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The University of Texas at Austin
First Year Forum
Center for African and African American Studies Undergraduate Major & Degree
Requirements
The Department of American Studies Undergraduate Major & Minor Requirements Abbreviated Syllabus for the Course: Civil
Rights and Black Power: History, Memory and Culture
The Center for Women’s and Gender Studies Concentration and Minor Requirements Syllabus for the Course: Introduction to Women's and
Gender Studies Abbreviated Syllabus for the Course: Black Feminist Theory & Praxis Abbreviated Syllabus for the Course: The US and 3rd-World Feminisms Abbreviated Syllabus for the Course: American Dilemmas Abbreviated Syllabus for the Course: Roots of Social/Economic Justice
Abbreviated Syllabus for the Rhetoric Course:
Non-Violent Rhetoric
Syllabus for Kurtz’ Course: Peace and Conflict Syllabus for Cloud’s Course: Communication and
Social Change
Syllabus for Jensen’s Course: Social Justice and
the Media Syllabus for Henry’s Course: Arab-Israeli Politics
Young Conservatives of Texas’ Professor Watch List
RateMyProfessors Remarks
Freshman Seminars
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Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
28470 |
TTH |
12:30 PM- 2:00 PM |
WAG 101 |
ENGELHARDT |
Same as course
HIS 306N, Topic 2
Prerequisites
Partially fulfills legislative requirement in American History.
Course Description
Daniel Boone. Davy Crockett. Nellie Bly. Uncle Tom. Nancy Drew. Jacqueline Baker. Emma Goldman. Gloria Steinem. Hattie McDaniel. Bessie Smith. Pocahontas. Angela Davis. Bruce Lee. Lucille Ball. Tony Hawk. What makes an American man? What makes an American woman? How do the answers change over time and why?
This course will emphasize the nineteenth century roots of contemporary American culture as we investigate the cultural work done by American models of how to be men and how to be women in the nation. We will ask questions about the intersections of race, class, gender, place, sexual orientation, and nation. What work do their words, images, and selves do in the larger social worlds they inhabit? What does it mean to be gendered raced, classed in this country? How do the patterns and models explored in the previous centuries feed our narratives, metaphors, and identities today?
Course Requirements
Introduction to American Studies will involve both lecture and discussion. Students are expected to engage the days reading before the class meets, bring the reading materials to lecture, and be prepared to discuss them in the context of the class day. Students in this course will be evaluated on a combination of in-class exams, research, and occasional assigned reading responses; participation and attendance are also important for the final grade in the class.
Texts
E. Anthony Rotundo, American Manhood: Transformations in Masculinity from the Revolution to the Modern Era (Basic, 1993).
Gail Collins, America's Women: Four Hundred Years of Dolls, Drudges, Helpmates, and Heroines (HarperCollins, 2003)
Additional articles and films on reserves
http://web.austin.utexas.edu/cola/students/courses/coursedetail.cfm?courseID=11440
Abbreviated Syllabus for the Course: Civil Rights and Black Power: History, Memory and Culture
Semester Spring
2006
AMS 315 - Title Civil Rights and Black Power:
History, Memory and Culture-W
Substantial Writing Component: Yes
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
28500 |
MW |
3:00 PM- 4:30 PM |
GAR 309 |
NATHAN |
Prerequisites
Contains a substantial writing component and fulfills part of the basic education requirement in writing.
Course Description
When most people remember the Civil Rights movement, their first thoughts typically turn to central figures such as Rosa Parks and Martin Luther King, Jr., or to specific events such as the 1963 March on Washington or the attempts to integrate Central High in Little Rock, Arkansas. When people remember the Black Power movement, it is often through images like a black fist in the air or Angela Davis's Afro. This interdisciplinary American Studies course seeks to investigate the ways in which both individuals and the nation as a whole--through our shared popular culture of newspapers, magazines, photographs, television, documentaries films, and most importantly, music--remember and historicize these interrelated social movements. The class will both explore and complicate what we will refer to as the "master-narrative" of Civil Rights in an attempt to understand more clearly the relationship between history and memory, and to reveal the connections between Civil Rights and Black Power from the 1950s to the present.
Since this is a writing component course, in addition to close, daily readings of assigned texts and critical engagement with those texts through discussion and presentations, students will also be required to synthesize and analyze the material through various in-class and take home writing assignments. The course will be divided into the following four units, and will consist of a combination of lectures, class discussions, and occasional group work.
Unit 1: Exploring the Master-Narrative: We will kick of the semester with an investigation into the meta-narrative of Civil Rights and Black Powers and the ways in which individuals remember the movement.
Unit 2: From Civil Rights to Black Power? We will interrogate the declension model of Civil Rights history through critical readings and discussions of recent works that have shown that connections between Civil Rights and Black Power existed well before the late 60s.
Unit 3: Challenging the Master-Narrative: After having established the master-narrative of these movements and the early roots of Black Power, we will investigate a wide range of lesser-known figures and often ignored grassroots campaigns of the Civil Rights movement through a critical investigation of both history and memory.
Unit 4: Black Power Politics & Culture: We will end the semester by considering the many different political and cultural representations of Black Power, as well as the significance of these movements within the broader history of the nation and the ramifications of these movements for our contemporary context.
Course Requirements
Oral History Paper (5-7 pages): 15%
Research Paper (10-15 pages): 30%
Daily Questions: 10%
Class Presentation: 10%
Class Participation: 15%
Final Exam: 20%
Texts
Manning Marable, Race, Reform and Rebellion: The Second Reconstruction in Black America, 1945-1990 (2nd edition). Jackson: University Press of Mississippi, 1991. Voices of Freedom: An Oral History of the Civil Rights Movement from the 1950s through the 1980s, Edited by Henry Hampton and Steve Fayer, New York: Bantam Books, 1991. Course packet, including excerpts from oral histories, autobiographies, speeches, and memoirs.
Abbreviated Syllabus for the
Course: Wealth and Commonwealth: Democracy and Capitalism in the United States
Semester Spring
2006
AMS 315 - Title Wealth and Commonwealth: Democracy
and Capitalism in the United States-W
Substantial Writing Component: Yes
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
28505 |
MWF |
9:00 AM- 10:00 AM |
ESB 133 |
O'CONNOR |
Prerequisites
Contains a substantial writing component and fulfills part of the basic education requirement in writing.
Course Description
Political and intellectual life in the United States is largely defined by the nations competing impulses toward liberty and equality. While the nation has continually struggled to realize the latter ideal through its democratic form of government, the purest expression of the former impetus manifests itself in justifications for capitalism and the free market. Even democracies, however, must occasionally restrict the freedom of economic actors. Alternatively, the unequal distribution of privileges that holds under capitalism invariably undermines democratic equality. It would appear that liberty and equality, democracy and capitalism, cannot successfully coexist. Yet the United States has consistently employed both systems simultaneously, with reasonably stable results. Nonetheless, an observer need look no further than current debates over Social Security reform, farm subsidies or high prescription drug prices to see that the economic freedom that citizens express through the market often contradicts their demand for democratic political treatment.
The course will present democratic capitalism in the United States as an evolving project that is better understood as a response to historical changes than an ideological crusade. We will also pause from time to time, however, to assess the implications of these adjustments for American political philosophy. Students will be asked to reflect and assess the larger implications of American political adjustments, but will also examine cultural products -- fiction, journalism, music and movies to reflect upon the manner in which Americans might have viewed these events as they were occurring.
Course Requirements
Participation in occasional class discussions centered on readings and films; two midterm and one final exams, each consisting of both an objective and a take-home written component; final paper (8-10 pages) about a specific event that highlights the relationship between democracy and capitalism in the U.S.
Texts
Readings: Declaration of Independence, U.S. Constitution, Bartleby the Scrivener (Herman Melville), Ragged Dick (Horatio Alger), The Great Gatsby (F. Scott Fitzgerald), Nickel and Dimed (Barbara Ehrenreich) Short selections from the following figures: Thomas Jefferson, Alexander Hamilton, James Madison, Karl Marx, William Jennings Bryan, Eugene V. Debs, Franklin Delano Roosevelt, Students for a Democratic Society, John Rawls, Robert Nozick, Jude Wanniski, Thomas Friedman and Naomi Klein
Films: Modern Times, High Noon, Roger and Me
Music: songs by Woody Guthrie
http://web.austin.utexas.edu/cola/students/courses/coursedetail.cfm?courseID=11431
Abbreviated Syllabus for the
Course: You Say You Want a Revolution? Society, Culture and Politics in the
1960s
Semester Fall
2005
AMS 370 - Title You Say You Want a Revolution?
Society, Culture and Politics in the 1960s-W
Substantial Writing Component: Yes
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
28145 |
TTH |
2:00 PM- 3:30 PM |
MEZ 1.118 |
MICKENBERG |
Prerequisites
Upper-division standing required. Contains a substantial writing component and fulfills part of the basic education requirement in writing.
Course Description
In this class we will explore the major social movements and the political, cultural and intellectual developments of the 1960s, as well as their origins in the 1950s and earlier. These include post-war liberalism; the Great Society and the War on Poverty; the New Left; the Free Speech Movement; the peace movement; the Civil Rights movement; nationalist and liberation movements among African Americans, Chicanos, Asian Americans, American Indians, gays and lesbians, and women; the youth movement and counterculture; the conservative movement; and the environmental movement. Throughout, we shall seek to learn not only what happened, but also why it happened; moreover, as members of a university community, we will be attentive to the question of how political and social activity in the 1960s, activity inspired largely by young people in and around universities, has affected our lives today and our relationship to politics and civic life.
In the 1960s spirit of participatory democracy this class will be run as something of a cooperative enterprise. Rather than working on the model of expert teacher and student receptacles-of-knowledge, as students you will be actively contributing to the course content through your own research and presentations to the class. In other words, your active participation is essential to the success of the course. If you were hoping for a more passive learning experience, you should look elsewhere.
Course Requirements
Formal presentation
Two 4-6 page papers
One eight-to-ten page paper requiring research and revision
Regular informed participation in on-line blackboard discussion and in-class discussion
Regular attendance is also mandatory
Texts
Probable Course Texts (the first three are definites):
Andrew Jameson and Ron Eyerman, Seeds of the Sixties
Maurice Isserman and Michael Kazin, America Divided: The Civil War of the 1960s
Alexander Bloom and Wini Breines, Takin It To the Streets: A Sixties Reader
B.F. Skinner, Walden Two
Eldridge Cleaver, Soul on Ice
Tom Wolfe, The Electric Kool-Aid Acid Test
Doug Rossinow, The Politics of Authenticity
http://web.austin.utexas.edu/cola/students/courses/coursedetail.cfm?courseID=9075
Abbreviated Syllabus for the
Course: Not-So-Straight History: Homosexuality in 20th Century America
Semester Spring
2005
AMS 315 - Title Not-So-Straight History:
Homosexuality in 20th Century America-W
Substantial Writing Component: No
Unique 27110 to 27112
Multiple Sections: Yes
Course Description
So often when we hear the “straight history” of the United States, we end up with a version of events that conceals as much as it reveals. Sexuality is one realm of US history that often remains invisible, especially when we consider those Americans whose sexual experiences don’t fit into the main rubric of heterosexuality.
This course will therefore seek to retrieve some of the histories of individuals and groups who don’t fit into the heterosexual norm, including those who identify as homosexual, bisexual, and/or transgendered. Particular emphasis will be placed on the history of gays and lesbians. Students in the course will gain a solid understanding of key events in the history of homosexuality throughout the 20th century. The course will begin with the “birth” of homosexuality in the 1890s and follow its history through to what some consider the impending “end” of homosexuality in the present day (replaced either by a “postgay” or a “queer” identity). Along the way, we will try to unravel and better understand a reality that most of US society now takes for granted: that the sex of one’s sexual partner reveals a deep-seated personal identity and grants one membership in a minority group.
And yet, all throughout this course, it will become clear that a study of homosexuality and other non-normative sexualities is not at all a separate story from the “straight history” we have been taught through the years. In fact, a study of the not-so-straight will put normative history into clearer focus as well. Students will leave the class with a better appreciation of:
• how the rise of gay and lesbian communities is tied to larger social changes that affect all of society, such as industrialization and the mobilization for World War II.
• how the persecution or acceptance of homosexuality fits into larger discussions in American society about the role of religion, as well as the role of science.
• how persecution of gays and lesbians in the McCarthy era exemplifies the larger loss of personal freedom and the curtailment of civil rights in Cold War America.
• how gay liberation interacted with – and at times clashed with – the counterculture and the activist movements of the late 1950s and 1960s.
• how the AIDS crisis helped to place homosexuals at the center of a larger “culture war” in the 1980s and 1990s.
• how American notions of homosexuality have been exported around the world during the present age of globalization, and how the position of homosexuals has changed as a result, both in America and abroad.
We will also look at whether it matters as much for today’s youth to identify as either gay or straight, and what that says about the current impact of mass media and marketing.
Course Requirements
As this is a Substantial Writing Component course, students will have three written assignments over the semester, including take-home essays and a research paper.
Texts
The texts used in the class will draw from a variety of sources and media styles, including books, journals, newspapers, Supreme Court decisions, and sexual surveys. We will also view a few films and have clips of television shows and print advertising as part of our classroom interaction.
http://web.austin.utexas.edu/cola/students/courses/coursedetail.cfm?courseID=6987
Abbreviated Syllabus for the
Course: American Worker
Semester Spring
2005
AMS 370 - Title American Worker-W
Substantial Writing Component: Yes
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
27210 |
MWF |
2:00 PM- 3:00 PM |
BEN 1.106 |
KAMPER |
Course Description
This course takes as its focal point the nature of work, labor, and the labor movement in the United States. Who counts as a worker in America? What does it mean to work? How does work and economic class shape identity? How do workers define themselves collectively? We will examine American structures and discourses of class, gender, race, nationality, and culture through the behavior, practices, and beliefs of American workers. Focusing on workers allows us to see how political-economic identity shapes and is shaped by other aspects of social and cultural personhood.
Topics we will study include the fundaments of class and capitalism; the organization of work; the culture of workers; the labor movement; films about workers; the gendering, racialization, and internationalism of contemporary workplaces; and alliances between communities of race, class, gender, and nation.
Course Requirements
Attendance and participation: 10%
One 10-minute in-class presentation on a current worker job action: 25%
Five 2-page response papers: 25%
Final project (including outline, class presentation, and a 8-10 page study of workers in a local community or industry): 40%
Texts
Books/Articles: Adam Smith, selections from Wealth of Nations; Herman Melville, “Bartleby” and “The Paradise of Bachelors and The Tartarus of Maids;” Karl Marx, selections from Capital; Max Weber, selections from Essays in Economic Sociology; Daniel Letwin, Interracial Unionism: Alabama Coalminers, 1878 – 1921; Michael Denning, selections from The Cultural Front; George Lipsitz, Rainbow at Midnight; Howard Zinn, Dana Frank, and Robin D. G. Kelley, Three Strikes; Robin D. G. Kelley, selections from Race Rebels; Barbara Ehrenreich, Nickel and Dimed; Rick Fantasia, Cultures of Solidarity; Kate Bronfenbrenner (ed.), Selections from Organizing to Win; Ruth Milkman (ed.), selections from Organizing Immigrants
Films: Salt of the Earth; Norma Rae; The Cradle Will Rock; American Dream; Clockwatchers; Los Trabajadores
http://web.austin.utexas.edu/cola/students/courses/coursedetail.cfm?courseID=7039
Abbreviated Syllabus for the Course: Women Radicals and Reformers
Semester Spring
2005
AMS 370 - Title Women Radicals and Reformers-W
Substantial Writing Component: Yes
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
27240 |
TTH |
2:00 PM- 3:30 PM |
MEZ 1.118 |
MICKENBERG |
Course Description
Concentrating on the twentieth century but beginning with eighteenth and nineteenth-century precedents, this course will look at women’s radical activism and traditions of reform through the interdisciplinary lens of American Studies. That is, we will consider women’s radicalism and reform from historical, literary, sociological, journalistic, and artistic perspectives, with plenty of room for students to bring in material of particular interest to them. Topics covered will include campaigns for female education and women’s suffrage; women’s challenges to slavery and lynching; women’s role in socialist and communist movements; feminism (first and second wave); the settlement house movement; labor activism; literary radicalism; the peace movement; ethnic nationalism; women’s liberation; and the new “grrl” power. Throughout, we will consider the ways in which various movements have taken on particularly “feminine” dimensions (that is, how they come to be understood as “women’s” movements); the role of men in “women’s” movements; the dynamics between individual leadership and communal organizing; the impact of race, gender, ethnicity, class, region, and sexuality on women’s individual and collective sensibility; and the variety of ways in which the radical and reform impulses of women and girls have been expressed. Students will actively contribute to course content through research and presentations to the class, and through informed participation in class discussions.
Course Requirements
1. Informed participation in class discussions.
2. Semi-weekly short reflection papers.
3. Presentation, based on research, supplementing the reading for a particular week.
4. Term paper (7-10 pages), in which you build upon the research for your presentation, using it as a focal point for discussing key themes in the course.
Texts
Women’s America: Refocusing the Past, ed. Linda K. Kerber and Jane Sherron De Hart
Southern Horrors and Other Writings: The Anti-Lynching Campaign of Ida B. Wells,1892-1900, ed. Jacqueline Jones Royster
Jane Addams, Twenty Years at Hull House
Charlotte Perkins Gilman, Herland
Paula Rabinowitz and Charlotte Nekola, Writing Red
Gerda Lerner, Fireweed: A Political Autobiography
Betty Friedan, The Feminine Mystique
Maxine Hong Kingston, The Woman Warrior: Memories of a Girlhood Among Ghosts
Colonize This! Young Women of Color on Today’s Feminism
The Center for Women’s and
Gender Studies
http://www.utexas.edu/cola/cwgs/
Offers a concentration and a minor. Will begin offering a major next year.
Publishes a Department-wide reading list, with authors including: Douglas Crimp, Angela Davis, Barbara Ehrenreich, Cynthia Enloe, Betty Friedan, David Halperin, bell hooks, Alison, Jaggar.
http://www.utexas.edu/cola/cwgs/content/publications/PDF/resourcelist.pdf
From the Center’s Website:
“The mission of the Center for Women's and Gender Studies is to advance knowledge and understanding about women's lives, and the role that gender plays in structuring society. This is done in a variety of ways. We offer courses and degree programs for both undergraduates and graduate students, which explore all aspects of women's and gender studies. We also promote interdisciplinary research, by providing faculty development opportunities, recognition for faculty achievements, research workshops and colloquium series that consider the latest research findings. Finally, we engage in community outreach work, by organizing workshops, conferences, lectures and panel discussions for the UT community and the broader public.
The students, professors, and community members who participate in our programs explore a wide variety of topics and issues such as the causes of breast cancer, the role of marriage in men's and women's health, women's citizenship and constitutional rights in the US, changing sex roles in Mexico, and the contributions of women writers and artists in different historical periods and places.
CWGS also works closely with other interdisciplinary programs and research centers on campus. Examples include the ethnic studies centers (the Centers for Asian American Studies, African and African American Studies, and Mexican American Studies), various area studies center (the Centers for European Studies, and Middle Eastern Studies, as well as the Institute for Latin American Studies), other research centers (the Center for Health Promotion Research and the Population Research Center), and student centers (the Women's Resource Center, and the Gender and Sexuality Center).”
Concentration
and Minor Requirements
Undergraduate Concentration in Women's Studies
The WGS undergraduate concentration requires:
- A departmental major or the equivalent.
- Eighteen semester hours in Women's and Gender Studies, consisting of six semester hours chosen from WGS 321, WGS 322, WGS 323, and twelve additional semester hours in Women's and Gender Studies, at least three of which must be in a topic of WGS 340 and at least six of which must be upper-division. WGS 360 is optional.
- Courses required for the concentration may also be used to fulfill major requirements of the department in which they originate.
- Currently, WGS has concentrations in the Colleges of Liberal Arts and Communication. Concentrations are underway in Fine Arts and Social Work.
WGS Undergraduate Minor
With the approval of the student's major department, any student may
earn a minor in Women's and Gender Studies. Twelve hours are required for the
minor, six of which must be upper-division.
WGS Major: Coming in Fall 2006, pending approval
Syllabus for the Course: Introduction to Women's and Gender Studies
WGS 390:
Foundations I:
Introduction to Women's and Gender Studies
Instructor:
Katherine Arens
Dept. of Germanic Studies
E.P. Schoch 3.128; 1-4123
k.arens@mail.utexas.edu
Course: Unique # 47245 TTH 12:30-2:00. MEZ 1.122
BOOKS
- Chicago Manual of Style. Chicago: U of Chicago P, 2003. ISBN 0-2261-0403-6
- Marcia Cohen. The Sisterhood. NY: Simon & Shuster, 1998. ISBN 5-5521-6082-7
- Claire Duchen. Feminism in France. NY: Routledge, 1986. ISBN 0-7102-0455-8
- Alice Echols. Daring to Be Bad. Minneapolis: U of Minnesota P, 1990. ISBN 0-8133-1787-2
- Estelle B. Freedman. No Turning Back: The History of Feminism and the Future of Women. NY: Ballentine Books, 2002. ISBN 0-345-45053-1
- Betty Friedan. The Feminine Mystique. Intro. Anna
Quindlen. New York: W.W. Norton & Company, 2001 [ISBN: 0-393-32257-2]
[HQ 1426 F83 1984] - Karen Offen. European Feminisms, 1750-1950: A Political History. Stanford, CA: Stanford UP, 1999. ISBN 0-8047-3420-8
- Shulamit Reinharz with Lynn Davidman. Feminist Methods in Social Research. NY: Oxford UP, 1992. ISBN 0-1950-7386-x
- Ruth Rosen. The World Split Open: How the Modern Women's Movement Changed America. New York: Penguin, 2001. ISBN 0-6708-1462-8
- Bonnie G. Smith, ed. Global Feminisms Since 1945. London: Routledge, 2000. ISBN 0-415-18491-6
- Liesbet van Zoonen. Feminist Media Studies. Sage, 1994. ISBN 0-8039-8554-1
CLASS RESERVE
- Guides for writing well
CLASS RESERVE
- Jane Addams. Democracy and Social Ethics. Ed. Anne Firor Scott. Cambridge, MA: The Belknap Press of Harvard UP, 1964 [1907]
- Ann Taylor Allen. "The March through the Institutions: Women's Studies in the United States and West and East Germany, 1980-1995." Signs, 22, # 1 (1996: 152-180)
- Jennifer Baumbardner and Amy Richards. ManifestA: Young
Women, Feminism, and the Future. New York: Farrar, Straus and Giroux, 2000
[ISBN 0-37452622-2]
HQ 1421 B38 2000 - Deborah A. Burghardt and Carol L. Colbeck. "Women's Studies Faculty: Claiming Feminist Scholarship in a State University System." Paper Presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). ERIC -- Educational Resources Information Center. EDRS Document # ED 453 121
- Judy Chicago. Through the Flower: My Struggle as a
Woman Artist. Garden City, NY: Anchor/ Doubleday, 1977.
ND 237 C492 A28 Fine Arts Library - Hélène Cixous. "The Laugh of the Medusa.' Trans. Keith Cohen and Paula Cohen. The Signs Reader: Women, Gender, and Scholarship. Eds. Elizabeth Abel and Emily K. Abel. Chicago: U of Chicago P, 1983.
- Claudia Clark. Radium Girls: Women and Industrial
Health Reform, 1910-1935. Chapel Hill: U of North Carolina P, 1997.
1-39, 65-86, 182-213
HD 6067.2 U6 C55 1997 PCL Stacks - John Clark, et al., "Subcultures, Cultures, and Class." In: Stuart Hall and Tony Jefferson, eds. Resistance Through Rituals: Youth Subcultures in Post-War Britain. London: Routledge, 1991 [1975]
- Angela Y. Davis. Women, Race, & Class. New
York: Vintage, 1983.
E 185.86 D383 1983 [orig, 1981] - ---. Lectures on Liberation. Los Angeles: National
United Committee to Free Angela Davis, n.d. [mid 1970s]
E 449 D7525 - Jacques Derrida. "Difference." Speech and
Phenomena, and Other Essays on Husserl's Theory of Signs. Trans. David
B. Allison. Evanston, IL: Northwestern UP, 1973. 129-160.
B 3279 H94 D382 PCL Stacks - ---. "Structure, Sign and Play in the Discourse of the Human Sciences." In Writing and Difference. Trans. Alan Bass. Chicago: U of Chicago P, 1978
- Susan Faludi. Backlash: The Undeclared War Against
American Women. New York: Anchor/Doubleday, 1991. [ISBN 0-385-42507-4]
HQ 1426 F35 1991 - Michel Foucault. The Archaeology of Knowledge (excerpts). Trans. A. M. Sheridan Smith. New York: Pantheon, 1972.
