| | Description: | This course will provide an introduction examination of major topics and concepts in the interdisciplinary field of women, gender and sexuality. 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. All sections will include periodic testing with in-class exams that may include several unit/module exams or a midterm and final exam. Five seats are reserved for Freshmen, Sophomores, 4 seats for Juniors and 5 seats for Seniors in each section. NOTE: Section 1 is reserved for freshmen and sophomore students only. ATTENDANCE MANDATORY FIRST DAY IN ORDER TO RESERVE YOUR CLASS ENROLLMENT. |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Cislo | Paper/Project/Take Home | 19 | 4 | 0 | | Desc: | Five seats are reserved for Freshmen, Sophomores, Juniors, and Seniors in each section. Waitlist managed by dept. |
| | | 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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| 02 | M-W---- | 10:00A-11:20A | TBA | Cislo | Paper/Project/Take Home | 19 | 20 | 2 | | Desc: | Five seats are reserved for Freshmen, Sophomores, Juniors, and Seniors in each section. Waitlist managed by dept. |
| | | 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--- | 10:00A-11:20A | TBA | Esparza | May 6 2025 6:00PM - 8:00PM | 19 | 20 | 1 | | Desc: | Section 03 has a particular focus on race and ethnicity. Five seats are reserved for Freshmen, Sophomores, Juniors, and Seniors in each section. Waitlist managed by dept. |
| | | 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--- | 1:00P-2:20P | TBA | Barounis | Paper/Project/Take Home | 19 | 15 | 0 | | Desc: | Five seats are reserved for Freshmen, Sophomores, Juniors, and Seniors in each section. Waitlist managed by dept. |
| | | 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---- | 1:00P-2:20P | TBA | Reed | Paper/Project/Take Home | 19 | 19 | 0 | | Desc: | Five seats are reserved for Freshmen, Sophomores, Juniors, and Seniors in each section. Waitlist managed by dept. |
| | | 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 | -T-R--- | 11:30A-12:50P | TBA | Windle | May 5 2025 1:00PM - 3:00PM | 19 | 17 | 0 | | Desc: | Five seats are reserved for Freshmen, Sophomores, Juniors, and Seniors in each section. Waitlist managed by dept. |
| | | 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--- | 4:00P-5:20P | TBA | Willden | Paper/Project/Take Home | 19 | 5 | 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--- | 2:30P-3:50P | TBA | Soriano | Paper/Project/Take Home | 20 | 15 | 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: | From the 19th century hotbed of sexual tourism to the 21st century idyllic scenario of Guadagnino's steamy romance "Call Me by Your Name," Italy has been cast globally as an imaginary site of sexual freedom. Discourses on sexuality started proliferating in the late 19th century thanks to accounts of medical doctors and anthropologists (i.e. Lombroso, Mantegazza) who wished to contain the Italian vice. Later on, due to the Fascist obsession for sexual surveillance, male homosexuals, deemed unhealthy citizens, were pathologized and sent to confinement. Yet, with the early 60s when the Kinsey's report made it to Italy along with the Italian appeal for the "dolce vita", a new sexual freedom converted "early perversions" into "pleasant diversions", and pathology into diversity. Between the early 70s and the first Rome Pride in 2000, an Italian movement of sexual activism - featuring activists, writers, and artists - have impacted and reshaped globally the ways in which we experience and talk about sex, bodies and desires nowadays. How do we think, represent, and talk sex in Italian culture? How have race and gender shifted understandings of sexuality from pathology to diversity in Italian culture and society? This course invites students to explore and analyze a number of Italian cultural productions on sexuality. The material selected includes medical accounts, sexual health articles, fictions on abortion, feminist manifestos, documentaries and movies - spanning post-Unification and Fascist Italy, post-war sex education, and 1970s queer feminist activism, 1980s AIDS reports and fiction, and the transgender movement. The class is taught in English. |
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| | 01 | M-W-F-- | 3:00P-3:50P | TBA | Dalla Torre | No Final | 15 | 15 | 8 | | |
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| | 02 | TBA | | (None) / | Ake | No Final | 0 | 0 | 0 | | |
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| | 02 | TBA | | TBA | Kimoto | No Final | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Chandra | No Final | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Bailey | No Final | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | Barounis | No Final | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Sangrey | No Final | 0 | 0 | 0 | | |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Kimoto | Paper/Project/Take Home | 19 | 19 | 6 | | |
