| | Description: | This course will provide an introduction to the major and concepts in the interdisciplinary field of women, gender and sexuality studies. We will examine the meanings attached to terms such as "man," "woman," "gay," and "sex." Topics discussed may include the history of feminist movements, masculinity, biological frameworks for understanding gender, intimate violence, sexual identities, and intersectionality. Five seats are reserved for Freshmen, Sophomores, Juniors and Seniors in each section. One section is reserved for freshman and sophomore students only. ATTENDANCE MANDATORY FIRST DAY IN ORDER TO RESERVE YOUR CLASS ENROLLMENT. |
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| | 01 | -T-R--- | 1:00P-2:30P | Louderman / 461 | Baumgartner | Dec 18 2018 1:00PM - 3:00PM | 0 | 15 | 0 | | Desc: | Section 01 is reserved for the Freshmen Women and Science students only. |
| | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| 02 | M-W---- | 10:00A-11:30A | Seigle / 304 | Wanzo | No final | 25 | 25 | 0 | | Desc: | Section 02 has a particular focus on race and ethnicity.
Freshmen and Sophomores only. |
| | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 03 | -T-R--- | 1:00P-2:30P | Seigle / 210 | Ake | Dec 18 2018 1:00PM - 3:00PM | 21 | 21 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 04 | -T-R--- | 8:30A-10:00A | Eads / 103 | Brumbaugh Walter | Dec 14 2018 1:00PM - 3:00PM | 25 | 24 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 05 | M-W---- | 11:30A-1:00P | Seigle / L002 | Sangrey | Dec 18 2018 10:30AM - 12:30PM | 18 | 20 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 06 | M-W---- | 2:30P-4:00P | Eads / 102 | Collins | Dec 17 2018 3:30PM - 5:30PM | 22 | 24 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 07 | -T-R--- | 2:30P-4:00P | Duncker / 3 | Barounis | Dec 19 2018 3:30PM - 5:30PM | 24 | 21 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 08 | M-W---- | 4:00P-5:30P | Eads / 103 | Evans | Dec 14 2018 6:00PM - 8:00PM | 22 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 09 | -T-R--- | 4:00P-5:30P | Duncker / 3 | Barounis | Dec 19 2018 6:00PM - 8:00PM | 18 | 18 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | This course offers an introduction to the topics, questions, and approaches which characterize the rapidly growing field of lesbian/gay/bisexual/trans/queer studies. Using an interdisciplinary approach, we will explore such topics as the relation between gender and sexual identity, the history of same-sex relations, homophobia and heterosexism, queer cultures, and lgbtq politics, particularly in the United States. Our focus will be on asking whether and how "lgbtq" functions as a coherent category of analysis or identity, and we will pay particular attention to differences (of race, age, gender, sexual practice, class, national origin, temperament, etc.) that are contained within, and often disrupt, that category. This course is not open to students who have taken L77 203 or 3031. |
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| | 01 | -T-R--- | 11:30A-1:00P | Louderman / 461 | Sangrey | No final | 16 | 22 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | TBA | | TBA | Dzuback | No final | 1 | 0 | 0 | | |
| 02 | TBA | | TBA | Baumgartner | No final | 1 | 1 | 0 | | |
| 03 | TBA | | TBA | Friedman | No final | 1 | 1 | 0 | | |
| 06 | TBA | | TBA | McCune | No final | 1 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Dzuback | No final | 1 | 0 | 0 | | |
| 02 | TBA | | TBA | Baumgartner | No final | 1 | 2 | 0 | | |
| 03 | TBA | | TBA | Friedman | No final | 1 | 0 | 0 | | |
| 06 | TBA | | TBA | McCune | No final | 1 | 0 | 0 | | |
| 12 | TBA | | TBA | Brumbaugh Walter | No final | 1 | 0 | 0 | | |
| 13 | TBA | | TBA | Sangrey | No final | 1 | 1 | 0 | | |
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| | Description: | Little Goody Two Shoes taught morality and the alphabet to the poor children of her village and eventually rode in a coach and six; Nancy Drew drove a blue roadster (later a convertible and still later a hybrid) while solving crimes and bringing justice to the town of River Heights. Between these two landmark characters lie the two and a half centuries of rich and diverse fiction for girls that will be at the center of this writing-intensive course. After grounding our studies by reading selected works from the eighteenth and nineteenth centuries, we will concentrate on twentieth-century productions, beginning with the surprisingly progressive serial fiction produced by the Stratemeyer Syndicate and others in the early 1900s. (Titles such as The Motor Girls, The Moving Picture Girls, and The Outdoor Girls advertise the series´ departure from domestic settings.) Throughout our study of both popular and classic texts, we will investigate the social, political and familial roles for girls that the texts imagine. Major genres will include mysteries, frontier fiction, career fiction, domestic fiction, school stories, and fantasy. Authors will include Newbery, Alcott, Montgomery, Wilder, Lindgren, L'Engle, and "Carolyn Keene." Writing Intensive. Satisfies the Twentieth Century and later requirement. |
