office: 713HPray Harrold
Phone: 734 6462562 (cell)
Email:
ssimoes@emich.edu
Office Hours: Tuesdays and Thursdays: 3:30 – 5:00 p.m. or by appointment
Course description:
An overview of how globalization processes – economic, cultural and political –
impact women and gender inequalities across countries and cultures. The course a)
examines the intersections of gender and class, race, ethnicity and sexual orientation from
an international comparative approach, and b) looks into the ways in which the
internationalization of women’s rights and organizations has been redefining feminism
worldwide.
The course will assess how economic, political and cultural globalization
processes have impacted women’s work, class positions, race and ethnic identities,
political participation, family structures, religiosity and women’s rights in specific sociocultural contexts.
With a focus on the globalization of the women’s movement and women’s rights,
the course will look at the world changes in women’s positions in the family and in
society at large, as women from all continents and cultures link their local and national
demands in a women’s transnational agenda. The course will address the broadening of
the feminist demands as women from economically developed and developing countries
meet, converge and diverge: how American and European feminisms impact women’s
rights in the developing world and how, conversely, the cultural, political and economic
issues brought up by women in developing countries broaden women’s international
agenda and the scope of women’s rights.
The course will also explore convergence and divergence among women from
different countries on the basis of class, ethnic, racial, and sexual orientation and
identities.
Course objectives:
The key objective of the course is to develop analytical tools that will allow students to
link the global, the national and local dimensions at play, or in other words, localize the
global and globalize the local when understanding the ongoing changes in gender
relations and gender equality.
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Course Requirements
1. Class participation - Total 40% total
a. Class Presentation: 20 %
Each student will be responsible for one class presentation of one assigned reading. The
presentations should include – but not be limited to - a summary of the author’s main
arguments and questions for class discussion. The presenter should seek to situate the text
in the topic under discussion, linking it to other texts discussed and to the broader
questions being addressed. A 2-3 page outline of the presentation must be uploaded on
the EMUOnline course shell one day before the presentation. Students need to sign up for
the class presentations.
b. Attendance and Participation in class discussions: 20 %
2. Papers: 60% total (2 papers. Paper 1: 20%; Paper 2: 40%)
2.1. Paper 1 and class presentation: 20%
Graduate and undergraduate students will write a paper and deliver a class presentation
answering the question below for one Transnational Feminist or LGBT Network they will
chose from lists provided in class readings (see EMUONLINE FOR DETAILED
INSTRUCTIONS AND LISTS):
1. To what extent is this a "feminist" or LGBT organization?
2. To what extent is this a "transnational" organization?
3. What dimensions of globalization processes does it address?
4. What are the potential and limitations of this transnational feminist or LGBT network?
Undergraduate students registered for WGST 456, SOCL 456 and PLSC 592
are required to write a paper of 3-5 pages (double-spaced), with a minimum of four
scholarly references, using APA or other style.
Graduate students registered for WGST 556, SOCL 556 and PLSC 592
are required to write a paper of 4-6 page (double-spaced), with a minimum of six
scholarly references, using APA or other style.
ALL STUDENTS WILL ALSO MAKE A CLASS ORAL PRESENTATION OF
PAPER 1.
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2.2. Paper 2: 40%
Undergraduate students registered for WGST 456, SOCL 456 and PLSC 592
The paper should address the broader questions – the questions for class discussion in the
class schedule - in one of the main topics in the course, discussing the assigned readings
(additional readings might be used but are not required).
a. The Global Gendered Economy (see questions in class schedule)
b. The Gendered Political Dimension of Globalization: (see questions in
class schedule)
c. The Gendered Cultural Dimension of Globalization (see questions in
class schedule)
Undergraduate students are required to complete one paper of 6-8 pages (doublespaced), with a minimum of eight scholarly references from the course readings.
Graduate students registered for WGST 556, SOCL 556 and PLSC 592
Students will write a paper:
1) Taking an in-depth look into one specific question related to one of the main
class topics (a, b or c listed above) discussing the assigned and additional
readings.
OR
2) Taking an in-depth look into one specific country and comparing it to the
international context in order to address ONE of the class topics (a, b or c
listed above), discussing the assigned and additional readings.
Graduate students are required to complete one paper of 12-14 page (double-spaced),
with a minimum of fourteen scholarly references (from class and additional readings).