- ---. "Two Lectures." Power/Knowledge: Selected Interviews and Other Writings, 1972-1977. Ed. Colin Gordon. New York: Pantheon, 1980
- Nancy Fraser. "What's Critical About Critical Theory: The Case of Habermas and Gender." IN: Seyla Benhabib and Drucilla Cornell, eds. Feminism as Critique: On the Politics of Gender. Minneapolis: U of Minnesota P, 1987
- Sigmund Freud. An Outline of Psycho-Analysis. Trans. James Strachey. New York: W.W. Norton, 1949.
- Antonio Gramsci. An Antonio Gramsci Reader: Selected Writings, 1916-1935. Ed. Dvid Forgacs. New York: Schocken Books, 1988
- Part I: Socialism and Marxism, 1917-1918, 29-52
- Part II: Working-Class Education and Culture, 53-75
- Part VI: Hegemony, Relations of Force, Historical Bloc, 189-209
- Part X: Intellectuals and Education, 300-322
- Glossary of Key Terms, 420-431
- Beverly Guy-Sheftall with Susan Heath. Women's Studies: A Retrospective. A Report to the Ford Foundation. New York: Ford Foundation, 1995
- G.F.W. Hegel. Phenomenology of Spirit (excerpts)
- ---. Reason in History. Trans. Robert S. Hartman. New York: Macmillan/Library of Liberal Arts, 1953
- Leslie Heyword and Jennifer Drake, eds. Third Wave Agenda: Being Feminist, Doing Feminism. Minneapolis: U of Minnesota P, 1997 [ISBN 0-8166-3005-4]
- Michele Sidler, "Living in McJobdom: Third Wave Feminism and Class Inequality," 25-39
- Leslie Heyword and Jennifer Drake, "We Learn America like a Script: Activism in the Third Wave; or, Enough Phantoms of Nothing," 40-54
- Deborah L. Siegel, "Reading Between the Waves:
Feminist Historiography in a 'Postfeminist' Moment," 55-82
HQ 1421 T455 1997
- Luce Irigaray. Speculum of the Other Woman. Trans. Gillian C. Gill. Ithaca, NY: Cornell UP, 1985
- ---. This Sex Which is Not One. Trans. Catherine Porter with Carolyn Burke. Ithaca, NY: Cornell UP, 1985
- Annamarie Jagose. Queer Theory: An Introduction. New York: New York UP, 1996
- Michiko Kakutani. "Books of The Times: Examining Women's Studies Programs" (review of Patai and Koertge). The New York Times (Friday, December 9, 1994, Late Edition - Final): Section C, Page 26, Column 4
- Julia Kristeva. Revolution in Poetic Language (excerpts). Trans. Leon S. Roudiez. New York: Columbia UP, 1984
- ---. "The System and the Speaking Subject." The Kristeva Reader. Ed. Toril Moi. New York: Columbia UP, 1986
- Jacques Lacan. "The Mirror Stage." Écrits: A Selection. Trans. Alan Sheridan. New York: W. W. Norton, 1977
- Karen Lehrman. "Off Course." Mother Jones,
(September/October 1993): 45-51, 64-68.
-Responses at "Backtalk." Mother Jones (November/December 1993): 4-10. - Elaine Marks and Isabel de Courtivron, eds. New French Feminisms: An Anthology. New York: Schocken Books, 1980 (selections from de Beauvoir, Cixous, Clément, Kristeva).
- Karl Marx and Friedrich Engels. The German Ideology (excerpts). New York: International Publishing, 1988.
- Thomas P. Miller. "Treating Professional Writing as Social Praxis." JAC: Journal of Advanced Composition, 11, #1 (Winter 1991): 57-72
- Chandra Talpade Mohanty. "Under Western Eyes: Feminist Scholarship and Colonial Discourses." IN. Padmini Monjia, ed. Contemporary Postcolonial Theory: A Reader. London: Arnold, 1997.
- Toril Moi. "Appropriating Bourdieu: Feminist Theory and Pierre Bourdieu's Sociology of Culture." New Literary History, 22 #4 (Autumn, 1991)
- Laura Mulvey. Visual and Other Pleasures. Bloomington: Indiana UP, 1989
- Linda Nicholson. "Feminism and Marx: Integrating Kinship with the Economic." IN: Seyla Benhabib and Drucilla Cornell, eds. Feminism as Critique: On the Politics of Gender. Minneapolis: U of Minnesota P, 1987
- Friedrich Nietzsche. On the Genealogy of Morals (note that the pdf has both the German and the English)
- Linda Nochlin, "Women, Art, and Power" and "Why Have There been no great Women Artists?" Women, Art and Power, and Other Essays. New York: Harper & Row, 1988
- Daphne Patai and Noretta Koertge. Professing Feminism:
Cautionary Tales from the Strange World of Women's Studies. New York:
BasicBooks, 1994
HQ 1181 U5 P37 1994 - Mike Rose and Karen A. McClafferty. "A Call for the Teaching of Writing in Graduate Education." Educational Researcher, 30, #3 (March, 2001): 27-33
- Margaret Sanger. The Pivot of Civilization. New
York: Brentano's, 1922. 1-53, 243-84
176 SA58P PCL Stacks - ---. Woman and the New Race. New York: Brentano's,
1920. 1-46, 186-97, 210-34
176 SA58W PCL Stacks - Ferdinand de Saussure. Course in General Linguistics. Trans Wade Baskin. New York: McGraw-Hill, 1966
- Seneca Falls Declaration http://www.ukans.edu/carrie/docs/texts/seneca.htm
- http://www.fordham.edu/halsall/mod/Senecafalls.html
- http://usinfo.state.gov/usa/infousa/facts/democrac/17.htm
- http://www.npg.si.edu/col/seneca/senfalls1.htm
- Barbara Miller Solomon. In the Company of Educated
Women: A History of Women and Higher Education in America. New Haven,
CT: Yale UP, 1985. 1-140
LC 1752 S65 1985 PCL Stacks - Elizabeth Cady Stanton and Susan B. Anthony. Correspondence, Writings, Speeches. Ed. Ellen Carol DuBois. New York: Schocken Books, 1981.
- Foreword
- Part 1 Introduction: 2-26
- Document 1: Stanton, "Address Delivered at Seneca Falls," 19 July 1848, 27-35
- Document 3: Stanton, "Address to the Legislature of New York on Women's Rights," 14 February 1854, 44-52
- Part 2 Introduction: 88-112
- Document 7: Stanton, "Speech at Lawrence, Kansas," 1867, 113-18
- Document 8: Stanton, "Gerrit Smith on Petitions," 119-24
- Document 13: Anthony, "Constitutional Argument," 1872, 152-65
- Document 14: Stanton, "Proposal to Form a New Party," May, 1872, 166-69
- Part 3 Introduction: 172-200
- Document 15: "Letters to Anthony in Support of Woman Suffrage, 1880," 201-07
- Document 16: Stanton, "Address of Welcome to the International Council of Women," 25 March 1888, 208-15
- Document 20: Stanton, "The Solitude of Self," 18 January 1892, 246-54
- Document 21: Anna Howard Shaw, "The Passing of Aunt Susan"; Helen Gardener, "Elizabeth Cady Stanton," 255-66
- Gloria Steinem. "I Was a Playboy Bunny." Outrageous
Acts and Everyday Rebellions. 2nd ed. New York: Owl Books/Henry Holt,
1995. 32-75
-"If Men Could Menstruate." 366-69 - Catharine R. Stimpson with Nina Kressner Cobb. Women's Studies in the United States: A Report to the Ford Foundation. New York, N.Y.: Ford Foundation, 1986.
- Virginia Woolfe. A Room of One's Own. London:
Hogarth Press, 1931.
820.9 W883r 1931l - Mary Wollstonecraft. A Vindication of the Rights of Men
and A Vindication of the Rights of Woman. Ed. Sylvana Tomaselli.
Cambridge Texts in the History of Political Thought. Cambridge: Cambridge
UP, 1995. 65-155. ISBN 0-521-43633-8
Online at http://www.bartleby.com/144/ - NOT ON RESERVE:
Kate Weigand. Red Feminism: American Communism and the Making of Women's Liberation. Baltimore, MD: John Hopkins UP, 2001. ISBN 0-8018-7111-5.
Daniel Horowitz. Betty Friedan and the Making of The Feminine Mystique: The American Left, the Cold War, and Modern Feminism. Amherst: U of Massachusetts P, 1998 ISBN 1-55849-276-3.
WGS Foundations I: Syllabus
Introduction to WGS:
From the Practical to the Critical to the Theoretical, with Praxis
Fall, 2004 Unique #47425 TTH 12:30-2:00, MEZ 1.112
Week 1: 26
August
TH Introduction to the Course:
Who are you --
what are your women's and gender studies (two plurals)?
ASSIGNMENT 1 DUE: Personal History
PART I: Where does WGS come from?: History and Locus
WEEK 2: 31 August, 2 September
TU Origins in the 19th Century:
Political Roots
History Readings
· Karen Offen, European Feminisms, passim
o "Prologue: History, Memory, and Empowerment," 1-18
o "Thinking About Feminism in European History," 19-26
o "Epilogue: Reinventing the Wheel?," 379-95
· Ann Taylor Allen, "The March through the Institutions" (opt.)
· Estelle B. Freedman, No Turning Back, passim
Key Original Voices:
· Mary Wollstonecraft, Vindication of the Rights of Women, 65-155
· "Seneca Falls Declaration"
· Elizabeth Cady Stanton and Susan B. Anthony, selections from Correspondence
DISCUSSION
QUESTION: Which projects distinguish these feminisms?
RESOURCE TO INTRODUCE: Précis for analysis
TH The Early 20th
Century: The Practical Project (Anglo-American)
History Reading
· Barbara Miller Solomon, In the Company of Educated Women, passim, esp. 1-140
Key Original Voices:
· Margaret Sanger, The Pivot of Civilization and Woman and the New Race, passim
· Jane Addams, Democracy and Social Ethics, passim
· Virginia Woolf, A Room of One's Own
DISCUSSION
QUESTION: Which projects distinguish these feminisms?
ASSIGNMENT DUE: Précis (any original voice -- one chapter will do)
WEEK 3: 7, 9 September
TU The Latter 20th
Century: The Political Project
History Reading (all passim)
· Marcia Cohen, The Sisterhood
· Ruth Rosen, The World Split Open
· Alice Echols, Daring to be Bad
·
RECOMMENDED: Kate Weigand, Red Feminism
Daniel Horowitz, Betty Friedan and the Making
of the Feminine Mystique
Original Voices:
· Angela Davis, Women, Race & Class, passim
· ---, Lectures on Liberation
· Betty Friedan, The Feminine Mystique, passim
· Gloria Steinem, "I Was a Playboy Bunny," "If Men Could Menstruate"
· Check out the WGS bibliography from the Center (on your class CD as resourcelist.pdf) for other voices
DISCUSSION QUESTION: What distinguishes post-war feminisms?
TH Since 1985: The
Theoretical and Institutionalized Critical Projects
History Reading(all passim)
· Liesbet van Zoonen, Feminist Media Studies
· Claire Duchen, Feminism in France
· Bonnie G. Smith, ed., Global Feminisms Since 1945
Original Voices:
· Hélène Cixous, "Laugh of the Medusa"
· Chandra Mohanty, "Under Western Eyes"
· Catharine R. Stimpson with Nina Kressner Cobb, Women's Studies in the United States
· Beverly Guy-Sheftall with Susan Heath, Women's Studies: A Retrospective
ASSIGNMENT DUE: Précis (any original voice)
WEEK 4: 14, 16 September
TU Backlash and Current Projects: From Institutionalized WGS through GLBT Theory and Identity Politics
· Susan Faludi, Backlash, Chaps. 1 & 2, Epilogue
· Karen Lehrman. "Off Course," and Responses to the article (the most public of WS exposés)
· Daphne Patai and Noretta Koertge, Professing Feminism, passim (note that this represents ANTI-women's studies -- prepare to refute it)
· --Review by Michiko Kakutani
· Deborah A. Burghardt, et al., "Women's Studies Faculty"
· ALSO:
o Pamela L. Caughie. "Graduate Education in Women's Studies"
o Judith Kegan Gardiner, "Paradoxes of Empowerment"
o Pamela L. Caughie. "Professional Identity Politics"
o Sally L. Kitch. "Ph.D. Programs and the Research Mission of Women's Studies"
o Jennifer Baumgardner and Amy Richards. "The Number One Question about Feminism"
o Anne Mamary. "Interventions"
CLASS
DISCUSSION: Institutional configurations of WGS
ASSIGNMENT 2 DUE: Locate history of WS (not women's participation, but
actual organizational links and academic stuff) in areas you're interested in
(USE THE GUIDE TO WS).
PART II: What do WGS professionals do?, 1: Authorization and Communities of Authority
TH Who are my people,
1?: Institutions, Organizations, and Disciplines, and Why You Need to Interface
with Them
CLASS DISCUSSION: An introduction to
National WS organizations, foundations, museums, and policy projects (includes
NWSA, NOW, NMWA, various women's organizations within national professional
organizations -- see class website for links page)
ASSIGNMENT 3 DUE: Find Your People in the Academy
WEEK 5: 21, 23 September
TU CLASS DISCUSSION: financing women's studies
· Note that Baumgardner Book in the back has resources
· look at grants section of class website
· national archives and conferences
ASSIGNMENT 4
DUE: Situate Yourself Nationally
PROOF OF WARMUP ASSIGNMENT DUE: last possible date
TH Who are my people,
2?: Activism and Community-Based WGS
Original Voices:
· Excerpts from Leslie Heyword and Jennifer Drake, eds., Third Wave Agenda: Being Feminist, Doing Feminism
o Michele Sidler, "Living in McJobdom: Third Wave Feminism and Class Inequality"
o Leslie Heyword and Jennifer Drake, "We Learn America like a Script: Activism in the Third Wave; or, Enough Phantoms of Nothing"
o Deborah L. Siegel, "Reading Between the Waves: Feminist Historiography in a 'Postfeminist' Moment"
· Jennifer Baumbardner and Amy Richards, ManifestA, 1-86, 233-342, 267-381 (note that 323 on is reference sources of great note)
CLASS DISCUSSION: Introducing resources (see class website)
· local chapters of nationals (e.g. Feminist Majority), Austin and area
· campus outreach projects and community education
· community-based initiatives in Austin (guerrilla and community radio, coops, etc).
· state and local initiatives
WEEK 6: 28, 30 September
TU Identifying Forms
of Output: How to make an impact--professional communication expectations
Original Voices
· Mike Rose and Karen A. McClafferty, "A Call for the Teaching of Writing in Graduate Education" (download as rose.pdf)
· (optional) Thomas P. Miller, "Treating Social Writing as Social Praxis" (download as pdf)
CLASS
DISCUSSION: What forms of professional communication will you need to
master?
For example:
· writing, speaking, presentation skills (academic/public)
· teaching (community education, academic)
· grant-writing
· technical (PowerPoint, web publishing, list-servs, organizational)
RESOURCES TO INTRODUCE:
· UT Graduate School's Professional Development and Community Engagement Program
·
Style manuals
Style Manuals
Proofreaders' Marks
· Computing at UT (Webspace, Webmail, Labs)
·
Software and Hardware
Campus Computer Store for deals
Bevoware free software
EndNote
·
Free training and handouts (e.g. html how-tos)
Free Computer Training
(see esp. ITS short courses)
Free Handouts
which can teach you most beginning courses
Thesis Support
Special Characters in
HTML
Writing and editing
manuals
· Division of Rhetoric and Composition: Student Resources on style, documentation, research, etc.: http://www.drc.utexas.edu/student_resources/
ASSIGNMENT 5 DUE: Find Your Cause and Outreach
TH Class presentation:
CVs, Resumés, grant proposals
READ -- CV guide, Grants sections of website
Grant-writing tutorials:
· http://fdncenter.org/learn/shortcourse/prop1.html
· http://www.mcf.org/mcf/grant/writing.htm
· http://www.business-training-schools.com/bus/how-to-write-grant-proposal.php
· http://www.cpb.org/grants/grantwriting.html
WEEK 7: 5, 7 October
TU DISCUSSION: Based on your series of postings: how do I plan my
time at UT.
Also bring in a paper copy of the CV -- we may have a critique session using
the doc cam.
ASSIGNMENT 6 (parts 1 & 2) DUE: Presenting Myself
Part III. The Academic Face of WGS = What do WGS professionals do?, 2: Skills, Outputs, Resources, and Self-Authorization
TH Research and
Professional Information-Gathering, 1: Using Primary Sources
CLASS PRESENTATION: UT RESOURCES OF
NOTE
·
PCL (includes special
collections)
(see especially Databases
and Indexes to Articles)
· HRC (Ransom Center)
· Nettie Lee Benson Latin American Collection
·
Archives
Center for American History (e.g.
Natchez Trace Collections)
L.B.J. Presidential Library and Museum
--(current director: Betty Sue Flowers, a long-time friend of WGS at UT)
· Austin History Center (not UT, but close!)
·
UT Research
Web
and particularly EUREKA,
a search function for research specialties
· Center for Teaching Effectiveness
· Faculty affiliates of the Center for Women's and Gender Studies
ASSIGNMENT 7 due: Evaluating and working with online archives
WEEK 8: 12, 14 October
TU GUEST: Elizabeth L. Garver, HRC. MEET IN HRC
TOPIC: Using Archival and Primary Sources at UT
TH Research and
Professional Information-Gathering, 2: Secondary Sources
Topic: bibliographies, search engines, UT Library Online
GUEST PRESENTATION: Lindsey Schell, PCL; MEET IN PCL 1.124 !!
· See especially Databases and Indexes to Articles, the Gender Studies Database from NISC
WEEK 9: 19, 22 October
TU Research Methods:
Original Research and Analysis
Reading
· Shulamit Reinharz with Lynn Davidman, Feminist Methods in Social Research (passim -- read around)
ASSIGNMENT 8 due: Evaluating web-based resources.
TH Ethics of Research
and Teaching:
Professional Issues
· UT Vice President for Research: Office
·
Office of Research
Support and Compliance
-see particularly the information on IRB and Human Subject training and
compliance
· "stealing" women's stories, crafts, etc.: Position of the researcher
· peer review and access mechanisms
· evaluation/assessment
· ownership of intellectual property
· teaching ethics (see Center for Teaching Effectiveness for various approaches)
· ethics section of class links page
Voices
· Judy Chicago, Through the Flower (excerpt)
· Linda Nochlin, "Women, Art, and Power" and "Why Have There Been No Great Women Artists?"
· Claudia Clark, Radium Girls (excerpt)
WEEK 10: 26, 28 October
TU CLASS DISCUSSION: what kinds of research I will need/problems in using
existing resources as a feminist
ASSIGNMENT 9 DUE: My Site of "Primary Sources" and My Research
Issues
PART III: Basics of Theory: The Roots
TH CLASS LECTURE: How feminist theory grew: roots and keys from Western thought
WEEK 11: 2, 4 November
TU Models of History, Consciousness-Raising, and Revolution: Hegel and Marx to Critical Theory
· G. F. W. Hegel, Reason in History
· ---, Phenomenology of Spirit (excerpt)
· Karl Marx and Friedrich Engels, The German Ideology
· Friedrich Nietzsche, On the Genealogy of Morals
· Antonio Gramsci, selections from An Antonio Gramsci Reader
TH
· Linda Nicholson. "Feminism and Marx"
· John Clark, et al., "Subcultures, Cultures, and Class"
· Nancy Fraser. "What's Critical About Critical Theory"
ASSIGNMENT DUE: Précis (any text from this week)
WEEK 12: 9, 11 November
TU Signification, Marginalization, Consciousness: Freud to French Feminism
· Sigmund Freud, An Outline of Psycho-Analysis
· Ferdinand de Saussure, Course in General Linguistics (excerpts)
· Jacques Lacan, "The Mirror Stage"
TH
· Elaine Marks and Isabel de Courtivron, eds., New French Feminisms (excerpts)
· Hélène Cixous. "The Laugh of the Medusa'
· Luce Irigaray, Speculum of the Other Woman (excerpts)
· ---, This Sex Which is Not One (excerpts)
· Julia Kristeva, Revolution in Poetic Language (excerpts)
· ---, "The System and the Speaking Subject"
ASSIGNMENT DUE: Précis (any text from this week)
WEEK 13: 16, 18 November
TU Post-Structuralism, Deconstruction, The Gaze, Alterity
· Michel Foucault, The Archaeology of Knowledge (excerpts)
· ---, "Two Lectures"
· Jacques Derrida, "Structure, Sign and Play in the Discourse of the Human Sciences"
· ---, "Differance"
TH
· Toril Moi, "Appropriating Bourdieu"
· Laura Mulvey, Visual and Other Pleasures
· Annamarie Jagose, Queer Theory: An Introduction
ASSIGNMENT DUE: Précis (any text from this week)
WEEK 14: 23 November(+ Thanksgiving)
T ASSIGNMENT 10 DUE as part of class symposium
TH Thanksgiving
WEEK 15: 30 November, 2 December
T Class Symposium continued
TH ASSIGNMENT 6, part 3, due
FINAL EXAM TIME: Saturday 11 December 9-12AM
FINAL ASSIGNMENT DUE IN TO MY OFFICE
WGS Foundations I: Assignments
Introduction to WGS:
From the Practical to the Critical to the Theoretical, with Praxis
Fall, 2004 Unique #47425 TTH 12:30-2:00, MEZ 1.112
SEMESTER WARMUP ASSIGNMENT: Preparation for All Assignments
Go to the Library Online link off the UT homepage, then click on the link Orientation and Instruction, to get to the "students" link ( http://www.lib.utexas.edu/services/instruction/studentindex.html). Schedule yourself on a LIBRARY TOUR and a class that introduces the library resources to you.
Students in their first semester at UT in WGS must offer proof that you have done both; students from other programs taking this course may be able to exempt themselves by talking to the instructor.
Worth 3% of final grade.
ASSIGNMENT 1: Personal history
In the Discussion Board Forum listed for this assignment, introduce yourself: your background, your involvement / stake in WGS, your goals for the program (if in WGS), and/or for the course (if not in WGS MA program)
ASSIGNMENT 2: History of Gender in Your Field
Go to the Reader's Guide to Women's Studies (ed. Eleanor B. Amico [Chicago: Fitzroy-Dearborn, 1998).
Prepare a presentation of 3 minutes max in length (e.g. less than 500 words), and a handout (max 1 side of 1 sheet of paper) that summarizes the who, what, where and when facts of how the gender optic entered your individual field. Stress landmark texts or projects, and what forms/areas/representations WS takes in your discipline.
Be sure you focus not on women's participation in the field (i.e. the first women lawyer), but in the actual organizational configuration of the areas you're interested in. That is, you are looking for your (sub)field's identity politics, as revealed in choices like:
· its specialized research agenda
· its definition of advocacy
· its choice of audience
· its attention to education (community or other)
· its balance of technical research and creative/inspirational/performance/emotional production
· the community it is building (who? where?)
The professor will post a version for either German studies or Comp lit online as sample. Be prepared to present it orally in class.
PRÉCIS ASSIGNMENTS: see separate handout
ASSIGNMENT 3: Find Your People in the Academy
The goal of this assignment is for you to identify "your people" on the campus, and the disciplines they represent (as well as departments, programs, and professional organizations they belong to).
Where to start:
· list of faculty affiliates of the Center for Women's and Gender Studies: http://www.utexas.edu/depts/wgs/about/faculty.html
· the UT Research Web at http://www.utexas.edu/research/index.php
· on that site, EUREKA, a search function for research specialties, at http://www.utexas.edu/research/student/index.html Be sure you play with it, and note that faculty have to subscribe themselves, so it is by no means complete.
· department websites and lists of courses offered
· centers and lecture series posted and list-servs, etc.
YOU submit to the appropriate forum on the Discussion Board: a list of people you need to meet, courses you need to take, lecture series, newsletters, list-Servs, etc., that you need to subscribe to, and yearly conferences you'd like to be included in, along with reasons why. Formal prose is not necessary; it can be a checklist sharing resources.
ASSIGNMENT 4: Situate Yourself Nationally
Starting from the national resources posted on the class website, but moving beyond them, post on the Discussion Board a set of benchmarks for yourself, including where you need to insert yourself professionally on the national level and what support you might apply for for next year, or beyond.
Include reference to things like:
· professional organization(s) you need to belong to or pay attention to (WGS and disciplinary)
· national advocacy and policy initiatives in your areas
· repeated (e.g. annual) conferences you might aim at presenting at or attending
· grants from Graduate School and COOP
· grants from professional organizations, museums, advocacy agencies (study, assistance, travel).
