WMNST 536 Gender, Race and Class:
Spiritual Activist Approaches
Spring 2015
Tuesdays 7:00 pm-9:40 pm
Storm Hall 105
Dr. Irene Lara
Associate Professor of Women’s Studies
Office: Arts and Letters Building, Room 353
Office Phone: 594-7151
Email: ilara@mail.sdsu.edu
Office Hours: Tue. 4:30-5:30 pm; Wed. 3:30-4:30 pm; & by appointment
(*Please Note: Office Hours Cancelled on 2/3)
Graduate Assistant (GA): Helen Lockett
Email: helenlockettish@gmail.com
Class Buddy 1:
Class Buddy 2:
COURSE DESCRIPTION
This course explores the culturally, historically, and politically constructed meanings of
“gender,” “race,” and “class,” as well as other social categories of power and identity, such
as “sexuality,” “ability,” “ethnicity,” “nationality,” and “spirituality.” How do gender, race, and
class, as well as other social categories, intersect in our bodies-spirits, our identities, our lives
and the bodies-spirits, identities, and lives of others across our commonalities and
differences? How do these categories and their interrelated systems of inequality–such as,
sexism, racism, and classism–affect worldviews, lived experiences, and our activism for social
and ecological justice? How are they socially and culturally constructed and for what
purposes? In this interdisciplinary course, we will draw on the humanities and social sciences
to explore these questions and more. Drawing on the professor’s areas of expertise, the
course is organized into three units: UNIT I: Pedagogical, Theoretical, and Activist
Foundations; UNIT II: Histories and Systems of Power and Inequality; and UNIT III: Solidarity,
Healing, and Building Social Justice Movements: Focus on Spiritual Activism.
COURSE OBJECTIVES:
1. Define and appropriately use feminist/womanist vocabulary, including: gender, race,
class, social location, sexism, racism, classism, heterosexism, systems of inequality,
intersectionality, oppression, privilege, resistance, social transformation, and spiritual activism
2. Analyze the ways in which the course texts, social phenomenon, and our own identities
demonstrate the intersections of gender, race, class, ethnicity, nationality, religion, age,
ability, size, sexuality, and/or other social categories
3. Identify the structures, beliefs, and practices that oppress and privilege girls and/or
women, including sexism, racism, classism, homophobia, transphobia, xenophobia, and
oppositional binaries (e.g. us vs. them; self vs. other, whites vs. people of color, men vs.
women, first world vs. third world, straights vs. queers, teachers vs. students) and other forms
of ideological and institutionalized power, in particular national, international, and/or
transnational contexts
4. Analyze the ways in which individuals and groups resist oppression and dominance to
bring about social transformation
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5. To practice “engaged pedagogy” (bell hooks) and “sentipensante [sensing/thinking]
pedagogy” (Laura Rendón) by a. working to bring our whole selves, our bodymindspirits, to
all aspects of the course, b. nurturing conocimiento, “that aspect of consciousness urging
you to act on the knowledge gained” (Gloria Anzaldúa), and c. striving to make
connections between what we are learning and our participation in the world of which we
are all a part
6. To critically embody “spiritual activism” by cultivating deep listening, truthful speaking,
sentipensante writing, and other contemplative practices as a way to enhance knowledge
about, and love toward, our selves and each other as “bodymindspirits” who are
connected within a social, global, and cosmic web across our commonalities and
differences
7. Write in your own relevant objective:
REQUIRED READINGS
Available for rent or purchase at KB Books on College Ave. & Course Reserves at Love Library
1. Gloria Anzaldúa and AnaLouise Keating, eds. this bridge we call home: radical visions for
transformation (TB)
2. Sarah Doetsch-Kidder. Social Change and Intersectional Activism: The Spirit of Social
Movement (SC)
3. Layli Maparyan. The Womanist Idea (WI)
4. ON BLACKBOARD (BB): Additional readings from Race, Class and Gender: An Anthology
(RCG) (Eds. Margaret L. Andersen and Patricia Hill Collins)) and other texts
5. One more book to be determined (for group project)
COURSE OUTLINE
NOTE: All other readings will be on Blackboard under “Readings.” You are required to read
all of the readings by class time on the dates noted. This class covers many topics and has a
good amount of reading appropriate for an upper division 500-level course that is required
for all Women’s Studies majors. You will be successful with the course if you make plenty of
time to do all of the readings and come to class with responses to discussion questions/your
reading notes. Every effort will be made to follow the syllabus, but sometimes adjustments
need to be made and I reserve the right to make them if need be.
UNIT I: Pedagogical, Theoretical, and Activist Foundations
Week 1
1/27
Introduction to Course and Social Justice Pedagogy
In-Class: Review Syllabus; Introductions/Class Buddies; Handouts: AnaLouise Keating’s
“Dialogue: Some of My Presuppositions” and “Listening with Raw Openness;” “Triggers;”
Co-create Class Guidelines & Storyteller/Listener Exercise
Readings: 1. bell hooks’ “Engaged Pedagogy” in Teaching to Transgress: Education as the
Practice of Freedom (BB)
2. Laura I. Rendón’s “Sentipensante (Sensing/Thinking) Pedagogy” in Sentipensante
(Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation (BB)
Assignment Due: by Friday, 1/30 at 11:59 pm: Student Profile Post and Comments;
Directions on Blackboard.