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| | Description: | An examination of educational experiences, practices, and institutions across multiple levels (PK-university) using gender as a critical lens. Key topics include common beliefs, practices, and expectations related to gender in educational spaces, as well as the intersections between gender and other identities that may influence educational experiences and outcomes. Readings are drawn from multiple disciplines, including sociology, history, psychology, and philosophy. Students should be prepared to analyze their own gendered educational experiences in the context of the scholarship explored in the course, while also listening respectfully and reflecting on the experiences shared by classmates. Enrollment Note: Undergraduate students must enroll in Educ. 303, and graduate students must enroll in Educ. 5003. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Cislo | Paper/Project/Take Home | 20 | 20 | 2 | | Desc: | 20 seats available. Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows. |
| | | 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 critically examines the subject of masculinity through a number of themes including history, society, politics, race, gender, sexuality, art and popular culture. Interdisciplinary readings are drawn from the fields of sociology, anthropology, literature, history, art history and cultural studies. We will examine the challenges presented to 'masculinity' (and a variety of responses) by the late-twentieth century emergency of gender studies. Our goal is to come to a working definition of masculinity/ies and gain an understanding of some past, current and possible future masculine behaviors, mythologies, ideologies, experiences and identities. Previous coursework in Women, Gender, and Sexuality Studies strongly recommended but not required. ATTENDANCE MANDATORY FIRST DAY IN ORDER TO RESERVE YOUR CLASS ENROLLMENT. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Barounis | Paper/Project/Take Home | 19 | 19 | 5 | | |
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| | Description: | What did Jesus of Nazareth and his early followers teach about sexuality in terms of marriage, adultery, divorce, the virtues of procreation and celibacy, same-sex relationships, and erotic desire? How and why did ancient Christians take different stances on these issues, and how do these traditions continue to inform sexual ethics and gender roles today? In this course, we will study these questions by examining key passages from the teachings of Jesus in the Gospels, Paul's letters, writings of early church leaders, martyr propaganda, monastic literature, and apocryphal books deemed heretical. We will also consider the interpretations of contemporary historians of religion informed by recent trends in sexuality and gender theories. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Jenott | May 7 2025 6:00PM - 8:00PM | 15 | 15 | 10 | | |
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| | Description: | Race and sexuality have long been concerns of public health. From hygienic campaigns against Mexican immigrants in early-1900s California to the 1991 quarantine of Haitian refugees with HIV at Guantanamo Bay, race and sexuality have proven crucial to how society identifies health and, by extension, determines who is fit to be a citizen. This interdisciplinary course interrogates the intersections of race, sexuality, and medicine, discussing how each domain has been constitutive of the other in the American context. Via feminist and queer theorizing, we will examine the political and economic factors under which diseases, illnesses, and health campaigns have impacted racial and sexual minorities over the last two centuries. An orienting question for the course is the following: How has the state wielded public health as a regulatory site to legitimatize perceived racial differences and to regulate ostensible sexual deviations? Through primary and secondary sources, we will likewise explore the various forms of "health activism" undertaken by these very same targeted populations. Themes to be addressed will include the medicalization of racial and sexual difference; activism both in and against health institutions; and the roles of race, class, gender, sexuality, and disability in contemporary health issues. Case studies include the Tuskegee syphilis experiment; the sterilization of black, Mexican, Puerto Rican, and Native American women; the medicalization of homosexuality during the Cold War; and the role of mass incarceration in the diffusion of HIV. At a moment in time when access to health continues to be shaped by categories of social difference, understanding the role of public health in the normalization and subversion of racial and sexual hierarchies in the West is more pertinent than ever. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Esparza | Paper/Project/Take Home | 19 | 19 | 7 | | Desc: | 19 seats available. Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows. |
| | | 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---- | 2:30P-3:50P | TBA | Salminen | Paper/Project/Take Home | 40 | 29 | 0 | | |
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| | 01 | M-W---- | 2:30P-3:50P | McMillan / 221 | Sangrey | No Final | 9 | 9 | 0 | | Desc: | Course enrollment is limited to Juniors and Seniors.