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| | Description: | Why does the madwoman get stuck in the attic and the madman running through the street get called a prophet? Is it true, as the poet Elizabeth Lyons writes, that "Neurons misfire but make good art"? Against what do we define "normal," and why have certain behaviors, such as homosexual activity, been socially pathologized? If, as William Styron writes, "Depression is . . . close to being beyond description," why do so many people write about it? Is it literature's job to destigmatize mental illness? And why do we love a good artist suicide? With sociology and psychology along for the ride, we will explore such questions by reading the literary history of mental illness as "madness." Along the way, we'll encounter Hamlet, Nurse Ratched, and Jane Eyre, along with Sylvia Plath, Zelda and F. Scott Fitzgerald, Kirsten Dunst, and the end of the world. As we read a wide range of literary, theoretical, and popular works about mental illness, we will ask ourselves to think about these narrative and social practices, affects, abuses, and attachments, not just from a critical distance, but from the intimate and dangerous space that is "here." Satisfies the Twentieth Century and later requirement. |
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| | Description: | Around the U.S. and the world, grassroots LGBTQ history projects investigate the queer past as a means of honoring the courage of those who have come before, creating a sense of community today, and understanding the exclusions and divisions that shaped their communities and continue to limit them. In this course, we participate in this national project of history-making by helping to excavate the queer past in the greater St. Louis region. Course readings will focus on the ways that sexual identities and communities in the United States have been shaped by urban settings since the late nineteenth century, with particular attention to the ways that race, class and gender have structured queer spaces and communities. In their community service project, students will work with local LGBTQ groups, including the St. Louis LGBT History Project, to research St. Louis's queer past. Each student will also conduct an oral history interview with an LGBTQ community member. IMPORTANT NOTE: This is a service-learning class, which means it combines classroom learning with outside work at a community organization. In addition to regular class time, there is a service requirement, which necessitates an additional 3-5 hours a week. Before beginning community service students must complete required training. Prerequisite: Introduction to Women, Gender, and Sexuality Studies or Introduction to Queer Studies, or permission of instructor. |
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| | 01 | -T-R--- | 10:00A-11:30A | Eads / 203 | Friedman | No final | 15 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | For many, "disability" seems like a concept with a relatively stable definition and a fairly straightforward relationship to questions of health and well-being. But in the past few decades, scholars and activists have begun to challenge the notion that disability is a tragedy to be medically prevented or inspirationally "overcome." These scholars have instead focused their attention on the social aspects of disability: how it came to be constructed as a category of identity, the physical and institutional barriers that have excluded disabled people from public life, and the distortion of disabled lives within the mainstream representation. More recently, writers have turned their attention to the way disability had been defined though norms of race, gender, and sexuality. These intersections will be the focus of this course. From the diagnoses of hysteria, to debates over selective abortion, the