Instructions for papers 1 and 2: Double spaced and word processed, Times New
Roman 12, ASA or APA style.
Students should first submit a one-two pages outline of the paper and meet with the
instructor for feedback.
Differences in assignments and evaluation criteria for graduate and undergraduate
students
Besides content of papers (see above), and quantifiable evaluation criteria for papers
(number of pages and scholarly references), evaluation criteria will also differ
qualitatively in terms of theoretical application, writing sophistication and original
contribution.
1. Difference in content and evaluation criteria for paper assignments:
1.1. Content - (see description of content above)
1.2. Evaluation criteria
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1.2.1. Quantitative: number of pages and references:
Graduate: 12-14 pages (double-spaced), with a minimum
of fourteen scholarly references
Undergraduate: 6-8 pages (double-spaced), with a
minimum of eight scholarly references
1.2.2. Qualitative: theoretical application, writing sophistication,
and original contribution will be evaluated at the
appropriate graduate or undergraduate level.
Due dates for outlines and final papers:
Paper 1: Written version: 03/06
Class presentations: 03/06 and 03/13
Paper 2: Outline: 04/03
Final written version: 04/22
Class oral presentations: 04/22
DETAILED INSTRUCTIONS FOR PAPERS WILL BE POSTED ON
EMUOnline
Grading:
Class Readings Presentation:
Attendance and Participation in class discussions
Paper 1
Paper 2
Total
Graduate students grading scale:
95
90
87
84
-
100 =
94 =
89 =
86 =
A
AB+
B
69 and below = failing grade
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80 - 83 = B77 - 79 = C+
74 - 76 = C
70 - 73 = C-
20%
20%
20%
40%
100%
Undergraduate students grading scale:
95 90 87 84 -
100 =
94 =
89 =
86 =
A
AB+
B
80
77
74
70
- 83
- 79
- 76
- 73
=
=
=
=
BC+
C
C-
67 - 69 = D+
64 - 66 = D
60 - 63 = D59 and below = 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.
EMU ONLINE:
Sign up for this course on EMU ONLINE. This syllabus, announcements and other
materials will be posted on EMU ONLINE. It is the student’s responsibility to check for
announcements and materials.
Extra Credits
Students may get extra credit for a few special assignments during the course. They are
also required to upload a copy on the designated drop box in our EMU Online course
shell.
Women’s History Month
Students will get extra credit for participation in the events in the Women’s History
Month being held at EMU during the month of March. Students will earn 3 credits for
each event, in a maximum of 9 credits. Students are required to turn in a 400- 500 word
report describing the event and what they learned. They are required to upload the report
on the designated drop box in our EMU Online course shell.
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Required Texts:
This course requires the reading of books, chapters of books and journal articles.
Electronic copies of all the assigned readings are available on our EMUOnline
course shell
Assigned readings are also available at the Halle Library
Global reports
(Available on our EMUOnline course shell)
It will be very helpful to consult these reports throughout our course:
- The Global Gender Gap Report 2013. World Economic Forum.
- The World's Women 2010: Trends and Statistics. United Nations
- The Beijing Declaration and Platform for Action. (1995). United Nations
- Beijing + 15 Report. (2010).United Nations
- The impact of the crisis on women: Main trends across regions. (2010). Association for
Women’s Rights in Development (AWID).
- Closing the gap: Special Report Women and Work. The Economist, Nov. 26th 2011.
- What women say: The Arab Spring and its implication for women. (2011). Report by
ICAN - International Civil Society Network for women’s rights, peace and security.
Balchin, C. (2009). Towards a world without fundamentalisms: Analyzing religious
fundamentalism strategies and feminist responses. AWID (Association For Women In
Development).
- The World’s Muslims: Religion, Politics and Society (2013). Pew Research Center
- Gay Marriage around the World. (2013) - Pew Research Center
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Class Schedule
FIRST CLASS 01/09
Introduction: Gendered Globalization and Transnational feminism
Class Topic: Globalization as a multidimensional concept and a gendered process
Questions for class discussion: What are the dimensions of globalization underpinning
the development of transnational feminism? What are the main causes and consequences
of worldwide changes in gender equality?
Required Readings:
“Globalization and its discontents: capitalist development and gender”. In Moghadam, V.