Students will be pulled in from waitlist.
Enrollment priority will go to WGSS students. |
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| | Description: | For over a quarter-century, journalists have broken story after story about sexually abusive clergy in the U.S., many of them serial abusers of children and adolescents. While most accounts have focused on Catholic priests, many have also emerged of abusive evangelical and other Protestant ministers. The stories have illuminated how church bureaucrats have consistently protected abusers and subverted the efforts of victims and their families to seek recompense, accountability, and justice. These protections have often succeeded because of churches' political connections to law enforcement and legislators who have helped hide perpetrators and stymie survivors. Together we will analyze this cautionary tale about religion and politics by contextualizing it within the broader history of Christianity in the United States and beyond. Is this a case simply of a few bad apples or of institutional corruption? How has the church's response been shaped by fear of scandal, antipathy toward secularism, and theological teachings on gender and homosexuality? How does sexual abuse fit into the history of the church as a hierarchical institution? What challenges has the crisis posed to people of faith who are committed to the church, and can trust be repaired? Readings include legal case studies, internal church correspondence, victims' statements and criminal justice reports, documentary films and memoirs, and both journalistic and scholarly analysis of the clergy sex abuse crisis in the U.S. church. We will also hear directly from a variety of visting guests.
WARNING: Many of our readings contain difficult accounts of abuse as well as the subsequent trauma most victims suffer. If this subject matter is triggering for you and you'd like to speak with me about whether or not to take it, I'll be glad to help you think through it. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Griffith | Paper/Project/Take Home | 20 | 20 | 15 | | |
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| | Description: | Sex trafficking is a complex social problem with multiple contributing factors largely rooted in intersecting inequalities. Both in the United States and on a global level, interrelated inequities in gender, sex, sexual orientation, gender identity, power, class, opportunity, education, culture, politics, and race are among the social phenomena that contribute to sex trafficking/CSE victimization. In this course, we will examine the dynamics of sex trafficking on a local and global level from various feminist and political perspectives, with particular attention given to the sexed and gendered social and structural conditions that impact sex trafficking. This course will cover the extent and nature of the problem, as well as current debates in the field, including demand, prevalence, experiences of survivors, types of sex trafficking, methods of traffickers, the role of weak social institutions, cultural dynamics, and global power dynamics. The course will also examine international, federal, and state legislation as well as organizational and grassroots efforts to prevent and respond to sex trafficking victimization. The aim of this course is to provide students with a holistic understanding of sex trafficking drawing from interdisciplinary sources and presenting a variety of perspectives. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Nichols | Paper/Project/Take Home | 20 | 20 | 0 | | |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Manditch-Prottas | Paper/Project/Take Home | 20 | 20 | 10 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Watson | May 6 2025 6:00PM - 8:00PM | 35 | 35 | 5 | | |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Bialek | Paper/Project/Take Home | 12 | 12 | 1 | | |
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| | Description: | Cleopatra, queen of the Nile, has become famous for her romantic liaisons, political maneuvering, and her death by snake bite. Yet Cleopatra was also a formidable military strategist, a powerful leader who studied medicine and spoke nearly a dozen languages. Most importantly, Cleopatra was the prototype for depicting strong women on the throne. This course will explore how Early Modern playwrights re-imagined Cleopatra in the Renaissance, a time which saw another strong queen, Elizabeth I, rise to power. We will pay special attention how these dramatists used Cleopatra to engage with issues of race, globalization, gender, history, and politics. Finally, we will think about how Shakespeare and his contemporaries analogized the exotic and sometimes scandalous Cleopatra with the virginal Queen Elizabeth, two women who mobilized the power of performance in order to assert female authority in their male-dominated societies. Readings may include works by Cicero, Lucan, Plutarch, and Virgil from antiquity; and plays by Marlowe, Mary Sidney, Daniel, Brandon, Elizabeth Cary, Fletcher, Dryden, and Shakespeare as well as the writings of Queen Elizabeth from the Renaissance. 3 short responses; midterm and final papers; and a presentation introducing one of the assigned readings. First-year and/or students with no prior knowledge of this topic are encouraged to enroll. Satisfies the Early Modern requirement. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Sommers | Paper/Project/Take Home | 19 | 19 | 4 | | |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Walke | Paper/Project/Take Home | 20 | 20 | 1 | | |