recent proliferation of breast cancer memoirs, we will consider how the politics of disability has both complemented and complicated the usual goals of feminism. We will also explore some of the ways that disability studies as a discipline has redefined, and in turn been shaped by, the fields of queer theory, masculinity studies, and critical race theory. We will consider how deviant genders have been the target of medicalization, the relationship between "corrective surgery" and compulsory gendering, the desexualization and hypersexualization of disabled bodies, and the role that medicine has played in justifying colonial conquest and perpetuating racial inequalities. Pre: Anyy 100 or -200 level Women, Gender, and Sexuality Studies course |
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| | 01 | -T-R--- | 11:30A-1:00P | Seigle / 104 | Barounis | Dec 17 2018 1:00PM - 3:00PM | 20 | 18 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 1:00P-2:30P | Seigle / 204 | McCune | Dec 18 2018 1:00PM - 3:00PM | 26 | 26 | 0 | | |
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| | Description: | American literature is filled with adventurers and adventure stories. Some of the most exciting tales were written by women. Their adventures include Mary Rowlandson's autobiography of her capture by and life with the Indians, E.D.E.N. Southworth's story of a nineteenth-century heroine who rescues imprisoned maidens and fights duels, and Octavia Butler's science fiction account of a twentieth-century black woman who is transported back through time to an antebellum plantation. Until recently, American women authors and their stories were largely dismissed because they were perceived to focus on domestic concerns, which were seen as narrow and trivial. But the works of many women authors are far different from sentimental domestic fiction. In addition to looking closely at the historical and cultural conditions in which the narratives were written, we examine the ways in which these writers conform to and rebel against cultural prescriptions about femininity. Finally, we read some contemporary and current criticism about these works and American women's writing and discuss the politics of canon formation. Tentative Reading List: Mary Rowlandson, The Captivity and Restoration of Mrs. Mary Rowlandson (1682); The Journal of Madam Knight (1704); Catharine Maria Sedgwick, Hope Leslie (1827); E.D.E.N. Southworth, The Hidden Hand (1858); Zora Neale Hurston, Their Eyes Were Watching God (1937); Octavia Butler, Kindred (1979); Paule Marshall, Praisesong for the Widow (1983). Writing intensive. |
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| | 01 | M-W---- | 2:30P-4:00P | Seigle / 104 | Baumgartner | Dec 17 2018 3:30PM - 5:30PM | 12 | 12 | 0 | | |
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| | Description: | Contemporary topics of women's health and reproduction are used as vehicles to introduce the student to the world of evidence-based data acquisition. Selected topics will span and cross a multitude of contemporary boundaries. Issues will evoke moral, ethical, religious, cultural, political and medical foundations of thought. The student will be provided introductory detail to each topic and subsequently embark on an independent critical review of current data and opinion to formulate their own said notions. Examples of targeted topics for the upcoming semester include, but are not limited to: Abortion, Human Cloning, Genetics, Elective Cesarean Section, Fetal Surgery, Hormone Replacement, Refusal of Medical Care, Medical Reimbursement, Liability Crisis and Gender Bias of Medical Care. This course is limited to students with junior or senior standing. |
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| | 01 | -T----- | 6:00P-9:00P | Simon / 020 | Baum, Gross | Dec 19 2018 6:00PM - 8:00PM | 29 | 16 | 0 | | Desc: | ATTENDANCE MANDATORY FIRST DAY OF CLASS IN ORDER TO RESERVE YOUR CLASS ENROLLMENT. 10 seats will be reserved for Women, Gender, and Sexuality Studies majors and minors. |
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| | Description: | When someone says, black woman writer, you may well think of Nobel Prize winner Toni Morrison. But not long ago, to be a black woman writer meant to be considered an aberration. When Thomas Jefferson wrote that Phillis Wheatley's poems were "beneath the dignity of criticism," he could hardly have imagined entire Modern Language Association sessions built around her verse, but such is now the case.
