KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (Not General Education)
Course Prefix and Number: POLS 4425
Responsible Department: Political Science and International Affairs
Proposed Effective Date: Fall 2014
(Note: This can be no earlier than the term after approval by the UPCC.)
Signature Page
Submitted by: Andrew L. Pieper
Name
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
Date
_____________________________
Department Curriculum Committee, Date
_____________________________
General Education Council*, Date
_____________________________
Professional Teacher Education
Unit Program Area*, Date
_____________________________
Department Chair, Date
_____________________________
College/School Curriculum Committee AND/OR
Teacher Education Council*, Date
_____________________________
College/School Dean, Date
_____________________________
Undergraduate Policies and Curriculum Committee,
Date
_____________________________
Associate VP of Academic Affairs, Date
*For curriculum proposals involving General Education courses, there should be collaboration by the
Department Curriculum Committee and the General Education Council. For Teacher Preparation
proposals, there should be collaboration by the Department Curriculum Committee, the Professional
Teacher Education Unit (PTEU) Program Area Committee, the Teacher Education Council, and the
College/School Curriculum Committee.
Form updated March 26, 2009.
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (Not General Education)
I. Proposed Information
Course Prefix and Number:
POLS 4425
Course Title: Critical Theories of Race, Gender, and Difference
Credit Hours (format should be # - # - #):
3-0-3
Prerequisites: POLS 1101
Course Description for the Catalog:
This course examines contemporary theories and politics of “difference,” broadly understood as
institutionalized social hierarchies which marginalize and oppress certain groups. Students use race,
gender, sexuality, and class as intersecting analytical frameworks to understand how multiple social
hierarchies of difference are structured and reproduced. Using critical race, feminist, queer, and social
theory, students explore how lives are shaped by the politics of difference.
II. Justification for Course
A. Explain assessment findings which led to course development.
This course arises from a commitment to diversity at KSU and in the Department of Political Science.
Their statement includes: “Kennesaw State University’s vision of developing a strong multicultural, diverse
and inclusive educational environment. Kennesaw State University is committed to producing welleducated students and future leaders who are well-prepared to effectively compete in a global society as
well as to support continuous professional development opportunities and provide a wide range of
resources to faculty, administrators and staff in order to enhance diversity, equity and inclusion
awareness.” Race, Gender, and the Politics of Difference will not only enhance students’ understanding
of multiple cultures and diverse political groups, but it will demonstrate that understanding U.S. politics or
global politics is inadequate without knowledge of the political dynamics of the intersections of race,
gender, and class.
B. Explain for Prerequisites:
1. What is the substance of content in each prerequisite that commands its inclusion as a
prerequisite to the proposed course? POLS 1101 provides students with a general introduction to
American Government, which is necessary to understand the structural limitations that face
underrepresented groups.
2. What is the desired sequence of prerequisites? n/a
3. What is the rationale for requiring the above sequence of prerequisites?
4. How often are the required prerequisites offered? POLS 1101 is offered every semester,
including summer
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A. Give any other justification for the course.
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of study.
This course will one of three courses offered in the subfield of political theory within the Upper Division
Requirements in the B.S. in Political Science. This course will extend current course offerings in this
subfield by including recent developments in political theory from a cross-section of fields, including but
not limited to political science, philosophy, legal studies, law and literature, sociology, history, and cultural
studies. Political science is a vast field, one that is certainly being impacted by the scholarship emanating
from critical theories of race, feminism, queer identity, and disability, among others.
B. What efforts have been made to ensure that this course does not duplicate the content of other
college courses with similar titles, purposes, or content?
After reviewing the course catalog and courses offered in the College of Humanities and Social Sciences,
no duplicates can be found.
C. Where will the course be located in the program (elective, required in Area F, required or elective for
the major)? Indicate and justify its placement in the curriculum.
This will be one of three options in the Political Theory subfield of the Political Science major upper
division requirements. At the end of this course, students will (1) have an expanded knowledge of
systematic differences and ways to measure difference that reproduces persistent inequality; (2) gain
familiarity with multiple theories that try to explain systemic oppression and difference; and (3) gain
experience in applying their knowledge to practical and lived experiences.
D. How often will this course be offered?
1-2 times per academic year
E. All sections of the course will be taught with the understanding that the following apply:
1. Purpose of the course: This course has three primary aims. First, students will become familiar with
empirical measures of the material and symbolic impact of “difference” on individuals/groups. Second,
students will be introduced to critical theories that seek to explain how and why structural difference
matters, why it is powerful, and the ways that these differences are both visible and invisible in
democratic societies. Third, students will understand the normative implications of difference. While the
course will provide definitional clarity, the goal is not to study race, gender, class, and sexuality as distinct
variables. Instead, the course will examine several key structures of difference and how various
combinations of ethnicity/race, class, gender, sexuality, disability, age, and freedom shape lives.