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Week 2
2/3
In-Class: Finalize Spiritual Activism Groups
Readings: 1. Cynthia Dillard’s “Pedagogies of Community are Pedagogies of the Spirit:
Living Ubuntu” (BB)
2. Irene Lara’s “Healing Sueños for Academia” (TB: 433-38)
3. Gloria Anzaldúa’s “now let us shift… the path of conocimiento… inner
work, public acts” (TB: 540-78) and Irene Lara’s Handout on “now let us shift…” (BB)
4. Margaret L. Andersen and Patricia Hill Collins’ “Why Race, Class, and Gender Still
Matter” (BB)
Week 3
2/10
Examining Intersections, Identity(ies), & Power
In-Class Handout: “Unpacking & Repacking the Knapsack” Sentipensante Assignment;
Sentipensante Journal I Checklist
Readings: 1. Irene Lara’s “Stories of Identity and Community” (BB)
2. Abby Ferber’s “Constructing Identities and Examining Intersections” (BB)
3. Evelyn Alsultany’s “Los Intersticios: Recasting Moving Selves” (TB: 106-10)
4. Nada Elia’s “The ‘White’ Sheep of the Family: But Bleaching is Like Starvation” (TB:
223-231)
5. Margaret Andersen and Patricia Hill Collins’ “Systems of Power and Inequality” (BB)
Week 4
2/17
In Lak’ech, You are my Other I.
Identity and Community: Loving the “Self,” and Loving the “Other”
Oppression, Privilege, and Beyond:
Key Terms, Theoretical Approaches, and Practices
Due: Sentipensante Journal I & Draft of “Unpacking & Repacking my Knapsack”
In-class Handout: Matrix of Oppression
Readings: 1. AnaLouise Keating’s “Forging El Mundo Zurdo: Changing Ourselves,
Changing the World” (TB: 519-30)
2. Rebecca Aenerud’s “Thinking Again: This Bridge Called My Back and the Challenge to
Whiteness” (TB: 69-77)
3. Peggy McIntosh’s “White Privilege and Male Privilege. A Personal Account of Coming
to See Correspondences Through Work in Women’s Studies” (BB)
4. Dena R. Samuels’ “Sounds and Silences of Language: Perpetuating Institutionalized
Privilege and Oppression” (BB)
5. Workshop Handbook on Oppression and the Meaning of Being an Ally (BB)
UNIT II: Histories and Systems of Power and Inequality
Week 5
2/24
Race and Racism
Due: Final typed “Unpacking & Repacking my Knapsack”; 1st quarter of spiritual
activist book complete
In Class: Partial film screening of “Race is the Place” and/or “Race: The Power of An
Illusion;” History of Racism Timeline and other handouts, e.g. Latino Civil Rights Timeline:
http://www.tolerance.org/latino-civil-rights-timeline
Readings: *A 1. Dorothy Roberts’ “The Invention of Race” (BB)
2. Paula M. L. Moya and Hazel Rose Markus’ “Doing Race: An Introduction, I” (BB;
1-32)
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*B 3. Paula M. L. Moya and Hazel Rose Markus’ “Doing Race: An Introduction, III: Doing
Race–All of Us, Every Day” (BB: 62-93)
2/27 FYI: Women’s Studies Research Justice Symposium, 9am-3pm. Place TBA.
Week 6
3/3
Class and Classism
In-Class: “People Like Us: Social Class in America” (Dir. Louis Alvarez and Andrew
Kolker; New York: Center for New American Media, 2001)
Readings (all on BB):
*C 1. Janny Scott & David Leonhardt’s "Shadowy Lines That Still Divide” (RCG: 117-24)
*C 2. Joan Acker’s "Is Capitalism Gendered and Racialized?" (RCG: 125-33)
*D 3. Barbara Jensen’s "Across the Great Divide: Crossing Classes and Clashing
Cultures” (RCG: 416-22)
*D 4. Laura A. Harris’s “Notes from a Welfare Queen in the Ivory Tower” (TB: 372-381)
5. Lawrence R. Jacobs & James A. Morone’s "Health and Wealth: Our Appalling
Health Inequality Reflects and Reinforces Society's Other Gaps" (RCG:134-37)
Week 7
3/10
Colloquia and Spiritual Activist Group Work
Reading: Your Group’s Spiritual Activist book
Due: 1st half of book complete
7:00 pm: Meet for the Women’s Studies Feminist Colloquia on “Abortion Rights in
Mexico” by Professor Elizabeth Maier; Place TBA
8:30 pm - 9:40 pm: Group Meetings on your own (back in our classroom or another
quiet spot)
Week 8
3/17
Gender and (Hetero)Sexism
Readings: *E 1. Maxine Baca Zinn et al.’s “Sex and Gender Through the Prism of
Difference” (BB)
*E 2. Sandra Weissinger “Gender Matters, So Do Race and Class: Experiences of
Gendered Racism on the Wal-mart Shop Floor” (BB)
3. Mirtha N. Quintanales’ “Missing Ellen and Finding the Inner Life: Reflections of a
Latina Lesbian Feminist on the Politics of the Academic Closet” (TB: 391-396)
Queering Gender
Readings: 1. Kate Bornstein’s Gender Outlaw (selection) (BB; 21-40)
*F 2. E.J. Graff’s “M/F Boxes” (BB)
*F 3. Max Wolf Valerio’s “‘Now That You’re a White Man’: Changing Sex in a
Postmodern World: Being, Becoming, and Borders” (TB: 239-254)
Optional: Daisy Hernandez’s “Becoming a Black Man;” LINK:
http://colorlines.com/archives/2008/01/becoming_a_black_man.html