M. (2005) Globalizing Women: Transnational Feminist Networks. Baltimore: The John
Hopkins University Press.
Introduction: “Explaining the rising tide of gender equality”. In Inglehart, R. &
Norris, P. (2003). Rising tide: gender equality and cultural change around the
world. Cambridge: Cambridge University Press.
Reports:
The Global Gender Gap Report 2013. World Economic Forum (EmuOnline/docsharing)
The World's Women 2010: Trends and Statistics. United Nations (EmuOnline/docsharing)
SECOND CLASS 01/16
Class Topic: Linking the local and the global dimensions of women’s rights and
feminism.
Questions for class discussion: Is feminism a Western concept? What are the authors’
critiques of “Western” feminism? What is meant by “decolonizing feminisms”? Are
women’s rights human rights?
Required Readings:
Narayan, U. (1997) Dislocating cultures: identities, traditions, and third world
feminism. New York: Routlege .
Chapters:
- Contesting cultures: westernization, respect for culture and third-world
feminism”
- Cross-cultural connections, border crossing and death by culture”
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Mohanty, T. C. (2004). Under western eyes revisited: feminist solidarity through
anticapitalist struggles Feminism without borders: decolonizing theory, practicing
solidarity. Duke University Press.
FILM: The Shape of Water
THIRD CLASS 01/23
Class Topic: The global gendered economy I
Questions for class discussion: How did economic globalization and global migration
impact women living in eastern and western societies? How did economic globalization
intersect with gender, race, class and sexuality?
1. Global migration: the “nanny chain” and domestic workers
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.
Ehreinreich, B., Hochschild, A. R. (Eds.). (2002). Global women: nannies, maids
sex workers in the new economy. New York: Henry Holt and Company.
Chapters:
- Just another job? The comodification of domestic labor. Anderson, B.
- America’s dirty work: migrant maids and modern slavery. Zarembka, J.
and
2. Sex and reproductive workers in the global economy
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.
Ehreinreich, B., Hochschild, A. R. (Eds.). (2002). Global women: nannies, maids and
sex workers in the new economy. New York: Henry Holt and Company.
Chapters:
- Selling sex for visas: sex tourism as a stepping stone to international migration.
Brennan, D.
- Because she looks li ke a child. Bales, K.
- Clashing dreams: highly educated overseas brides and low-wage U.S.
husbands. Thai, H.
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Reports (cont.):
The Global Gender Gap Report 2013. World Economic Forum.
The World's Women 2010: Trends and Statistics. United Nations
FOURTH CLASS 01/30
Class Topic: The global gendered economy II
Questions for class discussion: What are the causes and consequences of new gendered
international division of labor? The feminization of poverty? What have been the
responses of women workers to economic globalization?
In what ways has the 2008 economic crises impacted women across world regions?
To what extent is the gender economic gap closing?
Required Readings:
Moghadam, V. M. (2005). Female labor, regional crises and feminist responses. In
Moghadam, V. M. Globalizing women: transnational feminist networks. Baltimore: The
John Hopkins University Press
Mohanty, C. T. (2004).Women workers and the politics of solidarity. In Mohanty, C. T.
Feminism without borders: decolonizing theory, practicing solidarity. Duke
University Press.
Reports:
The impact of the crisis on women: Main trends across regions. (2010). Association for
Women’s Rights in Development (AWID.
Closing the gap: Special Report Women and Work. The Economist, Nov. 26th 2011.
Case studies: (reading not required for all; but texts will be divided among students for
class presentation)
Naples, N. A., Desai, M. (Eds) (2002). Women’s activism and globalization: linking
global struggles and transnational politics. New York: Routlege.
Chapters:
Creating alternatives from a gender perspective: transnational organizing
for Maquila worker’s rights in Central America. Mendez, J.B.
The limits of Microcredit: Transnational Feminism and USAID Activities
in the United States and Morocco. Poster,W., & Saime, Z. CUT?
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Reports (cont.):
The Global Gender Gap Report 2013. World Economic Forum.
The World's Women 2010: Trends and Statistics. United Nations
FIFTH CLASS CLASS 02/06 - ONLINE CLASS
THIS WILL BE AN ONLINE CLASS AND STUDENTS WILL PARTICIPATE IN THREADED
DISCUSSIONS IN OUR EMUONLINE COURSE SHELL
Class Topic: The global gendered economy III
Questions for online threaded discussions:
- What are the links between globalization processes and violence against women in
Ciudad Juarez?
