Women's Studies 4114 – FA 2014
Transnational Feminism
Monday and Wednesday 2:30 – 4:00 RB-2026
Dr. Jenny Roth
jroth@lakeheadu.ca
Office: RB-2014
ph: 766-7116
Office Hours: Wednesdays 9:45 –10:45 am, or by appointment (contact Admin Assistant)
Women’s Studies office:
Ms. Melissa Hrabok, Administrative Assistant
melissa.hrabok@lakeheadu.ca
Office: RB-2012
Ph: 343-8625
Office Hours: Mon. to Fri. 8:30 – 12:00
WELCOME to Women's Studies 4114. In this seminar course, we will explore how women
around the world define women's issues in the context of their own cultures and histories. Instructor
and students will discuss connections across cultures and between the local and global such as
indigenous human rights, sex trafficking, poverty, security of borders and bodies, water and food,
housing and access to resources, literacy, religion, migrant workers and globalization. By the end of the
term, students will have developed a working understanding of the transnational connections between
issues, peoples, and activisms. Students will also develop writing, seminar, presentation and analytical
skills.
TEXTS
The following textbook is required and is available at the Bookstore for purchase, and on reserve in the
library. I have also provided alternate locations to source some of the readings, where they are
available.
Lee, Janet and Susan Shaw, eds. Women Worldwide: Transnational Feminist Perspectives on Women.
Toronto: McGraw Hill, 2011.
ASSIGNMENTS & GRADING
Participation, due in course
Transnational Reflections, sign up sheet
Transnational You, 6 Oct 14
Research Paper, 27 Oct 14 / 19 Nov 14
20% details below
(2 x 15%) 30% details below
20% details below
30% details below
All assignments will be formatted in: Times New Roman, 12 pt font, double-spaced, with 1-inch
margins. Assignments not meeting these format requirements will have 5% deducted from the grade.
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All assignments will be handed in, in hard copy, at the beginning of the class in which they are due.
Any assignment not handed in at the start of class will garner a day’s late penalty. Assignments will be
deducted 5% for each day late, including Saturdays and Sundays. Assignments over 7 days late will not
be accepted without appropriate documentation. Emailed, faxed, or other forms of assignment will not
be accepted. Please do not assume that handing your assignment in at the Women’s Studies office
means that I have received it. Make sure I have your assignment when it is due to avoid late penalties.
Participation 20%
This seminar course requires that you come to class prepared to engage with the weekly topic and
readings, the Instructor and your peers.
Discussion Participation rubric (with thanks to Allegheny College)
 A grade: You regularly initiate discussion. You come to class thoroughly familiar with the
required reading(s) and are prepared to raise questions, open discussion, identify topics of
interest, and to actively engage other students in the discussion. Obviously, this does not mean
monopolizing the discussion, shutting others down when they contribute, or talking for its own
sake. You show respect for topic facilitation, your peers, and clear knowledge about the weeks'
reading topics.
 B grade: You participate regularly and productively. You come to class having done the
readings, and willing to engage. You differ from an A-grade discussant in that the latter do not
rely on the instructor's questions to set the agenda for discussion.
 C grade: You participate on a regular basis, though less frequently than a B-grade student. Cgrade discussants' participation may indicate that they are not well-prepared for class, or have
not given thought to the assigned materials (e.g.: you speak of personal experience without
making connections with the weeks' readings).
 D grade: You contribute only infrequently to the discussion. D-grade discussants' contributions
indicate that they are not well prepared for class, or have not given thought to the assigned
materials.
 F grade: You do not contribute to class discussion OR your participation throughout the term
indicates that you have not done the readings or given thought to the topics. Participation is
impossible if you are absent. 50% or more absences from the course will mandate an F-grade
for participation, inclusive of the written 1-2 paragraph response.
Transnational Reflections 30% (ca. 20 min. presentations)
“We do not learn from experience. Experience has to be arrested, examined,
analysed, considered and negotiated in order to shift it to knowledge”
-- Aitchison and Graham cited in Stroobants et al (2007:30)
Throughout the term, we will cover topics which may be emotionally charged, troubling, or difficult to
consider. In order to foster a safe classroom space in which we can examine many of the issues facing
women around the world, and our own roles or positions in relation to those issues and global politics,
you will do reflections on your experiences reading two weeks’ topics and present your findings to the
class.