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Unit III:
Solidarity, Healing, and Building Social Justice Movements:
Focus on Spiritual Activism
Week 9
3/24
Social Change and Intersectional Activism: The Spirit of Social Movement
DUE: Sentipensante Journal II
Readings: Sarah Doetsch-Kidder’s “Introduction” and “Conclusion” (SC) &
*G Ch. 1 “Loving Criticism: A Spiritual Philosophy of Social Change”
*H Ch. 2 “Love: Activist Motivations”
**Enjoy Spring Break and Reading your Spiritual Activist Text
Week 10
4/7
Due: You must have completed the WHOLE Spiritual Avtivist book
Readings: Sarah Doetsch-Kidder’s
*I Ch. 3 “Faith: Connecting Activist Beliefs and Methods” &
*J Ch. 4 “Joy: Activist Pleasures”
Week 11
4/14
Social Change and Intersectional Activism: The Spirit of Social Movement
Spiritual Activism
Readings: 1. Layli Maparyan’s “Spiritual Activism: A Womanist Approach” (WI: 114-141)
2. Revisit Gloria Anzaldúa’s “now let us shift…” (TB: 540-78)
3. Inés Hernández-Avila’s “In the Presence of Spirit(s): A Meditation on the Politics of
Solidarity and Transformation” (TB: 530-38)
4. Irene Lara and Elisa Facio’s “Introduction: Fleshing the Spirit, Spiriting the Flesh” (BB)
*4/14, 12:30-2pm FYI: Women’s Studies Feminist Research Colloquium: “Decolonize your
Diet” with Professors Luz Calvo and Catriona Esquibel. Place TBA.
Week 12
Spiritual Activism
[NOTE: This week all readings are from this bridge we call home]
4/21 Readings: 1. M. Jacqui Alexander’s “El Mundo Zurdo and the Ample Space of the
Erotic” (TB: 97-103)
2. Arlene Istar Lev’s “Tenuous Alliance” (TB: 473-83)
3. Indigo Violet’s “Linkages: A Personal-Political Journey With Feminist-of-Color Politics”
(TB: 486-94).
4. Helene Lorenz’s “Thawing Hearts, Opening a Path in the Woods, Founding a New
Lineage” (TB: 496-506)
Week 13
4/28
Guest Speaker and Spiritual Activist Project Work Week
Readings: None! 
Due: Sentipensante Journal 3
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Week 14
5/5
Due: Sentipensante Journal Reading Notes
In-Class: Presentation Group 1: Learning True Love; Group 2: Left to Tell; Group 3: It’s
Always Possible; Group 4: Grace Lee Boggs’ Living for Change
Readings: From Layli Maparyan’s The Womanist Idea:
1. “Transforming War into Peace: Sister Chan Khong and Learning True Love” (145-175)
2. “The Alchemy of Forgiveness Immaculée and Left to Tell” (176-199)
3. “Turning a Prison into an Ashram: Kiran Bedi and It’s Always Possible (200-229)
Final’s Week
5/12
Spiritual Activist Final Project Presentations
Spiritual Activist Final Project Presentations & Final Papers Due
Due: Sentipensante Journal Reading Notes
In-Class: Presentation Group 5: Love and Courage; Group 6: Unbowed; Group 7: Born
to Belonging; Group 8; Medicine Stories
Readings: 1. Layli Maparyan’s “Speaking Truth Inside Power: Pregs Govender’s Love
and Courage (WI :230-253)
2. Layli Maparyan’s “Spiritualized Sustainability: Wangari Maathai, Unbowed, and The
Green Belt Movement” (WI:
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ASSIGNMENTS/REQUIREMENTS:
At a Glance:
1. ENGAGED PARTICIPATION/ATTENDANCE: 200 points possible
2. SENTIPENSANTE (sensing/thinking) JOURNALS I, II, & III: (100+150+150)= 400 points possible
3. CO-TEACHING FACILITATION: 100 points
4. SPIRITUAL ACTIVIST GROUP PROJECT & PRESENTATION (300 points)
5. WOMEN’S STUDIES COMMUNITY ENGAGEMENT ASSIGNMENT (extra credit 30-60 pts)
*total points possible: 1000
1. ENGAGED PARTICIPATION/ATTENDANCE (200 points)
Our class is conducted in a seminar style that values your thoughtful discussion and attentive
presence. Your active involvement in class is required. You can demonstrate your involvement
by completing all of the readings before class, being prepared with responses to posted
discussion questions and your own informed questions and comments focused on the readings,
by visiting office hours, and by following class guidelines, including being responsible for the
energy you bring to the class, and engaging in class discussion and small group work. If you are
not accustomed to, or comfortable with, verbally participating in class, make an office hours
appointment with me for this or next week, so we can discuss strategies for your participation.
ATTENDANCE will be taken at the beginning of every class session and after the break through a
sign-in sheet. You earn up to ten points for every day you are fully present in class (up to 150
points, with one “free” absence). Because your consistent engaged presence is essential for
“outstanding” learning in this course, if you miss more than two classes, you cannot receive an
“A.”