Formal prose is not necessary; it can be a checklist sharing resources, but you need to include rationales. The point is to make you aware of why you need to keep your eye on the national scene for your disciplines and projects, and what those interfaces can provide.
ASSIGNMENT 5: Find Your Cause and Outreach
Starting from the representative local resources posted on the class website, identify your people off campus who may feed into your academic or other professional future, ' such as by using your skills, research, and energy.
Pick one or two and post a rationale for your choice on the class Discussion Board.
ASSIGNMENT 6: Presenting Yourself
Part 1: Produce a paper-based academic CV based on the handout downloadable from the Germanic Studies Department website, under the link entitled "professional development." THIS IS NOT YOUR JOB RESUMÉ DONE COMMERCIALLY FOR NON-ACADEMIC JOBS.
Part 2: Post on the class Discussion Board a brief statement identifying your area's style manual(s), standard software, performance and writing expectations, etc.
Part 3: due by the last day of class
Produce a website with your cv posted on-screen (and possibly also as a
download). You can start with the example posted at the Germanic Studies
website, under the link entitled "professional development." Note
that using MS Word's internal converter or the authoring programs within a web
browser will NOT suffice -- for the reason why, you may need to convert
something to .htm and then look at it in WORD, in EXPLORER, in NETSCAPE, and in
SAFARI. You'll be appalled. Remember to use the handouts and training
opportunities presented in class. At the very least, you'll have to learn to
"debug" the code that WORD produces.
ASSIGNMENT 7: Working with Archival Material
Your mission with this assignment is to simulate the kinds of research and search strategies you'll need to employ when using online (or any) archival materials that are identified, but not otherwise categorized or assembled into meaningful units for special purposes. We'll use one UT special collection to simulate this process.
1. Through the PCL Library Online link page to "Databases and Indexes to Articles," access the Gerritson Collection online.
2. Assume that you have to do an article on the materials, and that you have not decided on a specific topic, just that you wanted to do something with this set of primary sources on women's history. Look through the catalogue to find a primary source document that interests you. Write down the identifiers and bibliographic entry for that article/source, using correct Chicago Style.
3. Now search the archive again for a source that "matches" it, but which is approximately 100 years older. Again, make an entry for that source, as above.
4. Step back and turn the documents into a research strategy. Develop a set of key terms that reflect the contents of the sources and why they seem to belong together in your head, as a possible core of an article. These key terms may be vocabulary items from the documents, names, dates, or places, themes that specifics in the text trigger in your head. Note down the keywords, and why they seem significant to you as a key to arguments that might be made about the texts. Note particularly period usages that don't stay the same between the documents, or between the documents and today's usages.
5. Taking these terms, and translate them into today's research frameworks. That is, decide what areas of online database (s) will help you find secondary literature on these topics. Do you need to check literature, or medicine, or history, or art? Which databases seem to be the most significant in these areas? Work around in the library online Databases to identify these, and write them down, including reasons for their choice.
6. Now enter at least two of those databases, and run a search or searches using the key words in a search and refine the key words. What problems do you have with finding information? Note these down.
7. Write 50-100 words on what kind of article might come out of the two documents you chose, based on the kinds of information you located in your secondary literature search.
ASSIGNMENT 8: Evaluating Web Sources
1. Run a search on GOOGLE for "women and art."
2. Run the same search on another popular web search engine (Yahoo, Dogpile, Alta Vista, etc.). It might be best to do so by opening a second window in your browser, so that the two searches can be displayed side by side.
3. Compare the results: what do you notice?
4. Now
pick four of the links from different kinds of sources (personal pages,
institutional pages, pages with academic URLs, unclear source -- don't use
overtly commercial ones), write down the URLs, and evaluate the probable
reliability of the source.
Evaluate the source on the basis of:
o probable status as authoritative (note dates, etc.)
o reliability of author
o reliability and/or status of sponsoring organization
o claims to representing the state of the art and professionals would see it
o probable audience
o probable purpose and point of view of the site
When you finish assessing each source (50-100 words each), state whether and where you could use this source for a research paper.
Two sources explaining
what it means to evaluate sources (web and otherwise):
http://www.library.jhu.edu/elp/useit/evaluate/
http://www.library.cornell.edu/olinuris/ref/research/skill26.htm
ASSIGNMENT 9: My Site of "Primary Sources" and My Research Issues
Post on the class discussion board a statement summarizing:
· what kinds of primary and secondary research you're likely to engage in, and
· what bibliographic databases and reference sources are critical to them
· what methodological challenges you'll have to master
· what ethical issues you'll encounter.
This will need to be coherent prose. Any sources cited will be expected to be in proper bibliographic format (note that you CAN italizice on BlackBoard if you use .html).
ASSIGNMENT 10 = Abstract
Presentation of Self and an Abstract for a project you're working on this semester as a sample of your interests.
You will generate a 5-minute powerpoint presentation that introduces yourself and your plans/projects/wishes for your time at UT. This will be posted on an online gallery for the WGS program!! The format is open, but consider it like a project presentation.
FINAL PROJECT: Book Review
1. Locate
a recent academic book on some aspect of GLBT, Gender, or Women's studies that
you would like to read and assess in the form of a book review.
HOW DO I DO THIS? The most straightforward way is to check out a professional
journal that HAS book reviews, such as SIGNS: Journal of Women in Culture
and Society, the NWSA Journal, The New York Review of Books,
or see tips below. Or cruise the shelves in BookWoman (a lovely place to visit,
if you haven't been there yet).
2. Read
the book critically. For descriptions of how to write a book reviews, see, for
example:
http://www.indiana.edu/~wts/wts/bookreview.html
http://www.lib.uwaterloo.ca/libguides/1-12.html
http://www.utoronto.ca/writing/bkrev.html
http://www.library.ualberta.ca/guides/bookreview/index.cfm
3. Do a literature search to help assess the author's position within the field, adequacy of research/reference, theoretical and practical biases and the like. Think of issues like: Who is cited in the book, and what "company" do they conventionally keep? Is recent material from credible sources accounted for?
4. Write the book review, setting the book into relation to its audience, and within its theoretical and historical contexts, incorporating some of the material you found on your literature search. The book review is 1000 words, max, and should include a header and other necessary references in the style prescribed by the Chicago Manual of Style.
5. After you complete the review, specify three to five journals which might want a book review of the type you're writing (e.g. UT's own E3W Journal). This speaks to the audience to whom you're speaking/writing, and provides a criterion to assess the adequacy of your review.
TIPS ON THIS ASSIGNMENT FROM LINDSEY SCHELL, PCL WGS reference librarian:
ON FINDING BOOK REVIEWS:
<I< of Review>(from UT Net Cat, a link to full text online, arranged chronologically)
Lambda Book Report (from UT Net Cat, a link to full text online, arranged chronologically)
Booklist (usually very short reviews for library selectors, rather than scholarly reviews)
Lots more here at "Finding Book Reviews": http://www.lib.utexas.edu/subject/english/bookreviews.html
Also, some sources for understanding the process of book review and literature review writing are:
· Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences. / Galvan, Jose L. / Los Angeles, CA / 1999 H 61.8 G3 1999 PCL Stacks
· Scholarly Book Reviewing in the Social Sciences and Humanities: The Flow of Ideas Within and Among Disciplines. Lindholm-Romantschuk, Ylva. Westport, Conn., 1998. H 61.8 L56 1998 PCL Stacks
· On Compiling an Annotated Bibliography, see 2nd ed. Harner, James L. New York: Modern Language Association, 2000. Z 1001 H33 2000 PCL and UGL
Finally, for the part where you identify journals where their reviews could be published, you should use Ulrich's Periodical Database and theMLA Directory of Periodicals, both available online from the Databases pages. MLA actually has a search limiter for "publishes book reviews," while Ulrich's allows the search to be limited to peer reviewed journals.
Syllabus for the Course: Feminist
Theories
WS 391 & RTF 386C—Feminist Theories Spring 2001
Unique #: 44440 & 07306 {Syl-52}
Tuesdays, 3:30pm-6:30pm, CMA 3.128
Janet Staiger, 471-6653, CMA 6.128
jstaiger@uts.cc.utexas.edu
Office Hours: Thursdays 2-4 (sign up on office door)
Feminist Theories
Course Description and Goals
An introductory seminar exploring the richness and diversity of the feminist and
gender theories guiding the work of feminist and gender scholars at The University of
Texas at Austin. The course will also introduce students to faculty who teach feminist
and gender theory and research courses through The University. See guest list and
contact information below.
Readings
The required readings are available for purchase at the UT Co-op and in a packet
under the course numbers at Longhorn’s (26th and Guadalupe).
Course Grading and Due Dates
• Discussion—25%
• Attendance at and report on two sessions of the UT Women’s and Gender Studies
Student Conference in relation to readings so far (15%)—due Monday, 2/19,
3:30pm, 4-5 pages
• Paper I—20%--due Thursday, 3/8, 12:30pm
• Paper II—20%--due Thursday, 4/12, 12:30pm
• Paper III—20%--due Tuesday, 5/8, 3:30pm
All three papers (6-10 pages) will ask you to synthesize aspects of the
lectures and readings in ways useful to your own research agenda. In all cases you
may remain within the confines of the materials covered in the class or expand out,
relating the class materials to other readings you are doing as a graduate student.
Miscellaneous Notices
• No incompletes in this course except in extreme circumstances, but if these arise, do
not hesitate to discuss this possibility with me.
• Students will have an opportunity to evaluate the course at the end of the term.
Guest Faculty
Judy Coffin <jcoffin@mail.utexas.edu>,
2
Desley Deacon <ddeacon@mail.utexas.edu>,
Lynn Wilkinson <lrw@mail.utexas.edu>,
Bob Jensen <rjensen@uts.cc.utexas.edu>,
Pascale Bos <pascale.r.bos@mail.utexas.edu>,
Alexandra Wettlaufer <akw@mail.utexas.edu>,
Katie Arens <k.arens@mail.utexas.edu>,
Charlotte Canning <canningc@utxvms.cc.utexas.edu>,
Lynn Miller <lsquared@mail.utexas.edu>,
Andrew Dell’Antonio <dellantonio@mail.utexas.edu>,
Sabrina Barton <sbbarton@mail.utexas.edu>,
Dorie Gilbert <dgm@mail.utexas.edu>,
Joni Jones <joniljones@yahoo.com>,
Kamala Visweswaran <kvis@mail.utexas.edu>,
Ann Cvetkovich <cvet@utxvms.cc.utexas.edu>,
Sandy Stone <sandy@sandystone.com>,
Jill Dolan <jdolan@uts.cc.utexas.edu>,
Mary Kearney <mkearney@mail.utexas.edu>
Syllabus
Wk Date Topic
1 1/16 Introduction
2 1/23 Women’s Studies, Feminist Theories, Gender Theories, and Research
in Women’s and Gender Studies
Liesbet van Zoonen. “Feminist Perspectives on the Media”
3 1/30 Early Feminist Theories
Judy Coffin (History)
Desley Deacon (American Studies)
Mary Wollstonecraft. Vindication of the Rights of Women
Virginia Sapiro. A Vindication of Political Virtue
Joan Wallach Scott. Only Paradoxes to Offer [excerpt]
Second-Wave Feminisms
4 2/ 6 Initial Second-Wave Feminisms: Virginia Woolf and Simone de Beauvoir
Lynn Wilkinson (Germanic Studies)
Virginia Woof. A Room of One’s Own
Simone de Beauvoir. The Second Sex [excerpt]
Simone de Beauvoir. “Women and Creativity”
Alice Jardine. “Interview with Simone de Beavoir”
Bob Jensen (Journalism)
3
Catherine MacKinnon. Toward a Feminist Theory of the
State [excerpt]
Andrea Dworkin. Letters from a War Zone [excerpt]
Angela Y. Davis. Women, Culture, and Politics [excerpt]
5 2/13 Feminisms and Freud
Pascale Bos (Germanic Studies)
Juliet Mitchell. Psychoanalysis and Feminism [excerpt]
Nancy Chodorow. The Reproduction of Mothering
[excerpt]
Charles Bernheimer. “Introduction, Part One”
Claire Kahane. “Introduction, Part Two”
Alexandra Wettlaufer (French and Italian)
Helene Cixous. “The Laugh of the Medusa”
Luce Irigaray. “This Sex Which is Not One”
Ann Rosalind Jones. “Writing the Body: Toward an
Understanding of l’ecriture feminine”
2/15-16
UT’s Women’s and Gender Studies Student Conference
6 2/19 due 3:30pm--Report on Women’s and Gender Studies Conference
Janet’s mailbox or office
2/20 Freud, Feminisms, and Lacan
Katie Arens (Germanic Studies)
Sigmund Freud. An Outline of Psycho-analysis [excerpt]
Karl Marx. The German Ideology [excerpt]
Jacques Derrida. “Structure, Sign, and Play in the Human
Sciences”
Jacques Derrida. “Difference”
Jacques Lacan. “The Mirror Stage”
Julia Kristeva. “The System and the Speaking Subject”
7 2/27 Feminisms and the Arts
Charlotte Canning (Theater & Dance)
Shannon Jackson. Lines of Activity [excerpt]
Elin Diamond. Unmaking Mimesis [excerpt]
Performing Women’s Auto/biography
Lynn Miller (Communication Studies)
Lynn Miller. “Gertrude Stein Never Enough”
Anita Plath Helle. “Re-Presenting Women Writers
Onstage”
Kristin M. Langellier. “Personal Narrative, Performance,
Performativity”
4
8 3/ 6 Feminisms and the Arts
Andrew Dell’Antonio (School of Music)
Susan McClary. “Introduction”
Ruth Solie. “Introduction”
Suzanne Cusick. “Gender, Musicology, and Feminism”
Suzanne Cusick. “On a Lesbian Relationship with Music”
Sabrina Barton (English)
Vertigo (Alfred Hitchcock, 1958)
Sharon Smith, “The Image of Women in Film”
Laura Mulvey, “Visual Pleasure and Narrative Cinema”
bell hooks, “The Oppositional Gaze”
3/8 due 12:30pm—Paper I, Janet’s mailbox or office
spring break
Revisions of Second-Wave Feminisms
9 3/20 Lesbian and Sexuality Critiques
Ann Cvetkovich (English)
Adrienne Rich. “Compulsory Heterosexuality and Lesbian
Existence”
Biddy Martin. Femininity Played Straight [excerpts]
Amber Hollibaugh. My Dangerous Desire [excerpt]
Janet Staiger
Michel Foucault. The History of Sexuality [excerpt]
Judith Butler. “Gender Trouble, Feminist Theory, and
Psychoanalytic Discourse”
Gayle Rubin. “Thinking Sex”
Robin Wood. “An Introduction to the American Horror
Film”
10 3/27 Black Feminisms
Dorie Gilbert (Social Work)
D. M. DiNitto and C. A. McNeese. Social Work [excerpt]
Peggy McIntosh. “White Privilege and Male Privilege”
Maxine Baca Zinn and Bonnie Thornton Dill. “Theorizing
Difference from Multiracial Feminism”
Joni Jones (Communication Studies)
June Jordan, “Case in Point” [separate packet]
Michele Wallace, “Anger in Isolation” [separate packet]
Audre Lorde, “Age, Race, Class, and Sex” [separate
packet]
Audre Lorde, Sister Outsider [selection]
5
Alice Walker, In Search of Our Mother’s Gardens
[selection]
Alice Walker, Living by the Word [selection]
Cheryl Clarke, “The Failure to Transform”
“The Combahee River Collective Statement”
11 4/ 3 Nationalisms and Postcolonial Theory
Kamala Visweswaran (Anthropology & Archeology)
Hazel V. Carby. “The Politics of Difference”
“The Combahee River Collective Statement”
Paula Gunn Allen. “Who is Your Mother?”
Deborah K. King. “Multiple Jeopardy, Multiple
Consciousness”
Chela Sandoval. “U.S. Third World Feminism”
Normal Alarcon. “The Theoretical Subject(s) of
This Bridge Called My Back and Anglo-
American Feminism
Cherrie Moraga. “From a Long Line of Vendidas”
Audre Lorde. Sister Outsider [excerpt]
Kum-Kum Bhavnani and Margaret Coulson.
“Transforming Socialist-Feminism”
Biddy Martin and Chandra Talpade Mohanty.
“Feminist Politics”
Chandra Talpade Mohanty. “Feminist Encounters”
Adrienne Rich. Blood, Bread and Poetry [excerpt]
12 4/10 New Genders, New Sexualities:
The Empire Strikes Back
Sandy Stone (Radio-TV-Film)
Donna Haraway. “A Manifesto for Cyborgs”
Sandy Stone. “The Empire Strikes Back”
Queer(ed)(?)
Jill Dolan (Theater and Dance)
Sue-Ellen Case. “Toward a Butch-Feminist Retro-Future”
Judith Halberstam. “Mackdaddy, Superfly, Rapper”
4/12 due 12:30pm—Paper II—Janet’s mailbox or office
13 4/17 Grrrl Culture and New Forms of Feminist Activism
Mary Kearney (Radio-TV-Film)
Christine Doza. "Bloodlove"
6
Jessica Rosenberg and Gitana Garofalo. "Riot Grrrl”
Melissa Klein. "Duality and Redefinition"
Masculinities
Janet Staiger
Tim Carrigan, Bob Connell and John Lee. “Hard and
Heavy”
Steve Neale. “Masculinity as Spectacle”
Margaret Morse. “Sport on Television”
14 4/24 Writing Feminist and Gender Histories; Intersectionality Theory
Janet Staiger
Judith Newton. “History as Usual?”
Andy Medhurst. “That Special Thrill”
Siobhan Somerville. “Scientific Racism and the Emergence
of the Homosexual Body”
Sharon R. Ullman. “’The Twentieth Century Way’”
15 5/ 1 Conclusions
5/ 8 due 3:30pm—Paper III
Bibliography
Books Ordered at Bookstore
Mitchell, Juliet. Psychoanalysis and Feminism: Freud, Reich, Laing and Women. NY:
Vintage Books, 1974. 0-394-71442-3. Part One: Psychoanalysis and Femininity
(pp. 5-131) and Part Two, Section II: Feminism and Freud (pp. 296-356).
Sapiro, Virginia. A Vindication of Political Virtue: The Political Theory of Mary
Wollstoneraft. Chicago, IL: University of Chicago Press, 1992.
Wollstonecraft, Mary. Vindication of the Rights of Women [1792]. 2nd ed. Dover, 1996.
Woolf, Virginia. A Room of One’s Own [1929]. NY: Harcourt, Brace Jovanovich, 1957.
ISBN: 0-15-678733-4
Readings in Packet
(alphabetical here; in order of reading in the packet)
7
Alarcon, Norma. “The Theoretical Subject(s) of This Bridge Called My Back and Anglo-
American Feminism.” In Making Face/Making Soul, ed. Gloria Anzaldua. San
Francisco, CA: Aunt Lute Press, 1989. Pp. 356-69.
Allen, Paula Gunn. “Who Is Your Mother? Red Roots of White Feminism.” In The
Graywolf Annual Five: Multicultural Literary, ed. R. Simpson and S. Walker.
Graywolf Press, 1989. Pp. 13-27.
Bernheimer, Charles. “Introduction, Part One.” In In Dora’s Case:
Freud—Hysteria—Feminism, ed. Charles Bernheimer and Claire Kahane. Virago,
1985. Pp. 1-18.
Bhavnani, Kum-Kum and Margaret Coulson. “Transforming Socialist-Feminism: The
Challenge of Racism.” Feminist Review, no. 23 (June 1986): 81-92.
Butler, Judith. “Gender Trouble, Feminist Theory, and Psychoanalytic Discourse.” In
Feminism/Postmodernism, ed. Linda J. Nicholson. NY: Routledge, 1990. Pp.
324-40.
Carby, Hazel V. “The Politics of Difference.” Ms (September/October 1990): 84-85.
Carrigan, Tim, Bob Connell and John Lee. “Hard and Heavy: Toward a new Sociology
of Masculinity” [1985]. Rpt. in Beyond Patriarchy: Essays by Men on Power,
Pleasure and Change, ed. Michael Kaufman. Toronto: Oxford University Press,
1987. Pp. 139-92.
Case, Sue-Ellen. “Toward a Butch-Feminist Retro-Future.” In Cross Purposes:
Lesbians, Feminists, and the Limits of Alliance, ed. Dana Heller. Bloomington, IN:
Indiana UP, 1997. Pp. 23-38.
Chodorow, Nancy. The Reproduction of Mothering: Psychoanalysis and the Sociology of
Gender. Berkeley, CA: U of California Press, 1978. Pp. 92-158.
Cixous, Helene. “The Laugh of the Medusa” (1975). Rpt. in Feminisms: An Anthology
of Literary Theory and Criticism. Ed. Robyn Warhol and Diane Price Herndl.
New Brunswick, NJ: Rutgers UP, 1997. Pp. 349-61.
Clarke, Cheryl. “The Failure to Transform: Homophobia in the Black Community.” In
Home Girls: A Black Feminist Anthology, ed. Barbara Smith. NY: Kitchen Table
Press, 1983. Pp. 197-208.
“Combahee River Collective Statement.” Ms (July/August 1991): 40-44.
Cusick, Suzanne. “Gender, Musicology, and Feminism.” In Rethinking Music, ed.
Nicholas Cook and Mark Everist. Oxford: Oxford UP, 1999. Pp. 471-98.
__________. “On a Lesbian Relationship with Music: An Effort Not to Think Straight.”
In Queering the Pitch: The New Gay and Lesbian Musicology, ed. Philip Brett, et
al. NY: Routledge, 1994. Pp. 67-83.
Davis, Angela Y. Women, Culture, & Politics. NY: Random House, 1989. Pp. 35-52.
de Beauvoir, Simone. “Introduction” to The Second Sex [1949]. Trans. and ed. H. M.
Parshley [1952]. NY: Modern Library, 1968. Pp. v-xxx.
_________. “Women and Creativity” [1966]. In French Feminist Thought: A Reader,
ed. Toril Moi. Oxford: Basil Blackwell, 1987. Pp. 17-32.
8
Derrida, Jacques. “Differance” [1968]. Rpt. in Critical Theory since 1965. Ed. Hazard
Adams and Leroy Searle. Tallahassee, FL: University Presses of Florida, 1986.
Pp. 120-36.
_________. “Structure, Sign and Play in the Human Sciences [1966].” Rpt. in Critical
Theory since 1965. Ed. Adams and Searle. Pp. 83-94.
Diamond, Elin. Unmaking Mimesis: Essays on Feminism and Theater. London:
Routledge, 1997. Pp. 3-39.
DiNitto, Diane M. and C. A. McNeese. Social Work: Issues and Opportunities in a
Challenging Profession. Englewood Cliffs, NJ: Prentice-Hall, 1990. Table 16-1.
Doza, Christine. "Bloodlove.” In Listen Up: Voices from the Next Feminist Generation,
ed. Barbara Findlen. Seattle: Seal Press, 1995. Pp. 249-57.
Dworkin, Andrea. Letters from a War Zone. London: Secker & Warburg, 1988. Pp.
162-71.
Foucault, Michel. The History of Sexuality [1976]. Trans. Robert Hurley. NY: Vintage
Books, 1978. Pp. 3-49.
Freud, Sigmund. An Outline of Psycho-Analysis [1940]. Trans. James Strachey. NY: W.
W. Norton & Company, 1949. Pp. 13-46.
Halberstam, Judith. “Mackdaddy, Superfly, Rapper: Gender, Race, and Masculinity in
the Drag King Scene.” Social Text 15, nos. 3/4 [52/53] (Fall/Winter 1997): 105-
31.
Haraway, Donna. “A Manifesto for Cyborgs: Science, Technology, and Socialist
Feminism in the 1980s” [1985]. Rpt. in Feminism/Postfeminism, ed. Linda J.
Nicholson. NY: Routledge, 1990. Pp. 190-233.
Helle, Anita Plath. “Re-Presenting Women Writers Onstage: A Retrospective to the
Present.” In Making a Spectacle: Feminist Essays on Contemporary Women’s
Theatre, ed. Lynda Hart. Minneapolis, MN: U of Minnesota Press, 1989. Pp.
195-208.
hooks, bell. “The Oppositional Gaze: Black Female Spectators.” In Black Looks: Race
and Representation. Boston, MA: South End Press, 1992. Pp. 115-31.
Hollibaugh, Amber. “My Dangerous Desires” in My Dangerous Desire: A Queer Girl
Dreaming Her Way Home. Durham, NC: Duke UP, 2000. Pp. 253-69.
Irigaray, Luce. “This Sex Which is Not One” (1977). Rpt. in Feminisms, ed. Warhol and
Herndl. Pp. 362-69.
Jackson, Shannon. Lines of Activity: Performance, Historiography, Hill-House
Domesticity. Ann Arbor, MI: University of Michigan Press, 2000. Pp. 1-35.