To prepare your reflections you will use The Kolb Cycle for reflective learning (Kolb 1984), adapted to
reading and reflection. Please move through the tabled steps below as you develop your presentation,
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and bear in mind that affective learning (reflecting on why something makes us feel a certain way and
thereby coming to new knowledge and understanding about our relationship to the topic, or the topic
itself) is an important part of intellectual development which can lead to substantive personal and social
change:
Concrete Experience:
Doing or having an experience


Reflective Observation:
Reviewing and reflecting on your
experience

Abstract Conceptualization:
Moving toward new knowledge
and understanding by adding
informed / educational knowledge
to your reflection

Active Experimentation:
Planning and practice on the basis
of what you have learned




what did you experience in your engagement with the week’s
topic?
what specific moments in your engagement with the topic
stand out as important to your experience?
what do you think were the good things about your
experience with the week’s topic?
what do you think were the challenging things about your
experience?
how might your experience have been affected by your own
social location? your experiences or life history?
how can transnational feminist theory be applied to your
experience in order to help make sense of it? to move from
experience towards understanding and action?
what did you learn by experiencing, and reflecting on your
experience of, the week’s topic?
what plans or actions can you envision or suggest based on
your newfound knowledge?
Please prepare your reflection to hand in at the end of class, and use appropriate scholarly citations and
formats.
Transnational You 20%
Due October 6, 2014
3-5 pages, excluding title page and bibliography
We are all transnational, although transnational policies, practices, and histories create different
experiences for each of us in our unique global and historical positions. Who are you, transnationally?
In what ways can you recognize yourself as a transnational citizen caught up in transnational power
structures?
Remember to cite any paraphrased ideas from the course readings or lectures as you write your paper. I
will expect to see 4 scholarly sources used in your work, 2 of which will come from the course
readings.
Research Paper 30%
Topic proposal for feedback due October 27, 2014
Final paper due November 19, 2014
4-6 pages, excluding title page and bibliography
Unfortunately, this class is only long enough to scratch the surface of some of the issues and trends
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affecting girls and women around the world. The research paper is an opportunity for you to explore a
topic you found or find particularly interesting in depth.
Choose a topic related to transnational feminist action, and analyze it using the tools provided to you by
the course. You will use a total of at least 5 scholarly readings, 2 of which are from different weeks of
the course readings.
Your topic proposal for feedback from your peers and me will be discussed in class on October 27,
2014. At that time, you will break into groups and give each other feedback. I’ll help the groups by
providing things to look for in the proposal. I will then collect your proposal, and have it back to you
by November 3, 2014 with brief feedback from me. There is no grade for your proposal, but your paper
will be significantly better off because of it.
When you prepare your proposal / topic, consider and include:
 Why does the topic / issue / problem / phenomenon you chose interest you?
 What is it about the topic that you want to discover or explore? (these first two questions will
provide you with the thesis for your paper)
 Which readings from the course are useful to your topic, and why? (pull some useful quotes out
of them for your proposal so that you’re ahead of the game when you begin your writing)
 Do you need to speak with a reference librarian in order to get help finding the scholarly
readings outside the textbook? (if you do, don’t hesitate to ask them – they’re very helpful!)
Notes on Plagiarism / Academic Dishonesty
Keep a printout or photocopy of all your work, as well as any research notes and drafts that produce
assignments.
“Plagiarism” includes:
1. Plagiarism of ideas occurs where an idea of an author or speaker is incorporated into the body
of an assignment as though it were the writer's own idea, no credit is given the person through
citation.
2. Plagiarism of words occurs when phrases, sentences, tables or illustrations of an author or
speaker are incorporated without citation.
3. Plagiarism of ideas and words occurs where words and an idea(s) of an author or speaker are
incorporated into the body of a written assignment as though they were the writers' own words
and ideas without citation.
The following rules shall govern the treatment of candidates who have been found guilty of attempting
to obtain academic credit dishonestly.
(a) The minimum penalty for a candidate found guilty of plagiarism, or of cheating on any part of a
course will be a zero for the work concerned.
(b) A candidate found guilty of cheating on a formal examination or a test, or of serious or repeated
plagiarism, or of unofficially obtaining a copy of the examination paper before the examination is
scheduled to be written, will receive zero for the course and may be expelled from the University.
A copy of the “Code of Student Behaviour and Disciplinary Procedures” including sections on
plagiarism and other forms of misconduct may be obtained from the University's website, or from the
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Office of the Registrar.