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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 (or 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. |
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| | 01 | --W---- | 4:00P-6:50P | AB Law Bldg / 404 | Appleton | No Final | 24 | 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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| | Description: | This course surveys the interdisciplinary field of trans studies by emphasizing how trans identities, activism, and scholarship are intertwined with broader histories of gender, sexuality, race, disability, and class. Students will explore the vibrant intellectual, political, and cultural productions of trans people. The primary geographic focus for the course is the United States, but we will situate U.S. trans studies within broader conversations about gender variance transnationally. While attention will be paid to understanding how transphobia operates, the course emphasizes thinking through the possibilities afforded by trans histories of resistance and refusal. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Kimoto | Paper/Project/Take Home | 19 | 9 | 0 | | Desc: | 19 seats available. Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows. |
| | | 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: | Be it sati or enforced widowhood, arranged or love marriage, the rise of national leaders like Indira Gandhi and Kamala Harris, or the obsession with "fair" skin, caste shapes possibilities and perceptions for billions. In this class we combine a historical understanding of the social caste structure with the insights made by those who have worked to annihilate caste. We will re-visit history with the analytic tools provided by the concepts of compulsory endogamy, "surplus woman," and "brahmanical patriarchy," and we will build an understanding of the enduring yet invisible "sexual-caste" complex. As we will see, caste has always relied on sexual difference, its ever-mutating power enabled by the intersectionalities of race, gender and class. We'll learn how caste adapts to every twist in world history, increasingly taking root outside India and South Asia. We will delve into film and memoir, sources that document the incessant injustices of caste and how they have compounded under globalization. The class will research the exchange of concepts between anti-race and anti-caste activists: how caste has shaped the work of prominent anti-racist intellectuals and activists in the United States such as W.E.B. DuBois and Isabel Wilkerson and in turn, the agenda and creativity of groups such as the Dalit Panthers. Finally, the course will build a practical guide to engaging with and interrupting caste in the context of the contemporary global world today. Waitlists controlled by Department; priority given to WGSS majors. Enrollment cap 15. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Chandra | Paper/Project/Take Home | 15 | 18 | 0 | | Desc: | Waitlists controlled by Department. Priority given to WGSS majors. Enrollment capped at 15. |
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| | Description: | Despite recent media attention to the gender gap in Hollywood, women still account for less than 10% of all directors, and only five women have ever been nominated for the Best Director Oscar. However, these abysmal statistics do not reflect the reality that female directors are producing some of the most innovative and exciting films of the 21st century. This course is intended to provide a general overview of the remarkable contributions of women directors to contemporary cinema (1990 to present). First, we will turn our attention to women in the commercial industry, examining topics such as female authorship, popular genres, and the gender politics of production cultures in Hollywood. Then, we will survey women directors working outside of the system in documentary, independent, and experimental filmmaking modes. Finally, we will adopt a transnational perspective to investigate the contributions of women directors to world cinema, contextualizing the films of "women cinéastes" from countries such as Hong Kong, Argentina, and Iran in relation to their national cinemas and international film festival networks. In addition, we will discuss the films of women directors in terms of feminist and gender issues and as texts that clarify critical issues in film analysis, interpretation, and criticism. Required screenings: Wednesdays @ 7pm |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Powers | May 5 2025 1:00PM - 3:00PM | 19 | 19 | 0 | | |