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I will routinely ask if there are any questions at the beginning of class, regarding syllabus or
assignment clarifications for example. If you are absent or late, FIRST ask your class buddies via
email or during the break and check Blackboard announcements regarding what you missed
(i.e. handouts, explanation of assignments, changes in schedule, etc.). You can also check-in
with me during scheduled office hours or make an appointment. However, DO NOT ask
questions before consulting the Syllabus and checking Blackboard’s “Announcements” or
“Assignments” folders. ALSO: Every three times you are late or leave early counts as an absence.
ENGAGED CLASS PARTICIPATION is absolutely essential to the success of the course. Students
must come to class prepared to actively contribute to the class discussion. Be sure to write in
your Sentipensante Journal and critically reflect on the readings before every class, and bring
your notes, as this will help you with class participation.
PROFILE: As a way to introduce your self and get to know each other better, you must write a
“profile” that entails responding to a few questions. You must also read each other’s
introductions and post comments on at least five other profiles. Click on “Student Profiles” on
the Blackboard menu for instructions and due dates. (20 points)
2. SENTIPENSANTE (sensing/thinking) JOURNAL I, II, & III (100; 150; 150 points = 400 pts. total)
Due Dates: While you are required to keep up with your weekly reading and writing and bring
your texts and notes to every class, the Sentipensante Journal is due three times throughout
the semester: 2/17; 3/24; and 4/28.
Description: Over the course of the semester, you are required to compile a critical reflection
journal in which you thoughtfully engage the knowledge communicated through lecturediscussions, guest presentations, the readings, and films. You are to critically engage the
material through what Laura Rendón calls a “sentipensante” approach, that is, from your
bodymindspirit and your multiple intelligences (e.g. emotional, spiritual, intuitive, and rational
intelligences).
WHY? Taking notes, writing, and deep reflection are scientifically shown to enhance
comprehension, develop critical thinking, and help you make lasting connections between
theory and practice, history and present time, and the personal and the political. In addition,
you will be asked to re-read your notes and use this material for your final project.
Format: You will need a three-ring binder or folder and organize it by section. It must be
typed and include the following separate sections (use tabs to distinguish each section):
I. Lecture/Discussion Notes with Post-Class Bridge Reflection: All class lecture/discussion and
guest/student presentation notes must be typed and include a corresponding date and title
for the lecture. Make sure to emphasize the definitions and significance of key concepts
presented. You must also integrate 10 minutes or so after every class to write your
sentipensante reflections on how the seminar went that day. Consider at least three of the
following questions: What stood out for you and why? What troubled you and why? What do
you wish you would have said but didn’t? What do you wish you had not said or had perhaps
worded differently? Why? What is something you would like to raise or see addressed in the
next class? You may decide to raise any pending issues via email or office hours or during
the next class, thus these post-class reflections can serve as a “bridge” that sustains our
engaged pedagogy from class to class. Length may vary from 1.5 to 2 double-spaced
pages.
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II. In-class Writing: The co-teachers or I may ask you to write on a particular topic or question
before or in class, either individually or in a small group. You are expected to bring your
assigned readings to every class because you may be asked to write about them. You will
hand in these writings, the Professor or GA will check them, return them, and you will then
include them in your journal.
III. Reading Notes: Taking a sentipensante approach, you are required to take reading notes
on up to three required readings per week. These reading notes should be labeled with the
name of the reading and author(s) listed on top of the page. They must be proofread, and
about 1 to 1.5, double-spaced pages long for each reading.
They should either:
A. Answer the discussion questions when posed on Blackboard; OR
B. Discuss the principal theoretical question(s) addressed by the author and the
author’s answer(s) to the question and personally reflect on the readings by
responding to one or more of the following:
1. What was the author’s main idea and did they make a compelling
argument? How so? (what was their research method, what evidence did they
provide, and was it effective?)
2. What do you think and feel about the readings? Why?
3. What did you specifically learn about gender, race, class and/or other social
categories and their intersectionality that was particularly significant for you
personally? How do the readings relate to your life and the world around
you?
4. How do the readings contribute to achieving at least one of our course
objectives (on page one of the syllabus)? OR
C. Explore the reading through poetry, artwork, a letter/blog post, or another creative
medium. If you choose this third creative option, also include at least one paragraph
that discusses the reason the particular reading inspired you to create this specific
work. *Note, this option can be used up to three times throughout each Sentipensante
Journal.
IV. Spiritual Activist Book Project Journal Entries: See the description below. This section will be
scored separately.
3. CO-TEACHING FACILITATION (100 points)
During the semester, you will have the opportunity to co-teach one of the readings. In groups
of two or three, you will be responsible for creating a handout and briefly presenting on the
text. You will sign up for specific days in class and your group must make a meeting to be
held the Tuesday or Wednesday before your presentation with Dr. Lara to discuss your ideas
and so she can offer guidance if need be. You will collectively be in charge of facilitating the
class for a total of 30-45 minutes based on your previously posted discussion questions and a
creative engaged pedagogy exercise that helps further any of our course objectives. Draw
from the professor’s pedagogical techniques (e.g. free-write, small group discussion,
storyteller-listener pairs, theater…) and examples inspired by the readings. Be creative and
bold! [For a model, see my handout on Anzaldúa’s “now let us shift” – however, make yours
more brief ]
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DO: very briefly review significant points from the handout; DO NOT: read the whole handout
outloud; DO: Collaborate and work collectively in person as much as possible; DO NOT drop
the ball on your group or individually piece things together on a google doc without meeting
in person; DO outline, rehearse and time your co-teaching presentation; DO NOT just show
up being minimally prepared.