Learning Needs
If you have needs regarding the format or the due dates for the readings or assignments, you must make
sure that I am informed. The appropriate form can be obtained from the Student Success Centre.
Class Expectations, alongside the Student Code of Conduct
You can expect from me that:
 I will provide you with feedback on rough drafts that I receive one week prior to the due date, if
you want to provide them;
 I will stick to the course outline;
 I will encourage your learning, and support you in an inclusive and intellectually dynamic
environment;
 I will hand back assignments two weeks after their due date;
 I will provide you with a mid-term participation estimate when I hand back your mid-term
essay based on your work in the first half of the course;
 I will be available during my posted office hours to discuss any aspect of the course, and to
answer more general questions you may have about the university system;
 I will check my work email during regular work hours (8:30 am – 4:30 pm), and will respond to
your email as soon as I can during those times;
 I will do my best to give you enough information to succeed in this course.
I will expect from you that:
 You will speak to me during office hours when you have questions about the course, the
materials, your assignments, or your program;
 You will be in the classroom, ready to begin at 2:30;
 You will respect social and cultural differences. All participants have the right to hold, defend,
and promote their opinion, but this right exists alongside regulations that protect all individuals'
right to education without discrimination or harassment on the basis of gender, race, religion,
class, sexual orientation, ability, age, place of origin, etc.;
 You will respect differences in political awareness and educational development.
Use of tech for purposes other than note-taking or text book referencing
Please feel free to use your technology as you will, so long as it doesn’t disturb those around you. If
your use of technology disturbs the classroom environment in any way, including distracting me or
your peers, you are in breach of the Student Code of Conduct, and will lose your tech privileges in the
classroom for the duration of the course – no exceptions.
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Weekly Topics & Readings
Wk. 1: Sept. 8 / 10 Introduction to the Course
Readings: None this week, welcome! Be prepared for lecture notes and writing.
Goals:
 Historicize transnational feminism
 Define “transnational” and “transnational feminisms” and “TFN’s”: the foundations for our
course
 Looking ahead: strategies for discussion and knowledge-building
 Revisit the concepts of intersectional feminism, social location and power structures
 In-class brief write-up of your understanding of transnationalism and your position in relation to
it to share
Wk. 2: Sept. 15 / 17 Why Transnational Feminisms?
Required Readings:
Wagner, C. “Women Still Have a Long Way to Go” p. 47i
MacKinnon, C. “Are Women Human?” pp. 48-9ii
Desai, M. “The Messy Relationship Between Feminisms and Globalization” pp. 50-3iii
Mohanty, C.T. “Under Western Eyes: Scholarship and Colonial Discourse” pp. 53-7iv
Gordimer, N. “Comrades” pp. 58-60
Abiola, H. “Edge of the Earth” pp. 60-1
Name some of the issues that appear in this week’s readings. Which readings resonated with you the
most, and why? What are some pitfalls of transnational feminism? What are some strategies we can
adopt to try to avoid those pitfalls?
Wk. 3: Sept. 22 / 24 Global Politics of the Body
Required Readings:
Tabuchi, H. “Transgender Identity in Japan” pp. 131-2v
Figert, A. “Premenstrual Syndrome as Scientific and Cultural Artifact” pp. 132-141vi
Newman, L. “Perfectly Normal” pp. 142-148
Associated Press (2007). “Spain Bans Skinny Mannequins” pp. 148-9vii
Takeuchi Cullen, L. “Changing Faces” pp. 149-154viii
Agasin, M. “Mi Estomago (My Belly)” p. 154ix
Zine, J. “Unveiled Sentiments: Gendered Islamophobia and Experiences of Veiling Among
Muslim Girls in Canadian Islamic School” pp. 155-67x
Name some of the issues that appear in this week’s readings. Which readings resonated with you the
most, and why? What are “body politics”? In what ways are “body politics” global? Where is your
body positioned in the transnational ideological construction of the body?
Wk. 4: Sept. 29 / Oct. 1 Transnational Sexualities
Required Readings:
Kempadoo, K. “Toward a Vision of Sexual and Economic Justice” pp. 195-7
Rifaat, A. “Distant View of a Minaret” pp. 197-9
Kemp, K. “Cambodian Sex Workers” pp. 199-200xi
Irin. “Sex Tourism Booming” pp. 200-202xii
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Endsjø. D.Ø. “Lesbian, Gay, Bisexual, and Transgender Rights and the Religious Relativism of
Human Rights” pp. 202-5xiii
Name some of the issues that appear in this week’s readings. Which readings resonated with you the
most, and why? What others ways can you think of that sexualities are constructed differently across
cultures? How do you see patriarchy intersecting with the sex trade? the construction of sexualities?
