WMNST 360: WOMEN’S SEXUALITY AND THE BODY
Dr. Irene Lara
Fall 2015
TAUGHT ON THE GROUND Mondays & Wednesdays and ONLINE on Fridays
Professor Irene Lara: ilara@mail.sdsu.edu; 619-594-7151
Office Hours: Mondays 11:30am-12:30pm; Wednesdays 3pm-4pm & by appointment
Graduate Assistant Marsela Rojas-Salas: marcierojas4@gmail.com
Course Description
This course explores ideas about girl’s and women’s bodies and sexualities across
various cultures and historical times. We will critically engage theory, history, literature,
visual and performance art, personal narratives, and popular music as we analyze the
cultural construction of women’s bodies and sexualities across sexual orientation, gender
identity, age, social class, race/ethnicity, religion, nationality, size, and physical ability.
Focused on the humanities and what feminist cultural theorist bell hooks calls an
“engaged pedagogy” approach, the course is organized by three main themes: I. The
Cultural Construction of the Body and Women’s Sexuality/ies; II. The Intersectionality of
Sexuality and Race: Histories & Representations; and III. Reclaiming Women’s Sexuality
& BodyMindSpirits. The topics we will cover include: representations of women’s bodies;
the relationship between body, mind, and spirit; the good woman vs. bad woman
dichotomy; Lesbian, Bisexual, Queer, Transgender, and Intersex experiences; racialized
sexuality; violence and healing; and the politics of women’s sexual pleasure and
knowledge.
Our Learning Outcome Goals
1. Apply feminist theory to describe how culture, history, representations and
social structures (such as the family, education, religion, health care, law, and
the media) impact ideas about girl’s, women’s, transgender, and intersex bodies
and sexualities
2. Demonstrate how ideas about the body and sexuality persist and change
over time and can vary by culture
3. Identify similarities and differences in the lives of girls and women, including
across sexual orientation, gender identity, age, social class, race, ethnicity,
religion, culture, nationality, size, and physical ability
4. Appreciate multiple perspectives by opening our minds and hearts to new
ideas that may challenge our own belief systems
5. Analyze the role of social location and power in the production of ideas,
theories, and representations (including our own)
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6. Identify mechanisms of oppression, resistance, transformation, and healing
in relation to women’s sexuality and the body
7. Cultivate self-reflective storytelling/writing and attentive listening/reading
skills as a way to deepen awareness about our experiences and the
experiences of others
8. Practice what bell hooks theorizes as “engaged pedagogy” by: a. working to
bring our whole selves, our bodymindspirits, to the course; b. nurturing what
Gloria Anzaldúa theorizes as “conocimiento,” knowledge, awareness,
insight, and “that aspect of consciousness urging you to act on the
knowledge gained;” and c. striving to make connections between what we
are learning and our participation in the world of which we are all a part
9. Feel empowered to question and transform ideas about women’s bodies and
sexualities in our own lives through personal actions and through public
involvement in our communities
10. Write in your own personal learning goal:
General Education Explorations Course
Courses that fulfill the 9-unit requirement for Explorations in General Education take
the goals and skills of GE Foundations courses to a more advanced level. Your three
upper division courses in Explorations will provide greater interdisciplinary, more
complex and in-depth theory, deeper investigation of local problems, and wider
awareness of global challenges. More extensive reading, written analysis involving
complex comparisons, well-developed arguments, considerable bibliography, and use
of technology are appropriate in many Explorations courses.
This is an Explorations course in the Humanities and Fine Arts. Completing this
course will help you to do the following in greater depth: 1) analyze written, visual, or
performed texts in the humanities and fine arts with sensitivity to their diverse cultural
contexts and historical moments; 2) describe various aesthetic and other value
systems and the ways they are communicated across time and cultures; 3) identify
issues in the humanities that have personal and global relevance; 4) demonstrate the
ability to approach complex problems and ask complex questions drawing upon
knowledge of the humanities.
Requirements for taking a hybrid online course
This course is offered “on the ground” on Mondays and Wednesdays from 10:00 am
to 10:50 am and online on Fridays. Despite the apparent flexibility of having it be
partially online, to succeed in the online learning environment students should keep in
mind the following requirements:
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• A computer—PC or Macintosh—with a stable Internet connection. Higher speed
Internet connections (cable modem, DSL) are strongly recommended.
• Microsoft Office 2010, or higher (Must include Word and PowerPoint).
• A reliable email address that will not change from the beginning until the end of the
semester.
• A "technology back-up" plan. Students should plan out an alternative location to do
assignments and quizzes and watch videos in the event their computer or
Internet connection is not working.
• Time. Online and hybrid online learning courses require as much time as traditional
(classroom) instruction. The primary difference is that online instruction allows
flexibility.
• Time. Worth saying twice. A 3 unit class, whether during the fall or spring semester
or the summer session, is about 45 hours of “in class” time. Students are
expected to spend three hours for every one hour of “in class” time doing class
work, which is about 135 hours total of work. During the semester, that is an
average of 9 hours a week of: in-class learning, reading (primarily the texts, but
also emails/announcements and group discussion posts), taking notes, asking
questions/participating in office hours, reflecting, attentively engaging in lectures
and watching videos, reviewing/studying, taking quizzes, engaging in informed
group discussions in class or via Blackboard, and completing writing
assignments). Although we will only meet in person on Mondays and
Wednesdays, I will not cheat my students from the full WMNST 360 learning
experience, so you need to be ready to spend a lot of time on this course. (As
past students have shared, the class takes a lot of time and energy, but all of
the learning is worth it )
• Self-motivation. Online students must be "self starters" and have the ability to work
with a minimum of supervision. Students who procrastinate are rarely
successful in online or hybrid learning courses.
• REQUIRED TEXTS - YOU MUST PURCHASE, RENT, or BORROW THESE
1. Edut, Ophira, ed. Body Outlaws: Rewriting the Rules of Beauty and Body Image.
Emeryville, CA: Seal Press, 2003.