Specific Guidelines: You are responsible for collaborating with your partner(s) to:
I. Write a 1.5 to 2 page (single-spaced) handout that
a. briefly lists 3 or so main points of the article/chapter
b. briefly defines 3 or so main key terms/concepts/ ideas
c. summarizes each members sentipensamientos, thoughts and feelings, on
one of the main arguments (one paragraph each, include why you think and
feel the way you do)
d. lists two to three “good” discussion questions
Good discussion questions:
 are open-ended (do not ask a question that can be answered yes or no)
 refer to major themes of the reading (not minor points)
 include context that provides background &/or leads up to the question
 bring up constructive critiques of the readings (with an eye toward
improving the argument, making the points more complex, etc.)
 relate the readings to other sources and/or make connections to other class
materials
 result in class discussion and debate
II. You must email the handout to everyone no later than 7pm on the Sunday before
you are scheduled to co-teach so fellow students can reflect on your notes and
discussion questions. All students are responsible for bringing the handout to class and
their own handwritten or typed notes responding to the discussion questions in
addition to any other relevant questions and/or comments.
III. For the day of your presentation, as a group write a 1.5 – 2 page single-spaced
teaching outline or script that includes: 1. a description of your pedagogical exercise;
2. an explanation of its intended purpose, its relationship to the readings, and class
learning goals in general; and 3. a brief discussion about your co-teaching
experience. Optionally, you can submit an individual reflection evaluating the extent
of your and other’s contributions to the success of the co-teaching project.
4. SPIRITUAL ACTIVIST BOOK PROJECT (300 points):
By week 2, you will choose one spiritual activist book to become an expert on from the list
below. With your “book club” group of 4 or so, you will discuss the text and prepare a
creative presentation of 30 minutes as your final project in the last weeks of class. Your
presentation/performance will focus on the related issues of gender, class, race, and other
social categories of power and identity alongside oppression, privilege, resistance, and social
transformation. Initial timeline below; further guidelines will be posted on Blackboard.
List of Possible Spiritual Activist Books:
Sister Chan Khong's Learning True Love: Practicing Buddhism in a Time of War
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Immaculée Ilibagiza's Left to Tell: Discovering God Amidst the Rwandan Holocaust
Kiran Bedi's It's Always Possible: One Woman's Transformation of India's Prison System
Pregs Govender's Love and Courage: A Story of Insubordination
Wangari Maathai's Unbowed: A Memoir
Grace Lee Boggs’ Living for Change: An Autobiography
Mab Segrest’s Born to Belonging: Writings on Spirit and Justice
Aurora Levins Morales’ Medicine Stories: History, Culture, and the Politics of Integrity
?Joy Harjo’s Crazy Horse: A Memoir
Guidelines & Timeline (further guidelines will be posted on BB):
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January: Review the books and decide your two top choices for group assignments.
February: Individually, begin reading the text outside of class.
February & March: Individually, from a Sentipensante approach, write three different
journal entries of 1.5 to 2 double spaced pages that cite specific examples from the
text and engage their historical and political contexts to:
1. Analyze the ways in which the text demonstrates the intersections of gender,
race, class and other social categories, such as nationality, religion, age, ability,
sexuality (What is the social location of the protagonist and how might her
identity/ies affect her life experiences given the interacting (hetero)sexism,
racism, and classism of dominant society?)
2. Identify mechanisms of oppression, privilege, resistance and social
transformation (What are examples of oppression, privilege, resistance, and/or
social transformation addressed in the text? What institutions, policies/laws,
cultural beliefs, and actions affect these experiences and how? What do race,
class, and gender (and/or other social categories) and racism, class, and
(hetero)sexism have to do with the oppression, privilege, resistance and social
transformation you are analyzing?)
3. Engage the text based on your own memories of incidents that you
experienced, witnessed, or learned about, which crystalize your own awareness
of the intersections of gender, race, ethnicity, class, nationality, religion, and/or
sexuality, and/or awareness of oppression, privilege, resistance, and social
transformation.
February & March: Meet with your group at least three times for at least one hour
each time to explore these questions and reflections. Individual notes must be taken
at all meetings documenting attendance and reflections on what was discussed and
your thoughts-feelings about it all; to be included in your Sentipensante Journal. At
least one class time will be used for group meetings: March 10.
February 24: You must be done reading at least one QUARTER of the book
March 10: You must be done reading at least HALF the book
April 7: You must have completed the WHOLE book
March & April: Develop a five-minute introduction to the text for the class that
provides basic information about author, context, and technique, and conveys its
significance in relation to our course topics and objectives; Read Maparyan’s chapter
on your text (in The Womanist Idea) or a critical essay about your text and discuss with
your Spiritual Activist Group; Collectively or individually, engage in a safe Spiritual
Activist practice discussed in your text or related to your topic (e.g. yoga class; write,
create art, dance, etc.; write a letter or in your journal; meditate; conocimiento
walk…)
May: Prepare and rehearse your final presentation and write a brief paper
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Grading Rubric: You will need to meet outside of class several times during the semester to
share your writing and develop your collective presentation. Your individual project grade
will be based upon the quality and creativity of the group presentation, evidence of regular
and productive group meetings throughout the semester, and your individual contributions
to the group project. Group members will fill out individual evaluations reflecting on their
contribution, as well as on the contributions of fellow group members.