Wk. 5: Oct. 6 / 8 Reproductive Freedoms
***Transnational You paper is due Oct. 6 at the start of class***
Required Readings
Ahmed Obaid, T. “Investing in Reproductive Health and Rights” pp. 277-279xiv
Fairbanks, K. and Hofman, H. “The ‘Morning After’ Pill: Debates and Conflicts in Ireland and
the U.S.” pp. 279-282
Ramashwar, S. “Postpartum Depression in China” pp. 282-4xv
Girish, U. “For India’s Daughters, a Dark Birth Day” pp. 284-6xvi
Ewig, C. “Hijacking Global Feminism: Feminists, the Catholic Church, and the Family
Planning Debacle in Peru” pp. 286-9xvii
Golombok, S. “Unusual Families” pp. 295-300xviii
Name some of the issues that appear in this week’s readings. Which readings resonated with you the
most, and why? How do reproductive freedoms for women connect with women’s rights? ecological
concerns? family violence? economic security? any other connections you can think of? Why do you
think women still have to struggle for bodily autonomy, even though bodily autonomy is identified by
international laws as a basic human right?
Wk. 6: Oct. 13 Long Weekend Holiday / 15 Transnational Violence Against Women
Required Readings:
Bloch, C. “The Conservation of Energy” p. 378
Lehrer, J. et. al. “Prevalence of and Risk Factors for Sexual Victimization in College Women in
Chile” pp. 378-85xix
Amnesty International. “Killed in the Name of Honor” pp. 385-8xx
Shank, M. “No Longer Silent” pp. 388-9xxi
CBS News and Peter Finn. “War Against Women: Congo and Kosovo” pp. 389-94xxii
Semple, K. “Domestic Violence in Afghanistan” pp. 394-6xxiii
Drake, I. “Finding Dignity in Exile” pp. 396-8xxiv
Name some of the issues that appear in this week’s readings. Which readings resonated with you the
most, and why? What connections can you see between the many different forms of violence against
women? How is violence against women exacerbated or mitigated by institutions, power structures,
etc.?
Wk. 7: Oct. 20 / 22 Working Women, Globally
Required Readings:
Rowling, M. “Women Farmers Toil to Expand Africa’s Food Supply” pp. 423-4xxv
Hussain, S. “Women and Tourism” pp. 424-7xxvi
Ting, S. “Assembly Line” pp. 427-8
Ross, M. “Oil, Islam, and Women” pp. 428-37xxvii
Kincaid, J. “Girl” pp. 437-8xxviii
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Kelley, S. and Sengupta, S. “Banking on Women” pp. 438-43xxix
Burk, M. “The 40-Percent Rule” pp. 443-4
Name some of the issues that appear in this week’s readings. Which readings resonated with you the
most, and why? How are you caught up in the working structures for women, globally? your
foremothers?
Wk. 8: Oct. 27 / 29 Women and the Environment
** Paper topic proposal due Oct. 27 at start of class**
Required Readings:
Hemmati, M. et. al. “Temperatures Rising: Four Essays on a Theme: Women and Climate
Change” 474-87xxx
Trask, H-K. “Waikīkī” pp. 487-8
Meallem, I. and Garb, Y. “Bedouin Women and Waste Related Hazards” pp. 488-93xxxi
Taylor, D. “An Ugly Picture for Flower Workers and Their Children” pp. 493-4xxxii
Rother, H-A. “Poverty, Pests, and Pesticides” pp. 494-8xxxiii
Vaughan, G. “The World of the Gift Economy” pp. 498-501xxxiv
Name some of the issues that appear in this week’s readings. Which readings resonated with you the
most, and why? What connections can you see between your hometown industry(ies) and women and
environmental politics? Your own environmental awareness? Gender and the environment /
environmental movements?