| A | --W---- | 7:00P-10:00P | Brown / 100 | Powers | Default - none | 19 | 19 | 0 | | |
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| | Description: | How do we understand representations of gender, sexuality, and erotic desire from a time when, as one scholar puts it, "normal wasn't"? How do we understand same-sex desire before "sexuality" was an active concept? How can we tell whether expressions of physical affection and love are "just" conventional or are deeply felt? Medieval literature brings with it many period-specific and culturally-specific constructions: courtly love; Christ as bridegroom and mother; woman as Eve and Virgin Mary; Nature as goddess (and Nurture too). We will consider how various discourses-medical, religious, legal, political, economic-inform literary representations of gender and sexuality. We will read love lyrics, mystical writings, autobiographies, romances (like the Roman de Silence-about a girl raised as a boy), canonical texts by writers like Chaucer, and anonymous debate poems about whether same-sex or heterosexual intercourse is preferable. We will consider long-eclipsed genres like the pastourelle-a narrative of attempted "seduction" (and often rape) of a maiden discovered in an outdoor scene. Our concern will be not only to place these texts in their historical contexts, but to consider what has been inherited and what has been lost from these traditions. What do we still suffer and what might we wish to recover? Fulfills the medieval historical requirement. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Rosenfeld | No Final | 25 | 23 | 0 | | |
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| | Description: | In this course on women's writing, film, and feminist theory, we will examine a range of texts written by women, view films by women auteurs, and engage with foundational works of feminist theory. Our historical focus will primarily be on 20th-century culture and theory, while our geographic scope will extend from North Africa and Asia Minor to Europe and the U.S. We will juxtapose literature and film from the Metropolitan centers of the Global North with works from the Global South, allowing us to explore both commonalities and divergences that define global women's writing and filmmaking. Key topics include the (bourgeois) family, marriage, and motherhood; patriarchal violence, counterviolence, and the concept of the "femme fatale"; feminist utopias and dystopias; feminist materialisms, unproductive and reproductive labor; and finally, the intersections of gender, race, and class. |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Bademsoy | Paper/Project/Take Home | 20 | 2 | 0 | | |
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| | Description: | Women in Rebellion and War juxtaposes contemporary social science perspectives on women and war with the history and testimonies of Irish women during the Irish revolutionary period (1898-1922), the Irish Civil War (1922-1923), and the Free State. Under English rule from the twelfth century Norman invasions to the establishment of the Irish Free State and the partition of Northern Ireland in 1922, Ireland presents a compelling, historical laboratory to deliberate on the relationship between gender and political conflict. Intentionally transdisciplinary, the course draws from across disciplinary discourses and highlights perspectives across race, gender, class, ethnicity, religion, and sexuality. Topics include: political organizing, nationalism, rebellion, radicalization, militarism, terrorism, pacifism, and peacebuilding. Rooted in Cynthia Enloe's enduring question "Where are the women?" and drawing on sociologist Louise Ryan's landmark essay by the same name, we inquire how and why Irish nationalist women, who were integral to building the revolutionary movement, became "Furies" and "Die-hards" in the eyes of their compatriots when the Free State was established (Bishop Doorley, 1925; President Cosgrave, 1923). Taking advantage of the plethora of archival resources now available through the Irish Decade of Centenaries program, the course incorporates the voices of Irish women through their diaries, military records, letters, interviews, speeches, newspapers, and memoirs. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Heath-Carpentier | Paper | 18 | 18 | 4 | | |
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| | Description: | This course will explore the issue of violence against women within families, by strangers in the workplace, and within the context on international and domestic political activity. In each area, issues of race, class, culture, and sexuality will be examined as well as legal, medical and sociological responses. Readings will cover current statistical data, research, and theory as well as information on the history of the battered women's movement, the rape crisis center movement, violent repression of women's political expressions internationally, and the effect of violence on immigrant and indigenous women in the U.S. and abroad.
STUDENTS MUST ENROLL IN A DISCUSSION SECTION FOR THE COURSE.