In this class we will survey the range of Anglophone African American women authors. Writers likely to be covered include Phillis Wheatley, Harriet Wilson, Nella Larsen, Lorraine Hansberry, Octavia Butler, and Rita Dove, among others. Be prepared to read, explore, discuss, and debate the specific impact of race and gender on American literature. |
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| | 01 | -T-R--- | 10:00A-11:30A | Seigle / 305 | Zafar | Dec 18 2018 6:00PM - 8:00PM | 20 | 19 | 0 | | |
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| | Description: | This course (formerly called "Women and the Law") explores how social constructions of gender, race, class, and sexuality have shaped traditional legal reasoning and American legal concepts, including women's legal rights. We will begin by placing our current legal framework, and its gender, race, sexuality, and other societal assumptions, in an historical and Constitutional context. We will then examine many of the questions raised by feminist theory, feminist jurisprudence, and other critical perspectives. For example, is the legal subject gendered male, and, if so, how can advocates (for women and men) use the law to gain greater equality? What paradoxes have emerged in areas such as employment discrimination, family law, or reproductive rights, as women and others have sought liberal equality? What is the equality/difference debate about and why is it important for feminists? How do intersectionality and various schools of feminist thought affect our concepts of discrimination, equality, and justice? The course is thematic, but we will spend time on key cases that have influenced law and policy, examining how they affect the everyday lives of women. Over the years, this course has attracted WGSS students and pre-law students. This course is taught by law students under the supervision of a member of the School of Law faculty. STUDENTS WHO HAVE TAKEN L77 3561 WOMEN AND THE LAW CAN NOT TAKE THIS CLASS.. |
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| | 01 | --W---- | 4:00P-7:00P | AB Law Bldg / 404 | Tokarz | No final | 25 | 20 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 1:00P-2:30P | Louderman / 461 | Cislo | No final | 20 | 17 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | TBA | | TBA | Dzuback | No final | 0 | 1 | 0 | | |
| 02 | TBA | | TBA | Baumgartner | No final | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Friedman | No final | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | McCune | No final | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | Griffith | No final | 1 | 1 | 0 | | |
| 12 | TBA | | TBA | Parikh | No final | 5 | 7 | 0 | | |
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| | 01 | ---R--- | 4:00P-7:00P | Busch / 14 | Chandra | No final | 0 | 14 | 0 | | |
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| | Description: | This class aims to use theory to destabilize the concepts of race, sexuality, gender, disability, and academic methodology. This class will submerge students in traditional and non-traditional texts in queer theory, illustrating the different ways of understanding everyday life through various lens. The selected readings range across many disciplines: literature, philosophy, psychology, anthropology, sociology, history, performance, and cultural studies. The core premise of this class is that to queer something is to destabilize it, to read new meanings and to enable us to see differently. Therefore, not all of the readings will specifically be about gay, lesbian, bisexual, or transgender people. However this course will have life application, while being useful amongst students who are pursuing research topics in this area. Prerequisite: any 300 level WGSS class or equivalent or permission from instructor |
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| | 01 | --W---- | 2:00P-5:00P | Eads / 215 | McCune | Dec 13 2018 6:00PM - 8:00PM | 20 | 5 | 0 | | |
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| | Description: | This course will explore the diversity of women´s writing in the Middle Ages: from religious lyrics to love poems, romance to autobiography, mystical treatise to history, letters to literary criticism. We will consider the methods women used to gain authority as writers, the way they participated in and transformed traditionally male genres, and the way specific cultural conditions inhibited or allowed female literary expression. We will also explore the kinds of religious instruction and advice literature that were directed at female audiences, and which often became popular among lay readers more generally. Both the usefulness and the problems of conceiving a category of "women´s writing" will be explored throughout the course. Authors will likely include Hildegard of Bingen, Heloise, women troubadours, Catherine of Siena, Julian of Norwich, Margery Kempe, and Christine de Pizan. Satisfies the Medieval requirement. |
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| | Description: | In the year 2000, HIV became the world's leading infectious cause of adult death, and in the next ten years, AIDS will kill more people than all wars of the twentieth century combined. As the global epidemic rages on, our greatest enemy in combating HIV/AIDS is not knowledge or resources, but global inequalities and the conceptual frameworks with which we understand health, human interaction, and sexuality. This course emphasizes the ethnographic approach for cultural analysis of responses to HIV/AIDS. Students will explore the relationship between local communities and wider historical and economic processes, and theoretical approaches to disease, the body, ethnicity/race, gender, sexuality, risk, addiction, power, and culture. Other topics covered include the cultural construction of AIDS and risk, government responses to HIV/AIDS, origin and transmission debates, ethics and responsibilities, drug testing and marketing, the making of the AIDS industry and "risk" categories, prevention and education strategies, interaction between bio-medicine and alternative healing systems, and medical advances and hopes. |