- How do the readings (Moghadan and Doumato) help us understand the data on gender
inequality (Global Gender Gap Report 2013) and the status of women in the Middle East
and North Africa (see the World’s Women 2010: Trends and Statistics)?
1. Globalization and violence against women
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.
2. Women and work in North Africa and the Arab Middle East
Moghadam, V. M. ( 2011). Global Restructuring and women’s economic citizenship in
North Africa. In Marchand, M. H. & Runyan, A. S. (eds). Gender and global
restructuring: Sightings, sites and resistances. New York: Routlegde.
Doumato, EW. A., Posusney, M. P. (Eds). (2003). Women and globalization in the Arab
Middle East: gender, economy and society. Boulder: Lynne Rienner Publishers.
Chapters:
- Introduction: the mixed blessing of globalization
- Education in Saudi Arabia: gender, jobs and the price of religion
- Epilogue
The Global Gender Gap Report 2013. World Economic Forum.
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The World's Women 2010: Trends and Statistics. United Nations
SIXTH CLASS 02/13
Class Topic: The gendered political dimension of globalization: linking the local and
the global dimensions of women’s rights and feminism
Questions for class discussion:
- In what ways did the various stages in the United Nations policies and Women
Conferences shape the institutional framework for transnational feminism? What were
the issues leading to clashes between “Western” and “Third world” feminists? How have
problems in building transnational solidarities been tackled? Have the conflicts been
resolved?
- Is global sisterhood a myth? Should we be speaking of a transnational, global or
international feminism? What are the links between the local and global dimensions of
women’s issues and rights? Are women’s rights human rights?
Required Readings:
Desai, M. In Naples, N. A., Desai, M. (2002). Transnational solidarity: women’s agency,
structural adjustments and globalization. In Desai, M. In Naples, N. A., Desai, M. (Eds).
(2002). Women’s activism and globalization: linking global struggles and transnational
politics. New York: Routlege.
Tripp, A. M. (2006). The Evolution of transnational feminisms: Consensus, conflict and
new dynamics. In Ferree, M. M. & Tripp, A. M. (eds). Global feminism: Transnational
women’s activism, organizing, and human rights. New York: New York University
Press.
Naples, N. (2002). Changing the Terms: community activism, globalization and the
dilemmas of transnational feminist praxis In Naples, N. A., Desai, M. (eds.). Women’s
activism and globalization: linking global struggles and transnational politics. New
York: Routlege.
Basu, A. (2003). Globalization of the local/ localization of the global: mapping
transnational women’s movements. In McCann, C. R., & Kim, S. (eds.).
Feminist theory reader: local and global perspectives. New York: Routlege.
The Beijing Declaration and Platform of Action (EmuOnline/docsharing)
http://www.un.org/womenwatch/daw/beijing/beijingdeclaration.html.
Beijing + 15 Report - United Nations (EmuOnline/docsharing)
Liu, D. (2006). When do national movements adopt or reject international agendas? A
comparative analysis of the Chinese and Indian Women’s Movements American
Sociological Review, 71, 921-942.
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Additional Reading:
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.
SEVENTH CLASS 02/20
Class Topic: The gendered political dimension of globalization: feminist and LGBT
transnational networks
Questions for class discussion: Are globalization processes changing the terms of
feminist politics? If so, in what ways?
What are the contradictions of transnational feminist organizations? What are the power
relations within the movement?
Required Readings:
Moghadam, V. M. (2005). The women’s movement and its organization: discourses,
structures, resources. In Globalizing women: transnational feminist networks.
Baltimore: The John Hopkins University Press.
Kollman, K. & Waites, M. (2009). The global politics of lesbian, gay, bisexual and
transgender human rights: an introduction. Contemporary Politics. Vol. 15, No. 1, March
2009, 1–17
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.
Case Studies: (reading not required for all; but texts will be divided among students for
class presentation)
Adams, M. (2006). Regional women’s activism: African women’s networks and the
African Union. In Ferree, M. M. & Tripp, A. M. (eds). Global feminism: Transnational
women’s activism, organizing, and human rights. New York: New York University
Press.