Jardine, Alice. “Interview with Simone de Beauvoir.” Signs 5, no. 2 (1979): 224-36.
Jones, Ann Rosalind. “Writing the Body: Toward an Understanding of l’ecriture
feminine” (1981). Rpt. in Feminisms, ed. Warhol and Herndl. Pp. 370-83.
Kahane, Claire. “Introduction, Part Two.” In In Dora’s Case, ed. Bernheimer and
Kahane. Pp. 19-32.
King, Deborah K. “Multiple Jeopardy, Multiple Consciousness: The Context of a
Black Feminist Ideology.” Signs 14, no. 1 (Autumn 1988): 42-72.
9
Klein, Melissa. "Duality and Redefinition: Young Feminism and the Alternative Music
Community." In Third Wave Agenda: Being Feminist, Doing Feminism, eds.
Leslie Heywood and Jennifer Drake. Minneapolis: U of Minnesota P, 1997. Pp.
207-25.
Kristeva, Julia. “The System and the Speaking Subject” [1973]. Rpt. in The Kristeva
Reader, ed. Toril Moi. NY: Columbia UP, 1986. Pp. 24.33.
Lacan, Jacques. “The Mirror Stage” [1949]. Rpt. in Critical Theory since 1965. Ed.
Adams and Searle. Pp. 734-38.
Langellier, Kristin M. “Personal Narrative, Performance, Performativity: Two or Three
Things I Know For Sure.” Text and Performance Quarterly 19 (1999): 125-44.
Lorde, Audre. Sister Outsider. NY: The Crossing Press, 1984. Pp. 66-71, 110-33.
MacKinnon, Catherine A. Toward a Feminist Theory of the State. Cambridge, MA:
Harvard UP, 1989. Pp. 195-214.
Martin, Biddy. “Teaching Feminist Theory” [1988] and “Sexual Practice and Changing
Lesbian Identities” [1991]. In Femininity Played Straight: The Significance of
Being Lesbian. NY: Routledge, 1996. Pp. 97-135.
_________ and Chandra Talpade Mohanty. “Feminist Politics: What’s Home Got to
Do with It? In Feminist Studies/Critical Studies, ed. Teresa de Lauretis.
Bloomington, IN: Indiana University Press, 1986. Pp. 191-212.
Marx, Karl. The German Ideology: Part I [excerpt]. Rpt. in The Marx-Engels Reader,
2nd ed. Ed. Robert C. Tucker. NY: W. W. Norton & Company, 1978. Pp. 146-
200.
McClary, Susan. “Introduction: A Material Girl in Bluebeard’s Castle.” In Feminine
Endings: Music, Gender, and Sexuality. Minneapolis, MN: U of Minnesota
Press, 1991. Pp. 3-34.
McIntosh, Peggy. “White Privilege and Male Privilege: A Personal Account of Coming
to See Correspondences through Work in Women’s Studies” (1988). In Race,
Class and Gender: An Anthology, ed. M. L. Anderson and P. Hill. Belmont, CA:
Wadsworth Publishing, 1998. Pp. 95-105.
Medhurst, Andy. “That Special Thrill: Brief Encounter, Homosexuality and
Authorship.” Screen 32, no. 2 (Summer 1991): 197-208.
Miller, Lynn. “Gertrude Stein Never Enough.” Text and Performance Quarterly 20, no.
1 (January 2000): 43-57.
Mohanty, Chandra Talpade. “Feminist Encounters: Locating the Politics of Experience.”
Copyright I (special issue of Fin de Siecle 2000) (Fall 1987): 30-44.
Moraga, Cherrie. “From a Long Line of Vendidas: Chicanas and Feminism.” In Feminist
Studies/Critical Studies, ed. Teresa de Lauretis. Bloomington, IN: Indiana
University Press, 1986. Pp. 173-90.
Morse, Margaret. “Sport on Television: Replay and Display.” In Regarding
Television, ed. E. Ann Kaplan. Baltimore, MD: University Press of America,
1983. Pp. 44-65.
Mulvey, Laura. “Visual Pleasure and Narrative Cinema” [1975]. Rpt. in Visual and
Other Pleasures. Bloomington, IN: Indiana UP, 1989. Pp. 14-26.
10
Neale, Steve. “Masculinity as Spectacle: Reflections on Men and Mainstream Cinema.”
Screen 24, no. 6 (November/December 1983): 2-16.
Newton, Judith. “History as Usual? Feminism and the ‘New Historicism’.” Cultural
Critique, no. 9 (Spring 1988): 87-121.
Rich, Adrienne. Blood, Bread and Poetry. NY: Norton, 1986. Pp. 210-31.
_________. “Compulsory Heterosexuality and Lesbian Experience.” Rpt. in The
Lesbian and Gay Studies Reader, ed. Henry Abelove, Michele Aina Barale, and
David M. Halperin. NY: Routledge, 1993. Pp. 227-54.
Rosenberg, Jessica and Gitana Garofalo. "Riot Grrrl: Revolutions from Within." Signs:
Journal of Women in Culture and Society 23, no. 3 (1998): 809-41.
Rubin, Gayle. “Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality.”
In Pleasure and Danger: Exploring Female Sexuality, ed. Carole S. Vance.
Boston: Routledge & Kegan Paul, 1984. Pp. 267-319.
Sandoval, Chela. “U.S. Third World Feminism: The Theory and Method of
Oppositional Consciousness in the Postmodern World.” Genders, no. 10 (Spring
1991): 1-7.
Scott, Joan Wallach. Only Paradoxes to Offer: French Feminisms and the Rights of Man.
1996. Cambridge, MA: Harvard University Press, 1996. Pp. ix-18.
Smith, Sharon. “The Image of Women in Film: Some Suggestions for Future Research.”
Women & Film, no. 1 (1972): 13-21.
Solie, Ruth A. “Introduction: On ‘Difference.’” In Musicology and Difference, ed. Ruth
A. Solie. Berkeley, CA: U of California Press, 1993. Pp. 1-20.
Somerville, Siobhan. “Scientific Racism and the Emergence of the Homosexual Body.”
Journal of the History of Sexuality 5, no. 2 (1994): 243-66.
Stone, Sandy. “The Empire Strikes Back: A Posttranssexual Manifesto.” camera
obscura, no. 29 (Mary 1992): 150-76.
Ullman, Sharon R. “’The Twentieth Century Way’: Female Impersonation and Sexual
Practice in Turn-of-the-Century America.” Journal of the History of Sexuality 5,
no. 4 (1995): 573-600.
van Zoonen, Liesbet. “Feminist Perspectives on the Media.” In Mass Media and Society,
ed. James Curran and Michael Gurevitch. London: Edward Arnold, 1991. Pp.
33-54.
Walker, Alice. In Search of Our Mother’s Gardens. NY: Harcourt Brace Jovanovich,
1983. Pp. xi-xii, 83-92, 384-93.
__________. Living by the Word. NY: Harcourt Brace Jovanovich, 1988. Pp. 69-74.
Wood, Robin. “An Introduction to the American Horror Film” [1979]. Rpt. in Movies
and Methods, vol. II, ed. Bill Nichols. Berkeley: University of California Press,
1985. Pp. 195-220.
Zinn, Maxine Baca and Bonnie Thornton Dill. “Theorizing Difference from Multiracial
Feminism.” Feminist Studies 22, no. 2 (Summer 1996): 321-331.
http://rtf.utexas.edu/pdf/syllabi/spring01/386C.pdf
Syllabus for the Course: Rhetoric of Feminist Spaces
|
Rhetoric of Feminist Spaces Course Description:
Research based on student work preserves
anonymity of the student and will not take place or be published during the
time period of the course under study. Deciding not to sign this agreement
will not affect your grade in any way. |
|
|
RHE309K: Rhetoric of Feminist Spaces
Possible Feminist-Space Community
Organizations
(This list is provided only as suggestions; you may need to conduct independent
research to find an organization that interests you and that you think is a
feminist space.)
ALLGO: Austin Latino/Latina Lesbian, Gay, Bisexual & Transgender
Organization is a bilingual and bi-cultural center for education,
information, and cultural programming addressing the needs of the Latino and
African American communities through cultural activities, presentations and
health fairs that are culturally-adequate and linguistically appropriate. http://www.allgo.org/index.htm
Association for Women in Communications is a professional
organization that champions the advancement of women across all communications
disciplines by recognizing excellence, promoting leadership and positioning its
members at the forefront of the evolving communications era. http://www.awicaustin.org/
Leage of Women Voters - Austin Area is an
organization that promotes women's voting rights and provides information about
measures up for vote. http://www.leaguewv.austin.tx.us/
Lilith Fund for Reproductive Equity is a collective of
concerned community members working together to remove the barriers that women
face when seeking a safe and legal abortion in Texas. Lilith knocks down these
barriers by making loans to women needing assistance in paying for an abortion.
http://www.lilithfund.org/
Men Against Sexual Assault is a student organization at UT that gathers men to
organize against sexual assault. http://studentorgs.utexas.edu/utmasa/
Mothers’ Milk Bank at Austin is a nonprofit organization that
accepts donations of milk from healthy breastfeeding women, pasteurizes the
milk, and dispenses it by prescription to premature and sick infants, primarily
those in the hospital. http://www.mmbaustin.org/
SafePlace exists to end sexual and domestic violence and abuse.
Safeplace helps those hurt by this violence to heal and empower themselves. We
provide prevention, intervention, education and advocacy to our community so
that women, children, and men may lead safe and healthy lives. http://www.austin-safeplace.org/home.htm
Story Circle Network is a national not-for-profit
membership organization made up of women who want to explore their lives and
their souls by exploring their personal stories. http://www.storycircle.org/index.html
Texas Abortion & Reproduction Rights Action League is
a non-partisan political organization working to defend reproductive choices by
electing pro-choice candidates, lobbying during the Texas Legislative session,
educating, and organizing pro-choice activists. http://www.taral.org/
Tomorrow’s Women in Science & Technology encourages young
women to open new doors by continuing their math and science education. EYH
also works to make young women aware of career opportunities in math and
science fields and to provide young women an opportunity to become acquainted
with female role models in math and science careers. http://www.twistinc.org/twist.html
Women & Their Work promotes the work of women artists
through a range of services and multi-arts, multi-cultural programming. http://www.womenandtheirwork.org/
Women in Engineering Program (WEP) was established in 1992 to
recruit and retain female engineering students, to increase the percentage of
female engineering graduates, and to provide a supportive structure that
encourages the success of women in the College of Engineering at UT. WEP
promotes the inclusion of women in the engineering community by mentoring and
supporting women before, during, and after their UT experience. http://www.engr.utexas.edu/wep/
Women’s Advocacy Project’s mission is to provide free legal
advice, expand legal education, and promote access to justice for Texas women
in need. http://www.women-law.org/index.html
Women’s Resource Center the mission of the WRC is to
create a safe place that addresses the needs of all women. It raises awareness
and facilitates open discussion of gender issues to provide a forum to explore
beliefs, ideas, and experiences. Carrie Tilton-Jones, Co-Director, UT Women's
Resource Center, lioness[remove to send]@ology.org; WRC phone: 512/232-4236.
YWCA of Greater Austin helps to build better lives for
women and their families by partnering with other local and national
organizations to offer various community programs such as mental health
counseling, substance abuse counseling and case management, youth programs,
wellness programs and professional education trainings. Karen Hunt: 326-1222; http://www.ywcaaustin.org/
RHE309K: Rhetoric of Feminist Spaces
Useful Links for Our Course
To Email the Class Listserve, send mail to:rhe309-hogan@lists.cwrl.utexas.edu
Class Forum (http://forums.cwrl.utexas.edu/viewforum.php?f=144&sid=6f67fdc057668c27d8a4c3bb445651dd)
CWRL (http://www.cwrl.utexas.edu/)
Documentation Guides : We'll be using MLA (Modern Language Association) style.
... guide for Works Cited:
(http://occawlonline.pearsoned.com/bookbind/pubbooks/hairston_awl/chapter4/deluxe.html)
... guide for Works Cited and documentation;
includes example Works Cited page:
(http://owl.english.purdue.edu/handouts/research/r_mla.html)
DRC (http://www.drc.utexas.edu/)
UWC (http://uwc.fac.utexas.edu/)
UT Volunteer and Service Learning Center (http://deanofstudents.utexas.edu/vslc/)
UT Webspace (http://webspace.utexas.edu)
Undergraduate Research at UT
(See below for scholarship links for
possible research funding.) Wondering what research as an undergraduate at UT
means? Can you do it? Yes! Check out this site to get started:
EUREKA! (Enhancing Undergraduate Research Experience, Knowledge, and Access) (http://www.utexas.edu/research/eureka/) This is a UT-specific site that answers basic questions about undergraduate research and offers a database of professors to help students contact those professors working on issues that relate to their interests.
Scholarship Links
I am willing to help anyone interested in these scholarships with the
application process, so if you find a scholarship that you think you might
qualify for and that you would like to apply for, or if you just want to talk
about the application process and requirements, let me know.
Third Wave Foundation: This organization offers scholarships to students 30 years old or younger (the generation of the Third Wave of feminism) who are involved in social justice work/activism and have financial need. They also offer specific scholarships to women of color students working with social justice. Scholarships range from $500 to $5,000. Your service learning for this class definitely qualifies as social justice work, so take a look at the application. They accept applications twice a year, by October 1 and by April 1.
UT's Fall 2003 Undergraduate Research Fellowships: The University and the University Co-Operative Society offer this fellowship to undergraduate students who do not already hold a bachelor's degree. The site explains, " The purpose of this fellowship is to provide support for specific scholarly research projects conducted by UT undergraduate students. These fellowships are intended to cover costs associated with academic research projects proposed and written by student applicants and undertaken with the supervision of a University tenured or tenure-track faculty member, Lecturer, Senior lecturer, or full-time Research Scientist/Engineer." If you are working on a research project or would like to, take a look at this fellowship application.
http://www.cwrl.utexas.edu/~hogan/fall03/links.html
Syllabus for the Course: Gender and Sexuality Issues in Media
1 RTF 331K/WGS 345--Gender and Sexuality Issues in Media UT-UG
Unique #: 07130 (RTF)/ 46180 (WGS) Spring 2005 Lectures: TTh 2:00pm-3:15pm, CMA 3.120 {syl-61}
Screenings: T 5:00pm- 7:30pm, CMA 3.120
Janet Staiger, 471-6653, CMA 6.128
Office hours: TTh 3:30pm-4:30pm (sign up on door) and by appointment
jstaiger@uts.cc.utexas.edu
Kevin Bozelka, UA 9
Office Hours: Wed 2:00pm-4:00pm
bozelka@mail.utexas.edu
GENDER AND SEXUALITY ISSUES IN MEDIA
Course Prerequisites
1. Consent of instructor
2. Upper-division standing and prerequisite of RTF 314 or 316
Course Content and Goals
This course will study general theories of gender and sexuality but with a special focus on the application of those theories to the study of media such as films, television, and popular music. We will survey the writings of Simone de Beauvoir, Julia Kristeva, Luce Irigaray, Laura Mulvey, Mary Ann Doane, Janice Radway, Donna Haraway, bell hooks, Chandra Talpade Mohanty, Judith Butler, Larry Gross, and many others. This course will require close reading of sophisticated texts.
Goals for the class include:
1) becoming conversant in debates about the functions of media in the social world;
2) improving abilities to analyze and criticize various filmic practices; and
3) determining, through self-generated criteria, a personal position regarding media practices.
Class Procedure
Although I will lecture for part of the course time, significant portions of the class will be discussions of the reading assignments and films and television programs. Readings and films that will be discussed are indicated in the syllabus. I operate under the assumption that you have read the material prior to class-time. When you study the readings, you should know terms and their meanings. Outlining the readings and keeping track of concepts also will help your comprehension of the material.
Readings
The book, Feminist Film Theory (FFT), is available at the local bookstores.
The rest of the readings are available at Paradigm, 407 West 24th Street (near Guadalupe). You need to order the readings about 1-2 days prior to picking them up.
Course Requirements
1. Attendance at the Tuesday evening CinemaTexas screenings is encouraged. The charge for your CinemaTexas screenings has been included in your incidental fees. Some material may be offensive to some viewers. You do not have to watch films or videos that are personally offensive. I will try to forewarn you when this might occur. Missing one or two screenings will not harm your grade, but your options for writing papers will be reduced as your knowledge of the films decreases.
2. Class discussion (20%). Quality discussion includes asking good questions as well as offering interpretations or analyses of the material. Obviously, absences from class result in less active, and effective, discussion.
3. Quizzes (3 at 10% each for 30% total)
4. Three papers (3 at 15%, 15%, and 20% for 50% total). You are encouraged to discuss your papers in advance of their due dates. We will be glad to look at them at any stage in the process, from an initial outline to near-final draft.
Summary of Due Dates
Quiz I (10%) Thursday, February 17, in class
Paper I (15%) Tuesday, February 22, in class
Quiz II (10%) Thursday, March 31, in class
Paper II (15%) Tuesday, April 5, in class
Quiz III (10%) Thursday, April 28, in class
Paper III (20%) Thursday, May 5, in class
This is a writing component course so ability to express your ideas is important. Consequently, how you state your ideas is involved in the writing process. If you need help writing, please contact the Undergraduate Writing Center, in FAC 211, 471-6222. No charge exists and students may come in on a drop-in or appointment basis.
It is expected that all work submitted is the original work of the student whose name appears on it and that the work was prepared originally for this course. All notes and materials gathered for papers and projects should be kept and must be made available to the instructors at their request. All such material will be returned to the student following the evaluation of papers and reports. The University defines academic dishonesty as cheating, plagiarism, unautho-rized collaboration, falsifying academic records, and any act designed to avoid participating honestly in the learning process. Scholastic dishonesty also includes, but is not limited to, providing false or misleading information to receive a postponement or an extension on a test, quiz, or other assignment, and submission of essentially the same written assignment for two courses without the prior permission of the instructor. By accepting this syllabus, you have agreed to these guidelines and must adhere to them. Scholastic dishonesty damages both the student's learning experience and readiness for the future demands of a work-career. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. For more information on scholastic dishonesty, please visit the Student Judicial services Web site at http://www.utexas.edu/depts/dos/sjs/.
The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY.
No incompletes in this course except in extreme circumstances, but if these arise, do not hesitate to discuss this possibility with me.
Students will have an opportunity to evaluate the course at the end of the term.
Syllabus
1 1-18 Introduction to the Course
S: Orlando (Sally Potter, 1993, 93m)
1-20 Where We Are Now and A Short History
R: Burns, from Social Movements of the 1960s (1990), 36pp
van Zoonen, "Feminist Perspectives on the Media" (1991), 22pp
Rakow, "Rethinking Gender Research in Communication" (1986), 16pp
2 1-25 Initial Second-Wave Feminist Theory and Early Feminist Film Theory
R: de Beauvoir, from The Second Sex (1949/1974), 16pp
Greer, from The Female Eunuch (1970), 19pp
Dworkin, from Woman Hating (1974), 35pp
Wolf, from The Beauty Myth (1991), 28pp
Smith, "The Image of Women in Film" (1972), FFT: 14-19
Haskell, "The Woman's Film" (1974), FFT: 20-30
S: A La Mode, An Attire Satire (1959, Stan Vanderbeek, 7m)
Pretty Woman (Garry Marshall, 1990, 117m)
3 2- 1 Introduction of Structuralism and Semiotics
R: La Place, "Producing and Consuming the Woman's Film" (1987), 29pp
S: Now, Voyager (Irving Rapper, 1942, 117m)
4 2- 8 The Application of Psychoanalysis
R: Eagleton, from Literary Theory (1983), 13pp
Mulvey, "Visual Pleasure and Narrative Cinema" (1975), FFT: 58-69
Doane, "Caught and Rebecca" (1981), FFT: 70-82
S: Rebecca (Alfred Hitchcock, 1940, 130m)
2-10 Paper I discussed in class
5 2-15 Exulting Difference
R: Johnston, "Woman's Cinema as Counter Cinema" (1973), FFT: 31-40
Cixous, “Laugh of the Medusa” (1975), 18pp
Irigaray, "This Sex Which is Not One" (1977), 8pp
S: Meshes of the Afternoon (Maya Deren, 1943, 14m)
A Question of Silence (Maureen Gorris, 1983, 92m)
2-17 Quiz I (10%), in class, covers weeks 1-4
6 2-22 Thinking Men and Masculinity
Paper I (15%), in class
R: Silverman, "Lost Objects and Mistaken Subjects" (1988), FFT: 97-105
Neale, "Masculinity as Spectacle" (1983), 11pp
Morse, "Sport on Television" (1983), 22pp
S: The Road Warrior (George Miller, 1981, 94m)
7 3- 1 The Female Spectator: From Textual to Contextual Analysis
R: de Lauretis, "Oedipus Interruptus" (1984), FFT: 83-96
Mulvey, "Afterthoughts" (1981), FFT: 122-30
Doane, "Film and the Masquerade" (1982), FFT: 131-45
Kuhn, "Women's Genres" (1984), FFT: 146-56
Gledhill, "Pleasurable Negotiations" (1988), FFT: 161-65
Stacey, "Feminine Fascinations" (1991), FFT: 196-209
S: Thelma & Louise (Ridley Scott, 1991, 128m)
8 3- 8 Genres and the Gendered Spectator
R: Modleski, "The Search for Tomorrow in Today's Soap Operas" (1979), 10pp
Radway, "Interpretive Communities and Variable Literacies" (1984), 22pp
Seiter, et al., "'Don't Treat Us Like We're So Stupid and Naive'" (1989), 25pp
S: Thriller (Sally Potter, 1979, 34m)
soap opera, to be decided
[spring break]
9 3-22 Third-Wave Feminist Theory: Complicating Sexualities
R: Rubin, "Thinking Sex" (1984), 54pp
Rich, “Compulsory Heterosexuality and Lesbian Existence” (1981), 28pp
Butler, "Gender Trouble, Feminist Theory, and Psychoanalytic Discourse" (1990), 17pp
Gross, "Out of the Mainstream" (1989), 20pp
Butler, "'Gender is Burning'" (1993), FFT: 336-49
S: What's Opera, Doc? (Chuck Jones, 1957, 10m)
Paris is Burning (Jennie Livingston, 1990, 78m)
3-24 Paper II discussed in class
10 3-29 Sexualities and Spectators: Lesbian, Gay, and Queer Viewers
R: Staiger, “The Logic of Alternative Readings” (1992), 24pp
Gaines, "The Queen Christina Tie-Ups" (1989), 26pp
Weiss, "'A Queer Feeling When I Look at You'" (1993), 17pp
S: Meeting of Two Queens (Cecilia Barriga, 1991, 14m)
Queen Christina (Rouben Mamoulian, 1933, 97m)
3-31 Quiz II (10%), in class, covers weeks 5-9
11 4- 5 Sexualities and Spectators: Cross-Identity Viewing
Paper II (15%), in class
R: Williams, "Film Bodies" (1991), FFT: 267-81
Clover, "Her Body, Himself" (1989), FFT: 229-50
Creed, "Horror and the Monstrous-Feminine" (1986), FFT: 251-66
Staiger, "Taboos and Totems" (1993), FFT: 210-23
S: The Silence of the Lambs (Jonathan Demme, 1991, 118m)
12 4-12 Third-Wave Feminist Theory: Complicating Race and Ethnicity
11:00 Lecture: Mimi Thi Nyugen, “'In the arms of Pirates and Under the bodies of Sailors':
Diaspora, Desire, and Danger in Nguyen Tan Hoang's Pirated!" CMA 5.160
R: Combahee River Collective, “Combahee River Collective Statement” (1977), 11pp
McIntosh, “White Privilege and Male Privilege,” (1988), 11pp
Gaines, "White Privilege and Looking Relations" (1986), FFT: 293-06
hooks, "The Oppositional Gaze" (1992), FFT: 307-22
S: Hairpiece: A Film for Nappy-Headed People (Ayoka Chenzira, 1985, 10m)
Daughters of the Dust (Julie Dash, 1991, 114m)
13 4-19 Third-Wave Feminist Theory: Post-Colonial and Diasporic Theory
R: Mohanty, "Under Western Eyes" (1994), 25pp
Kenneh, “Feminism and the Colonial Body” (1992), 3pp
S: Nice Colored Girls (Tracey Moffatt, 1987, 10m)
Bend It Like Beckham (Gurinder Chadha, 2002, 112m)
4-21 Paper III discussed in class
14 4-26 New Bodies, New Genders, New Sexualities
R: Haraway, "A Manifesto for Cyborgs" (1985), 44pp
Stone, "The Empire Strikes Back" (1992), 27pp
S: Girl Power (Sadie Benning, 1992, 15m)
Boys Don’t Cry (Kimberly Pierce, 1999, 119m)
4-28 Quiz III (10%), in class, over weeks 10-14
15 5- 3 Identity, Self-Fashioning, and Politics
R: Medhurst, "That special thrill" (1991), 13pp
Staiger, “Authorship Studies and Gus Van Sant” (2004), 23pp
S: Thanksgiving Prayer (Gus Van Sant, 1990, 2m)
My Own Private Idaho (Gus Van Sant, 1991, 102m)
5- 5 Conclusions
Paper III (20%) due, in class 5
Course Readings in the Packet
Burns, Stewart. Social Movements of the 1960s: Searching for Democracy. Boston: Twayne, 1990. Pp. 116-51.