2. Objectives of the course At the end of this course, students will (1) have an expanded knowledge of
systematic differences and ways to measure difference that reproduces persistent inequality; (2) gain
familiarity with multiple theories that try to explain systemic oppression and difference; and (3) gain
experience in applying their knowledge to practical and lived experiences.
3. Course content Please see attached syllabus
F. What instructional methodologies will be incorporated into the course to stimulate group process,
writing skills, multiculturalism, and educational outcomes?
Students will be assessed using the following instructional methodologies: short critical response essays,
which will be assigned throughout the semester; groups projects; reading self-assessments; and a final
research paper which combines qualitative and quantitative analysis.
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G. Outline the plan for continuous course assessment. What are the department, school, college, or
professional standards which will be used for the assessment? How will it be determined that the course
is current, meeting the educational needs of students and responsive to educational standards? How
often will the course assessment be done by the department?
This course will be assessed by standard, semester-end evaluations. In addition, faculty may administer
mid-semester evaluations in order to assess the course and student performance.
H. Required Syllabus Contents (See Faculty Handbook, page 3.17-3.18 for details about KSU syllabi).
1. Course Prefix Number and Title
2. Instructor:
a. Office:
b. Telephone:
3. Learning Objectives
4. Text(s)
5. Course Requirements/Assignments
6. Evaluation and Grading
7. Weekly Schedule of Topics
8. Academic Honesty Statement
9. Attendance Policy
IV. Resources and Funding Required
A. What resources will be redirected to accommodate this course?
None
B. Explain what items will cause additional cost to the department/school/college
Personnel: n/a
Computer Technology: n/a
Library resources: n/a
Equipment: n/a
Space: n/a
Other:
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V. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the
President. The form is required for all new courses.
DISCIPLINE: POLS
COURSE NUMBER: 4425
COURSE TITLE FOR LABEL: Critical Race/Gend/Difference
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS: 3-0-3
PREREQUISITES: POLS 1101
Approval, Effective Semester: Fall 2014
(Note: This can be no earlier than the term after approval by the UPCC.)
Grades Allowed (Regular or S/U): Regular
Is this course repeatable? If so, how many times may it be taken for credit: No
If course used to satisfy CPC, what areas? N/A
Are Special fees or tuition required for this course?
No
If yes, the academic department must submit the Request for New or Change in Course Fee form
to the Office of Budget and Planning for approval. Special fees will not be assessed at the section
if the request has not been approved. Special course fees are not retroactive. Please follow-up
with each special course fee request in a timely manner.
Learning Support Programs courses which are
required as prerequisites:
APPROVED:
_______________________________________________________________________
Vice President for Academic Affairs or Designee
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Critical Theories of Race, Gender, and Difference
POLS 4425
Instructor: Dr. Sarita McCoy Gregory
Department: Political Science
Phone: 770-423-6790
Email: sgrego11@kennesaw.edu
Meeting Days and Times: TBD
Location: TBD
Office Hours: TBD and by appointment
Course Description and Purpose
This course examines contemporary theories and politics of “difference,” broadly understood as
institutionalized social hierarchies which marginalize and oppress certain groups. Students use
race, gender, sexuality, and class as intersecting analytical frameworks to understand how
multiple social hierarchies of difference are structured and reproduced. Using critical race,
feminist, queer, and social theory, students explore how lives are shaped by the politics of
difference.
Course Objectives At the end of the course, students will be able to:
LEARNING OBJECTIVE
ASSESSMENT
Have an expanded knowledge of systematic differences and
ways of measuring differences that reproduce persistent
inequalities in society
Gain familiarity with multiple theories that attempt to explain
systemic oppression and difference
Lectures, readings
Gain experience in applying their knowledge to practical and
lived experiences
Develop an appreciation of multiple identity groups and
communities, and be able to openly and respectfully discuss
issues of privilege and oppression that affects these groups
Demonstrate appropriate skills of effective reading, research,
writing, oral communication, individual and collective
reflection.