5. EXTRA CREDIT OPPORTUNITY: Engaging with Women’s Studies Communities (30 points, up to
two events): Write an essay (about two double spaced pages) reflecting on your
participation and/or organization of a recent Women’s Studies/Social Justice related event
on or off campus in relation to the themes in our Gender, Race, and Class course. Make sure
to be specific and engage and reference at least two particularly relevant readings from the
syllabus (this may entail reading ahead).
Utilizing course concepts, answer the following questions:
1. What event did you attend/organize and what was the extent of your participation? (i.e.
who, what, where, when, why?)
2. What did it teach you about the ways gender, race, class, and other social categories
matter in people’s lives?
3. Which course learning goal did this event best help you to meet? How?
4. From your/our class perspective, how might have the organizers/speakers done a better
job of centering an intersectional feminist/social justice approach to gender, race, class, and
other social categories?
5. What other constructive feedback and advice about ways to improve the event/lecture
would you give to the organizers/speakers for future planning purposes?
*Your reflection must be handed in the Tuesday after the event in which you participate.
Appendix 1: Grading Policies, Course Policies and Additional Information
Grading Policies
Grades are calculated on a standard scale, with pluses and minuses as appropriate. Late
submissions are only allowed for exceptional circumstances and with previous approval from
instructor; a 10% lower grade penalty may be implemented. The Graduate Assistant and I will
make an effort to return assignments within one to two weeks. Criteria for assigning grades is as
follows:
A = outstanding, available for highest accomplishments
B = praiseworthy, above average
C = average, satisfactory performance
D = minimally passing, below average
F = failing
(The cut-off grade for students taking the course for credit/no credit is a C. If you receive 73%
or below you get a “no credit.”)
The assignment of letter grades is as follows:
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A = 94-100
A- = 90-93
B+ = 87-89
B = 84-86
B- = 80-83
C+ = 77-79
C = 74-76
C- = 70-73
D+ = 67-69
D = 64-66
D- = 60-63
F = < 60
No curves
Course Resources and Policies
STATEMENT REGARDING MATURE CONTENT, INCLUDING ABOUT SEX, SEXUALITY, & VIOLENCE:
*Warning
Some of the assigned readings, films and/or visual images studied in this course may
contain sexual content and/or graphic violence, which may be perceived as
offensive or disturbing to some viewers. Any students with concerns about this should
meet with the instructor as soon as possible.
SEEKING HEALING RESOURCES: Throughout the class we will have emotionally intense
readings and discussions that address experiences that impact one’s health and
wellbeing, such as: violence towards women and girls and racism, homophobia, and
other forms of oppression. If you would like to speak further about these issues, I am
available during office hours and email and can also refer you to relevant
organizations and trained counselors. I have also gathered some local resources for
your information and in the service of healing. I encourage you to consult trained
counselors at:
•SDSU’s Counseling and Psychological Services: 619-594-5220
•Family Justice Center: 619-533-6000
•San Diego Domestic Violence/Sexual Assault 24-hour Hotline: 1-888-DVLINKS or 1-888385-4657
STUDENTS WITH DISABILITIES: Students who need accommodation of disabilities should contact
me privately to discuss specific accommodations for which you have received
authorization. If you have a disability, but have not contacted Student Disability Services
at 619-594-6473 (Calpulli Center, Third Floor, Suite 3101), please do so before making an
appointment to see me.
SDSU WRITING CENTER: Is a free resource open to any SDSU faculty, staff, or student. The
Writing Center staff consists of peer (student) tutors who assist student in understanding
writing assignments and criteria and can help students with any stage of the writing
process, from brainstorming topics to revision of rough drafts. The Writing Center’s
purpose is to teach writers strategies to navigate complex situations for writing, both
in and outside of the University.
To make an appointment, please visit the Writing Center’s webpage,
www.writingcenter.sdsu.edu. By accessing the webpage, students can schedule
tutoring appointments online at their convenience, or they can simply stop by for a
drop-in appointment. During Spring 2015, the Writing Center is open Mon.-Wedn. from
9 a.m. to 8 p.m., Thur. from 9 a.m. to 5 p.m., and Fri, from 9 a.m. to 2 p.m. The Writing
Center is located in the Dome, LLA 1103, next to the circulation desk.
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EMERGENCIES: If you have an unexpected emergency and miss turning in a major
assignment, you must notify me via email. Documentation of emergency is required.
However, there are no make-ups for quizzes.
ABSENCES: You do not have to notify me about the circumstances surrounding your absence
in general, unless you have special circumstances and/or an extended absence. By
the end of the second week of classes, students should notify me regarding planned
absences for religious observances, athletic competitions, or academic conferences
or meetings.
EMAIL COMMUNICATION: Professors receive a lot of email from students, as well as
colleagues. When you write to me I expect you to follow these guidelines:
1. Write in a courteous and professional manner. For example, address me as Dr. or
Professor Lara; use correct grammar and spelling (spell check); sign your full name.