Butler, Judith. "Gender Trouble, Feminist Theory, and Psychoanalytic Discourse," in Feminism/Postmodernism, ed. Linda J. Nicholson. NY: Routledge, 1990. Pp. 324-340.
Cixous, Hélène. “The Laugh of the Medusa” [1975], trans. Keith Cohen and Paula Cohen. In The Critical Tradition, ed. David H. Richter. NY: St. Martin’s Press, 1989. Pp. 1090-1102.
Combahee River Collective, “Combahee River Collective Statement” (1977). Rpt. in Ms. (July/August 1991), 40-4.
de Beauvoir, Simone. from "Introduction" to The Second Sex (1949), 2nd ed. (1974), trans. H. M. Parshley, rpt. in New French Feminisms: An Anthology, ed. Elaine Marks and Isabelle de Courtivron. NY: Schocken Books, 1981. Pp. 41-56.
Dworkin, Andrea. from Woman Hating. NY: E. P. Dutton, 1974. Pp. 34-49, 155-173.
Eagleton, Terry. from Literary Theory: An Introduction. Minneapolis, MN: Univ of Minnesota p, 1983. Pp. 151-163.
Gaines, Jane. "The Queen Christina Tie-Ups: Convergence of Show Window and Screen," Quarterly Review of Film and Video, 11, no. 1 (1989), 35-60.
Greer, Germaine. from The Female Eunuch. NY: McGraw Hill, 1970. Pp. 167-85.
Gross, Larry. "Out of the Mainstream: Sexual Minorities and the Mass Media," in Remote Control: Television, Audiences, and Cultural Power, ed. Ellen Seiter, Hans Borchers, Gabriele Kreutzner, and Eva-Maria Warth. NY: Routledge, 1989. Pp. 130-149.
Haraway, Donna. "A Manifesto for Cyborgs: Science, Technology, and Socialist Feminism in the 1980s" [1985]. Rpt. in Feminism/Postmodernism, ed. Linda J. Nicholson. NY: Routledge, 1990. Pp. 190-233.
Irigaray, Luce. "This Sex Which is Not One," [1977] trans. Claudia Reeder. In New French Feminisms, ed. Elaine Marks and Isabelle de Courtivron. NY: Schocken Books, 1981. Pp. 99-106.
Kenneh, Kadiatu. “Feminism and the Colonial Body” (1992). Rpt. in The Post-Colonialist Reader, ed. Bill Ashcroft, Gareth Griffiths and Helen Tiffin. London: Routledge, 1995. Pp. 346-48.
LaPlace, Maria. "Producing and Consuming the Women's Film: Discursive Struggle in Now, Voyager," in Home is Where the Heart Is: Studies in Melodrama and the Woman's Film, ed. Christine Gledhill. London: British Film Institute, 1987. Pp. 138-166.
McIntosh, Peggy. “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies,” (1988). Rpt. in Race, Class and Gender: An Anthology, ed. Margaret Andersen and Patricia Hill Collins. 2nd ed. Belmont, CA: Wadsworth Publishing, 1995. Pp. 95-105.
Medhurst, Andy. "That special thrill: Brief Encounter, homosexuality and authorship," Screen, 32, no. 2 (Summer 1991), 197-208.
Modleski, Tania. "The Search for Tomorrow in Today's Soap Operas," Film Quarterly, 33, no. 1 (Fall 1979), 12-21.
Mohanty, Chandra Talpade. "Under Western Eyes: Feminist Scholarship and Colonial Discourses" [1988]. In Colonial and Post-Colonial Theory: A Reader, ed. Patrick Williams and Laura Chrisman. New York, NY: Columbia Univ Press, 1994. Pp. 196-220.
Morse, Margaret. "Sport on Television: Replay and Display," in Regarding Television, ed. E. Ann Kaplan. University Press of America, 1983. Pp. 44-65.
Neale, Steve. "Masculinity as Spectacle," [1983]. Rpt. in Screening the Male: Exploring Masculinities in Hollywood Cinema, ed. Steven Cohan and Ina Rae Hark. London: Routledge, 1993. Pp. 9-20.
Radway, Janice. "Interpretive Communities and Variable Literacies: The Functions of Romance Reading" [1984]. Rpt. in Rethinking Popular Culture, ed. Chandra Mukerji and Michael Schudson. Berkeley: Univ of California P, 1991. Pp. 465-86.
Rakow, Lana F. "Rethinking Gender Research in Communication," Journal of Communication, 36, no. 4 (August 1986), 11-26.
Rich, Adrienne. “Compulsory Heterosexuality and Lesbian Existence” (1981). Rpt. in The Lesbian and Gay Studies Reader, ed. Henry Abelove, Michèle Aina Barale, and David M. Halperin. London: Routledge, 1993. Pp. 227-54.
Rubin, Gayle. "Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality," in Pleasure and Danger: Exploring Female Sexuality, ed. Carole S. Vance. Boston: Routledge & Kegan Paul, 1984. Pp. 267-319.
Seiter, Ellen, Hans Borchers, Gabriele Kreutzner, and Eva-Maria Warth. "'Don't Treat Us Like We're So Stupid and Naive': Toward an Ethnography of Soap Opera Viewers," in Remote Control: Television, Audiences, and Cultural Power, ed. Ellen Seiter, Hans Borchers, Gabriele Kreutzner, and Eva-Maria Warth. London: Routledge, 1989. Pp. 223-247.
Staiger, Janet. “Authorship Studies and Gus Van Sant,” Film Criticism 29, no. 1 (2004), 1-22.
________. "The Logic of Alternative Readings: A Star Is Born.” In Interpreting Films: Studies in the Historical Reception of American Cinema. Princeton, NJ: Princeton University Press, 1992. Pp. 154-77.
Stone, Sandy. "The Empire Strikes Back: A Posttranssexual Manifesto," camera obscura, no. 29 (May 1992), 150-176.
van Zoonen, Lisbet. "Feminist Perspectives on the Media," in Mass Media and Society, ed. James Curran and Michael Gurevitch. London: Edward Arnold, 1991. Pp. 33-54.
Weiss, Andrea. "'A Queer Feeling When I Look at You': Hollywood Stars and Lesbian Spectatorship in the 1930s," in Stardom: Industry of Desire, ed. Christine Gledhill. London: Routledge, 1993. Pp. 283-99.
Wolf, Naomi. from The Beauty Myth: How Images of Beauty Are Used Against Women. NY: Doubleday, 1991. Pp. 58-85.
http://rtf.utexas.edu/pdf/syllabi/spring05/331K.pdf
Syllabus for the Course: Feminist Television Criticism
RTF 386c/WGS 393 – FEMINIST TELEVISION CRITICISM
FALL 2004
RTF unique #07645/ WGS unique #47265 Professor Mary C. Kearney
Class time: Tuesdays 9:30 am -12:30 pm Office: CMA 6.140
Class location: CMA 3.108 Telephone: 512-475-8648
Screening location: CMA 3.120
Office hours: T 1-3 pm, Th 2-3 pm, & by appointment
COURSE DESCRIPTION
This course provides graduate
students with an introduction to various critical and cultural approaches to
feminist studies of television, including historiography, political economy,
reception studies, and textual analysis. Our primary objective will be
considering the relationship between sex, gender, feminism, and television in
the United States, with particular emphasis on television’s industrial history,
political economy, and representational strategies and their relation to
differing modes of female subjectivity. In addition to performing close textual
and contextual analyses of specific television programs and representations of
females, we will examine the gendered construction of television viewing,
particularly in relationship to women and the construction of the female
audience. We will also investigate various representations of feminism on
television, including the recent emergence of “postfeminist” shows. Finally, we
will examine alternate discourses of and viewing strategies in television,
especially those which have resulted from the emergence of new media
technologies, such as VCRs, cable, and the Internet/World Wide Web.
This seminar involves the close reading and active discussion of theoretically sophisticated texts, and thus requires the full participation of students who are committed to rigorous scholarship.
COURSE GOALS
After successfully completing this course, students will have the ability to:
- understand and discuss various theories and methodologies used in critical and cultural studies of television;
- understand and discuss various feminist approaches used in critical and cultural studies of television; and
- apply various feminist theories and methodologies to the relationship of women, gender, and feminism to television history, programming, and reception.
COURSE MATERIALS
1) Channels of Discourse, Reassembled (2nd edition) (CDR) – ed. Robert Allen. Available for purchase at the University Co-op. Also on reserve in the Perry-Castañeda Library.
2) Feminist Television Criticism (FTC) – eds. Charlotte Brunsdon, Julie D’Acci, Lynn Spigel. Available for purchase at the University Co-op. Also on reserve in the Perry-Castañeda Library.
3) Making Room for TV (MRT) – Lynn Spigel. Available for purchase at the University Co-op. Also on reserve in the Perry-Castañeda Library.
4) Reading packet of supplemental articles (R). Available for purchase at Paradigm. Also on reserve in the Perry-Castañeda Library.
COURSE REQUIREMENTS AND GRADING
Requirements: Percent of Final Grade:
Class/screening attendance 10%
Class participation 25%
Class discussion facilitation 15%
Mid-term paper (7-10 pages) 15%
Final paper presentation 10%
Final paper (20-25 pages) 25%
Class/screening attendance: Students are expected to attend all class meetings and screenings. Please be respectful of your fellow students and the Professor by arriving on time. If you plan on being late or absent from a class meeting or screening, you should notify the Professor in advance. Unexcused absences will adversely affect your grades in both attendance and participation. Please be aware that all screenings are required, and have been already paid for by your incidental fees. Students who are unable to watch the course films during the normal screening time must get the Professor’s permission to watch those films independently. Students are not required to watch screenings they find offensive, and should discuss such matters with the Professor in advance so as to determine alternate screenings.
Class Participation: Students are expected to complete the assigned readings and watch screenings prior to the beginning of class. As much of the course material is theoretically sophisticated, you should allow enough time for close reading and analysis. You are encouraged to outline the texts and develop questions for class discussion. This class is conducted as a seminar; therefore, students are required to engage fully and participate actively and regularly by expressing their opinions and raising provocative questions about the course material. In turn, students are expected to be respectful of and open to others’ opinions and questions, thus facilitating rather than closing down critical debate. Students are encouraged to make suggestions on additional readings, screenings, musical texts, and research materials. In order to facilitate student participation and class discussion, students are required to participate in the seminar’s listserve on a weekly basis prior to each week’s class meeting.
Class discussion facilitation: Each student is required to facilitate discussion on two (2) articles during the semester. Such presentations should include a concise summary and critique of, as well as stimulating questions about, topics and theories addressed in the reading. Students are encourage to prepare and share additional materials (e.g., handouts, TV clips) which might be helpful in clarifying that reading and that week’s discussion topic. All efforts will be made to have students present on readings of their choice.
Mid-term Paper: The mid-term paper (7-10 pages) will entail a critical analysis of studies of women’s televisual representation. The paper is due by 9:30 am on October 19, 2004. Guidelines for this project will be handed out in class in advance. Late papers will be excused only in the case of a documented health or family problem. Unexcused late papers will be marked down one letter grade for each week late. Graduate-level writing and critical analysis are expected. This paper must be completed in order to successfully pass the course.
Final Paper: The Final paper (20-25 pages) will entail a feminist critical/cultural analysis of TV industrial practices, history, reception, and/or a specific text or genre. Topics will be chosen by students but must be approved by the Professor in advance. Projects will be presented and constructive feedback given during class meetings on November 30 and December 2, 2004. Papers will be due by 12 pm on December 13, 2004. Late papers will not be accepted. Graduate-level research, writing, and critical analysis are expected. This paper must be completed in order to successfully pass the course.
Incompletes: Students are not permitted to take an Incomplete for this course, except in the case of a documented health or family emergency discussed in advance with the Professor. If you feel you are falling behind in your work, it is your responsibility to meet with the Professor and formulate a plan of action well in advance of the end of the semester so that you can complete the course successfully.
Students with disabilities: Students with physical or learning disabilities should provide the Professor with a letter requesting reasonable academic accommodation, and work directly with the Professor to determine what accommodations are needed. This letter can be obtained from Services for Students with Disabilities, located in the Student Services Building 4.104. This office can be reached at 471-6259. Upon request, the University provides appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY.
Scholastic dishonesty: The University defines academic dishonesty as cheating, plagiarism, unauthorized collaboration, falsifying academic records, and any act designed to avoid participating honestly in the learning process. Scholastic dishonesty also includes, but is not limited to, providing false or misleading information to receive a postponement or an extension on a test, quiz, or other assignment, and submission of essentially the same written assignment for two courses without prior permission of the instructor. By accepting this syllabus, you have agreed to these guidelines and must adhere to them. Scholastic dishonesty damages both the student’s learning experience and readiness for the future demands of a work-career. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. For more information on scholastic dishonesty, please visit the Student Judicial Services website at http://www.utexas.edu/depts/dos/sjs.
COURSE SCHEDULE
For the easiest movement through the course materials, please read assignments in the order listed.
SECTION 1 - FOUNDATIONS
Week 1 Class Introductions
Aug 26 No readings or screening
Week 2 Introduction to Television Criticism
Aug 31 Readings:
Brunsdon – “What is the ‘Television’ of Television Studies?” (R)
Allen – “Introduction: More Talk about TV” (CDR)
Kellner – “Cultural Studies” (R)
recommended: Fiske – “British Cultural Studies and Television” (CDR)
Sept 2 Screening:
Cagney and Lacey
Week 3 Add Gender and Mix Thoroughly: Feminist Television Criticism
Sept 7 Readings:
White – “Ideological Analysis and Television” (CDR)
Kaplan – “Feminist Criticism and Television” (CDR)
D’Acci – “Television, Representation, and Gender” (R)
D’Acci – “Defining Women” (R)
recommended: Brunsdon – “Identity in Feminist Television Criticism” (FTC)
Sept 9 Screenings:
The Goldbergs, Donna Reed, George Burns and Gracie Allen Show, I Love Lucy
SECTION 2 – REPRESENTATION
Week 4 Setting the Stage: The Women of Early TV
Sept 14 Readings:
Lipsitz – “The Meaning of Memory” (R)
Haralovich – “Sit-coms and Suburbs” (R)
Leibman – “Boys and Girls Together” (R)
Mellencamp – “Situation Comedy, Feminism, and Freud” (FTC)
recommended: Seiter – “Semiotics, Structuralism, and Television” (CDR)
Kozloff – “Narrative Theory and Television” (CDR)
Sept 16 Screenings:
Julia, Living Single, All-American Girl, American Family
Week 5 Ain’t I a Woman?: Women of Color in TV-Land
Sept 21 Readings:
Bodroghkozy – “‘Is This What You Mean by Color TV?’” (R)
Smith-Shomade – “Laughing Out Loud” (R)
Haluani & Vande Berg – “Asian or American” (R)
Olivarez – “Studying Representations of U.S. Latino Culture” (R)
recommended: Gray – “The Politics of Representation in Network Television” (R)
Sept 23 Screenings:
Golden Girls, Ellen, The L Word
Week 6 Queering the Dial: Lesbians and Queerness in Television
Sept 28 Readings:
Kennedy – “The Gorgeous Lesbian in L.A. Law” (FTC)
Kessler – “Mommy’s Got a Galpal” (R)
Moritz – “Old Strategies for New Texts” (R)
Joyrich – “Epistemology of the Console” (R)
Sept 30 Screenings:
Mary Tyler Moore, Murphy Brown, Absolutely Fabulous, Sex and the City
Week 7 Ms. Representations?: Feminists on TV
Oct 5 Readings:
Dow – “1970s Lifestyle Feminism . . .” (R)
Rabinovitz – “Ms.-Representation” (R)
Kirkham and Skeggs – “Absolutely Fabulous, Absolutely Feminist?” (R)
Lotz – “Postfeminist Television Criticism” (R)
Oct 7 Screenings:
As the World Turns, Prime-time serial chosen by students
SECTION 3 – GENRE
Week 8 Soap Operas
Oct 12 Readings:
Allen – “A Reader-Oriented Poetics of the Soap Opera” (R)
Modleski – “The Search for Tomorrow in Today’s Soap Operas” (FTC)
Feuer - “Melodrama, Serial Form, and Television Today” (R)
Ang – “Melodramatic Identifications” (FTC)
recommended: Feuer – “Genre and Television” (CDR)
Oct 14 Screenings:
Honey West, Charlie’s Angels, Buffy the Vampire Slayer
Week 9 Action Series
Oct 19 ** MID-TERM PAPER DUE**
Readings:
Osgerby et al. – “The Business of Action” (R)
D’Acci – “Nobody’s Woman?” (R)
Gough-Yates – “Angels in Chains?” (R)
Bavidge – “Chosen Ones” (R)
Oct 21 Screenings:
Oprah, The Swan
Week 10 Talk Shows and Reality TV
Oct 26 Readings:
Shattuc – “‘Go Ricki’” (R)
Squire – “Empowering Women?” (FTC)
Murray – “‘I Think We Need a New Name for It’” (R)
Couldry – “Teaching Us to Fake It” (R)
Oct 28 Screenings:
The Honeymooners, I Love Lucy, Pleasantville
SECTION 4 – AUDIENCES AND RECEPTION
Week 11 Who’s Got the Remote?: Gender, Television, and the Domestic Sphere
Nov 2 VOTE!!!
Readings:
Spigel – “1 – Domestic Ideals and Family Amusements” (MRT)
Spigel – “2 – Television in the Family Circle” (MRT)
Spigel – “3 – Women’s Work” (MRT)
Gray - “Behind Closed Doors” (FTC)
Nov 4 Screenings:
Selections from Lifetime, Oxygen, BET
Week 12 Audiences and Programming: The Political Economy of Television
Nov 9 Readings:
Meehan – “Heads of Households” (R)
Meehan and Byars – “Telefeminism” (R)
Becker – “Prime-time Television in the Gay Nineties” (R)
Smith-Shomade – “Narrowcasting in the New World Information Order” (R)
recommended: Steeves and Wasko – “Feminist Theory and Political Economy” (R)
Nov 11 Screening:
Ally McBeal
Week 13 Women’s Television Reception Practices: Ally McBeal as Case Study
Nov 16 Readings:
Geraghty – “Audiences and ‘Ethnography’” (R)
Press – “Working-Class Women Discuss Television” (R)
Seiter – “Feminist Methods” (R)
McKenna – “The Queer Insistence of Ally McBeal” (R)
recommended: Allen – “Audience-Oriented Criticism and Television” (CDR)
Nov 18 Screenings:
Xena: Warrior Princess, Deep Dish TV, Dyke TV
Week 14 DIY TV: Productive Female Fans and Women’s Alternative Television Projects
Nov 23 Readings:
Penley - “Feminism, Psychoanalysis, and the Study of Popular Culture” (R)
Jones – “Histories, Fictions, and Xena: Warrior Princess” (R)
Ouellette – “Will the Revolution Be Televised?” (R)
Freedman – “Producing (Queer) Communities” (R)
Nov 25 No Screening – Thanksgiving Holiday
Week 15 Your Turn with the Remote: Final Project Presentations
Nov 30 No Readings -- Final Project Presentations
Dec 2 No Screening -- Course Evaluations and Final Project Presentations
Dec 13 FINAL PAPER DUE (no later than 12 pm)
Syllabus for the Course: Women and Media Culture
RTF 359s / WGS 324 - WOMEN AND MEDIA CULTURE
FALL 2004
RTF unique #: 07480 Professor Mary Celeste Kearney
WGS unique #: 47140 Office: CMA 6.140
Class time: T/Th 3:30-5 pm Telephone: 512-475-8648
Screening location: CMA 3.120
Teaching Assistant: Debbie Jaramillo
COURSE DESCRIPTION
This course introduces students to the
critical analysis of women and media culture. Focusing specifically on media in
the United States, students will explore the dominant strategies used by the
commercial magazine, film, broadcasting, and recording industries to represent
women and women’s issues, as well as to attract women consumers. Given that
media texts often produce both progressive and reactionary representations
simultaneously, one of our objectives will be to determine the effects of
traditional and feminist ideologies of gender on portrayals of ,and consumer
appeals, to women. In addition, we will examine how women participate in media
culture via their roles as consumers and audiences, as well as fans of
particular cultural texts. Although we will examine media texts produced and
distributed by the commercial media and entertainment industries, we will also
explore how women have created alternatives to mainstream media by creating
their own cultural texts and practices. In order to understand and critique the
ideologies and discursive strategies that structure women’s media
representation, reception, and production, we will utilize a variety of
theoretical perspectives, including feminist and gender theory, critical race
theory, lesbian/gay/queer studies, literary criticism, film theory, television
criticism, popular music criticism, cultural studies, and communication
studies.
This course satisfies the College of Communication’s Substantial Writing Component requirement, as well as the Communication and Culture requirement.
COURSE GOALS
After successfully completing this course, the student will have the ability to:
- recognize the dominant representational and discursive strategies used by the commercial media in the portrayal of women, as well as in specific appeals made to women consumers;
- understand how women consume media texts and how consumers’ particular identities produce different readings and uses of such texts;
- comprehend women’s reasons and strategies for producing alternative cultural forms; and
- apply various theories of gender and media in critical analyses of women-oriented media texts, women media consumers, and women’s alternative media production.
COURSE MATERIALS
1) Reading Packet. Available for purchase at Paradigm, and on reserve in the PCL.
2) October issue of Cosmopolitan magazine.
3) Material Girls: Making Sense of Feminist Cultural Theory by Suzanna Danuta Walters (Berkeley: University of California Press, 1995). Available for purchase from University Co-op, and on reserve in the PCL. Noted as (MG) in the Course Schedule.
COURSE REQUIREMENTS
Requirements: Percent of Final Grade:
Class/screening attendance 10%
Class participation 25%
Response Essays (5 of 6 required) 20%
Mid-term Paper 20%
Final Paper/Project 25%
COURSE GUIDELINES
Class/screening attendance: Attendance is required for all class meetings and screenings, and roll will be taken at the beginning of each. Please be respectful of your fellow students and the Professor by arriving on time. If you plan on being excessively late or absent from a class meeting or screening, you should notify the Professor in advance. To be excused for absences, students must provide documentation of an illness, family emergency, or religious holy day. Two (2) unexcused absences are allowed; subsequent unexcused absences will lower your grade for both attendance and participation. Please be aware that the screenings are paid for by your incidental fees. Students are not required to watch material they find offensive, and should discuss such matters with the Professor beforehand so as to determine alternative viewing material.
Class participation: It is expected that students will have completed the assigned readings, screenings, and Response Essays prior to the beginning of class. It is helpful to take notes on the readings, screenings, and lectures, as well as to formulate questions which can contribute to class discussion. You should bring your reading materials as well as class and screening notes to class to facilitate your class participation. As this is an upper-division course, students are expected to engage fully with the course material and to participate actively in class discussions. You are encouraged to express your own opinions assertively and to raise questions during class discussions, as well as to make suggestions on additional readings and screenings. In turn, you are expected to be respectful of and open to others’ opinions and suggestions. Pop quizzes on the course material may be administered periodically.
Response essays: Following various course topics (e.g., women’s film spectatorship), students are required to submit a two-page, typewritten essay in which they respond to the course readings and screenings on that topic. These essays should demonstrate that you understand the main points of the readings and are able to relate them to class lectures, discussions, and screenings, as well as to your personal experience. Please do not merely summarize the readings and screenings; your task is to critically analyze the topic at hand. Students are responsible for writing a total of five (5) out of six (6) assigned essays, which means that you can skip writing one (1) essay as your schedule demands. Response essays are due at the beginning of class and must be submitted directly to the Professor or Teaching Assistant, unless other arrangements have been made beforehand.
Due dates: 9/9, 9/30, 10/7, 10/28, 11/11, 11/30.
Papers: Two (2) papers are required for this course. You cannot receive a passing grade for the course without completing all papers. Paper assignments will be handed out in class at least two weeks prior to the deadline. Papers are due at the beginning of class and must be submitted directly to the Professor, unless other arrangements have been made beforehand. These papers must be accompanied by all Response Essays written up to that point in the semester. Late mid-term papers will be excused only in the case of a documented illness or family emergency. Unexcused late mid-term papers will be marked down one letter grade for each week of tardiness. No papers or projects will be accepted after Friday, December 3, 2004.