Wk. 9: Nov. 3 / 5 Women and Politics
Required Readings:
Rogers, K. “Revenge” p. 528
McDonald, A. “Please Mind the Gap” pp. 528-9xxxv
Woods, E. “Leading Women” pp. 529-31
Dowl, A. “Women’s Worlds” pp. 531-2
McAllister, L. “Dal Dy Dir/Stand Your Ground: International Lessons on Women’s Equality
from a Small Nation” pp. 532-9xxxvi
Delgado, J. and Zwarteveen, M. “The Public and Private Domain of the Everyday Politics of
Water” pp. 539-45xxxvii
Tyler, P. “The Post-Katrina, Semiseparate World of Gender Politics” pp. 545-52xxxviii
Name some of the issues that appear in this week’s readings. Which readings resonated with you the
most, and why? What are the purposes of women’s political involvement? How politically involved are
you?
Wk. 10: Nov. 10 / 12 Women, War, and Peace
Required Readings:
Borden, M. “The City in the Desert” pp. 579-81
Herbert, W. “Children of War” pp. 581-5xxxix
Ferris, E. “Abuse of Power: Sexual Exploitation of Refugee Women and Girls” 585-9xl
Zeijl, F. van. “Rape in Darfur” pp. 589-91xli
Eisler, R. “Building Cultures of Peace: Four Cornerstones” pp. 591-6xlii
Maraini, D. “Plaza de Mayo” pp. 596-7
Abu Lughod, L. “Do Muslim Women Really Need Saving?” pp. 597-606xliii
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Name some of the issues that appear in this week’s readings. Which readings resonated with you the
most, and why? Is there peace for women? How do violences against women and state / military
violences intersect?
Wk. 11: Nov. 17 / 19 Integrated Themes
**Research Paper due November 19th at the start of class**
Required Readings
Payne, J. “Janice, Marvelyn, and Michelle: USA” pp. 628-30xliv
The Associated Press. “Keren: Honduras” pp. 630-1
Brown, P. “Jacqueline, Isata, and Adele: Uganda, Sierra Leone, and Rwanda” pp. 631-4
Hoh, W. K. “Srey: Cambodia” pp. 634-6
Itano, N. “Mantombi Nyawo: South Africa” 636-8xlv
Mehta, A. K. and Gupta, S. “Parvati and Fatima: India” 638-40
Nelson, E. “Thembi: South Africa” pp. 640-5xlvi
Scheier, R. “Mama’s Club: Uganda” pp. 645-6xlvii
UNAIDS. “Tatiana and Dina: Russia and Ukraine” pp. 646-xlviii
Name some of the issues that appear in this week’s readings. Which readings resonated with you the
most, and why? How do the readings this week do transnational feminism? What strategies can you see
in the readings to work towards integrating transnational themes while including cultural specificities?
Wk. 12: Nov. 24 / 26 Your choice!
Of the remaining chapters, choose the one that interests you the most. Draw out the main theme of the
chapter and bring some specific things you learned that interested you the most. I’ll put groups of
similar-readers together at the start of the week for a quick discussion and you can work as a team, as –
as a group – we find the exciting connections across the different interest areas, and bring to each other
information about how to consider local possibilities or alliances to work towards change.
Choose from Chapters: 2 World Media (pp. 85-102); 5 Politics of Women’s Health (pp. 228-247); or 7
Families in Global Context (pp. 324-340).
Library e-journals: “Progress Report on Discrimination Against Women: Women Still Have a Long Way to Go, a UN
Committee Reports.” The Futurist 42.3 (2008): 9.
ii
Library reserve: MacKinnon, Catharine. Are Women Human? And Other International Dialogues.
iii
Library e-journals: Gender & Society 21.6 (2007): 797-803.
iv
Library e-journals: boundary 2 12.3 (1984): 333-358.
v
Online: http://www.dallasvoice.com/japanese-transgender-community-emerges-1021171.html
vi
Library e-journals: Integrative Physiological & Behavioral Science 40.2 (2005): 102-113.
vii
Online: http://www.nbcnews.com/id/17596139/ns/health-health_care/t/adios-spain-bans-skinny-mannequinsstores/#.U9kdIvldXoE
viii
Online: http://content.time.com/time/world/article/0,8599,2047454,00.html
ix
GIC Reserve: from Alexander, J. et al. eds. Women & Ageing: An Anthology by Women.
x
Library e-journals: Equity & Excellence in Education 39.3 (2006): 239-252.
xi
Library e-journals: “Cambodian Centre Steers Trafficked Women from Sex Trade.” Herizons 20.3 (2007): 8-9.
xii
Online: http://www.irinnews.org/report/81528/colombia-sex-tourism-booming-on-the-caribbean-coast
xiii
Library e-journals: Human Rights Review 6.2 (2005): 102-110.
xiv
Library e-journals: “Breaking the Cycle of Poverty in Achieving in MDGs.” UN Chronicle 44.4 (2007): 19-20.
xv
Library e-journals: “In China, Women Who Give Birth to Girls Face an Increased Risk of Postpartum Depression.”