2. Be patient and do not expect a response on the same day/night, especially if you
write after 4pm or during the weekend.
3. If it relates to having trouble accessing a reading or a blackboard/quiz issue, also cc
the Graduate Assistant, as she might be able to resolve the issue sooner than I.
4. Carefully consult the syllabus, assignment prompts, announcement memos, and other
course-related material first before emailing me with questions about the course.
Oftentimes, you can find the answers you need there.
APPEALING A GRADE: You can appeal a grade by using these guidelines:
1. Must be appealed within one week after assignments have been handed back.
2. Must include a typed explanation thoroughly outlining the reasons why you think
your assignment was not graded properly.
3. Must include the original copy of your graded paper.
CHEATING & PLAGIARISM: Violations of academic integrity will be reported to the university
Disciplinary office. This includes: "recycling” or “borrowing” papers or parts of papers from
other courses or students, purchasing papers on-line or from other paper brokers,
plagiarizing and other forms of academic dishonesty. Plagiarism will not be tolerated. Do
not copy someone else’s work or ideas without giving them credit, and do not
summarize someone else’s ideas without giving them credit. Be very careful when
0researching on the Internet. Always consider the source of the material, and make sure
to explicitly cite the website from which you gathered the information. Penalties for
plagiarism range from an “F” grade to expulsion from the university. If you have questions
about what might be considered plagiarism, please ask. See the SDSU General
Catalogue for more information at this website:
http://coursecat.sdsu.edu/catalog/up.pdf or SDSU’s High Tech Center website:
www.sa.sdsu.edu/htc/Plagiarism.pdf
CLASSROOM BEHAVIOR: Come to class with your readings, books and/or notes, readings
completed, and be prepared to discuss them. Expect that we will cover a wide range of
topics and will not always agree on which interpretations are best. But be prepared to
defend your point of view. At the same time, whenever you agree or disagree with me
or with other students, do so respectfully by drawing on course materials and informed
reflections.
It is important that you have a desire to participate in this class. You have a choice in
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the courses you take. The nature of this rigorous course demands an engaged and
open-minded approach. Your participation is defined as being actively engaged in
lectures and class discussion through informed speaking, attentive listening, and
taking notes. You must maintain an attentive class presence. Class participation is
absolutely essential to the success of the course. Students must come to class
prepared to actively contribute to the class discussion.
OFFICE CONFERENCES: Use office hours as an opportunity to discuss any issue raised in the
class. I am more than happy to meet with any student to discuss course concerns
(grades, assignments, papers, projects, absences) and academics in general. If you
cannot make my scheduled hours, just let me know and we can schedule an
appointment.
LAPTOP & CELL PHONE USE: Because students sometimes abuse laptop privileges (by
doing work unrelated to class, browsing the Web, checking facebook, etc.) and
laptop use creates a cone of distraction extending around a student, using laptops is
NOT permitted in the class. The university has determined that students have “The right
to learn in an academic environment that is free of inappropriate interruption, due to
the use of electronic communication devices during class, or other activities that
might be considered distracting to others.” In this classroom that means NO laptop
computers, cell phone use (including texting) or other electronic use device during
class. They must be put away or under your desk once class starts.
*If you have a special circumstance that requires use of a laptop please speak to me
after class or in office hours to make special arrangements.
COURTESY REMINDERS:
*ARRIVE ON TIME.
*Being late is distracting. If it cannot be helped, be quiet and sit close to the door.
*Let me know if you MUST leave early or arrive late and, if so, sit close to the door.
*Every three times you are late or leave early counts as one absence.
*Do not start getting ready to leave until the class has ended at 9:40 pm.
*Turn off and put away laptops, internet connections, cell phones, etc. during class.
*IT IS DISRESPECTFUL and UNACCEPTABLE to side-talk, read non-class materials, check
your phone, text message, and sleep during class. You will be asked to leave and will be
docked attendance/participation points.
*Offensive remarks and disrespectful tones and body language are not acceptable
and will affect your participation points.
*Follow our Class Guidelines & respectfully hold one another accountable to doing so.
*How to address me in person and via email: Professor Lara or Dr. Lara. I expect
professionally appropriate email messages (i.e. no “hey there” or text-speak).
Thinking about a Major or Minor in Women's Studies?
The program offers exciting courses, is committed to women's issues and social justice, and is
adaptable to your interests and concerns. Women's Studies is not impacted! For more
information contact the Undergraduate Advisor: Dr. Doreen Mattingly at
mattingl@mail.sdsu.edu or 594-8033.
Appendix 2: Cheating and Plagiarism
Cheating and plagiarism are serious offenses. You are plagiarizing or cheating if you:
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







for written work, copy anything from a book, article or website and add or paste it into
your paper without using quotation marks and/or without providing the full reference
for the quotation, including page number
for written work, summarize / paraphrase in your own words ideas you got from a
book, article, or the web without providing the full reference for the source (including
page number in the humanities)
for an oral presentation, copy anything from a book, article, or website and present it
orally as if it were your own words. You must summarize and paraphrase in your own
words, and bring a list of references in case the professor asks to see it
use visuals or graphs you got from a book, article, or website without providing the full
reference for the picture or table
recycle a paper you wrote for another class
turn in the same (or a very similar paper) for two classes
purchase or otherwise obtain a paper and turn it in as your own work
copy off of a classmate
use technology or smuggle in documents to obtain or check information in an exam
situation
In a research paper, it is always better to include too many references than not enough.