Roces, M. (2010). Asian feminisms: Women’s movements from the Asian perspective. In
Roces, M & Edwards, L. (eds.). Women’s Movements in Asia: Feminisms and
transnational activism. New York: Routledge.
Naples, N. A., Desai, M. (eds.). (2002). Women’s activism and globalization: linking
12
global struggles and transnational politics. New York: Routlege.
Chapters:
- From mothers rights to equal rights: post-soviet grassroots women’s
association. Hrycak, A.
- No discrimination whatsoever: women’s transnational activism and the
evolution of EU sex equality politics. Cichowski, R.A.
EIGHTH CLASS 03/06
Class Topic: The gendered political dimension of globalization: political equality
Questions for class discussion: How do modernization processes and cultural heritage
affect gender differences in political activism, civic activism and protest activities? Why
is political representation one of the most intractable problems of gender equality?
Required Readings:
Inglehart, R. & Norris, P. (2003). Political activism. In Inglehart, R. & Norris, P. Rising
tide- gender equality and cultural change around the world. Cambridge: Cambridge
University Press.
Paxton, P. & Hughes, M. M. (2006). The international women’s movements and political
representation, 1893-2003. American Sociological Review, 71, 898-920.
Case Study:
Simões, S. et al. (2009). The private motivations of public action: Women’s associational
lives and political activism in Brazil. In Demos, V. & Segal, M. t. (Eds.), Perceiving
Gender locally, globally and intersectionally. Advances in Gender Research,Volume 13,
pp.203-239.
DUE: PAPER 1
Class presentations on Transnational feminist or LGBT networks
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NINTH CLASS 03/13
Class presentations on Transnational feminist or LGBT networks (cont.)
TENTH CLASS 03/20
Class Topic: The gendered cultural dimension of globalization: culture and religion
Questions for class discussion: How have the ongoing tensions between modernity and
tradition, secularity, sexuality, and religiosity impacted women’s rights and women’s
solidarity?
Required Readings:
Inglehart, R. & Norris, P. (2003). From traditional roles to gender equality. In Inglehart,
R. & Norris, P. Rising tide- gender equality and cultural change around the world.
Cambridge: Cambridge University Press.
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.
Reilly, M. (2010). Art: Curating transnational feminisms. Feminist Studies, 36, 1, 156173.
Asia’s lonely hearts: Why Asian women are rejecting marriage and what it means.
(2011). The Economist, August 20-20th
Report:
- Gay Marriage Around the World (2013). Pew Research Center
ELEVENTH CLASS 03/27
Class Topic 1: The gendered cultural dimension of globalization: culture and
religion in Catholic and Muslim societies
Questions for class discussion: In what ways do women redefine religion and negotiate
rights in the present globalized context?
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Inglehart, R. & Norris, P. (2003). Religion, secularization and gender equality. In
Inglehart, R. & Norris, P. Rising tide- gender equality and cultural change around the
world. Cambridge: Cambridge University Press.
Bayes, J.H. & Tohidi, N. (2001). Introduction . In Bayes, J. H., Tohidi, N. (Eds).
Globalization, gender, and religion: the politics of women’s rights in Catholic and
Muslim countries. New York: Palgrave.
Class Topic 2: The gendered cultural dimension of globalization: culture and
religion in Muslim Societies
Moghadam, V. M. (2005) Feminists versus fundamentalists: women living under Muslim
laws and the sisterhood is global institute. In Moghadam, V. M. Globalizing women:
transnational feminist networks. Baltimore: The John Hopkins University Press.
Moaddel, M. (2008). Religion and Women: Islamic Modernism versus Fundamentalism.
Journal for the Scientific Study of Religion, 37, 1, 108-130
Report:
The World’s Muslims: Religion, Politics and Society (2013). Pew Research Center
TWELVETH CLASS 04/03
DUE: PAPER 2 OUTLINE
Class Topic: The gendered cultural dimension of globalization: culture and religion
in Muslim Societies (cont.)
Required reading:
Erturk, Y.(2006). Turkey’s modern paradoxes: Identity Politics, Women’s Agency, and
universal rights. In Ferree, M. M. & Tripp, A. M. (eds). Global feminism: Transational
women’s activism, organizing, and human rights.New York: New York University Press.
Reports:
What women say: The Arab Spring and its implication for women (2011). Report by
ICAN - International Civil Society Network for women’s rights, peace and security.