Incompletes: Students are not permitted to take an Incomplete in this class except in the case of a documented health or family emergency discussed with the Professor. If you feel you are falling behind in your work, it is your responsibility to meet with the Professor and formulate a plan of action well in advance of the end of the semester so that you can complete the course successfully.
Assistance with writing: You are strongly encouraged to meet with the Professor and/or Teaching Assistant prior to writing your papers, in order to obtain further clarification of the writing assignments and to discuss possible topics, reference materials, and/or writing difficulties.
In addition, you are encouraged to use the Undergraduate Writing Center, which is located in FAC 211. The UWC offers individualized assistance at no charge to students who want to improve their writing skills. Students may visit on a drop-in or appointment basis. Call 471-6222 for hours and/or an appointment. For more information, visit their website at http://www.uwc.fac.utexas.edu.
Students also may utilize UT’s Learning Center to get assistance with their studying and writing. The Learning Center is located in the Jester Center, Room A332. For hours and/or an appointment, call 471-3614. For more information, visit their website at http://www.utexas.edu/student/utlc.
Students with disabilities: Students with physical or learning disabilities should provide the Professor with a letter requesting reasonable academic accommodation, and work directly with the Professor to determine what accommodations are needed. This letter can be obtained from Services for Students with Disabilities, located in the Student Services Building 4.104. This office can be reached at 471-6259.
The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY.
Scholastic dishonesty: The University defines academic dishonesty as cheating, plagiarism, unauthorized collaboration, falsifying academic records, and any act designed to avoid participating honestly in the learning process. Scholastic dishonesty also includes, but is not limited to, providing false or misleading information to receive a postponement or an extension on a test, quiz, or other assignment, and submission of essentially the same written assignment for two courses without prior permission of the instructor. By accepting this syllabus, you have agreed to these guidelines and must adhere to them. Scholastic dishonesty damages both the student’s learning experience and readiness for the future demands of a work-career.
Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. For more
information on scholastic dishonesty, please visit the Student Judicial Services website at http://www.utexas.edu/depts/dos/sjs.
COURSE SCHEDULE
** Except where noted, all articles are included in the Reading Packet. **
SECTION 1 - FOUNDATIONS
8/26 Th Introduction to the Course/Class Introductions
NO READINGS
8/31 T Studying Media Culture
Read: Kellner – “Cultural Studies, Multiculturalism, and Media Culture”
NO SCREENING
9/2 Th Feminist Ideologies
Read: Peach - “Types of Feminism”
hooks – “Feminism: A Movement to End Sexist Oppression”
Recommended: Walters “5 – Postfeminism and Popular Culture” (MG)
9/7 T Gender as Social Performance
Read: West and Zimmerman – “Doing Gender”
View: Cinderella
9/9 Th Feminist Media Criticism
Read: Van Zoonen – “Feminist Perspectives on the Media”
ESSAY #1 DUE
SECTION 2 – WHAT WOMEN?: IDENTITY, DIVERSITY, HYBRIDITY
9/14 T Hegemony, Identity Norms, and Intersectional Approaches
Read: Lull – “Hegemony”
Lorde – “Age, Race, Class, and Sex”
View: And Still I Rise, Slaying the Dragon, Hollywood Harems
9/16 Th Considering Race and Ethnicity alongside Sex and Gender
Read: Thornham – “Rereading Difference(s) 2”
Rasmussen et al. – Selection from “Introduction”
9/21 T Considering Class alongside Sex and Gender
Read: Ehrenreichs – “The Professional-Managerial Class”
hooks – “Seeing and Making Culture: Representing the Poor”
View: Off the Straight & Narrow: Lesbians, Gays, Bisexuals and Television
9/23 Th Considering Sexuality alongside Sex and Gender
Read: Ciasullo – “Making Her (In)visible”
SECTION 3 – WOMEN AND MAGAZINES
9/28 T Women’s Periodicals: History, Genres, Discourses
Read: Zuckerman – “Women’s Magazines, 1946-95”
View: Ways of Seeing (part 4), Killing Us Softly 3
ESSAY #2 DUE
9/30 Th Feminist Criticism and Women’s Magazines
Read: Van Zoonen – “Media Texts and Gender”
Bring to class: October issue of Cosmopolitan
10/5 T Fashion Magazines and Their Readers
Read: Gauntlett – “Women’s Magazines and Female Identities Today”
Bring to class: October issue of Cosmopolitan
View: Grrlyshow
10/7 Th Alternative Women’s Magazines
Read: Steiner - “The History and Structure of Women’s Alternative Media”
Selections from Bust
ESSAY #3 DUE
SECTION 4 – WOMEN AND FILM
10/12 T Positive Images: Early Feminist Film Criticism
Read: Walters – “1- From Images of Women to Woman as Image” (MG)
MID-TERM PAPER DUE
View: Vertigo
10/14 Th The Male Gaze and Female Representation
Read: Walters – “2 - Visual Pressures” (MG)
10/19 T Reconsidering Female Spectatorship and Spectators
Read: Walters – “4 - You Looking at Me?” (MG)
View: Lovely and Amazing
10/21 Th “Chick Flicks”: Rethinking Hollywood’s Appeal to Women
Read: Tasker – “Female Friendship”
10/26 T Women’s Filmmaking, Part 1: Documentary
Read: Lesage - “Political Aesthetics of Feminist Documentary”
View: Performing the Border, The Watermelon Woman
10/28 Th Women’s Filmmaking, Part 2: Experimental and Narrative
Read: Citron – “Women’s Film Production”
ESSAY #4 DUE
SECTION 5 – WOMEN, RADIO, AND TELEVISION
11/2 T VOTE!!!
Early Broadcasting for Women
Read: Spigel – “Women’s Work”
View: Early women’s radio shows, Donna Reed, As the World Turns
11/4 Th Soap Operas and Women’s Viewing Pleasures
Read: Hayward – “Consuming Pleasures”
11/9 T Feminism and Women in Contemporary Prime-Time TV
Read: Lotz – “Postfeminist Television Criticism”
View: Sex and the City, Deep Dish TV (“Women of the First Nations”), Dyke TV
11/11 Th Women’s Television Production
Read: Ouellette – “Will the Revolution Be Televised?”
ESSAY #5 DUE
SECTION 6 – WOMEN AND POPULAR MUSIC
11/16 T Women’s Roles in Popular Music
Read: Green – “Affirming Femininity”
View: Nobody Knows My Name
11/18 Th Women in Hip Hop Culture
Read: Perry – “Who(se) Am I?”
11/23 T Women in Rock Culture
Read: Bayton – “Women and the Electric Guitar”
View: The Righteous Babes
11/25 Th NO CLASS – THANKSGIVING HOLIDAY
11/30 T Feminism and Popular Music
Read: Lont - “Women’s Music”
France – “Rock Me Feminism”
ESSAY #6 DUE
NO SCREENING
12/2 Th Class-Wrap-up and Evaluations
** FINAL PAPER/PROJECT DUE BY 3:30 PM **
http://rtf.utexas.edu/pdf/syllabi/fall04/359S.pdf
Syllabus for the Course: Theories of
Gender and Sexuality
RTF 386C – THEORIES OF GENDER AND SEXUALITY
FALL 2000
Course unique #: 07590 Professor Mary C. Kearney
Seminar time: Tuesdays 9am-12pm Office: CMA 6.140
Seminar location: CMA 3.128 Telephone: 512-475-8648
Email: mkearney@mail.utexas.edu
Screening time: Mondays 5-7:30 pm Office hours: TTh 12:30-1:30 pm,
Screening location: CMA 3.116 W 4–5 pm, & by appointment
COURSE DESCRIPTION
This seminar is intended to provide students with a broad survey of theories that are most relevant to and useful for critical analyses of gender and sexuality in visual culture, particularly with regard to cinematic representation, spectatorship, and authorship. Although we will begin with second-wave feminist explorations of gender and the cultural representation of women, our particular concern will be contemporary poststructuralist theories which move our understanding of gender and sexuality beyond the normative binaries of male/female, masculine/feminine, and heterosexual/homosexual. This seminar requires close reading and discussion of theoretically rigorous and critically sophisticated texts and thus
requires
the active participation of committed students.
COURSE GOALS
After successfully completing this course, students will have the ability to:
- comprehend and critique theories of gender and sexuality;
- comprehend and critique the use of theories of gender and sexuality in critical analyses of the visual media;
- apply theories of gender and sexuality in critical analyses of the visual media.
REQUIRED TEXTS
- Reading packet of selected articles (R) available at Longhorn Copies.
- Feminist Film Theory (FFT) – Sue Thornham, ed.
- Issues in Feminist Film Theory (IFFC) – Patricia Erens, ed.
- Feminist Practice and Poststructuralist Theory – Chris Weedon
- Screening the Male (STM) – Steven Cohan and Ina Rae Clark, eds.
Course books are available at the University Co-op and are on reserve in the Perry-Castenada Library.
2
COURSE REQUIREMENTS
Requirements: Percent of Final Grade:
Class/screening attendance 10%
Class participation 10%
Presentation of class readings 10%
Journals 20%
Mid-term paper (5-7 pages) 10%
Final paper presentation 10%
Final
paper (15-20 pages) 30%
Class/screening
attendance and participation: Students are
expected to attend all class meetings and screenings. Please be aware that the
screenings are paid for by your incidental fees. Students are not required to
watch films or videos they find offensive, and should discuss such matters with
the Professor. Students are expected to complete the assigned readings prior to
the beginning of class (refer to the Course Schedule below). As many of the
class texts are theoretically and critically sophisticated, you should allot
enough time for thorough reading, and are encouraged to outline the texts and
to make note of questions for class. Students are expected to participate fully
in class by expressing opinions assertively and raising provocative questions,
as well as making suggestions on additional readings and research materials. In
turn, students are expected to be respectful of and open to others’ opinions
and questions.
Presentations: As this course is conducted as a seminar, each student is required to lead class discussion on a class reading at least once. Such presentations should include a concise summary of and stimulating questions about topics addressed in the reading, as well as the sharing of any additional materials that might be helpful in clarifying that week’s discussion topic (e.g., handouts, film clips, etc.). In addition to leading weekly class discussions, students are required to present their Final Paper topic to the class at the end of the semester.
Journals: Students are asked to keep a
class journal of weekly essays (two pages maximum) in which they reflect on
class readings, screenings, and discussions. These essays should demonstrate
that you understand the main points of the readings and are able to relate them
to other course material. Journals will be collected twice during the course of
the semester: October 31 and December 5, 2000. No journals
will be accepted after December 5, 2000.
Papers: There are two assigned papers for this class, and both must be completed in order to successfully pass the course. Graduate-level writing and critical analysis are expected. Late papers will be excused only in the event of a documented medical or family emergency. Unexcused late mid-term papers will be marked down one letter grade for each week of tardiness. No papers will be accepted after 12 pm on December 15, 2000. The Mid-Term Paper will entail a critical analysis of gender in a film, video, or media installation of your choice, preferably one shown at the Cinematexas International Short Film + Video Festival, October 18- 22, 2000. Guidelines for this paper will be handed out in class at least one week prior to the paper deadline. The Final Paper will entail a critical analysis of gender and sexuality in a film or video of your
choice.
Students must obtain approval on their paper topic from the Professor at least
week prior to class presentations on December 5, 2000.
Incompletes: Students are not permitted to take an Incomplete for this course. If you feel you are falling
behind in the work, it is your responsibility to meet with the Professor and formulate a plan of action well
in advance of the end of the semester so that you can complete the course successfully.
Scholastic dishonesty: The University defines academic dishonesty as cheating, plagiarism,
unauthorized collaboration, falsifying academic records, and any act designed to avoid participating
honestly in the learning process. Scholastic dishonesty also includes, but is not limited to, providing false
or misleading information to receive a postponement or an extension on a test, quiz, or other assignment,
and submission of essentially the same written assignment for two courses without prior permission of the
instructor. By accepting this syllabus, you have agreed to these guidelines and must adhere to them.
Scholastic dishonesty damages both the student’s learning experience and readiness for the future
demands of a work-career.
Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and/or dismissal from the University. For more
information on scholastic dishonesty, please visit the Student Judicial Services website at
www.utexas.edu/depts/dos/sjs.
Students with disabilities: Students with physical or learning disabilities should provide a letter
requesting reasonable academic accommodation, and work directly with the Professor to determine what
accommodations are needed. This letter can be obtained from Services for Students with Disabilities,
located in the Student Services Building 4.104. This office can be reached at 471-6259.
4
COURSE SCHEDULE
**For the easiest movement through each week’s readings, please read articles in the order listed.**
SECTION I: LAYING THE FOUNDATION: FEMINIST THEORIES OF GENDER & FILM
Week 1 Early Feminist Theories of Gender & Initial Explorations in Media Criticism
9/5 Readings: Beauvoir “Introduction” (R)
Friedan “The Problem That Has No Name” and
“The Happy Housewife Heroine” (R)
Firestone “The Dialectic of Sex” and “(Male) Culture” (R)
Week 2 A New Field Emerges: Feminist Film Criticism
9/11 Screening: Still Killing Us Softly
Adam’s Rib
9/12 Readings: Haskell “The Big Lie” (R)
Smith “The Image of Women in Film” (FFT)
Artel/Wengraf “Positive Images” (IFFC)
Waldman “There’s More to a Positive Image . . .” (IFFC)
Tuchman “Women’s Depiction by the Mass Media (R)
Week 3 The Feminist Turn to Psychoanalysis
9/18 Screening: Vertigo
9/19 Readings: Weedon “3 - Feminist Poststructuralism & Psychoanalysis”
Kaplan “Part II: Definition of Terms” (R)
Cook/Johnston “The Place of Woman in the Cinema . . .” (IFFC)
Mulvey “Visual Pleasure and Narrative Cinema” (IFFC)
Modleski “Hitchcock, Feminism . . .” (IFFC)
5
Week 4 Theorizing Film Femmes: “Women’s Genres,” Spectators, and Directors
9/25 Screening: Desperately Seeking Susan
9/26 Readings: Kuhn “Women’s Genres” (FFT)
Doane “Film and the Masquerade” (FFT)
Gaines “Women and Representation” (IFFC)
Stacey “Desperately Seeking Difference” (IFFC)
Citron “Women’s Film Production” (R)
SECTION II: EXPANDING GENDER-ORIENTED FILM THEORY & CRITICISM
Week 5 Moving Beyond Psychoanalysis and Reflecting on Difference
10/2 Screening: The Color Purple
10/9 Readings: Rich “In the Name of Feminist Film Criticism” (IFFC)
Gledhill “Recent Developments in Feminist Criticism” (R)
Gaines “White Privilege and Looking Relations” (IFFC)
hooks “The Oppositional Gaze” (FFT)
Shohat “Gender and Culture of Empire” (R)
Week 6 Poststructuralist Approaches: Gender as Performance
10/9 Screening: Dream Girls
Shinjuku Boys
10/10 Readings: Weedon “2 – Principles of Poststructuralism,”
“4 – Language and Subjectivity,” and
“5 – Discourse, Power, and Resistance”
DeLauretis “The Technology of Gender” (R)
Butler “Subjects of Sex/Gender/Desire” (R)
Butler “Imitation & Gender Subordination” (R)
6
Week 7 Looking Beyond Femininity: Theorizing Manhood and Masculinity in Film
10/16 Screening: The Full Monty
10/17 Readings: Saco “Masculinity as Signs” (R)
Neale “Prologue: Masculinity as Spectacle” (STM)
Green “Malefunction” (R)
Silverman “Historical Trauma and Male Subjectivity” (R)
Cohan “‘Feminizing the ‘Song-and-Dance Man” (STM)
10/18-22 CINEMATEXAS INTERNATIONAL SHORT FILM + VIDEO FESTIVAL
Week 8 Muscular Media: “Men’s Genres,” Spectators, and Directors
10/23 Screening: Tough Guise (selections), Fight Club
10/24 ** MID-TERM PAPER DUE **
Readings: Warner “Spectacular Action” (R)
Tasker “Dumb Movies for Dumb People” (STM)
Jeffords “Can Masculinity Be Terminated?” (STM)
Fuchs “The Buddy Politic” (STM)
SECTION III: ADIOS HETERONORMATIVITY: RETHEORIZING SEXUALITY
Week 9 Rethinking Sexualities
10/30 Screening: La Cage aux Folles
10/3`1 ** JOURNALS DUE **
Readings: Foucault “The Incitement to Discourse” and
“The Perverse Implantation” (R)
Rich “Compulsory Heterosexuality” (R)
Rubin “Thinking Sex” (R)
Halperin “Is There a History of Sexuality?” (R)
7
Week 10 Queerness and Media Criticism
11/6 Screening: The Celluloid Closet
11/7 Readings: Gross “Out of the Mainstream” (R)
Butler “Critically Queer” (R)
Doty “Introduction” and “There’s Something Queer Here” (R)
Hanson “Introduction: Out Takes” (R)
SECTION IV: SEXUALIZED REPRESENTATIONS & SPECTATORSHIP
Week 11 Male Homosexualities in/and Media
11/13 Screening: Poison
Queer as Folk (episode 1)
11/14 Readings: Edelman “Seeing Things” (R)
Miller “Anal Rope” (R)
Brasell “My Hustler: Gay Spectatorship as Cruising” (R)
Meyer “Rock Hudson’s Body” (R)
Kelly “The Unbearable Lightness of Gay Movies” (R)
Week 12 Lesbianisms in/and Media
11/20 Screening: War on Lesbians
The Watermelon Woman
11/21 Readings: DeLauretis “Sexual Indifference and Lesbian Representation” (R)
Ellsworth “Illicit Pleasures” (IFFC)
Holmlund “When Is a Lesbian Not a Lesbian?” (R)
Savoy “That Ain’t All She Ain’t” (R)
Case “Toward a Butch/Femme Aesthetic” (R)
8
SECTION V: RETHINKING GENDERS AND SEXUALITIES IN THE 21st CENTURY
Week 13 Bisexuality, Transgenderism, and Transsexualism
11/27 Screening: Outlaw
Sunday, Bloody Sunday
11/28 Readings: Haraway “A Cyborg Manifesto” (R)
Garber “Bi Words” (R)
Shapiro “Transsexualism” (R)
Stone “The Empire Strikes Back” (R)
Califia “The Future of Gender and Transgenderism” (R)
Week 14 Your Turn: Presenting Final Projects
12/4 Screening: TBD (class choice)
12/5 ** JOURNALS DUE **
Final Paper Presentations
Week 15 – NO CLASS MEETING THIS WEEK
12/15 ** FINAL PAPERS DUE BY 12 PM **
Abbreviated Syllabus for the Course: Black Feminist Theory & Praxis
Semester Spring
2005
WGS 345 - Title BLACK FEMINIST THEORY & PRAXIS
Substantial Writing Component: No
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
46170 |
TTH |
11:00 AM- 12:30 PM |
WAG 201 |
ALLEN |
Meets with course(s)
ANT 324L and AFR 374
Prerequisites
Although there is no prerequisite, this class would be much more effective for students who have already taken ANT 302 (Cultural Anthropology) or AFR 301 (African American Culture).
Course Description
In this course we will analyze theory and praxis of Black and Third World feminisms-- as political space, activist methodology, artistic inspiration and scholarly choice. We will analyze canon-forming theory, literature and personal essays by, for example, the Combahee River Collective, Audre Lorde, Gloria Hull, Michelle Cliff, Toni Cade Bambara, and other artists and scholars, as well as emerging work from Black British, Caribbean, Latin American and US hip-hop perspectives.
One of the most vibrant sites of theoretical and artistic production and on the ground organizing; Black feminism comes out of the tension between first wave feminism that insisted on „sisterhood‰ without adequate interrogation of the racism and classicism of the majority of sisters, and various race-based movements that claimed that black people could only deal with „the woman question‰ after „the race question‰ had been settled. This position at the interstices of identity-based politics makes for a strategic locus for on the ground politics and academic work that in fact attend to multiply constituted identities-- including sexuality, class, nation and the consideration of history and material conditions-- as more than a rhetorical gesture.
Among the topics taken up: 'F- word' tensions such as the position of feminism in radical politics; the participation/position of men, 'gender' as an analytical category; 'womanism'; generational and national difference; and the participation/position of Lesbians.. Moreover, it will engage students in grappling with pressing contemporary events and popular culture from black feminist perspectives.
Abbreviated Syllabus for the Course: The US and 3rd-World Feminisms
Semester Spring
2006
WGS 340 - Title The US and 3rd-World Feminisms-W
Substantial Writing Component: Yes
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
47560 |
MW |
4:30 PM- 6:00 PM |
MEZ 2.126 |
HOOKER, JULIET |
Meets with course(s)
GOV 335M
Prerequisites
6 SEMESTER HOURS OF LOWER-DIVISION COURSEWORK IN GOVERNMENT.
Course Description
This course explores the variety of feminisms developed by women of color and non-western women to critique the racism and ethnocentrism of white-dominated systems and practices, including feminism. We begin by examining the dominant approaches to feminist theory that emerged in the United States and Europe, such as liberal, socialist, and radical feminism, as well as feminist epistemology and post-modern feminist analyses. We will then focus on the critiques of these traditions developed by women of color and their insistence on the need to address the intersections of race, gender, sexuality, and class. Finally, we will examine recent debates regarding the initial emphasis on identity politics among black feminists, the relationship between black feminism and post-modernism, and contemporary re-conceptualizations of feminism in light of "difference" as a result of the critical perspectives developed by women of color.
http://web.austin.utexas.edu/cola/students/courses/coursedetail.cfm?courseID=11522
Abbreviated Syllabus for the Course: American Dilemmas
Semester Spring
2006
WGS 345 - Title 26-American Dilemmas
Substantial Writing Component: No
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
47695 |
MWF |
10:00 AM- 11:00 AM |
BUR 136 |
GREEN, PENNY |
Meets with course(s)
SOC 336C, URB 354 AND AFR 320
Prerequisites
UPPER-DIVISION STANDING REQUIRED
Course Description
This course examines critical American social problems that threaten the very fabric of our collective life as a nation. These include problems in the economy and political system, social class and income inequality, racial/ethnic inequality, gender inequality and heterosexism, problems in education, and problems of illness and health care. Special emphasis will be placed on showing how these problems have a disproportionately negative impact on men of color and women.
The course has three main objectives. One involves providing students with the theoretical and methodological tools needed to critically analyze these problems from a sociological perspective. A second involves providing students with current data and other information documenting the seriousness of these problems, especially for men of color and women. The final objective focuses on evaluating social policies addressing these problems (e.g., affirmative action, welfare-to-work programs, pay equity legislation), with special reference to questions of social justice, the common good, as well as public and individual responsibility. Class format will be a mixture of lecture and discussion, with an emphasis upon the latter. Guest speakers from the community will be invited where applicable.
Grading Policy
a) Class Participation: Class participation will count for 20% of your semester grade. Students who miss more than three classes, regardless of the reason for the absences, will have their semester grades reduced by one full percentage point for each absence beyond the three allowed.
b) Exams: Students will prepare "take home" exams on five of the seven substantive topics covered in the course. The average of your five exams will count for 60% of your semester grade.
c) Pop Quizzes: There will be an unspecified number of pop quizzes given during the semester. They will cover the previous day's discussion and/or the current reading assignment, typically both. The average of your pop quizzes will count for 20% of your final grade.
Note: I do not curve exam, quiz, or semester grades.
Texts
A packet of prepared readings to be purchased from Paradigm at 407 W. 24th.
http://web.austin.utexas.edu/cola/students/courses/coursedetail.cfm?courseID=11527
Abbreviated Syllabus for the Course: Roots of Social/Economic Justice
Semester Spring
2006
WGS 440 - Title Roots of Social/Economic
Justice-England Maymester
Substantial Writing Component: No
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
47585 |
|
- |
|
RUBIO, RUTH |
Meets with course(s)
S W 460K AND S W 495K
Course Description
This course teaches students about the historical roots of the professionalization of helping others and the profession of social work. The course will also focus on the governmental social services delivery system and the impact on client populations, and the diverse cultures living in London that provide the context for social services. The course will be taught through cultural immersion in ethnic neighborhoods, field visits, and seminars. The purpose of this course is to deepen students' understanding of the rights and responsibilities of being a good citizen in an increasingly global society, to promote cross-cultural learning, and to expand the critical appreciation for the social framework in which we live as it relates to the moral and ethical problems encompassed by social justice. There is a 10-hour volunteer opportunity with Toynbee Hall, or other social service agency. Historic Toynbee Hall, established in 1873, is the first settlement home and could be considered the birthplace of social work.