When in doubt, always err on the side of caution. If you have too many references it might
make your professor smile; if you don’t have enough you might be suspected of plagiarism.
If you have any question or uncertainty about what is or is not cheating, it is your responsibility
to ask your instructor.
Consequences of cheating and plagiarism
Consequences are at the instructor’s and the Judicial Procedures Office’s discretion.
Instructors are mandated by the CSU system to report the offense to the Judicial Procedures
Office. Consequences may include any of the following:

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
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failing the assignment
failing the class
warning
probation

For more detailed information, read the chapter on plagiarism in the MLA Handbook
for Writers of Research Papers (6th edition, 2003); visit the following website
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml and talk to your professors
before turning in your paper or doing your oral presentation if anything remains
unclear. The University of Indiana has very helpful writing hints for students, including
some on how to cite sources. Please visit
http://www.indiana.edu/~wts/pamphlets.shtml for more information.

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
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suspension
expulsion
Appendix 3: Women’s Studies Class Guidelines
These are the guidelines that students and I have collectively come up with throughout the years.
They are suggested with the aim of creating a class to which we can strive to bring our whole selves
and our “sentipensamientos [feelings and thoughts]” (Laura Rendón). It is every person’s
responsibility to adhere to these guidelines & encourage others to observe them to maintain a
“brave space” for practicing “engaged pedagogy” (bell hooks) that encourages everyone’s
participation and learning. Creating “brave space” means we do not presume the classroom is
always a comfortable space; indeed, learning is often uncomfortable and that’s okay. Let’s be
critically and compassionately aware of these guidelines as we move through the semester and
build a respectful learning community together.
Be courageous and take risks by trusting each other with our thoughts, feelings, and experiences–
even if we may feel awkward, confused, vulnerable, afraid or not sure how to articulate them–and
by participating although you may not be feeling 100% confident or fearless.
Be honest with self and others (for example, ask yourself if what you are saying is really true &
coming from a place of integrity AND don’t try to fake having done the reading or lie about
reasons for missing class, an assignment, etc.)
Privacy: When we share personal experiences within the class, we agree to ask the person who
shared their story for permission to refer to it in class. We agree not to discuss other people’s
personal stories with others or among ourselves outside of class if this is the person’s wish.
Be open to examining our beliefs, assumptions, expectations, & knowledge that we might
resist, deny, or cause us fear–what Anzaldúa calls willful ignorances or desconocimientos
to differences and new or differing viewpoints, and thus possible tension in the class
to changing our own perspectives and views of “reality”
to reflecting on our internalized dominance and oppression, and their effects
to disagreement and constructive criticism without taking it personally
Respect each other’s ideas and feelings inside and outside of the classroom by:
giving each person our full attention as they speak (no side-talking, texting, reading nonclass materials, etc. and maintaining awareness of your internal dialogue & getting
distracted so you can refocus on attentive listening)
not interrupting whomever is speaking (raise our hands and use a speaker’s list when
possible)
being mindful of monopolizing the discussion and/or shying away from the discussion
(“move up” your listening or “move up” your speaking, as need be)
being mindful of your choice of language; don’t use offensive slang or euphemisms
attentively listening & speaking without judgment (use “I think…”; “I feel…;” “What I
understand you to mean is…”)
not making stereotypical assumptions or generalizing; not defining people by their view,
body, or identity (i.e. “you wear X, so you are y;” “you are a certain race or ethnicity, so you
are…”; “You are ‘old,’ so you must think a and b…”)
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understanding one’s right to be silent
not being verbally or physically aggressive with one another
not talking down to each other
knowing we all have valuable ideas to contribute from diverse social locations/identities
In order for the class to be successful we need to work towards
understanding across our differences and commonalities, not necessarily agreeing
about what’s right or wrong
cultivating a “sentipensante” approach to asking/discussing genuine, intellectually
curious, exploratory, & informed questions
being prepared for class w/completed reading, paper or digital copies of articles/notes,
questions, & materials for taking notes
bringing our whole selves to class by being “present”- alert, awake, & engaged, which is
distinct from simply being in attendance
being responsible for the energy we bring into the classroom (Cynthia Dillard) (What
difference does it make to learning if you are tired, pessimistic, hopeful, generous, kind…?
What can you do before class to put you in a mood that’s conducive to learning?)
integrating our minds and hearts, or bodymindspirits, when we think, speak, listen, teach,
learn, write, and other “erotic” acts as Audre Lorde would say
Appendix 4: Irene Lara’s working list of assumptions and beliefs
(adapted from the National Latina Health Organization)
* We are good
* We are intelligent
* We are capable
* We are powerful
* We have the ability to act in the moment with new creative responses
* We have within us the internal resources to make healthy life choices
* We are doing the best we can in the moment
* We know how to relate to each other in a cooperative way
* We have the ability to change – our ideas, our behaviors, our selves, the world…
* We have the ability to heal
* We are related to all that lives–In Lak Ech, you are my other me, tu eres mi otro yo, Ubuntu, I am
because we are
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