15
Balchin, C. (2009). Towards a world without fundamentalisms: Analyzing religious
fundamentalism strategies and feminist responses. AWID
Case Studies:
Blackburn, S. (2010). Feminism and the women’s movement in the world’s largest
Islamic nation. In In Roces, M & Edwards, L. (eds.). Women’s Movements in Asia:
Feminisms and transnational activism. New York: Routledge.
Fleschenberg, A. (2010). Military rule, religious fundamentalism, women’s
empowerment and feminism in Pakistan. In Roces, M & Edwards, L. (eds.). Women’s
Movements in Asia: Feminisms and transnational activism. New York: Routledge.
Kar, M. (2001). The silent Ayesha: an Egyptian narrative. . In Bayes, J. H., Tohidi, N.
(Eds). Globalization, gender, and religion: the politics of women’s rights in Catholic and
Muslim countries. New York: Palgrave.
Ezzat, H.R.(2001). Women’s strategies in Iran from the 1979 revolution to 1999. . In
Bayes, J. H., Tohidi, N. (Eds). Globalization, gender, and religion: the politics of
women’s rights in Catholic and Muslim countries. New York: Palgrave.
Additional Readings:
- Ahmed, L. (2011). A quiet revolution: the veil’s resurgence from the Middle East to
America. New Haven: Yale University Press.
- Krause, W. (2012). Civil society and women activists in the Middle East: Islamic and
secular organizations in Egypt. London: I.B. Tauris.
- Dedeoglu, S. & Elveren, A. Y. (2012). Gender and society in Turkey: the impact of
neoliberal policies, political Islam and EU accession. London: I.B. Tauris.
- Mernissi, F. (1991). The veil and the male elite: a feminist interpretation of
women’s rights in Islam. New York: Basic Books.
THIRTEENTH CLASS 04/10
Class Topic 2: The gendered cultural dimension of globalization: culture and
religion in Catholic Societies
Required reading
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
16
religion: the politics of women’s rights in Catholic and Muslim countries. New York:
Palgrave.
Case studies:
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.
Chapters:
- “United States catholic women”. Maloney, S. M.
- “Implementing the Beijing commitments in Ireland”. Galligan, Y. & Ryan, N.
- “Implementing women’s rights in Spain”. Valente, C.
- “The politics of implementing women’s rights in Catholic countries of Latin
America”. Stein, L.G.
Simões, S., & Matos, M. (2009). Modern ideas, traditional behavior, and the persistence
of gender inequality in Brazil. In Siemienska, R. (Ed.), Special Issue: Changing
conceptions of gender. International Journal of Sociology. Volume 38, No. 4,Winter
2008-9, pp. 94-110.
FOURTEENTH CLASS 04/17
Class Topic: Reorienting feminism: transnational feminism and the alternatives to
globalization
Questions for class discussion: Are women’s rights human rights? What are the current
challenges to transnational feminism? In what ways have the cultural, political and
economic dimensions of globalization redefined feminism and its agenda?
Required Readings:
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.
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.
17
Antobus, P. (2004). Is another world possible? Antobus, P. In The global women’s
movement: origins, issues and strategies. New York: Zed Books.
Naples, N. A. (2002). The challenges and possibilities of transnational feminist praxis. In
Naples, N. A., Desai, M. (eds). Women’s activism and globalization: linking global
struggles and transnational politics. New York: Routlege.
Moghadam, V. M. (2005). The “Specter that haunts the global economy? The challenge
of global feminism. In Moghadam, V. M. Globalizing women: transnational feminist
networks. Baltimore: The John Hopkins University Press.
Ruyan, A. S. &Marchand, , M. H. (2011). Restructuring the intimate and the global:
towards “post”- neoliberal imperialism? In Marchand, M. H. & Runyan, A. S. (eds).
Gender and global restructuring: Sightings, sites and resistances. New York: Routlegde.
Ruyan, A. S. & Marchand, , M. H. (2011). Postscript: Gender and (post?) financial crisis.
In Marchand, M. H. & Runyan, A. S. (eds). Gender and global restructuring: Sightings,
sites and resistances. New York: Routlegde.
Final exam day 04/22
Final paper oral presentations
Final written paper due 04/22
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Classroom Conduct
Free discussion, inquiry, and expression are essential to this course, thus we must
maintain a classroom environment that supports these elements. Most important is to treat
your colleagues with respect. Listen carefully, speak precisely, and disagree on the basis
of evidence, not personal feelings. In addition, please observe the Student Conduct Code
at EMU.