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| | 01 | M-W---- | 11:30A-1:00P | Simon / 1 | Parikh | Dec 18 2018 10:30AM - 12:30PM | 250 | 239 | 0 | | |
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| | Description: | Research is the foundation of academic knowledge and of much knowledge produced outside of the academy in think tanks, non-profit organizations, social service agencies, corporations, and many other venues of economic and social activity. Informed by theory, and shaped by specific methods, research can and does help to frame problems, contribute to policymaking, and evaluate the effectiveness of policies and programs. Research is employed in a variety of ways in the different disciplines within the academy and within different practices outside of the academy. This course examines the different ways in which research is conducted and examines the reasons for these differences and the ways in which they contribute to or hamper feminist goals. The course also explores the ways in which some research methods are privileged over others in hegemonic understandings of what counts as "research" and of what counts as "knowledge." The course examines how gender theory and feminist politics shape the kinds of research questions researchers ask, the types of materials and other information researchers use, and the ways researchers define our relationships with our sources of data, evidence, and other information. Students are expected to reflect on and engage with feminist approaches to research in this course in order to develop and complete a detailed research proposal. Prerequisite: At least 2 courses in WGSS, including Introduction to WGSS or Sexuality Studies at the 100 or 200-levels and one 300-level WGSS course, preferably in feminist or queer theory. This class is a writing intensive course. |
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| | Description: | Attention to the prevalence of sexist and racist harassment in video game culture has intensified since the events of GamerGate in 2014 which targeted women in game design with violent threats, pushing many out of the industry. And yet, this aspect of video game culture can be traced back to the overwhelmingly male spaces of defense computing where they began and the video arcades in which they were popularized in the 1980s. In this course, we will interrogate this long history by analyzing video game texts and play cultures and their relationship to gender and sexuality. The course will begin with an introduction to key concepts in video game studies such as play, games, agency, simulation, and procedural rhetoric. We will then use these concepts to analyze the way that ideas about gender and sexuality are constructed and reinforced in games and how players interact with these systems. The focus throughout will be on understanding the contributions that feminist and queer theory offer for the study of video games. We will explore how textual representation, technological hardware, and codes and algorithms of gaming are all intertwined with questions of gender and sexuality. How do we think of representations of gender, sexuality, and race differently when they are executed on cybernetic platforms in which players interact with digital machines? How do textual representations of gender, race, and sexuality intersect with the cultures within the video game industry and with fan practices? Prior experience or skills with video games is not necessary and the class welcomes all levels of gamers and non-gamers as long as students are interested in engaging with games. REQUIRED SCREENINGS: Tuesdays @ 7pm |
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| | Description: | Migratory movements from the Middle East and North Africa into the Americas were precipitated by multiple and intersecting factors. This course will examine the historical and contemporary waves of Arab and Muslim migrants and refugees into the Americas from the nineteenth to the twenty-first century. It will explore how empire, globalization, and war influenced and continue to influence the flow of people across borders and impact policies and ideas of belonging in receiving nation-states. We will examine Arab and Muslim identity in light of gendered, ethnoreligious, class, and national affiliations and investigate the racialization of Islam and the gendered-Orientalist constructions of Arabs and Muslims in Latin America (Brazil, Mexico, Argentina, Honduras, Cuba) and the US. Utilizing interdisciplinary texts in Transnational Feminist Theory, Cultural Studies, and history, we will trace the ways that specific diasporic subjects have been incorporated into host nation-states and analyze, through a comparative framework, the receptions and rejections of Arabs and Muslims in the US and Latin America. |
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| | 01 | -T----- | 2:30P-5:30P | Louderman / 461 | Munem | Dec 19 2018 6:00PM - 8:00PM | 16 | 9 | 0 | | Desc: | 10 seats reserved for WGSS majors and minors |
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| | Description: | Japanese women have been scripted by Western (male) imagination as gentle, self-effacing creatures. From their (re)emergence in the late 19th century to their dominance in the late 20th, Japanese women writers have presented an image of their countrywomen as anything but demure. Struggling to define their voices against ever-shifting expectations and social contexts, the women they create in their fiction are valiant, if not at times violent. This course examines the various manifestations of the female image in female-authored modern Japanese fiction. Writers considered are Higuchi Ichiyo, Hirabayashi Taiko, Uno Chiyo, Enchi Fumiko, Yamada Eimi, and others. A selection of novels and shorter fiction are available in English translation, and students need not be familiar with Japanese. Prerequisite: 6 units of literature/women's studies and junior standing, or permission of the instructor. |