Discuss the processes that groups use to develop political
consciousness and how their activism contests conventional
political practices
Interviews and oral history
project
Class Lectures, Autobiography
assignment
6
Lectures; reading
Short essays; Final project
Guest lecturers; Readings; Final
project
KSU Mission and Distinctive Characteristics
Among the myriad qualities that distinguish the education that students receive at Kennesaw
State University, we will strive to uphold the following in this classroom:
“Effective teaching and learning are central institutional priorities. Service and
research that strengthen teaching and address the public's interests are
important supportive priorities. Faculty, staff and administrators are committed
to providing a challenging and facilitative collegiate environment that fosters
high-quality academic preparation, critical thinking, global and multicultural
perspectives, effective communication and interpersonal skills, leadership
development, social responsibility and lifelong learning.” (KSU Website and
Mission Statement)
Web and Software Resources
This course will use Desire2Learn for posting individual assignments, writing assignments,
instructor notes, and other resources. Please note that the main source of communication will be
through Desire2Learn.
Other Support Services at KSU
There are many resources for Student Success at Kennesaw. Please visit
www.kennesaw.edu/studentsuccessservices.com for more information.
Readings and Required Material*
1) Alexander, Michelle. 2010. The New Jim Crow. New York: The New Press.
2) James, Joy (ed.); Davis, Angela. 1998. The Angela Davis Reader. New York: WileyBlackwell.
3) Mohanty, Chandra. 2003. Feminism Without Borders: Decolonizing Theory,
Practicing Solidarity. Durham: Duke University Press.
4) Perry, Imani. 2011. More Beautiful and More Terrible: The Embrace and
Transcendence of Racial Inequality in the United States. New York: NYU.
5) Ms. Magazine subscription.
Student Registration
1) Students should visit Ms. Digital to register at www.msintheclassroom.com. Students
can use a credit card or Pay Pal to purchase a 6-month $15 subscription for all magazines
that faculty have access to. If your students require assistance, they can email our help
desk at msintheclassroom@msmagazine.com.
*All texts that are required for this course are in the Campus Bookstore and will be placed on
reserve at the library on campus for three-hour check out periods. Please be courteous of your
fellow students and return items in a timely manner. All articles and additional readings for the
class are available on the class Desire2Learn website as PDF and OCR files.
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Grading Structure
Grades: A total of 100 points can be earned in this class through participation, quizzes, exams,
and the class project. The distribution of points is as follows:
Reflection Essays: 15%
Autobiography Essay: 15%
Research Essay: 25%
Book Review/Ms. Blog: 25%
Final Power Point Presentation: 20%
Extra credit will be offered at the discretion of the professor and will be announced.
Written assignments will be returned no later than one week from submission.
Grading scale: 90.0 – 100 = A; 80.0 – 89.9 = B; 70.0 - 79.9 = C; 60.0 – 69.9 = D; 0
– 59.9 = F
Important Dates to Remember
Successful Students and Academic Responsibility
So, how can a student be successful in this class? The two main ways to be successful in this
class are to be prepared (by doing your readings, reviewing for exams) and to participate (by
joining in class discussions, attending events outside the classroom). Here are a few other tips
for success:
Preparation: Since this is an upper division course, students can expect to commit at least two
hours outside of classroom time to complete reading and writing assignments for this course. I
usually allot four to six hours per week for preparation (of course not all in one day). The
workload for this class will vary from week to week, and I will announce any major changes to
our schedule well in advance. We will pay attention to writing skills so that you are able to
improve your communication skills and research techniques.
Attendance: Our class will meet twice per week on Tuesday and Thursday. I will take
attendance at the beginning of each meeting. If you must be absent for any reason, please send
me an email and/or ask a fellow classmate for any missed notes or assignments. Students are
responsible for all class material regardless of absences.
Punctuality: Being on time is an important part of your class responsibility as well as an
important value in life. Everyone depends on each class member to contribute to discussions.
Punctuality is also important as a poll worker. If you are late, the polls cannot open on time and
may cause some voters to miss their opportunity to vote. So I stress timeliness as an important
marker of success in this class and in life.
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Late work and make Up Policy: Late work will not be accepted. No exceptions. Permission
to make up the exam will be given only with proper documentation from a Dean or medical
professional. If you provide a valid excused absence, you must make up any missed work within
3 days of the original exam.
Accessibility: Academic accommodations are available for students with disabilities who are
registered. Students in need of disability accommodations should schedule an appointment with
me early in the semester to discuss any accommodations for this course that have been approved
by the disAbled Student Support Services office, as indicated in your accommodation letter. You
will need to provide documentation of your disability to the disAbled Student Support Services
office, located in Student Center room 267, and obtain a list of approved accommodations."
http://www.kennesaw.edu/stu_dev/dsss/dsss.html
KSU’s Statement on Academic Integrity
http://www.kennesaw.edu/scai/code_of_conduct.shtml
“Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of
Conduct addresses the University’s policy on academic honesty, including provisions regarding
plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer facilities
and/or services, and misuse of student identification cards. Incidents of alleged academic
misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal” resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct’s minimum one semester suspension requirement.”