Academic Dishonesty
Academic dishonesty, including all forms of cheating and/or plagiarism, will not be
tolerated in this class. Penalties for an act of academic dishonesty may range from
receiving a failing grade for a particular assignment to receiving a failing grade for the
entire course. In addition, you may be referred to Student Judicial Services for university
discipline that can result in either a suspension or permanent dismissal from EMU.
Please see the EMU Student Conduct Code for detailed definitions of what constitutes
academic dishonesty. If you have questions, I will be happy to provide clarifications
related to our class.
Accommodations for Students with Disabilities
Any student who feels s/he may need any type of classroom accommodation based on the
impact of a disability may discuss this issue with me privately or may directly contact the
EMU Access Services Office, 203 King Hall (487-2470) for assistance.
F and J International Students:
The Student Exchange Visitor Information System (SEVIS) requires F and J students to
report the following to the Office of International Students, 229 King Hall within ten (10)
days of the event:
Changes in your name, local address, major field of study, or source of
funding.
Changes in your degree-completion date
Changes in your degree-level (ex. Bachelors to Masters)
Intent to transfer to another school
Prior permission from OIS is needed for the following:
Dropping ALL courses as well as carrying or dropping BELOW
minimum credit hours
Employment on or off-campus
Registering for more than one ONLINE course per term (F-visa only)
Endorsing I-20 or DS-2019 for re-entry into the USA
Failure to report may result in the termination of your SEVIS record and even arrest and
deportation. If you have questions or concerns, contact the OIS at 487-3116, not your
instructor.
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The Academic Projects Center (116 Halle Library) also offers one-to-one consulting for
students on writing, in addition to consulting on research and technology-related issues.
The APC is open 11 a.m. to 5 p.m. Monday through Thursday for drop-in consultations.
Additional information about the APC can be found at http://www.emich.edu/apc.
Students visiting the Academic Projects Center, or any of the satellite locations of the
University Writing Center, should also bring with them a draft of what they’re working
on and their assignment sheet.
UNIVERSITY WRITING CENTER
115 Halle Library
(734)487-0694
http://www.emich.edu/english/writing-center
The University Writing Center (115 Halle Library; 487-0694) offers one-to-one writing
consulting for both undergraduate and graduate students. Students can make
appointments or drop in between the hours of 10 a.m. and 6 p.m. Mondays through
Thursdays and from 11 a.m. to 4 p.m. on Fridays. Students should bring a draft of what
they’re working on and their assignment sheet.
The UWC also offers small group workshops on various topics related to writing (e.g.,
Organizing Your Writing; Incorporating Evidence; Revising Your Writing; Conquering
Commas; Finding and Fixing Errors). Workshops are offered at different times in the
UWC. Visit the UWC page (http://www.emich.edu/english/writing-center) to see our
workshop calendar. To register for a workshop, click the link from the UWC page for the
type of workshop you wish to attend.
The UWC also has several satellite sites across campus. These satellites provide writing
support to students within the various colleges. For more information about our satellite
locations and hours, visit the UWC web site: http://www.emich.edu/english/writingcenter.
The Academic Projects Center (116 Halle Library) also offers one-to-one writing
consulting for students, in addition to consulting on research and technology-related
issues. The APC is open 11 a.m. to 5 p.m. Mondays through Thursdays for drop-in
consultations. Additional information about the APC can be found at
http://www.emich.edu/apc. Students visiting the Academic Projects Center or any of the
satellites of the University Writing Center should also bring with them a draft of what
they’re working on and their assignment sheet.
UWC Workshops
USING APA
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USING APA and INCORPORATING EVIDENCE
BEING A GOOD PEER REVIEWER
USING CHICAGO STYLE
HOW TO BE A SUCCESSFUL COLLEGE WRITER
INCORPORATING EVIDENCE
USING MLA
ORGANIZING YOUR WRITING
POLISHING YOUR WRITING
ADVANCED READING
READING IN COLLEGE: TIPS AND STRATEGIES
REVISING YOUR WRITING
CONQUERING COMMAS
FINDING AND FIXING ERRORS
AGREEMENT IN YOUR WRITING
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