2. Brody, Karen. Birth. Authorhouse, 2008.
3. Ensler, Eve and Mollie Doyle, eds. A Memory, a Monologue, a Rant, and a Prayer.
New York: Villard, 2006.
4. Mock, Janet. Redefining Realness: My Path to Womanhood, Identity, Love, and So
Much More. New York: Atria Paperback. 2014.
5. Lara, Irene, ed. WMNST360 Course Reader via the SDSU Bookstore (print or digital)
*Additional Required Readings available in Blackboard (listed as BB)
WHERE & HOW TO GET YOUR BOOKS & READER: I recommend
purchasing/renting your books at KB Books on College Ave. (available for a discount).
They are also on four-hour loan at SDSU’s Love Library Course Reserves and
available for purchase or rent at the SDSU Bookstore.
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The Course Reader is REQUIRED and is only available via the SDSU Bookstore for
about $69. Digital access codes are available for sale in the bookstore or if you want a
printed version instead, you can place a print-on-demand order with book information
(2nd floor of bookstore). It takes about 24 hours for the bookstore to have it ready for
pick up. If needed, you can contact EZBooks at shopaztecs.com and Customer
Service at 866-388-7378.
Method of Instruction: This course is called a hybrid course, which means it will be
conducted in class and online. The Blackboard (BB) course website will serve as the
access point for course materials beyond the required texts listed above (e.g., quizzes,
writing assignments, streaming videos, group discussion board, etc.). If you are not familiar
with Blackboard, you can find information (e.g., tutorials and technical support) on the
Blackboard Student Support website: http://its.sdsu.edu/blackboard/student/index.html
In order to make sure you have all of the updated technology you need, review the Module
0 folder in BB asap.
Structure of Course: This course is divided into a sequence of modules, 0-14. The
modules are listed as part of Blackboard’s menu bar on the left. Once you “enter” each
module, you are directed to complete tasks in a sequence (e.g., Step 1: Read the assigned
texts, Step 2: Attend lecture, Step 3: Take the Quiz, Step 4: Watch the Video, Step 5:
Participate in the Blackboard Group Discussion, etc.). It is expected that students will
actively engage the course content and spend the necessary time on each module. By
thoroughly engaging the course content you will be able to effectively answer critical
questions presented in the lectures, discussion boards, and assignments and meet our
learning outcomes.
A LONG NOTE ON OUR GROUP DISCUSSION BOARD:* Internet-based courses
have unique challenges for participation and interaction. Because my courses
(whether face-to-face, hybrid, or entirely online) foreground relational dialogue
alongside lecture, I find these challenges especially striking. The Group Discussion
Board will be our primary interaction for our “Friday” virtual class. (See Group
Discussion Board requirements below on p. 15.) The prompts aim to facilitate
discussion. However, ultimately the quality of our virtual time-space is up to you! The
more thought, time, and care you put into your reading, questions, comments, and
responses, the more rewarding this course will be–for all of us.
A positive feature of having most of our discussions in virtual space is that our
contributions do not just move into our memories’ ambiguous, amorphous space after
we verbalize them, as can be the case in only a face-to-face course. We have a
record of our conversation and can later revisit, revise, and build on our ideas.
Perhaps more importantly, all students (no matter how shy or reticent) will have an
*
Thank you to Dr. AnaLouise Keating from whose online syllabus I adapted this section. She in turn
had adapted it from Dr. Jim Williams.
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opportunity (or should I say requirement?) to share their thoughts, reactions, and
ideas with the group. The Internet-based format enables us all to contribute to this
course and react to others' contributions in a more thoughtful and carefully considered
fashion.
In physical space, we usually have access to several cues such as body language,
facial expressions, and tones of voice that help us communicate and convey our
intended meanings. This is typically not available when we only use words in virtual
space (LOL and emoticons not withstanding!) Therefore, I expect responses by each
of us to be particularly self-reflective, thoughtful, careful, and considered (Review the
Course Discussion Guidelines in the Syllabus folder if you haven’t already). All
responses should reflect sustained thought and attention both to what you say AND to
how you say it. Responses should also be well-written (few or no typographical or
grammatical errors, which includes writing full sentences and using correct
punctuation). I suggest writing out your responses in a Word document then cutting
and pasting it onto the Discussion Board thread.
In order to create as much dialogue as possible, we (Marisela and/or I) will interact
with your postings. Please do not take our interactions as judgments, attempts to
force you to change your views, or even our personal interpretations and opinions.
Instead, please read
our comments as attempts to expand the dialogue, open our
conversation up to multiple perspectives, and provide additional information for you
and your classmates. Sometimes, we might play devil’s advocate or trickster…
perhaps by posting provocative questions designed to challenge your thinking.
Class Guidelines and Netiquette: We live in an era of technology where we often forget,
confuse, and ignore appropriate behaviors when interacting with others via social media.
When sending emails and posting on discussion boards it is important to understand how
to interact with another person online. In addition to adapting the Class Guidelines (found
in the Syllabus and Guidelines folder on BB), review and adhere to these “netiquette”
guidelines:http://its.sdsu.edu/blackboard/student/gettingstarted/netiquette.html (hint: there
will be quiz questions based on all of these guidelines).
Announcements: Announcements will be posted on Blackboard (BB) on a regular basis.
They will appear on your Blackboard dashboard when you log in and/or will be sent to you
directly through email. Please make sure to check Blackboard and email every day as
they will contain important information about upcoming assignments or class concerns.