MAYMESTER COURSE; FOR INFORMATION, VISIT THE WEB SITE FOR C-GEO OR CONNEXUS. RESTRICTED ENROLLMENT; CONTACT THE CONNEXUS OFFICE (FAC 1) FOR PERMISSION TO REGISTER FOR THIS COURSE. MANDATORY ORIENTATION SESSIONS AND LECTURES TO BE ANNOUNCED ON THE CLASS WEB SITE. INCLUDES CROSS-CULTURAL CONTENT. TAUGHT IN LONDON, ENGLAND. STUDY ABROAD. CLASS MEETS APPROXIMATELY MID-MAY TO LATE JUNE.
http://web.austin.utexas.edu/cola/students/courses/coursedetail.cfm?courseID=11524
Other Syllabi of Note
Abbreviated Syllabus for the Rhetoric Course: Non-Violent Rhetoric
http://www.cwrl.utexas.edu/~syverson/309/06spring/
Semester Spring
2006
RHE 309K - Title Topics in Writing-W
Topic Non-Violent
Rhetoric
Substantial Writing Component: Yes
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
43835 |
TTH |
12:30 PM- 2:00 PM |
FAC 7 |
SYVERSON |
Course Description
The central issue in this course will be non-violence and virtual worlds. How would we define violence online? How can theories of nonviolence be applied online? Can nonviolent action online have an impact on violence in the "real world?" All texts create a shared space, all writing is situated in time and place. What kinds of places do writers construct, and how does a sense of place impact on audiences? How can the computer, a single medium for composing, provide a sense of such diverse places as the millions of Web pages, thousands of news groups and computer forums, virtual worlds such as MOOs and MUDs collaborative environments such as Interchange, desktops, directories, spreadsheets, databases, and other applications representing abstract spaces?
Students will take on roles in creating an online society, reflecting readings and class discussions on the subject of nonviolence. They will engage in various construction projects, both individually and collaboratively, developing a richer understanding of the theories and application of nonviolent action, and they will explore the importance of place in writing. In the process they will gain greater control over their own composing. Students will experiment with creating Web pages, position statements, rhetorical analyses, and textual places in a MOO or MUD. Readings will be drawn from prominent experts on nonviolence and nonviolent communication.
Course Requirements
Three major projects including topic proposal, drafts, and final revision; informal writing as assigned, generally weekly, and completion of the Online Learning Record.
Project 1: A web site representing a role in the virtual world
Project 2: Position statement and rhetorical analysis
Project 3: Collaborative MOO "neighborhood"
Project 4: The Learning Record
Grading Policy
Grades in this course are determined on the basis of an Online Learning Record, which accompanies a portfolio of work presented at the midterm and at the end of the course. These portfolios present a selection of student work, both formal and informal, completed during the semester, ongoing observations about student learning, and analysis of student work and interpretations with respect to the student's development across five dimensions of learning: confidence and independence, knowledge and understanding, skills and strategies, use of prior and emerging experience, and reflectiveness. This development centers around the major strands of work in the course: rhetoric and composition, research, technology, and collaboration. There are four major projects, including composing the Online Learning Record itself. In addition, there will be ongoing reading, informal writing, collaborative work developing the class Web site. All assigned work must be completed to receive a passing grade in this course. The format, scope, and topic of projects is decided through individual consultation with the instructor.
Texts
Michael N. Nagler, Is There No Other Way? Marshall Rosenberg, Nonviolent Communication: A Language of Life
Thich Nhat Hahn, Peace is Every Step
The Essential Gandhi
Peter Ackerman, Jack Duvall, A Force More Powerful : A Century of Non-Violent Conflict
Jonathan Schell, The Unconquerable World: Power, Nonviolence, and the Will of the People
Other readings as assigned
Syllabus for the Rhetoric Course: Rhetoric of the 1960’s
Policy Statement
Goals
The goals of this course are to give you an understanding of our complex topic as well as to offer you multiple opportunities to examine and improve your writing process. We will work extensively on your critical reading, writing, and thinking skills. Some major topical questions guiding our course are: what are social movements and what makes them effective? How do they make arguments, and what rhetorical strategies to they employ? What are some criteria we might use to evaluate the social movements of the past? To what extent can we understand actions as making explicit or implicit arguments? What are some connections between recent history and contemporary life? How has the youth culture that blossomed in a variety of forms in the 1960s affected contemporary American life?
Throughout the semester, this course should help you develop your ability to:
identify, evaluate, construct, and organize effective arguments;
read critically;
conduct library research;
produce a clean, efficient style and adapt it to various rhetorical situations;
critique, edit, and proofread your own and others’ prose.
Required Textbooks
The Elements of Reasoning. Edward P.J. Corbett and Rosa A. Eberly.
Writing with Style, Silver Anniversary Edition. John Trimble.
Course Packet, available at IT Printing (512 W. MLK Blvd).
Syllabus - Unit One
The Civil Rights Movement: From Boycotts to Black Power
In this unit we will examine the civil rights movement, looking at specific instances like the clash between segregationists and integrationists in Little Rock and other places throughout the South, Freedom Summer, and the formation of militant organizations like the Black Panther Party later in the decade. For your first writing assignment, you will write a 4-5 page rhetorical analysis of some piece of rhetoric stemming from this movement. You will be provided with a packet of possible choices, though you may select your own argument to analyze if you first get my approval. This writing assignment will require you to assess a piece in its own rhetorical context, to some extent putting your own opinions aside.
This syllabus is subject to change. Please check it online.
|
Date |
Agenda |
Assignment |
|
Wednesday |
Introduction
to course. |
Read Chapters 1 and 2, "Reasoning, Are
You For It or Against it?" and "Invention: Places, Paths,
and Structures of Reasoning" pp. 1-47, in C & E . |
|
Monday |
What is
rhetoric? What is an argument? |
Review pp. 26-32 in C & E. |
|
Wednesday |
Review
rhetorical concepts. |
Read excerpt from“Nashville” and
the “Student Nonviolent Coordinating Committee Statement of Purpose” in the
CP. |
|
Monday |
Rhetorical
analyses and Essay1. |
Read “Last Supper,” “Mr. Greyhound,” and
“Interview with Robert Zellner” in the CP. |
|
Wednesday |
Freedom
Rides. |
Read Ch. 2 in T., “Getting Launched” pp.
13-24. |
|
Monday |
Discuss
topic proposals. |
Read excerpt from “Snick,” “Feel Angry With
Me,” and “Letters from Mississippi” in the CP. |
|
Wednesday |
Topic proposals
returned. |
Read “Selma Freedom Day,” excerpt from
“Power for Black People,” and “Bloody Sunday” in the CP. |
|
Monday |
SNCC in
Selma, AL. |
Complete Rough draft of Essay 1. |
|
Wednesday |
Rough drafts
of Essay 1 due. |
Read Ch. 7, “Readability,” pp. 64-81 in T. |
|
Monday |
Civil rights
in urban areas. |
Work on Final Draft of Essay 1. |
|
Wednesday |
Response Paper 1
deadline. |
Complete final draft of Essay 1--due Monday. |
Syllabus - Unit Two
The Student Movement: From Free Speech to Free Love
Here we will focus on the student movement, first by analyzing how the civil rights movement helped spark activism among white students. While we will consider this movement as a national phenomenon, we will spend a fair amount of time examining the development of its arguments and tactics right here in Austin , home to an especially active chapter of Students for a Democratic Society (SDS). We will also discuss the emergence of a youth counterculture and investigate some of its effects. Your second writing assignment will be a 5-7 page causal or evaluative argument which will require independent research. You might construct an argument demonstrating how this movement has influenced the trends or popular music of today in a particular way. Alternatively, you could examine the effects of its arguments or other rhetorical tactics on a contemporary group of activists. You will be provided with a detailed assignment guide as the unit progresses. Do note that you may expect to see fewer forum assignments this unit because of this assignment's research requirements.
This syllabus may change. Please check it online.
|
|
||
|
Date |
Agenda |
Assignment |
|
Monday |
Essay 1 due. |
Read “The
Rise of a New Left,” “The Mass Culture of Rebellion,” and “Leftward Kicking
and Screaming” in the CP. |
|
Wednesday March 1 |
Historical background continued. |
|
|
Monday |
SDS and the Port Huron Statement. |
Read
"Speaking not so Freely" and "Fulfilling UT's Mission" in
the CP. |
|
Wednesday |
Introduction
to causal and evaluative arguments and Essay 2. |
Read "If They Were Serious"
"The Incredible War," "Trapped in a System," and
"Vigil for Peace" in the CP. |
|
Monday March 13 through Friday March 17 |
Spring Break! |
Have fun but be safe! |
|
Monday |
Anti-war
activism accross the U.S. and in Austin. |
Come to
class with several research terms to use in our library session. |
|
Wednesday |
Library research. |
|
|
Monday |
The
counterculture and student activsim. |
Read Ch. 13
, "Quoting," in T. |
|
Wednesday |
Rough draft
of Essay 2 due. |
Read "1968: The Movement," "The Chicago Democratic Convention," "Rights in Conflict," and "Why Wallace" in the CP. |
|
Monday |
Rough drafts
of Essay 2 returned. |
Read "A Prologue to the late Sixties," "When the Music's Over," "Kent State," "Get Off Our Campus," and "What Did They Expect, Spitballs?" in the CP. |
|
Wednesday |
Violence in the student movement. |
Work on final draft of essay 2. |
Syllabus - Unit Three
The Women’s Movement: From NOW to Radical Feminism
As the civil rights movement gave rise to the student movement, so too did the student movement help create the women’s movement. Many of its youngest participants, women activists fed up with the sexism present in SDS, formed their own groups to focus on their concerns. Reformist organizations such as NOW made arguments to legislate change, while radical activists agitated for more wide-reaching structural change. For this unit, you will not write a paper, but will instead write a take-home essay exam. Questions for this comprehensive exam will be provided, and you will have one week to work on it--it will be due the Monday after classes end. This writing task will require you to synthesize material from all three units and will allow you to demonstrate independence in revising, editing, and proofreading. Do note that because you will not be writing a formal paper, you can expect to see more forum assignments during this unit.
This syllabus may change. Please check it online.
|
Date |
Agenda |
Assignment |
|
Monday April 10 |
Introduction
to the women's movement and historical background. |
Read
"Preface: The Longest Revolution," "The Founding of NOW,"
and "NOW Bill of Rights" in the CP. |
|
Wednesday April 12 |
NOW and
legislative reform continued. |
Read ch. 12
in T. |
|
Monday April 17 |
Consciousness-raising:
a rhetorical strategy or self-indulgence? |
Optional:
"Women's Independence" and "Goodbye to All That" in the
CP. |
|
Wednesday |
|
Read "Reinventing Feminism," "Women Support Panther Sisters," "Free Our Sisters, Free Ourselves," "Double Jeapardy: To Be Black and Female," and "Conference of Mexican Women, Un Remolino" in the CP. |
|
Monday |
|
Read
"Hidden Injuries of Sex," "The Male Sexual Revolution,"
"The Faked Orgasm," "When Abortion Was a Crime," and
"Death in the Spectacle" in the CP. |
|
Wednesday |
|
Read "Compulsory Heterosexuality," "The Woman Identified Woman," "Politicalesbians," and " Lesbian Mothers and Their Children" in the CP. |
|
Monday |
Get final
essay exams in class. They will be due via email on Monday, May 8. |
Review
"Revising" and "Proofreading" in T. |
|
Wednesday |
Conflicts in the women's
movement. |
Have a great summer. Finals essay exams due via email Monday May eighth. |
|
Friday |
|
|
|
Monday |
|
|
|
Wednesday |
|
|
|
Monday |
|
|
|
Wednesday |
|
Complete rough draft of Essay 3. |
|
Friday December 2 |
Rough drafts
due. |
|
|
Monday |
Rough drafts
returned. |
Continue work on Essay 3. |
|
Wednesday |
Writing and
revising strategies revisited. |
|
|
Friday |
|
Good luck
with finals. |
http://www.cwrl.utexas.edu/~boade/309kspring06/unit1.shtml
Syllabus
for the Rhetoric Course: The Rhetoric of Native Americans
RHE 309K: Topics in Writing
The Rhetoric of Native Americans
Instructor: Tracey Watts
In American rhetoric, Native Americans have become host to a variety of
cultural presumptions that are usually inaccurate and frequently contradictory.
Viewed as noble savages (the term itself is a contradiction), as pagan
heretics, or even as enlightened New Age spiritualists, Native Americans have
consistently been romanticized and demonized. This course seeks to investigate
the nature of some of these representations while also focusing on texts that
have been produced by Native Americans themselves. The course begins by
interrogating stereotypes in advertisements, cultural practices, books and
films, and it continues by exploring the rhetoric that emerged during the
American Indian Movement (A.I.M.), the Native American vanguard of civil rights
movements. As you encounter the different tendencies of the rhetoric, you will
be asked to look into your own processes of imagining indigenous American
cultures. In doing so, you might begin to interrogate
your own sense of what it means to be “at home” in a place, or what we really
mean when we use familiarized yet politicized terms such as racism, ownership,
democracy, ownership, and justice. To conclude the course, we’ll read
and discuss some contemporary texts recently produced by celebrated Native
American authors.
Unit One: Historical and Contemporary Stereotypes
Unit one will introduce you to the rhetoric that surrounds Native Americans. We
will be viewing scenes from films such as Last of the Mohicans and Maverick
in order to begin understanding the many levels at which the stereotyping
of Native Americans is present. We will also investigate the use of Native
American stereotypes in school mascots and advertisements. You will complete
two assignments in this unit. One will be a debate in which you argue whether
to keep or change a fictitious Indian mascot. You will also complete a 2-4 page
causal argument that determines the potential effects of the stereotypes used
in any one of the representations described in class.
Unit Two: The Rhetoric of Social Change
In this unit, we’ll evaluate the rhetoric that circulated through the U.S.
during the revolutionary American Indian Movement of the 1960s. We will also
look at current discussions about Native American social change. Topics you
will study in this unit include Alcatraz and Wounded Knee II, both of which
were sites where Native Americans held extended protests in their struggle for
civil rights. We will also view clips from several documentaries, one of which describes
the context for Leonard Peltier's imprisonment. Your essay in this unit will
occur in two parts. First, you will write, with a group, a 2 page definition of
a particular politicized term. In the following 3-5 page argument, you will
apply that term to a particular case that we have studied during this unit. You
may argue, for example, that some demonstrations in the Alcatraz occupation
showed true democracy in practice. Or you might argue that the FBI's treatment
of Native Americans on the Pine Ridge reservation during Dick Wilson's regime
demonstrated facsim or racism. You will do so by first providing the criteria
for your definition, and then applying it to your case study.
Unit Three: Migrations and Personal Change
In this unit, we will view a documentary entitled The Return of Navajo Boy,
which we will use as a vehicle to begin talking about changing ideas of family,
home, and culture. Your essay will be a brief (2-3 page) autobiography that may
describe your sense of what home means to you, or you may explore the
ramifications of an event that generated major change for you.
Unit Four: Modern Representations
After viewing Smoke Signals, the feature film based on the
writings of Sherman Alexie, you will engage in class discussion concerning the
themes of the film and its cultural contexts. You may choose to write your
final 3-5 page essay as a rhetorical analysis of an aspect of the film or as a
research essay covering one or more cultural elements that the film addresses,
such as oral tradition, ceremonies, poverty, or humor.
During the course of the semester, you will also be responsible for a 10-minute
presentation on a selected text along with 2 other group members.
Major Texts: Like a Hurricane, Robert Warrior and
Paul Chaat Smith; Scott Foresman Express Handbook; other readings will
be made available to you via photocopy or eReserves.
Grading: Presentation (10%); In-class debate (10%); Causal
argument (10%); Definitional argument 1 (10%); Definitional argument 2 (15%);
Self-evaluation argument (15%); Rhetorical analysis or alternate (20 %);
Reading responses and on-line assignments (10 %).
Week one
1/13
In class: Introduction to technology in the classroom; syllabus and
policy statement; intro to class website; a selective history of US-Native
American affairs; introductory index cards
Assignment: Submit questions about Indian affairs
1/15
In class: A selective history continued; sign-up sheet for
presentations (handout given)
Assignment: By Monday: Find a good website about Native American
history or affairs and post a description (summary + analysis) of the site to
the forums; also respond to another student’s posting (view the website and
discuss that student’s response)
1/17
In class: Finish timeline if necessary; sign-up sheet for
presentations (again); student introductions; begin answering questions about
Indian affairs
Assignment: Make a list of images of Indians that you’ve seen in
popular culture; Reading: on eRes, by Wednesday
Week two
1/20 HOLIDAY – MLK Jr.
1/22
In class: Sign up sheet (final offer); First presentation (In the
Spirit of Crazy Horse); Answer related questions regarding history; Intro
to images of Native Americans in film and advertisements; discuss student
findings
Assignment: Continue eRes reading
1/24
In class: Images of Native Americans in film (show clips from Last
of the Mohicans and Maverick)
Assignment: Reading about mascots (by Wednesday)
Week three
1/27
In class: Second presentation (Churchill chapter); Talk about
Churchill’s beef with Native Americans in the movies; Intro to Native Americans
as mascots
Assignment: Continue the reading
1/29
In class: Assign and explain mascot debate; intro to appeals; in-class
research opportunity
Assignment: Prepare for debate
1/31
In class: Third presentation (Team Spirits or related);
In-class research opportunity
Assignment: Prepare for debate
Week four
2/3
In class: Mascot debate
2/5
In class: Mascot debate continued; wrap-up session: how do you feel
about the issue at this point? What were some of the better debates you heard?
Have students form small groups with persons they didn’t work with, then
reconvene. Discussion: what have you learned about images of Native Americans?
Assignment: Response: write down the strongest arguments you heard
from either side of the debate. What are the strengths and possible
counterarguments for each?
2/7
In class: Grade each other for mascot debate (hand out rubric); assign
short essay to conclude unit one; 1,2,3 story thesis statements
Assignment: Begin working on thesis statements and essay
Week five
2/10
In class: Presentation four (Playing Indian); Return to
appeals; Return to 1,2,3 story thesis statements (have students determine what
theirs is)
Assignment: Finish rough draft for peer review
2/12
In class: Peer review of essay 1
Assignment: Complete essay 1
2/14
In class: Essay one due; presentation by Ms. Watts (film)
Assignment: Read chapter one from Like a Hurricane
Wednesday, 2/19
In-class: Introduction to 60s context and other AIM events; show pics
of Alcatraz; show statement of what the Native Americans wanted (constitution);
talk about the rhetoric that was used at the time; hand out some intro
resources (encyclopedia entries)
Assn: Finish reading part I of Like a Hurricane
Friday, 2/21
In-class: Show The Spirit of Crazy Horse
Assn: Post 2 discussion questions about the film and/or text to the
forums; Reading on eRes
Monday, 2/24
Class cancelled by UT
Wednesday, 2/26
In-class: Presentation on Agents of Repression; Begin
discussion questions from film; Hand out assignment
Assn: Reading about definition stasis
Friday, 2/28
In-class: Introduce definition stasis; examples of definition
arguments; come up with borderline cases in class involving short readings
(like Carmichael)
Assn: Reading about AIM
Monday, 3/3
In-class: Research using texts (Keywords and Routledge
dictionary) and on-line resources (OED and other dictionaries)
Assn: Reading on the legacies of the 1960 events
Wednesday, 3/5
In-class: Presentation on Incident at Oglala; group research
Assn: Definition argument 1 due on Friday
Friday, 3/7
In-class: Essay 2.1 due; talk through definitions given
Monday, 3/10 – Friday, 3/14
Spring Break
Monday, 3/17
In-class: Return to definition stasis; readings on specific
definitions (racism, etc. given by students – should be online); discussion of
definitions, finding borderline cases
Assn:
Wednesday, 3/19
In-class: Topics in writing:1,2,3 story thesis statements;
Assn:
Friday, 3/21
In-class: reasons, evidence, assumptions, opposition;
Assn: Rough draft due
Monday, 3/24
In-class: Peer review
Assn: Complete peer review
Wednesday, 3/26
In-class: Topics in writing: Transitions
Assn: Transition assn or work on transitions in essay
Friday, 3/28
In-class: Topics in writing: Openers; advanced strategies for research
Assn: Essay 2.2 due
Monday, 3/31
Essay 2.2 due; Begin Unit 3
http://www.cwrl.utexas.edu/~watts/309NA/syllabus2.html
Syllabus for the Comparative Literature Course: Twentieth-Century (Western) Theory
CL 390:
Twentieth-Century (Western) Theory:
An Introduction
Instructor: Katherine Arens
SYLLABUS
**Note: Each class has several essays; authors listed in order of importance to
class discussion -- read as much as you can each day.
**Texts not in both editions of Adams I are available on reserve and for purchase as a supplemental copy package (CP for each ed.); exceptions noted below (essays not crucial).