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| | 01 | -T-R--- | 2:30P-4:00P | Eads / 207 | Copeland | Paper/Project/TakeHome | 25 | 13 | 0 | | |
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| | Description: | Pushing the envelope or going too far? What is the boundary between films that challenge us and films that offend us? This is a course about films that crossed that boundary, most often by presenting images of race, sexuality and violence, images that could attract audiences as much as they offended moral guardians and courted legal sanctions. Because they were denied the First Amendment protection of free speech by a 1915 Supreme Court decision, movies more than any prior art form were repeatedly subject to various attempts at regulating content by government at federal, state, and even municipal levels. Trying to stave off government control, Hollywood instituted forms of self-regulation, first in a rigid regime of censorship and subsequently in the Ratings system still in use. Because taboo content often means commercial success, Hollywood could nonetheless produce films that pushed the envelope and occasionally crossed over into more transgressive territory. While control of content is a top-down attempt to impose moral norms and standards of behavior on a diverse audience, it also reflects changing standards of acceptable public discourse. That topics once barred from dramatic representation by the Production Code - miscegenation, homosexuality and "lower forms of sexuality," abortion, drug addiction - could eventually find a place in American movies speaks to changes in the culture at large. In trying to understand these cultural changes, this course will explore films that challenged taboos, defied censorship, and caused outrage, ranging from films in the early 20th Century that brought on the first attempts to control film content through to films released under the Ratings system, which has exerted subtler forms of control. REQUIRED SCREENING: Mondays @ 4pm
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| | Description: | What is queer literary history? The genre of the historical novel has been frequently taken up by modern and contemporary queer writers precisely because it affords historically marginalized individuals the ability to write themselves-and their ancestors, both biological and chosen-into the narratives of modernity from which they have so often been excluded. From the intimate to the global, queer historical fictions "touch across time," in Carolyn Dinshaw's words, in order to imaginatively construct a transhistorical queer community. In this course, we will read experiments in historical fiction alongside contemporary theories of queer temporality, historiography, nostalgia, and affect in order to investigate the relationships between queer pasts, presents, and futures. Primary authors may include Virginia Woolf, Christopher Isherwood, Sylvia Townsend Warner, Michel Foucault, James Baldwin, Anthony Burgess, Samuel R. Delaney, Mary Renault, Jaime O'Neill, Monique Truong, Colm Tóibín, Juliana Spahr, Arundhati Roy, Pat Barker, Alan Hollinghurst, and Sarah Waters. Satisfies the Twentieth Century and later requirement. |
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| | Description: | In this course we will be reading the major works of Virginia Woolf, including her non-fiction prose as well as her novels and short stories. We will be charting her development as an important voice in feminist criticism and politics, and we will be reading her evolution in relation to a broader backdrop of English and European social and political history. We will examine her reactions to the Women´s Suffrage Movement and pay special attention to her involvement in the First World War and her ongoing, changing response to its legacy in the long postwar period of the 1920s and 1930s. Our secondary reading will be drawn from a wide variety of critical attitudes and practices, including the interpretive approaches of biography, new historicism, feminism, and psychoanalysis. The major novels are "The Voyage Out," "Jacob´s Room," "Mrs Dalloway," "To the Lighthouse," "Orlando," and "The Waves," while the essential works of non-fiction prose are "A Room of One´s Own" and "Three Guineas." We will synchronize our reading of these texts with excerpts from her diary and letters. Satisfies the Twentieth Century and later requirement. |
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| | 01 | -T-R--- | 2:30P-4:00P | Eads / 215 | Sherry | No final | 20 | 26 | 0 | | |
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| | 01 | TBA | | TBA | Baumgartner | No final | 5 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Dzuback | No final | 0 | 1 | 0 | | |
| 02 | TBA | | TBA | Baumgartner | No final | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Friedman | No final | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | McCune | No final | 4 | 0 | 0 | | |
| 10 | TBA | | TBA | Griffith | No final | 1 | 1 | 0 | | |
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| | 01 | ---R--- | 3:00P-6:00P | Seigle / 104 | Bedasse | No final | 15 | 1 | 0 | | Desc: | Students registering for this course must also register for L22 49IR/39 for 1 unit. |
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| | 01 | TBA | | TBA | Dzuback | No final | 1 | 0 | 0 | | |
| 02 | TBA | | TBA | Baumgartner | No final | 1 | 0 | 0 | | |
| 03 | TBA | | TBA | Nicholson | No final | 1 | 0 | 0 | | |
| 05 | TBA | | TBA | Friedman | No final | 1 | 1 | 0 | | |
| 08 | TBA | | TBA | Sangrey | No final | 1 | 1 | 0 | | |
| 09 | TBA | | TBA | McCune | No final | 1 | 0 | 0 | | |
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