Questions/Consultations: In hybrid courses it is normal to have many questions about
things that relate to the course, such as clarification about assignments, course materials,
or assessments. Do not wait until the night before an assignment due date to realize that
you do not understand what is expected of you. If you experience difficulty in this course
for any reason, please do not hesitate to contact me. Steps you can take:
-Plan ahead
-Review the Syllabus
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-Go to the Class Discussion Board folder on BB and review the questions/responses or
post your own question
-Read the Frequently Asked Questions in the FAQ folder on BB
-Research the Student Support website: http://its.sdsu.edu/blackboard/student/index.html
-Attend office hours
-Email the GA or I
Course Outline
NOTE: This class covers many topics and has a good amount of reading appropriate
for an upper division course. By making plenty of time to do all of the readings and
taking notes in preparation for lecture, group discussion, quizzes, and other
assignments you are more likely to be successful with the course. In addition to the
required books, you are required to read all articles and poems–available either in the
Course Reader or available as pdfs on Blackboard (listed as BB below). If the
readings are “optional,” they are highly recommended but not required. All optional
readings can be found on BB. Hint: Optional readings may be included as “bonus”
questions on quizzes.
*I will diligently strive to keep to the schedule, but I reserve the right to make
adjustments to the syllabus if need be.
Module 0
(now – 8/24)
Preparing to Take this Hybrid Course
Assignments Due by Monday, August 24: Read my welcome
email/announcement, my Profile, the Syllabus and Guidelines (in BB folder of the
same name), and the first short reading by bell hooks; Review/watch the online
tutorials to help ensure you are technologically prepared and have downloaded the
necessary applications (in Module 0 folder); Review the Frequently Asked Questions
(in FAQ folder).
Module 1
(8/24-28)
Introduction to Course and Pedagogy
Assignments: Review Module 1 folder in BB – there are many things due this week
M/Aug. 24
Readings Module 1.1:
1. Syllabus & Class Guidelines (BB)
2. bell hooks’ “Engaged Pedagogy” (BB)
Optional: AnaLouise Keating’s “Presuppositions” & “Listening with Raw Openness” (BB)
W/Aug 26
Due: Quiz #1
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Readings Module 1.2: 1. Gwen Kirk & Margo Okazawa-Rey’s “Identities and Social
Locations: Who Am I? Who Are My People?” Focus on p. 51-56 and the bottom of p. 5859. (BB)
2. “Matrix of Oppression” handout (BB)
3. “Handbook on Dismantling Oppression,” excerpt (BB)
F/Aug 28
Group Discussion Board Due (post responses by Thursday; post comments by
Friday)
Due: Identity/Social Location & Sexuality Writing Assignment via “turnitin” in the
“Assignments” folder in BB (ok to submit by S/Aug 29)
I: The Cultural Construction of the Body and Women’s Sexuality/ies
Module 2
(8/31 – 9/4)
Body vs. Mind, Flesh vs. Spirit, & BodyMindSpirit:
Feminist Intersectional Approaches
M/Aug 31
Readings Module 2.1: 1. Rose Weitz’s “The History of Women’s Bodies” (BB)
2. Excerpts from Hunter College Women’s Studies Collective’s “Women’s Bodies.” Focus
on: “The Body as Cultural Construct,” “Feminism and the Body,” “Mind/Body Dualism”
(79-85); and “Discourse/Knowledge/Power,” “Body as Text,” “The Commodified Body,” &
“The Visibility Politics of the Body” (89-99). (BB)
3. Vivyan Adair’s "Branded with Infamy: Inscriptions of Poverty and Class in the U.S."
Focus on p. 451-top of 453; the rest is optional, especially p. 454-60 & p. 466-68. (BB)
W/Sep 2
Due Before Class: Quiz #2
Reading Module 2.2: 1. Audre Lorde’s “Uses of the Erotic”
F/Sep. 4:
Group Discussion Board (post responses by Thursday; post comments by Friday)
Module 3
(9/7 – 9/11)
Religion & the Construction of Female Sexuality/ies:
The Good Woman/Bad Woman Dichotomy
(Focus on Judeo-Christianity, “Aztec” Religion, & MexicanAmerican/Chicana Spirituality)
M/Sep 7 Labor Day *No on the ground class, Read and watch video of lecture via
“Collaborate” before Wednesday’s class
Readings: 1. “Genesis: Chapters 1-3”
2. Mary Daly’s “I Thank Thee, Lord, That Thou Has Not Created Me A Woman”
3. Naomi Wolf’s “A Short History of the Slut”
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W/Sep 9
Due Before Class: Quiz #3
Readings: 1. Ana Castillo’s “In the Beginning There Was Eva”
2. Sandra Cisneros’s “Guadalupe the Sex Goddess”
3. Irene Lara’s “Key Figures/Translation Handout on Readings by Castillo & Cisneros”
Optional: Judy Chicago and Edward Lucie-Smith’s “The Divine”
F/Sep 11
Watch Slide Show: Feminist Art Lecture (in Module 3 folder)
Group Discussion Board (post responses by Thursday; post comments by Friday)
Module 4
(9/14 – 9/18)
Birthing and Maternal Bodies
M/Sep 14
Readings:
1. Robbie Davis-Floyd’s “Gender and Ritual: Giving Birth the American Way” (BB)
2. Joy Harjo’s “Three Generations of Native American Women’s Birth Experience”
3. Takeya Trayer’s “Takeya and Aziz”
Optional: Judy Chicago and Edward Lucie-Smith’s “Maternity”
Optional: J. Wallace’s “The Manly Art of Pregnancy”
W/Sep 16
Due before class: Quiz #4
Readings: 1. Karen Brody’s Birth (a required text; focus on p. xv-xvii & 5-106)
2. Birth Roots Women’s Health & Maternity Center: http://www.birthrootsbabies.com/
Guest Speakers: Midwives Sarah Davis and/or Darynée Blount
Optional: Creative Birth: http://creativebirth.com.au/
Bold Action/Birth play website: http://www.boldaction.org/theplay/thebook.html;
Orgasmic Birth: http://www.orgasmicbirth.com/;
Best Start Birthing Center: http://www.beststartbirthcenter.com/;
F/Sep 18
Watch Films: “Birth Day” (2007) directed by Naolí Vinaver Lopez & “The Business of
Being Born” (2008) directed by Abby Epstein
Group Discussion Board (post responses by Thursday; post comments by Friday)
Due: Writing Response option x, On Birthing and Maternal Bodies
Module 5
(9/21 – 9/25)
Suffering to be Beautiful?