Electronics Policy: In certain cases, students with a letter from the office of the disAbled
Student Support Services office may require use of a laptop for note taking. In general, however,
my policy is to have a classroom free of technology except my occasional use of overhead
projection. In order to assure an environment that is conducive to learning and discussion, and
one which is free from distractions, I ask that students silence and put away all laptops,
computing devices, Ipads, Ipods, Iphones, mp3 players, Blackberries, Bluetooth devices, texting
devices, and any other such devices. Cell phones should be switched to off or to silent mode
when class is in session. If you would like to discuss this policy further, please feel free to speak
to me during office hours.
Participation and Civility: Active participation in this course is required. Because this is an
upper-level course, every one of us is responsible for contributing to the learning that takes
place in class. Participation in class means both sharing your ideas (by speaking) and respecting
and engaging the ideas of your classmates (by actively listening and responding to what has
been spoken).
We will discuss guidelines for classroom participation and discussion at the beginning of the
semester. As part of class participation, throughout the semester there will also be a variety of
ungraded in-class writing assignments that count as participation. I recognize that everyone
does not like public speaking and may find it difficult to join in class discussion. Opportunities
for in-class writing will allow those of you who find it difficult to speak in public to still share
your opinions and reactions to the readings.
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We each have different experiences that influence our perspectives of the world. You may feel
uncomfortable or disagree with certain ideas or opinions expressed by others or with certain
topics in this class. You may also find that you share perspectives or experiences with others.
The classroom should be a lively, interactive, and comfortable place where information is
shared, ideas tested, and issues debated. I will strive to create an open, respectful, and trusting
environment in this course.
However, any form of harassment against the professor or other students—including racist,
sexist, homophobic, or threatening comments and behaviors—that creates a hostile
environment will not be tolerated and is a violation of university harassment guidelines. It is
also a violation of decent human behavior. Our goal is to create a classroom where respect for
all people and diversity of opinion is the standard and desired. If you encounter a problem with
civility and/or respect, please do not hesitate to contact me (anonymously if you must). We will
find a means to address and rectify the situation. This class represents an example of what is
expected of you as a professional, both in terms of ethics and civility.
Professor Responsibilities: My responsibilities to you are: to provide course content that is
timely, pertinent, and current based on sound research; to be on time and prepared for every
class; to provide consultation, advisement, and/or problem-solving during scheduled office
hours; to provide clear instructions regarding assignments and expectations; to be prepared to
provide and consider feedback; to honor and respect all students; to demonstrate ethical
behavior at all times; to provide and consider constructive evaluations and feedback; and to
return written assignments WITHIN ONE WEEK after submission.
Statement on Right to Change The Syllabus
Because of the nature of this dynamic class which integrates guest lectures and off-campus field
trips, I reserve the right to amend and make necessary changes to our class schedule, including
the readings and assignment due dates. I will make all attempts to notify our class well ahead if
changes need to be made to the course schedule.
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Course Schedule and Reading List
Week 1
Welcome and Introduction to Course
Distribute Handouts
In Class Exercise
Required Reading: Read the syllabus on D2L carefully for understanding
of course objectives, expectations, goals, and student responsibilities.
Complete Student Information form.
What difference does “difference” make anyway? Opening
Lecture
Week 2
Defining Difference continued
 Reading: “Dealing with Difference: A Politics of Ideas, or a
Politics of Presence?,” Anne Phillips in Seyla Benhabib, ed.
Democracy and Difference,
Approaches to the Politics of Difference
 Reading: “Diversity and Democracy: Representing Differences,”
Carol Gould in Benhabib, Seyla, ed. Democracy and Difference.
Week 3
Write 2-page reflection essay on your experience with
difference
Intersectionality: Approach to Studying Race, Gender, and Class
 Hancock, Ange-Marie. 2007. “Intersectionality as a Normative
and Empirical Paradigm” Politics and Gender, Vol. 3, No. 2. Pp.
248
 Simien, Evelyn. 2007. “Doing Intersectionality Research: From
Conceptual Issues to Practical Examples” Politics and Gender, Vol.
3, No. 2. Pp. 248
Distribution of Autobiography rubric and assignment (Due th)
11
Week 4
Framing Race, Gender and Difference: Cultural Studies Approach
Reading for Today:
 Fraser, N. (1987). What’s critical about critical theory? The case of
Habermas and gender. In S. Benhabib & D. Cornell (Eds.),
Feminism as critique (pp. 31-55). Cambridge: Polity Press.