International Family Planning Perspectives 33.4 (2007): 191-2.
i
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xvi
Online: http://www.csmonitor.com/2005/0209/p11s01-wosc.html
Library e-journals: Feminist Studies 32.3 (2006): 632-59.
xviii
Library e-journals: Reproductive Biomedicine Online 10.Supplement 1 (2005): 9-12.
xix
Library e-journals: International Family Planning Perspectives 33.4 (2007): 160-75.
xx
Library reserve for this class.
xxi
Online (partial), http://www.msmagazine.com/winter2009/NoLongerSilent.asp
xxii
Online, Essay 1, http://www.cbsnews.com/news/war-against-women/ AND Essay 2,
http://www.washingtonpost.com/wp-srv/inatl/longterm/balkans/stories/rape062799.htm
xxiii
Online, “Long Viewed as Chattel, Afghan Women Slowly Gain Protection”
http://www.nytimes.com/2009/03/03/world/asia/03shelter.html?adxnnl=1&fta=y&adxnnlx=1406743281uy+b28av9VoOJxC+tr9AOQ
xxiv
Online, http://www.yesmagazine.org/issues/a-conspiracy-of-hope/finding-dignity-in-exile
xxv
Online, http://in.reuters.com/article/2008/12/26/idINIndia-37187320081226
xxvi
Online, http://archive.thedailystar.net/newDesign/print_news.php?nid=5303
xxvii
Library e-journal, American Political Science Review 102.1 (2008): 107-23.
xxviii
Library reserve, from Kincaid, Jamaica. At the Bottom of the River.
xxix
Online (partial), http://www.highbeam.com/doc/1G1-164110795.html
xxx
Library e-journal, excerpts from: “A Huge Challenge…”; “Temperatures Rising”; “Japanese Women’s Roles in Climate
Change Mitigation…”; and “Gendered Struggles for the Commons…” in Women & Environments International Magazine
74/75 Spring/Summer 2007.
xxxi
Library e-journal, “The Exposure of Bedouin Women to Waste Related Hazards.” Women & Environments International
Magazine Fall/Winter 2008 Issue 76/77: 44-8.
xxxii
Library e-journal, Environmental Health Perspectives 114.8 (2006): A463.
xxxiii
Library e-journal, Women & Environments International Magazine Fall/Winter 2008 Issue 76/77: 36-40.
xxxiv
Library e-journal, Off Our Backs 38.1 (2008): 62-65.
xxxv
Library e-journal, New Statesman November 26, 2007, p. 21.
xxxvi
Library e-journal, Hecate 32.1 (2006): 107-22
xxxvii
Library e-journal, International Feminist Journal of Politics 9.4 (2007): 503-11.
xxxviii
Library e-journal, The Journal of American History 94.3 (2007): 780-88.
xxxix
Library e-journal, U.S. News & World Report 137.22 (2004): 44-51.
xl
Library e-journal, Signs: Journal of Women in Culture and Society 32.3 (2007): 584-90.
xli
Library e-journal, “War Against Women.” New Internationalist 401 (June 2007): 8-9.
xlii
Library e-journal, Off Our Backs 38.1 (2008): 44-8.
xliii
Library e-journal, American Anthropologist 104.3 (2002): 783-90.
xliv
Online, “Black Women’s Burden: An Epidemic of HIV” http://health.usnews.com/healthnews/articles/2008/09/12/black-womens-burden-an-epidemic-of-hiv
xlv
Online, “AIDS Leaves South African to Raise Grandchildren” http://womensenews.org/story/international-policyunitednations/050823/aids-leaves-south-african-raise-grandchildren#.U9lBGfldXoE
xlvi
Online, “Thembi Ngubane” http://www.thebody.com/content/art48013.html
xlvii
Online, http://womensenews.org/story/hivaids/060723/hiv-positive-women-talk-it-over-in-mamas-club#.U9lCX_ldXoE
xlviii
Online, “‘Stars Against AIDS’ in Eastern Europe,”
http://www.unaids.org/en/Resources/PressCentre/Featurestories/2008/May/20080519easterneuropestarsaids/
xvii
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