Disciplining “Femininity” & Challenging “Beauty” Norms
M/ Sep 21
Readings: 1. In Body Outlaws: Ophira Edut’s “Introduction” (xix-xxv); Carolyn Mackler’s
“Memoirs of a (Sorta) Ex-Shaver” (55-61); Regina Williams’s “Conquering the Fear of a
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Fat Body” (176-87); Jennifer C. Panning’s “Shrink Rap: What I Learned as an Eating
Disorders Therapist” (279-86).
2. Sandra Lee Bartky’s “Suffering to be Beautiful” (BB)
W/ Sep 23
Due before class: Quiz #5
Readings: 1. Leslie Marmon Silko’s “Yellow Woman and a Beauty of the Spirit” (BB)
2. Fatema Mernissi’s “Size 6: The Western Woman’s Harem” (BB)
Optional: Simone Weil Davis’s “Designer Vaginas”
F/ Sep 25
Group Discussion Board (post responses by Thursday; post comments by Friday)
Module 6
(9/28 – 10/2)
The Cultural Construction of Sex, Gender, and Sexual Identities:
Heteronormativity, Homophobia, Transphobia, and Intersexuality
M/ Sep 28
Readings Module 6.1: 1. Susan M. Shaw and Janet Lee’s “The Social Construction of
Sexuality” & “The Politics of Sexuality”
2. Monica Palacios’s “Tomboy”
3. Andrea Vaccaro’s "Soldier in a Long White Dress"
4. From Body Outlaws: Jill Corral’s “Lucy, I’m Home”
5. Maiana Minahal’s “Poem on Trying to Love Without Fear” (BB)
W/ Sep 30 Focus on Transgender Experiences
Readings: 1. Stephanie A. Sellers’s “Koskalaka and Winkte,” excerpt from “Native
American Terminology for the Women’s Studies Classroom”
2. From Body Outlaws: Diane Courvant’s “Strip!”
3. From Redefining Realness: Janet Mock’s ”Introduction” xiii-xviii
Optional: Daisy Hernandez’s “Becoming a Black Man”
Optional: Megan Carney’s “Creating a Forum: LGBTQ Youth & The Home Project in
Chicago”
F/ Oct 2
Focus on Intersex Experiences
Readings Module 6.2: 1. Anne Fausto-Sterling’s “The Five Sexes, Revisited”
2. Cheryl Chase’s “First-World Feminism, African Cliterectomy & Intersex Genital
Mutilation” (BB)
Optional: Sean Saifa Wall’s “I am the ‘I’ ” (BB)
Optional: Excerpts from Hunter College Women’s Studies Collective’s “Women’s
Bodies.” Focus on: “The Nature of Sex Differences,” “Sex(ing) Hormones,” “Genital
Anatomy,” “Chromosomes,” “The Politics of Nature” (p. 85-89) (BB)
Watch video lecture and videos (in Module 6 folder)
Due: Quiz #6
Group Discussion Board (post responses by Thursday; post comments by Friday)
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II. The Intersectionality of Sexuality and Race: Histories & Representations
Module 7
(10/5 – 10/9)
Histories of Colonialism and Slavery:
Physical and Discursive Violence, Resisting a Legacy of Racism
M/ Oct 5
Film/Websites: Review of online companion to “Race: The Power of an Illusion” (2003;
http://www.pbs.org/race/001_WhatIsRace/001_00-home.htm)
Readings: 1. Joane Nagel’s “Sex Matters: Racing Sex and Sexing Race”
2. Evelynn Hammonds’s "Towards a Genealogy of Black Female Sexuality: The
Problematic of Silence"
W/ Oct 7
Watch Film: The Life And Times Of Sara Baartman: The Hottentot Venus (1998; dir.
Zola Maseko
Due before class: Quiz #7
Readings: 1. Elizabeth Alexander’s “The Venus Hottentot”
2. Gloria Naylor’s “The Two” (BB)
F/ Oct 9
Group Discussion Board (post responses by Thursday; post comments by Friday)
Due: Writing Response a. The Hottentot Venus and Black Female Sexuality
S/ Oct 10 Extra Credit Assignment Due: Mid-Course Evaluation (10 pts.)
Module 8
Women’s Sexuality in Music & Spoken Word
(10/12 – 10/16)
M/ Oct 12 Module 8.1 Spotlight on Hip Hop
Watch: “Hip Hop: Beyond Beats and Rhymes” (2006) directed by Byron Hurt; Sarah
Jones “Your Revolution”
Readings: 1. Kaila Adia Story’s “Performing Venus. From Hottentot Venus to Video
Vixen: The Historical Legacy of Black Female Body Commodification”
2. In Body Outlaws: Erin J. Aubry’s “The Butt: Its Politics, its Profanity, its Power”
Optional: Denise Cooper’s “Hip Hop Feminism”
W/ Oct 14 Module 8.2 Spotlight on Latino Pop/Reggaeton
Due before class: Quiz #8
Readings: 1. Irene Lara’s “Bruja Positionalities” excerpts: “La Bruja [The Witch] in the
Cultural Imaginary,” “La Bruja in Popular Culture: Livin’ La Vida Loca” & “Postscript:
Enacting a Bruja Positionality.” 10-22; 31-35. (BB)
2. Also see “Brujandera and Key Terms” (BB)
F/ Oct 16
Videos: Ricky Martin’s “Livin’ La Vida Loca” & La Bruja’s “Mi Gatita Negra”
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Group Discussion Board (post responses by Thursday; post comments by Friday)
Module 9
(10/19-10/25)
Constructing and Resisting Ethnosexual Stereotypes:
Spotlight on East Asian, Southeast Asian, & Middle Eastern Women
M/ Oct 19
Readings: 1. Cynthia Enloe’s “It Takes More Than Two: The Prostitute, The Soldier, The
State, and The Entrepreneur”
2. Eve Ensler’s “Say It (for the Comfort Women)” OR watch a video performance (BB)
3. In Body Outlaws: Mira Jacob’s “My Brown Face,” 3-13; and Matsan Haydar’s “Veiled
Intentions: Don’t Judge a Muslim Girl By Her Covering,” 258-65.