STUDENTS WHO HAVE TAKEN L77 393 VIOLENCE AGAINST WOMEN: CURRENT ISSUES AND RESPONSES CAN NOT TAKE THIS CLASS. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Ake | May 7 2025 3:30PM - 5:30PM | 30 | 25 | 0 | | Desc: | 10 seats reserved for Women, Gender, and Sexuality Studies majors and minors. |
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| A | --W---- | 3:00P-3:50P | TBA | Ake | No Final | 13 | 13 | 0 | | |
| B | --W---- | 4:00P-4:50P | TBA | Ake | No Final | 8 | 8 | 0 | | |
| C | --W---- | 5:00P-6:00P | TBA | Ake | No Final | 4 | 4 | 0 | | |
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| | 02 | TBA | | TBA | Kimoto | No Final | 1 | 0 | 0 | | |
| 03 | TBA | | TBA | Chandra | No Final | 1 | 0 | 0 | | |
| 04 | TBA | | TBA | Bailey | No Final | 1 | 0 | 0 | | |
| 07 | TBA | | TBA | Barounis | No Final | 1 | 0 | 0 | | |
| 08 | TBA | | TBA | Sangrey | No Final | 1 | 0 | 0 | | |
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| | Description: | What makes activism sustainable and accessible? Not just ideologically or politically, but physically, emotionally, and some would ask, spiritually? How do actors in social justice movements enact care for movement survival? Conversely, when might care serve to depoliticize or otherwise undermine political action? How do race, gender, sexuality, class and other aspects of identity shape the ways we approach these questions? Including the contested topics of burnout and self-care, questions of movement survival and activist sustainability touch on Marxist, Black, and Disabled feminisms, queer theory, the sociology of health and illness, critical theory, and other theoretical lineages. This course takes as its starting points Sarah Ahmed's concept of feminist "killjoy survival kits," Black feminist epistemology, adrienne marie brown's Pleasure Activism, and the sociology of lay health experiences. Ultimately, this course will analyze, theorize, and critique care in activism and social movements. At the same time, it will create space to discern what our own visions of sustainable, politically committed wellbeing look like. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Reed | Paper/Project/Take Home | 21 | 21 | 1 | | Desc: | Open to sophomores and above. |
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| | Description: | This course provides a historical overview of feminist literary and cultural theories since the 1960s and 70s, acquainting students with a diversity of voices within contemporary feminism and gender studies. Readings will include works of French feminism, Foucault's History of Sexuality, feminist responses to Foucault, queer (LGBTQ+) theory, postcolonial and decolonial feminism, feminist disability theory, and writings by US feminists of color (African-American, Asian-American, Latina, Native-American). The reading list will be updated each year to reflect new developments in the discipline. We will approach these readings from an intersectional and interdisciplinary perspective, considering their dialogue with broader sociopolitical, cultural, and philosophical currents. By the end of the course, students are expected to have gained a basic knowledge of the major debates in feminist literary and cultural studies in the last 50 years, as well as the ability to draw on the repertoire of readings to identify and frame research questions in their areas of specialization. The class will be largely interactive, requiring active participation and collaborative effort on the part of the students. Students will be encouraged to make relevant connections between the class readings, everyday social and political issues, and their own research interests. NOTE: This course is in the core curriculum for the Women, Gender, and Sexuality Studies graduate certificate. Prerequisite: advanced course work in WGSS or in literary theory (300 level and above) or permission of the instructor. |
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| | 01 | -T-R--- | 10:00A-11:20A | McMillan / 221 | Tsuchiya | Paper/Project/Take Home | 12 | 12 | 0 | | Desc: | 12 seats available. Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows. |
| | | 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 asks how feminist thinkers from various political and intellectual traditions critique,adopt and transform political theories of justice, citizenship, property and the state. To uncover how different feminist theories have been adopted in the struggle for political transformation and social justice, we will pursue two main lines of inquiry. The first asks how feminist thinkers from various traditions critique and engage the history of political thought within the social contract
tradition. We will ask, in particular, how gender, race, slavery, colonialism and empire shape conceptions of citizenship and property. We will also examine transnational feminist critiques of the public/private division in the Western political theory canon as it impacts the role of women and the social construction of women's bodies. During the second half of the semester, we will ask how various transnational social movements have engaged and adopted feminist theories in efforts to resist state violence, colonialism, labor exploitation and resource extraction. In following
these lines of inquiry we will draw from postcolonial, decolonial, liberal, Black, radical, Marxist and Chicana feminist perspectives. Part of our goal will be to uncover how various feminist theories treat the relationship between politics and embodied experience, how gendered conceptions of family life affect notions of political power and how ideas about sexuality and sexual conquest intersect with empire-building.
Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Brown | May 5 2025 10:30AM - 12:30PM | 18 | 18 | 2 | | Desc: | 18 seats available. Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows. |
| | | 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 engages contemporary feminist theories from diverse transnational contexts, as well as the social movements and local resistances they inspire. Through engagement with key works of feminist theory, political manifestos, and creative works of resistance, we will explore how transnational feminist alliances and coalitions have contested and responded to gendered and racialized forms of exploitation, navigating and reshaping territorial and social boundaries. We will engage with debates around the notion of a "global sisterhood"; tensions between universal and local feminist practice; the role of difference, nationality and culture in navigating the possibility of solidarity; the role of the Internet in forging cross-border alliances; human rights-based activism; "women's" work; transgender inclusivity and transfeminisms. Part of our goal will be to ask how feminist theories from diverse geographical locations have influenced the politics of borders, movements for environmental justice, migrations and mobility, resistance to imperialism and the forging of alternative economies. We will also explore the gray areas existing in between binaries such as feminist/anti-feminist; local/global; home/away; global South/North; victim/agent; domination/dependency. Finally, we will ask how processes of knowledge-production take shape within different intellectual and political movements such as post-colonial feminism, decolonial and indigenous feminism, liberal and radical feminism, Marxist feminism and religiously-based feminisms. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Brown | May 7 2025 1:00PM - 3:00PM | 18 | 18 | 2 | | Desc: | 18 seats available. Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows. |
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| | Description: | This course explores and engages the intellectual and political genealogies of intersectionality, a theory, analytic, framework, metaphor, and approach primarily employed by Black feminists and other feminists of color. We will examine intersectionality as a theoretical framework with attendant analytics, as well as the socio/political projects out of which it emerges and influences. In so doing, the scholarly materials in this course, primarily, examine the ways in which structures and categories of race, class, gender, sexuality, and disability create and maintain intersecting forms and experiences of difference that underpin overlapping social inequalities in U.S. society and abroad. Some of the other intersecting forms of social difference we will explore include, ethnicity, nation/migration, class, ability/disability, and indigeneity, reproduction, and HIV/disease status. Our approach to examining these categories/vectors of power will include feminisms of color, critical race theory/studies, queer theory/studies, queer of color critique, transgender theory/studies, and critical geography, all of which have shaped and been shaped by intersectionality. |
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| | 01 | -T----- | 3:00P-5:50P | TBA | Bailey | May 6 2025 1:00PM - 3:00PM | 15 | 7 | 0 | | Desc: | For AFAS majors, this course counts as Area Requirement 3. |
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| | Description: | The objectives of this course are twofold. The first goal is to provide students with critical and theoretical foundations for the study of gender issues in modern Latin America, through the analysis of conceptual (social, philosophical and political) texts. This part of the course entails the study of historical contexts that connect the emergence of Latin American societies to questions of imperial domination, coloniality, and modernization. The second goal of the course is to illustrate the conceptualization and the evolution of gender issues through the analysis of some representative figures and cultural processes that show differential articulation of subjects in the public sphere depending on gender. The study of the interconnections between femininity/masculinity, hetero/homosexuality and racial differences will be traced from colonial times to the present. Some instances of this critical journey will focus on topics such as gender in the new Latin American republics, gender and modernization, identity politics, human rights and intersectionality. Required readings will be critical and theoretical pieces plus some fictional works. Particular cases will be approached through analysis of political figures (Eva Peron), women artists (Frida Khalo, Ana Mendieta), literary works (Bad Girls, novel by Camila Sosa Villada; Fever Dreams by Smanta Schweblin) and films (El cuarto de Leo (2009), and Fever Dreams (2021). |
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| | 01 | M------ | 4:00P-6:50P | TBA | Moraña | No Final | 20 | 20 | 0 | | |
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| | 02 | TBA | | TBA | Kimoto | No Final | 1 | 0 | 0 | | |
| 03 | TBA | | TBA | Bailey | No Final | 1 | 1 | 0 | | |
| 04 | TBA | | TBA | Barounis | No Final | 1 | 0 | 0 | | |
| 07 | TBA | | TBA | Esparza | No Final | 1 | 1 | 0 | | |
| 08 | TBA | | TBA | Chandra | No Final | 2 | 0 | 0 | | |
| 11 | TBA | | TBA | Sangrey | No Final | 1 | 0 | 0 | | |
| 12 | TBA | | TBA | Lester | No Final | 1 | 0 | 0 | | |
| 13 | TBA | | TBA | Griffith | No Final | 1 | 0 | 0 | | |
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