Minh-ha, T. T. (1989). Woman, native, other: Writing
postcoloniality and feminism. Bloomington, IN: Indiana University
Press.
Week 5
Critical Race Theory
Reading: Perry
Critical Race Theory cont.
Autobiography Essays Due In Class Today
Week 6
In-Class Activity: Writing Our Political Autobiographies
discussion
Critical Feminist Theory
Required Reading:

Lorde, A. (1983). The master’s tools will never dismantle the
master’s house. In C. Moraga & G. Anzaldua (Eds.), This bridge
called my back (pp. 98-1 01). New York: Kitchen Table.

Benhabib, Seyla and Drucilla Cornell, ed. Feminism as Critique:
Essays on the Politics of Gender in Late-Capitalist Societies.
Polity Press, 1987. Selected Chapters.

Mohanty, Chandra. 1997. “Women Workers and Capitalist
Scripts: Ideologies of Domination, Common Interests, and the
Politics of Solidarity.”
Week 7
Magazines and Civic Engagement/Magazines as Civic Engagement
Guest Lecturer: Dr. Deborah Smith
Reading for today: Smith* and JET magazine selections
Ms. Magazine and the Women’s Movement
Selected Readings from Ms. 2011 issue*
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Week 8
Queering Theory
 Fuss, Dianna ed., Inside/Out: Lesbian Theories, Gay Theories
(1991). Selected chapters.
 Butler, Judith. 1993. Bodies that Matter: On the Discursive
Limits of “Sex”
Blog Assignment Due Today
Last Day to Withdraw
Week 9
Critical Theories of Disability
 Garland-Thomson, Rosemarie. 2002. Integrating Disability,
Transforming Feminist Theory. NWSA Journal, Volume 14,
Number 3, Fall 2002, pp. 1-32.
Critical Theories of Masculinity
 National Organization for Men Stopping Violence:
http://www.nostatusquo.com/ACLU/ohBROTHER/retrogeov1.ht
ml
Off Site Visit
Week 10
Critical Whiteness Studies
Required Reading:
 Delgado, Richard and Jean Stefancic. 1997. Critical White
Studies: Looking Behind the Mirror (selected chapters)
Week 11
Thinking About Power and the Black Power Mixtape (Student
Facilitators)
Introducing Angela Davis: Autobiography of a Radical Feminist
 Selections: The Angela Davis Reader
Angela Davis
 Required Reading: The Angela Davis Reader
13
Week 12
Angela Davis continued
 Required Reading: The Angela Davis Reader
Guest Lecture
Week 13
Disciplining Gender and Race



Foucault, Discipline and Punishment (selected pages)
The New Jim Crow, Alexander Ch. Introduction and 1
The New Jim Crow, Ch. 2, 3
Week 14
The New Jim Crow, ch.4, 5
The New Jim Crow, Ch. 6
Week 15
Decolonizing Feminism: Voices from Global Feminisms
Mohanty, Chandra. 2003. “Under Western Eyes: Feminist Scholarship
and Colonial Discourses” in Feminism Without Borders:
Decolonizing Theory, Practicing Solidarity. Durham: Duke.
Week 16
Research Presentations
Research Presentations and Last Class
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Assessment and Evaluation
Grading Rubric of Weekly Participation
Students bring different life experiences, points of view, and ways of knowing to our classroom
and our learning environment. Everyone should plan to become an active member of the
learning community. Participation means 1) forming supportive and inquiring relationships
with other students in the class through postings to one another, sharing points of view, and
providing encouragement and constructive critique, 2) reading the assigned readings before
beginning your assignments, and 3) applying readings to the discussions in class.
Required Components
Complete Discussion questions and
assignments by due dates (5 pts.)
Provide valuable and thoughtful feedback for
peers with constructive criticisms and critiques
(5 pts.)
Respond to discussion questions with
applicable information and concepts shared in
the readings (5 pts.)
Present original thoughts and ideas in online
postings (try to avoid simple
agreement/disagreement with, or restatement
of other’s postings) (5 pts.)
PROJECT GRADE: ____________ (20 PTS. TOTAL/WEEK)
RATING SCALE
5 = Exceeds requirements in exemplary manner
4 = Slightly exceeds expectations in meeting requirements
3 = Meets requirements and objectives of project
2 = Slightly below expectations in meeting requirements
1 = Considerably below expectations in meeting requirements
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Rating