4. Marsha Hamilton’s “The Arab Woman in U.S. Popular Culture: Sex & Stereotype”
W/ Oct 21
Due before class: Quiz #9
Readings: 1. Marjane Satrapi’s Persepolis. “Introduction” and “The Veil” (BB)
2. Huda Jadallah’s “Reflections of a Genderqueer Palestinian American Lesbian Mother”
(BB)
Optional: Tanith Tyrr’s “Sacrament” (BB)
Optional: Lynn Lu’s “Critical Visions: The Representation and Resistance of Asian
Women”
F/ Oct 23
Watch: Spoken word videos
Group Discussion Board (post responses by Thursday; post comments by Friday)
Due: Writing Response option b: Art, Literature, or Media Cultural Activist Analysis
III. Reclaiming Women’s Sexuality and BodyMindSpirits
Module 10
(10/26- 10/30)
The Power of Knowing, Voicing, and Representing:
Vaginas, Clitorises, Orgasms & More
M/ Oct 26
Readings: 1. Patricia Beattie Jung’s “Sanctifying Women’s Pleasure” (BB)
2. Sharon McGhee’s “The Silver Bullet”
3. Nancy Tuana’s “Coming to Understand: Orgasm & the Epistemology of Ignorance” (BB)
W/ Oct 28
Due before class: Quiz #10
Guest Speaker: TBA
Readings 1. Sharon L. Powell’s “All Hail the Coochie”
2. Sandra Cisneros’ “Down There”
Optional: Jennifer Johnson’s “Exposed at Last: The Truth About Your Clitoris”
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Optional: Boston Women’s Health Collective’s “Sexuality” & “Sexual Anatomy,
Reproduction, & the Menstrual Cycle"
F/ Oct 30
Group Discussion Board (post responses by Thursday; post comments by Friday)
Module 11
(11/2- 11/6)
The Personal is Political:
Women Speaking From the Body & Reproductive Justice
Assignments Due: Online Quiz #11; Group Discussion #11
M/ Nov 2 Module 11.1 Focus on Reproductive Justice
Readings 1. Loretta Ross’s “Understanding Reproductive Justice”
2. Etobssie Wako and Cara Page’s “Depo Diaries and the Power of Stories”
3. Shawn Burn’s “Reproductive Health & Reproductive Rights” (BB)
W/ Nov 4 Module 11.2 Vagina Monologues & Panocha Pláticas
Due before class: Quiz #11
Watch Film: The Vagina Monologues (2002), directed by Eve Ensler
Readings: 1. Panocha Pláticas: Healing Sex and Sexuality in Community Zine (2007) by
Sophia Arredondo, Jessica Heredia, Irene Lara, & Eneri Rodriguez (BB)
Optional: Tanith Tyrr’s “Sacrament” (BB)
Optional: Eve Ensler’s The Vagina Monologues, 10th anniversary edition
F/ Nov 6
Watch: art/ videos
Group Discussion Board (post responses by Thursday; post comments by Friday)
Due: Writing Response option c. Fictional Vagina Monologue
Module 12
(11/9-11/13)
Violence Against Women: Resisting, Healing, & Ending the Violence
M/Nov. 9
Readings – websites: Center for Community Solutions http://www.ccssd.org/ ; We End
Violence: http://www.weendviolence.com/our_services.html
Readings: 1. Susan Shaw and Janet Lee’s “Resisting Violence Against Women”
2. Selections from A Memory, a Monologue, a Rant, and a Prayer:
“Blueberry Hill,” 25-28
“My Two Selves,” 29-30
“My Mother With Her Hands as Knives,” 32-37
“Untitled,” 44-45
“Maurice,” 53-56
“Conversations with My Son,” 61-68
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“None of Us Monologists,” 71-83
“Darfur Monologue,” 84-85
“I Can’t Wait,” 107-10
“In Memory of Imette,” 111-13
“True,” 145-47
W/Nov. 11 – Veteran’s Day, No Class but can do your Friday work early 
F/Nov 13
Due: Quiz #12
Watch: Jeffrey Bucholtz’ We End Violence videos & Feminist Friday video on Yes
Means Yes California Consent law (in Module 12 folder)
Readings: 1. Blogs on Consent and Rape Culture (BB) (Ewan, Melissa. "Rape
Culture 101." Posted October 9, 2009 in the feminist blog Shakesville.)
Optional: Judy Chicago and Edward Lucie-Smith’s “Asking for It?”
Optional: Maria-Barbara Watson-Franke’s "A World in Which Women Move Freely
Without Fear of Men: An Anthropological Perspective on Rape"
Group Discussion Board (post responses by Thursday; post comments by Friday)
Module 13
(11/16-11/20)
Healing BodyMindSpirit:
Social Justice & Loving the Self, Loving the “Other”
M/Nov. 16
Readings: 1. Audre Lorde’s “Transformation of Silence into Language and Action”
2. Aurora Levins Morales’ “Radical Pleasure: Sex and the End of Victimhood”
3. Andrea Jenkins’ “Calling for the recognition of self-love as a legitimate relationship in
the game of life”
4. Selections from A Memory, a Monologue, a Rant, and a Prayer:
“Respect,” 114-16
“The Next Fantastic Leap,” 126-28
“Eye to Eye,” 162-64
“To Stop the Violence Against Woman,” 173-75
“Afterword: Reclaiming Our Mojo,” 181-89
“An Invitation: How To Get Involved,” 191-202
Optional: Aurora Levins Morales’ “Shameless Desire”
W/Nov 18
Healing Violence Community Healing Table
F/Nov 20
Group Discussion Board (post responses by Thursday; post comments by Friday)
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Module 14
Redefining Realness: My Path to Womanhood, Identity, Love, & So
Much More (Janet Mock’s Memoir)
(11/23-11/27)
M/Nov 23 Part 1: p. 1-83
W/Nov 25 No Class – Enjoy the Break and Reading Redefining Realness
(11/30-12/4)
M/Nov 30 & W/Dec 2 Part 2: p. 85-177
F/Dec 4
Group Discussion Board
(12/7-12/11)
M/Dec 7 & W/Dec 9 p. 178-261
*Fri/ Dec 11 (10:30am -12:30pm) OUR FINAL - WE ARE MEETING IN PERSON!
Due Before Class & Bring to Class: Redefining Realness Writing Response
Course Requirements at a Glance
1. Student Profile Blog (30 points)
2. Group Discussion Board Responses (340 points)
3. Online Quizzes (200 points)
4. Identity/Social Location & Sexuality Writing Response (50 points)
5. Additional Writing Responses (choose 2 out of the 4 assignments; 100 points possible
each/200 points possible in total):
x. Birthing and Maternal Bodies Writing Response
a. The Hottentot Venus and Black Female Sexuality Writing Response
b. Art, Literature, or Media Cultural Activist Writing Response
c. Vagina Monologue & Writing Response
6. Redefining Realness Writing Response (100 points)
7. Participation/Attendance (80 points)
TOTAL POINTS POSSIBLE: 1000
Course Requirement Descriptions
1. STUDENT PROFILE BLOG
30 points
To start getting to know each other I would like for you to profile a Blog post about
yourself. This should include: (a) a photo of yourself or an image that represents you,
(b) and your response to a series of introductory question. Follow the example that I
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posted under “Professor Profile” (tab on left side of BB). The due date for submission
is Tuesday, 8/25 (by 11:59 pm) (9 pts.) and the due date for commenting on at least 7
profiles (ideally your group members) is Thursday, 8/27 (3 pts. each).
2. GROUP DISCUSSION BOARDS 340 points
Discussion boards are a key way for you to engage with each other about the
course content and for I as the instructor to both assess and further your
understanding of the material. Everyone has been assigned to a group of 7-10
students each to create a smaller community of learners within a large class.
During the class, I will make available a total of 14 Discussion Board threads (for
Modules 1 to 14). Every Module has a set of Discussion Board questions whose
purpose is to help students engage the required readings, lecture, and/or
film/videos from an “engaged pedagogy” approach. You are expected to read all of
the questions and the responses by your classmates, but are only required to
contribute to the Discussion Board by 1. responding to questions in at least 6
different Modules and 2. making at least 16 comments on fellow group members’
responses (no more than 2 comments per Module will count).
Requirements: You must post responses to at least 6 different discussion boards,
which must be at least 200 words each. You must also post at least 16 comments
or replies, which must be at least 50 words each. If you are late for a discussion
board post or reply, you will lose five points for each day it is late. The 6 discussion
board responses are worth up to 30 pts. each (180 pts. total); the comments are
worth up to 10 pts. each (160 pts. total). Together, you can earn up to 340 points.
Remember, you must read all of the Discussion Boards by the end of the day on
Friday, but you get to decide which Discussion Boards you want to respond to
through writing responses and/or comments. I recommend you get started right
away. Due dates:
Discussion Boards
#1:
#2:
#3:
#4:
#5:
#6:
#7:
#8:
#9:
#10:
#11:
#12:
#13:
#14:
Initial Post Due Date
Thursday 8/27
Thursday 9/3
Thursday 9/10
Thursday 9/17
Thursday 9/24
Thursday 10/1
Thursday 10/8
Thursday 10/15
Thursday 10/22
Thursday 10/29
Thursday 11/9
Thursday 11/16
Thursday11/19
Thursday 12/3
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Comment Due Date
Friday 8/28
Friday 9/4
Friday 9/11
Friday 9/18
Friday 9/25
Friday 10/2
Friday 10/9
Friday 10/16
Friday 10/23
Friday 10/30
Friday 11/10
Friday, 11/17
Friday 11/20
Friday 12/4
3. QUIZZES
200 points
I offer 12 quizzes throughout the summer session; one for each module except the last
two. To account for technical snafus that may arise, being sick, or other life issues that
might interfere with taking a quiz, only 10 quizzes are required. Quizzes are worth 20
points each for a total of 200 points. There are no make-ups under any circumstances.
Try your best to have a secure internet connection because if there’s a glitch we will
not reset the quiz due to logistic and fairness concerns. Do not ask if we can reset a
quiz. You are welcome to take as many quizzes as you like but only 11 quizzes will
count so in the case that you take 12 quizzes, we will drop your lowest score. The
quizzes are multiple choice and T/F questions based on the readings, videos, and
lectures, and are posted on Blackboard under “Assignments” about 2 days before the
class in which they are to be completed by. You will have 40 min. to complete them
once you start; you can’t stop and save for later. So although they are open book, you
need to have completed your reading beforehand to do well. They are to be taken
individually; if you share questions or answers, you are cheating.
Quiz instructions: The best browser for Blackboard is Firefox. There are known
problems with using other browsers to take tests and quizzes in Blackboard. To
download Firefox for free, click on the following link: http://www.mozilla.com/en-US/
Suggestions for successful completion:
• Take notes while reading and listening to lectures (e.g. underline or highlight key
arguments and ideas; circle key words and look up definitions if need be; reread complex discussions…)
• Read through all of the possible answers (some will include “all of the above,”
“both a. and c.,” etc.) then choose the best answer. Click the little arrow on
the bottom right to advance to the next question.
• Test must be completed the first time it is launched.
• Do not resize or refresh the browser window while taking the exam. Be aware that
going onto another browser tab or window will close out the exam. In other
words, do not change screens during the assessment.
• For fairness and integrity, we will not reset any quizzes. Do your best to take the
test on a secure internet line to avoid the quiz freezing or other technical
glitches. If this occurs, however many points you had at that point will be
recorded. You can always make up points through taking extra quizzes or
taking advantage of extra credit opportunities.
• Upon completion of the exam click on "Save and Submit" and check your
score. Then go to "My Grades" to be certain the score has been recorded. If
your score has not been recorded in "My Grades" you must contact the GA
or I immediately via email.
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4.
IDENTITY/SOCIAL LOCATION & SEXUALITY WRITING RESPONSE (50 points)
We will discuss the assignment during lecture on Wednesday, August 26. See the full
assignment prompt in the Module 1 folder. The due date for submission via turnitin is
Saturday, August 29 (by 11:59 p.m.).
5.
WRITING RESPONSES (2 x 100 pts = 200 points)
Choose two out of the following four options:
x. Birthing and Maternal Bodies Writing Response
See full assignment prompt in Module 4 folder.
Due by Saturday, 9/19 (by 11:59 p.m.)
a. The Hottentot Venus & Black Female Sexuality Writing Response
See full assignment prompt in Module 7 folder.
Due by Saturday, 10/10 (by 11:59 p.m.)
b. Art, Literature, or Media Cultural Activist Analysis
See full assignment prompt in Module 9 folder.
Due by Saturday, 10/24 (by 11:59 p.m.)
c. Vagina Monologues Writing Response
See full assignment prompt in Module 11 folder.
Due by Saturday, 11/7 (by 11:59 p.m.)
6.
REDEFINING REALNESS FINAL WRITING RESPONSE (100 points)
See full assignment prompt in Module 14 folder.
Due by Friday, 12/11 (by 10 a.m.) - Bring a hard copy to class as well.
7.
CLASS PARTICIPATION/ATTENDANCE: (80 points)
Our on the ground class is conducted in an interactive lecture style that values your
discussion and participation. Your active involvement in class is required. You can
demonstrate your involvement by: completing all of the readings before class, being
prepared with informed discussion questions and comments focused on the readings,
following class guidelines (including absolutely NO texting/internet use), taking notes, and
by visiting office hours. You earn up to 3 points for every day you are fully present in class
(90 points max). I will deduct points every time you arrive late or leave early. If you have
to, do so quietly. Since we have 30 on the ground class meetings including the final, you
get three “free” absences since it will be scored out of a possible 80 points. Because your
consistent engaged presence is essential for outstanding learning in this course, if you
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miss more than six classes, you cannot receive an “A.” If you miss more than ten classes
you cannot pass the course.
¨
Attendance will be taken at the beginning of every class session through a sign-in
sheet. 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, late, or leave class
early FIRST ask your group members or check Blackboard announcements regarding
what you missed (i.e. handouts, explanation of assignments, changes in schedule,
etc.). You can also check-in with the GA or Professor during scheduled office hours or
make an appointment. However, DO NOT ask questions before consulting the
Syllabus or Blackboard “Announcements.” Also, DO NOT report absences unless your
urgent circumstances cause you to miss more than one week of class (e.g. extended
illness).
8.
EXTRA CREDIT OPPORTUNITIES
Throughout the semester I will post information about Women’s Studies related events
and lectures. You can attend and write a response for up to 30 extra points. See the
Assignments folder for specific requirements. There are also extra credit points
available for reading the optional readings for the quizzes, submitting a midcourse
evaluation, and being on time & attending more than 27 on the ground classes
(missing less than three classes).
Grading Policies, Course Policies and Additional Information
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.
GRADING POLICIES
Grades are calculated on a standard scale, with pluses and minuses as appropriate. The
Graduate Assistant and I will work to grade 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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B+ = 87-89 C+ = 77-79
A = 94-100 B = 84-86 C = 74-76
A- = 90-93
B- = 80-83 C- = 70-73
COURSE POLICIES & RESOURCES
D+ = 67-69
D = 64-66
D- = 60-63
F = < 60
No curves
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 or discussion boards.
LATE WRITING RESPONSES: The papers must be submitted to Blackboard on the
designated date and time. Any paper not turned in by this time is late. If you are having
problems submitting your paper on Blackboard, send your paper to your Instructor and/or
Graduate Assistant’s email address as an attachment to ensure that your paper is on time.
Papers will be marked down the equivalent of 1 letter grade for each day that the paper is
late. It will count as turned in on the day that your Instructor receives the paper.
APPEALING A GRADE: You can appeal a grade by using these guidelines:
1. Must be appealed within three days that assignments have been graded.
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: sharing answers for a quiz, "recycling” or
“borrowing” papers or parts of papers from other courses or students, purchasing papers online 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 researching 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 library’s tutorial on
plagiarism: http://library.sdsu.edu/guides/tutorial.php?id=28&pid=138
INTELLECTUAL PROPERTY: My syllabus, lectures, and handouts are my personal
copyrighted intellectual property, which means that anything other than personal use (e.g.,
organized recording, duplication, or distribution) on your part represents a violation of
copyright and fair use laws.
RECORDING POLICY: Students may NOT record any portion of a lecture, discussion, or
video without the prior and explicit written permission of the course instructor. The
unauthorized use of any form of device to audiotape, photograph, video-record or otherwise
reproduce (in whole or in part) lectures, course notes, or teaching materials provided by the
instructor may constitute copyright infringement in violation of federal and state law.
VIRTUAL CLASSROOM PRIVACY: In order to create a respectful classroom community,
it’s vital that our virtual dialogues be conducted exclusively within the course parameters.
In other words, please do not share your classmates’ or instructors’ postings with people
who are not signed up for this course. This restriction goes for my announcements and
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other comments, too. (If for any reason you want to share material with people outside our
class, ask for permission from your classmate[s] or instructor.) Please also refrain from
commenting on social media (Facebook, Twitter, etc.) about classmates or classmates’
work. Review Netiquette if you havn’t already (found in the Module 0 folder on
Blackboard).
COURTESY REMINDERS:
*How to address me in person and via email: Professor Lara or Dr. Lara. I expect
grammatically correct and professionally appropriate email messages (no “hey there,” textspeak, all lowercase, etc).
*Be kind and patient with each other and me. I am still new at teaching online and
mastering all of the technology (that sometimes fails in spite of one’s efforts). It may
sometimes take me longer than anticipated to post or grade something, or respond to a
question. Just like I assume you are always doing the best you can for any given moment,
please assume that about me 
STATEMENT REGARDING MATURE CONTENT, INCLUDING ABOUT SEX,
SEXUALITY, & VIOLENCE:
***Warning
Some of the assigned films and/or visual images studied in this course 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 discuss it
with the instructor at least one week prior to our scheduled viewing of a film or
visual images. I will also post a trigger warning when appropriate.
SEEKING HEALING RESOURCES: Throughout the class we will have emotionally
intense readings and lectures/discussions addressing experiences that impact one’s
health and wellbeing, such as: violence towards women and girls; anorexia, bulimia, and
other body image and illness concerns; 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.
Please know that I, like all SDSU faculty, am mandated to report any allegations of sexual
assault involving members of the University community to the campus Title IX office.
Review your resources as well as rights to pursue a university discipline charge, a criminal
charge, and report the violence without pursuing any charges at:
http://titleix.sdsu.edu/bfa/title_ix/how_to_report.aspx
I have also gathered some local San Diego resources for your information and in the
service of healing. I encourage you to consult trained counselors near your hometown or if
you live in the San Diego area at:
•SDSU’s Counseling and Psychological Services: 619-594-5220
The Counseling Center offers counseling for personal & career concerns, selfhelp information, and referrals for additional mental health services. It is located
in SDSU’s Calpulli Center, Room 4401.
* Center for Community Counseling and Engagement
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http://www.centerforcommunitycounseling.org
619-594-4918 ext. 2
4283 El Cajon Blvd. #215, San Diego, CA. 92105
Inexpensive counseling near campus associated with an SDSU counseling
program.
*San Diego LGBT Community Center
3909 Centre St., San Diego, CA 92103
http://www.thecentersd.org/
The Center’s Behavioral Health Services/Counseling
619-692-2077 x208, or email at onduty@thecentersd.org
*San Diego Center for Community Solutions (CCS)
http://www.ccssd.org/
The goal of CCS is to create safe and healthy communities with an emphasis on
the treatment and prevention of sexual assault and relationship violence. Services
include a Rape Crisis Center, a 24 hour bilingual crisis Helpline, hospital and court
accompaniment services for rape survivors; counseling and therapy services, and
a 24-hour emergency shelter and transitional housing program for victims of
domestic violence and their children.
*24-Hour Toll Free Crisis Line
1-888-DVLINKS (1-888-385-4657)
A San Diego 24-hour crisis hotline for domestic violence and sexual assault
ADDITIONAL RESOURCES AT SDSU:
Students in Economic Crisis
SDSU has an Economic Crisis Response Team (ECRT) that helps SDSU undergraduate
students who need immediate support due to an unforeseen financial crisis (e.g., death or
major illness of a relative who supported the student financially, loss of housing due to a
violent or harassing situation, etc.). This support could include short-term provision of food,
shelter, or other items. In many situations, campus personnel will coordinate with
community social service agencies to support our students in these situations. If you are in
an immediate economic crisis situation, please ecrt@mail.sdsu.edu or call (619) 594-1630.
The Center for Intercultural Relations: (619) 594-7057 or
http://www.sa.sdsu.edu/intercultural/ccc.html
The Center for Intercultural Relations serves as a support and advocacy network in order
to help foster intellectual inquiry, identity development, social change, and acceptance of
all people and cultures. Location: Aztec Student Union, Suite 250.
The Pride Center (619) 594-3520 or http://go.sdsu.edu/student_affairs/pridecenter/ at
SDSU creates, sustains, and strengthens an open, inclusive, safe, and affirming gathering
space and campus environment for persons of all sexual and gender identities and their
allies. Location: on the corner of Campanile Drive & Lindo Paseo Ave., across from KPBS.
Student Disability Services (SDS): (619) 594-6473 ;
http://newscenter.sdsu.edu/student_affairs/sds/facstaffresources.aspx
is the campus office responsible for determining and providing appropriate academic
accommodations for students with disabilities. To avoid any delay in the receipt of your
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accommodations, you should contact Student Disability Services as soon as possible.
Please note that accommodations are not retroactive, and that I cannot provide
accommodations based upon disability until I have received an accommodation letter from
SDS. Your cooperation is appreciated. Location: Calpulli Center, Suite 3101
Student Computing Center: (619) 594-3189 or http://www.rohan.sdsu.edu/~scc
The Student Computing Center Help Desk in the Love Library is familiar with Blackboard and
can answer questions on how to access and use your Blackboard course.
Professor Irene Lara’s working list of Assumptions and Beliefs
(adapted from the National Latina Health Organization)
* We are intelligent
* We are powerful
* We are precious
* We are good
* We are doing the best we can in the moment given the specific personal and social
context
* 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 have the ability to heal
* Each one of us has something to share and teach us
* 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 are related to all that lives–In Lak Ech, tu eres mi otro yo, you are my other me;
Ubuntu, we are born belonging
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