Week 1: 27 August
Wed: Introduction to the Course: The Art and Science of Criticism
WEEK 2: 1, 3 September
Mon: LABOR DAY
1. Text-Intrinsic Criticism (including New Critics, Chicago Neo-Aristotelian, mythopoetic criticism)
Wed:
T.S. Eliot, "Tradition and the Individual Talent," "Hamlet and His Problems," I: 783-790; IR: 760-766
I.A. Richards, "Practical Criticism," I: 847-859; IR: 826-837
John Crowe Ransom, "Poetry: A Note on Ontology," "Criticism as Pure Speculation," I: 870-890; IR: 865-883
R.P. Blackmur, "A Critic's Job of Work," I: 891-904; IR: 884-896 Kenneth Burke, "Literature as Equipment for Living," I: 942-947; IR: 920-924
- **Background: René Wellek, Vol. 5, Chaps 6-8
- **Background: René Wellek, Vol. 6, Chaps. 4, 8, 9, 13, 14
WEEK 3: 8, 10 September
Mon:
W.K. Wimsatt & Monroe C. Beardsley, "The Intentional Fallacy," "The Affective Fallacy," I: 1014-1031; IR: 944-959
Wallace Stevens, "The Noble Rider and the Sound of Words," I: 968-979 (CP)
Robert Penn Warren, "Pure and Impure Poetry," I: 980-992 (CP)
Ernst Cassirer, "Art," I: 993-1013; IR: 925-943
- **Background: René Wellek, Vol. 6, Chap. 16
Wed:
Cleanth Brooks, "The Heresy of Paraphrase," "Irony as a Principle of Structure," I: 1032-1048; IR: 960-974
Northrop Frye, "Ethical Criticism: Theory of Symbols," I: 1117-1147; IR: 1045-1072; "The Critical Path," II: 251-264
E.H. Gombrich, "From Representation to Expression," I: 1167-1175; IR: 1082- 1089
Murray Krieger, "The Existential Basis of Contextual Criticism," "Mediation, Language, and Vision in the Reading of Literature," I: 1223-1249; "An Apology for Poetics," II: 534-542; "A Waking Dream," IR: 1245-1254 (not in CP; not significant)
- **Background: René Wellek, Vols. 5 & 6
**Critical Precis Due: New Criticism
WEEK 4: 15, 17 September
Mon:
Hayden White, "The Historical Text as Literary Artifact," II: 394-407
Meyer H. Abrams, "How to Do Things with Texts," II: 435-449
Frank Kermode, "Fictions," II: 70-78
Stanley Fish, "Is There a Text in this Class?," II: 524-533;"Normal Circumstances, . . . ," IR: 1199-1209 (not in CP; not significant)
- **Background: Jonathan Culler, The Pursuit of Signs, Chaps. 6 & 8
2. Formalism/Prague School
Wed:
Boris Eichenbaum, "The Theory of the 'Formal Method'," I: 828-846; IR: 800- 816
Jan Mukarovsky, "Standard Language and Poetic Language," I: 1049-1057; IR: 975-982
Mikhail M. Bakhtin, "Discourse in the Novel," II: 664-678; "Epic and Novel," IR: 838-855 (CP)
- **Background: J.G. Merquior. From Prague to Paris, Chaps. 1 & 2
- **Background: F.W. Galan, Historic Structures: The Prague School Project
- **Background: Victor Erlich. Russian Formalism
- **Background: R. Wellek, History, Vol. 7, Chaps. 13, 15, 18
WEEK 5: 22, 24 September
Mon:
Roman Jakobson, "The Metaphoric and Metonymic Poles," I: 1113-1116; IR: 1041-1044
Tzvetan Todorov, Genres in Discourse, 1-49
Tzvetan Todorov, Theories of the Symbol, Chaps. 8-10, 246-284 **Background: Terence Hawkes, Structuralism and Semiotics
- **Background: Jonathan Culler, Structuralist Poetics
- **Background: Robert Scholes, Structuralism in Literature
- **Background: R. Wellek, History, Vol. 7, Chap. 16
**Critical Precis Due: either Formalism or Prague School (or amalgam)
3. Phenomenology/Hermeneutics
Wed:
Roman Ingarden, "Phenomenological Aesthetics: An Attempt at Defining its Range," II: 184-197
E.D. Hirsch, Jr., "Objective Interpretation," I: 1176-1194; IR: 1099-1115
Paul Ricoeur, " The Metaphorical Process as Cognition, Imagination, and Feeling," II: 423-434
Edmund Husserl, "Phenomenology," II: 657-663
- **Background: Kurt Mueller-Vollmer, "Introduction," The Hermeneutics Reader
- **Background: R. Wellek, History, Vol. 7, Chap. 17
WEEK 6: 29 September, 1 October
Mon:
Martin Heidegger, "Hölderlin and the Essence of Poetry," II: 757-765
Hans-Georg Gadamer, "Truth and Method," II: 839-855
Georges Poulet, "Phenomenology of Reading," I: 1212-1222; IR: 1146-1154
Maurice Blanchot, "The Essential Solitude," II: 823-831
**Critical Precis Due: Phenomenology or Hermeneutics
4. Linguistics/Speech Act
Wed:
Benjamin Lee Whorf, "The Relation of Habitual Thought and Behavior to Language," II: 709-723
Noam Chomsky, "Aspects of the Theory of Syntax," II: 37-58
Emile Benveniste, "The Nature of the Linguistic Sign," "Subjectivity in Language," II: 724-732
WEEK 7: 6, 8 October
Mon:
J.L. Austin, "How to Do Things with Words," II: 832-838
Ludwig Wittgenstein, "Philosophical Investigations," II: 766-788
John R. Searle, "What Is a Speech Act?," II: 59-69
**TEST ONE PASSED OUT
Wed: NO CLASS
5. Structuralism/Semiotics
WEEK 8: 13, 15 October
Mon:
Ferdinand de Saussure, "Course in General Linguistics," II: 645-656; IR, 717-726
Charles Sanders Peirce, "Letters to Lady Welby," II: 637-644
Roland Barthes, "The Structuralist Activity," I: 1195-1199; IR: 1127-1130; "Death of the Author," IR: 1130-1133 (CP)
Claude Lévi-Strauss, "The Structural Study of Myth," II: 808-822
Jonathan Culler, "Beyond Interpretation," II: 321-329
- **Background: J.G. Merquior, From Prague to Paris, Chaps. 3 & 4
- **Background: Robert Scholes. Semiotics and Interpretation
- **Background: Kaja Silverman, The Subject of Semiotics
**Critical Precis Due: Linguistics, Speech Acts, or Structuralism
Wed:
Yurij Lotman & B.A. Uspensky, "On the Semiotic Mechanism of Culture," II: 408- 422
Umberto Eco, The Limits of Interpretation, "Semiotics, Pragmatics, and Text Semiotics," 203-221
Clifford Geertz, "Blurred Genres: The Refiguration of Social Thought," II: 513- 523
**TEST ONE DUE BACK
6. Marxist Criticism
WEEK 9: 20, 22 October
Mon:
Karl Marx, "The German Ideology," "A Contribution to the Critique of Political Economy," I: 631-634; IR: 624-627
Leon Trotsky, "The Formalist School of Poetry and Marxism," I: 819-827; IR: 792-799
Georg Lukács, "Art and Objective Truth," II: 789-807; "The Ideal of the Harmonious Man," IR: 902-908 (CP)
Edmund Wilson, "Marxism and Literature," I: 905-913 (CP)
- **Background: Michael Ryan, Marxism and Deconstruction
- **Background: Raymond Williams, Marxism and Literature
- **Background: R. Wellek, History, Vol. 7, Chap.7
Wed:
Walter Benjamin, "Theses on the Philosophy of History," II: 679-685; "On Language as Such," IR: 742-749 (CP)
Louis Althusser, "Ideology and Ideological State Apparatuses," II: 238-250
Theodor Adorno, "Aesthetic Theory," II: 231-237; "Cultural Criticism," IR: 1032-1040 (CP)
Raymond Williams, "The Country and the City," IR: 1155-1161 (CP)
Max Horkheimer, "The Social Function of Philosophy," II: 686-696
Nancy Fraser, "What's Critical about Critical Theory?," Feminism as Critique, 31-56
7. Reception Theory
WEEK 10: 27, 29 October
Mon:
Hans Robert Jauss, "Literary History as a Challenge to L. Theory," II: 163-183
Wolfgang Iser, "The Repertoire," II: 359-380
Thomas S. Kuhn, "Objectivity, Value Judgment, and Theory Choice," II: 381-393
- **Background: Robert C. Holub, Reception Theory
- **Background: Robert Scholes, Protocols of Reading
**Critical Precis Due: Marxist approaches or Reception Theory
8. From Post-Structuralism to Deconstructionism/Yale Critics
Wed:
Friedrich Nietzsche, "Truth and Falsity," IR: 634-639 (CP)
Martin Heidegger, "The Nature of Language," IR: 1090-1098 (CP)
Michel Foucault, "What is an Author?," "Discourse on Language," II: 137-162; "Truth and Power," IR: 1134-1145 (CP)
Jacques Derrida, "Structure, Sign, and Play in the Discourse of the Human Sciences," "Of Grammatology," "Difference," II: 79-136
Georges Bataille, "The Notion of Expenditure," IR: 856-864 (CP)
- **Background: J.G. Merquior, From Prague to Paris, Chap. 5
- **Background: Richard Harland, Superstructuralism
- **Background: Gregory L. Ulmer, Applied Grammatology
WEEK 11: 3, 5 November
Mon:
Geoffrey H. Hartman, "Literary Commentary as Literature," II: 344-358
J. Hillis Miller, "The Critic as Host," II: 450-468
Paul De Man, "Rhetoric of Temporality," "Semiology and Rhetoric," II: 198-230; "Semiology and Rhetoric," IR: 1174-1182 (CP)
Harold Bloom, "Poetry, Revisionism, Repression," II: 330-343; "The Dialectics of Poetic Tradition," IR: 1183-1189 (CP)
- **Background: Jonathan Culler, The Pursuit of Signs, Chaps. 1 & 2
- **Background: Christopher Norris, Deconstruction
- **Background: Jonathan Culler, On Deconstruction
**Critical Precis Due: Poststructuralism or Deconstruction/Yale Critics
9. Marginalization and Post-Colonial Criticism
Wed:
Edward W. Said, "Secular Criticism," II: 604-622; "The World, The Text, and the Critic," IR: 1210-1222 (CP)
Chinua Achebe, "Colonialist Criticism," IR: 1190-1198 (CP)
Donna Haraway, Primate Visions, "Teddy Bear Patriarchy," 26-58; "Woman's Place is in the Jungle," 279-303
Ranajit Guha, "Preface" and "On Some Aspects of the Historiography of Colonial India," R. Guha & Gayatri Spivak, eds., Selected Subaltern Studies, 35- 44; Spivak, "Subaltern Studies," 2-34
Gayatri Spivak, In Other Worlds, "A Literary Representation of the Subaltern," 241-268
**Background: L. Grossberg & C. Nelson, "Introduction: The Territory of Marxism," Marxism and the Interpretation of Culture, 1-13
WEEK 12: 10, 12 November
Mon:
David Theo Goldberg, ed. Anatomy of Racism
-Frantz Fanon, "The Fact of Blackness," 108-126
-Homi Bhabha, "Interrogating Identity: Post-Colonial Prerogative," 183-209
-Edward W. Said, "Zionism from the Standpoint of Its Victims," 210-246
bell hooks, Feminist Theory: from margin to center, "Changing Perspectives on Power," and "Rethinking the Nature of Work," 83-105
Cornel West, "Marxist Theory and the Specificity of Afro-American Oppression," Marxism and the Interpretation of Culture, 17-29
Catharine MacKinnon, "Desire and Power: A Feminist Perspective," Marxism and the Interpretation of Culture, 105-121
**Critical Precis Due: marginalization theory
10. Psychoanalytic/Freudian Criticism
Wed:
Sigmund Freud, "Creative Writers and Daydreaming," I: 748-753; IR: 711- 711-716
Carl G. Jung, "On the Relation of Analytical Psychology to Poetry," I: 809-818; IR, 783-791
Lionel Trilling, "Freud and Literature," "Art and Neurosis," I: 948-967 (CP)
**Background: R. Wellek, History, Vol. 7, Chap. 4
WEEK 13: 17, 19 November
Mon:
Gilles Deleuze & Felix Guattari, "Anti-Oedipus: Capitalism and Psychoanalysis," II: 283-307
Jacques Lacan, "The Mirror Stage," "The Agency of the Letter in the Unconscious or Reason Since Freud," II: 733-756
Dorothy Leland, "Lacanian Psychoanalysis," Fraser & Bartky, eds., Revaluing French Feminism, 113-135
- **Background: Anika Lemaire. Jacques Lacan
- **Background: Samuel Weber. Return to Freud: Jacques Lacan's Dislocation of Psychoanalysis
- **Background: Jean-Luc Nancy & Philippe Lacoue-Labarthe, The Title of the Letter: A Reading of Lacan
- **Background: Elizabeth Grosz. Jacques Lacan: A Feminist Introduction
- **Background: Catherine Clément, The Weary Sons of Freud
**Critical Precis Due: Freudian Theory
11. Feminist Criticism
Wed:
Sandra M. Gilbert, "Literary Paternity," II: 485-496
S. M. Gilbert & Susan Gubar, "Infection in the Sentence," IR: 1234-1244 (CP)
Lillian S. Robinson, "Treason Our Text: Feminist Challenges to the Literary Canon," II: 571-582
Annette Kolodny, "Dancing Through the Minefield: Some Observations on the Theory, Practice, and Politics of a Feminist Literary Criticism," II: 497-512
Virginia Woolf, "A Room of One's Own," IR: 817-825
Elaine Showalter, "Towards a Feminist Poetics," IR: 1223-1233
**Background: Toril Moi, Sexual/Textual Politics
WEEK 14: 24, 26 November(+ Thanksgiving)
Mon:
Alice A. Jardine, "Gynesis," II: 559-570
Simone de Beauvoir, "The Second Sex," IR: 993-1000
Seyla Benhabib, "The Generalized and the Concrete Other," Feminism as Critique, 77-95
bell hooks, Feminist Theory, "Black Women: Shaping Feminist Theory," and "Feminism: A Movement to End Oppression," 1-32
**Critical Precis Due: Feminist theory
12. Identity Construction/Agency
Wed:
Hélène Cixous, "The Laugh of the Medusa," II: 308-320
Julia Kristeva, "The True-Real," The Kristeva Reader, 187-237
Luce Irigaray, "This Sex Which Is Not One," "Women on the Market," "Commodities among Themselves," This Sex Which Is Not One, 23-33, 170-197
Julia Kristeva, "Women's Time," II: 469-484; "From One Identity to Another," IR, 1162-1173 (CP)
- **Background: John Lechte. Julia Kristeva
- **Background: Margaret Whitford. Luce Irigaray: Philosophy in the Feminine
- **Background: Elizabeth Grosz. Sexual Subversions
WEEK 15: 1, 3 December
Mon:
Toril Moi, "Appropriating Bourdieu" (copy)
Nancy Fraser, "The Uses and Abuses of French Discourse Theories for Feminist Politics," Fraser & Bartky, eds., Revaluing French Feminism, 177-194
Diana Meyers, "The Subversion of Women's Agency," Fraser & Bartky, eds., Revaluing French Feminism, 136-161
Diana Fuss, "Essentially Speaking," Fraser & Bartky, eds., Revaluing French Feminism, 94-112
Paul Smith, Discerning the Subject, "Ideology," 3-23; "Feminism" and "Responsibilities," 133-160
13. Visual Construction of Identity/The Gaze
Wed:
Linda Nochlin, Women, Art, and Power, 1-36, 145-178
Judith Butler, Gender Trouble, 1-34
Kaja Silverman, The Acoustic Mirror, 1-71, 187-234
- **Background: Teresa de Lauretis, Alice Doesn't
- **Background: Laura Mulvey, Visual and Other Pleasures
**Critical Precis Due: identity construction, agency or the gaze
!!AND FINAL DISCUSSION!!
FINAL EXAMINATION: Thursday, 11 December, 9-12 (in-class)
http://www.utexas.edu/courses/arens/390Theory/390Syllabus.html
Syllabus for the Comparative Literature Course: Marxisms
Fall 2001
C L 382 (29700) :
Marxisms
Instructor:
Katherine Arens <k.arens@mail.utexas.edu>
Office: E. P. Schoch 3.128
Course Website: by title at http://www.utexas.edu/courses/arens
This course is designed to introduce significant twentieth-century variants of Marxist thought in their historical contexts.
To do so, it will start with a selection of seminal texts by Marx and Engels, including excerpts from Kapital, Value, Price and Profit, the Communist Manifesto and The German Ideology. These texts will allow us to establish the Young-Hegelian framework within which classical Marxism sets its discussions of consciousness, ideology, and historical structures.
After that, we will turn to two clusters of twentieth-century thought derivative of this Marxist inheritance: the Frankfurt School and the postmodern debate that grew out of it, and French marxisms from the College of Sociology through Foucault, Deleuze, Lyotard, Kristeva, and de Cerfteau.
The Frankfurt School focuses on how the base and group consciousness interrelate, especially under the aegis of the mass media, yielding later contributions like Habermas' Theory of Communicative Action. In its US incarnation, it fuels one version of the postmodern debate (e.g. Huyssen). In contrast, the French marxist derivatives of the same generation are much more concerned with power relations, and with the interconnections between identity and the basis -- with how the superstructure uses its position vis-à-vis the base to create a hegemonic culture.
The goal of this course is to set areas of philosophy and theory that are too often (and incorrectly) held apart into relations with each other, to open vistas about how these theories apply to analyze real historical and cultural situations, and to show what variant definitions of human identity are at play.
Books will be ordered in English, and in French or German where reasonably-priced editions exist. In all cases, they will be made avaiable on reserve at PCL. Reading the originals is strongly recommended, and students claiming one of these as their language will be required to use original-language texts in their papers. No prior background required.
No late work accepted unless arranged in advance or with documented medical excuse.
Books (preliminary list, to be expanded):
The
Portable Marx, ed. Kamenka
The Young Hegelians (anthology)
>Arato, ed. The Essential Frankfurt School Reader
Habermas, Theory of Commuicative Action
Lyotard, The Lyotard Reader
Hollier, ed. The College of Sociology
Kristeva, Revolution in Poetic Language
---, Semiotike (French only)
---, Kristeva Reader
---, Interviews
Deleuze and Guattari, Anti-Oedipus and 1000 Plateaux
Guattari, Chaosmosis
Foucault, Interviews
Grading
7
one-page precis or oral reports x 5% = 35 %
1 abstract = 10 %
1 short paper (7 pp) = 25%
1 longer paper (expanding on abstract and short paper) = 40 %
Week 1: August 30
Thurs Introduction to the Course
Section 1: Roots in the 19th Century
Week 2: September 4, 6
Tues Stepelvich, ed., The
Young Hegelians
Strauss, "The Life of Jesus," 19-51
Feuerbach, "Toward a Critique," 91-128; "Essence of
Christianity," 129-155; Provisional Theses," 156-171
Bauer, "Trumpet, 173-186; "Jewish Problem," 187-197
Thurs Stepelvich, ed., The Young Hegelians
Engels, "Outlines," 275-302
Marx, "Letter to Ruge, 303-309; "Contribution to the Critique of
Hegel," 310-22
Stirner, "Art and Religion, 323-334; "Ego and His Own, 335-353
**Précis due: one YH essay
Week 3: September 11, 13
Tues Marx-Engels Reader
"Theses on Feuerbach," 143-145
Excerpts from German Ideology, 146-200
Thurs Marx-Engels Reader
Excerpts from Grundrisse,
221-293
"Communist Manifesto," 469-500
OPT (not in copy): Excerpts from Capital, passim
**Précis due: any Marx text
Section 2: The Frankfurt School and its
Counterparts in the 30s and Beyond
Week 4: September 18, 20
Tues Arato, ed. The Essential Frankfurt School Reader
Pollock, State Capitalism," 71-94
Benjamin, "Author as Producer," 254-269
Marcuse, "Some Social Implications of Modern Technolology," 138-162
Thurs Arato, ed. The Essential Frankfurt School Reader
Horkheimer, "End of Reason, 26-48
Horkheimer, "The Authoritarian State," 95-117
Adorno, "Subject and Object," 497-511
Adorno, "Sociology of Knowledge," 452-465
**Précis due: any Frankfurt School text
Week 5: September 25, 27
Tues Benjamin, Illuminations
-"The Work of Art in the Age of Mechanical Reproduction," 217-252
-"Theses on the Philosophy of History," 253-264
Thurs Bakhtin, "The Problem of Speech Genres,"
60-102
Lukacs, History and Class Consciousness
-"What is Orthodox Marxism?," 1-26
OPT: "Class Consciousness," 46-82
OPT: "The Changing Function of Historical Materialism," 223-255
OPT: The Historical Novel::"Historical Novel and Historical
Drama," 89-170
**Précis due: any of this week's readings
Week 6: October 2, 4
Tues Raymond Williams, Marxism
and Literature, Part II: Cultural Theory, 75-141
---, Country and the City, Chaps. 22-25, 264-306
Thurs Stuart Hall, ed. & part author, Resistance through Rituals, "Subcultures, Cultures and Class," 9-74
Week 7: October 9, 11
Tues Hollier, ed. The
College of Sociology
"Note on the Foundation," 3-6
Roger Caillois, "Introduction," 9-11
Georges Bataille, "The Sorcerer's Apprentice," 12-23
Michel Leiris, "The Sacred in Everyday Life," 24-31
Thurs Hollier, ed. The College of Sociology
Roger Caillois, "Winter Wind," 32-42
---, "Power," 125-136
---, "Festival," 279-303
**Précis due: any College of Sociology text
Section 3: The Next Generation
Week 8: October 16, 18
Tues Habermas, Theory of
Commuicative Action
-"Author's Preface," xxxix-xlii
-Part 1, 1-141
Rec: Structural Transformation of the Public Sphere, 1-56
Thurs Fredric Jameson, The Political Unconscious ,
"On Interpretation," 17-102
For German Readers:
"Aktuelle Aufgaben der Germanistik nach dem XXII. Parteitag der KPdSU und
dem 14. Plenum des ZK der SED," Zmegac, Methoden, 185-205
Robert Weimann, "Gegenwart und Vergangenheit in der
Literaturgeschichte," Zmegac, Methoden, 291-323
**Paper Abstract due: see paper description
Week 9: October 23, 25
Tues Deleuze and Guattari, Anti-Oedipus,
-Section 1: "Desiring Machines"
-Section 4: "Introduction to Schizoanalysis"
-first subsection of each other section
Thurs Deleuze and Guattari, 1000 Plateaux
-Chapter 1: "Introduction-Rhizome"
-Chapter 12: "Treatise on Nomadology"
**Précis due: Habermas, Jameson, or D&G section
Week 10: October 30, November 1
Tues Lyotard, "Judiciousness
in Dispute, or Kant after Marx,"Lyotard Reader, 324-359
Lyotard and Thébaud, Just Gaming, all (only 100 pp).
REC: Guattari, Chaosmosis
REC: Foucault, Foucault Live
Thurs Luhmann, "Introduction," and "System and Function," Social Systems, 1-58
Week 11: November 6, 8
Tues Kristeva, Revolution
in Poetic Langauge,
-"Prolegomenon," 13-18
-Section 1: "The Semiotic and the Symbolic," 21-106
Thurs Kristeva Reader
-"The System and the Speaking Subject," 24-33
-"Semiotics: A Critical Science and/or a Critique of Science," 74-88
**Précis due: Lyotard or Kristeva section
Week 12: November 13, 25
Tues Kristeva, Interviews, #4: Cultural Strangeness and the Subject in Crisis," 35-58
Thurs Kristeva, Nations without Nationalism
-"What of Tomorrow's Nation?," 1-48
-"Open Letter to Harlem Désir," 49-64
-"The Nation and the Word," 65-76
Week 13: November20, 22
Tues Lyotard, Postmodern
Condition
**Short Paper due (submit with corrected abstract)
Thurs Thanksgiving
Section: The German-American Wing:
Frankfurt goes POMO and Mass Culture
Week 14: November 27, 29
Tues Frankfurt School goes
POMO
Jameson, "The Politics of Theory: Ideological Positions in the Postmodern
Debate." New German Critique 33 (Fall 1984): 53-66
----," Postmodernism, or the Cultural Logic of Late Capitalism" New
Left Review 146 (July-August 1984): 53-93
Huyssen, "Mapping the Postmodern," New German Critique 33
(Fall 1984): 5-52
Thurs Robbins, Phantom Public Sphere
-Nancy Fraser, "Rethinking the Public Sphere," 1-32
-Dana Polan, "The Public's Fear," 33-41
-Frederic Jameson, "On Negt and Kluge," 42-74
Week 15: December 2, 4
Tues Hal Foster, ed. The
Anti-Aesthetic
-Frederic Jameson, "Postmodernism and Consumer Society,": 111-125
-Jean Baudrillard, "The Ecstasy of Communication," 126-134
Thurs FINAL DISCUSSION
**Paper 2 due Wednesday, 12 December, 12:00 noon, to my
office
**This is a university-set date. Don't argue; it won't work.
Syllabus for the Communication Studies
Course: Peace, Conflict & Communication
Forum Seminar
Peace, Conflict & Communication
Fall 2005
Madeline M. Maxwell mmmaxwell@mail.utexas.edu CMA 7.120
Office Hours: W 1-2:30, Th 2-3
Graduate Assistant: Elena Scher elena.scher@gmail.com
Office Hours: Tuesday 1-3, SZB 262
How can we create a more peaceful world? Are violence, prejudice, disease,
environmental degradation, and social chaos necessarily the human condition? Is the only
way to keep it all at bay to use a combination of strength, stealth, and superior
intelligence? Does that mean we need to live on the offensive? Is there anything we can
do about it? Are we all potentially power sources to pragmatically cooperate? How much
does what we learn in our families, at our workplaces, on the street apply to war? In this
weekly series we will hear a lot of opinions derived from theory and research. You will
read two books, with contrasting points of view. Think of the class as a debate between
those positions, and figure out where you stand.
The activities of our class will keep us focused on the big questions. You will concentrate
on a particular problem or area, but I hope you will ask questions about comparisons and
fundamental pressures.
We will open each class with a popular song. You can contribute songs to our list. Pick a
song that is relevant to our topic. We’ll discuss what view of conflict and peace is
reflected by the authors, composers and performers.
Texts and Materials:
The Coming Anarchy, Robert Kaplan, Vintage 2001.
The Third Side, William Ury, Penguin 2000.
Occasional papers contributed by our speakers.
ASSIGNMENTS: These are the major questions to think about: (1) where do people
stand on how we can create a more peaceful world? (2) Are violence, prejudice, disease,
environmental degradation, and social chaos necessarily the human condition? Is the only
way to keep it all at bay to use a combination of strength, stealth, and superior
intelligence? (3) Does that mean we need to live on the offensive? (4) Is there anything
we can do about it? (5) Are we all potentially power sources to pragmatically cooperate?
(6) How much does what we learn in our families, at our workplaces, on the street apply
to war? (7) Why do people think that way/how did a particular person come to that
conclusion? (8) How is the topic important to people’s disciplines and professions? (9)
What is the role of communication in people’s thinking? (10) What questions were
prompted in your own mind by what people say or the knowledge they share? Participate
in class discussions by contributing logical comments, thoughts, and questions. Miss no
more than one scheduled class for any reason. Each absence or partial absence beyond
one will result in a letter grade reduction.
1. Contribute to a group presentation about a particular conflict and the efforts being
made to resolve it. You will have a specific job and 75% your grade will depend
on how well you do that job, while 25% of your grade for the presentation will
depend on the effectiveness of the presentation overall. The jobs can include, for
example, researcher, story-editor, news-reader, interviewer, video editor, graphic
designer or map-maker. You must download and turn in the completed form
“Jobs and Topic” one week before your presentation. You will turn in a thorough
description of what you did for your job, explaining the specific tasks, your
meetings, phone calls, readings, practice time, and so on at the beginning of class
the day of your presentation; use the form “Job Description”. Possible topics
include: North Korean conflict, CAFTA signings, Gaza resettlement, Iraq
constitution negotiations, headscarf rules in France, differential admissions to
university (preferences for race, ethnicity, background), what to do with symbols
of the Confederacy such as statues of Jefferson Davis, the aftermath of Katrina,
etc. Your presentation should take approximately 35 minutes and may be divided
like this:
a. 5 minutes to give the background facts, events, and major individuals
b. 25 minutes to quote UT faculty experts. You may invite the faculty
experts to class or you may present them by videophone or videotape. You
may have them speaking to the camera or speaking to each other. You will
need 5-10 experts. One major resource for faculty is
http://www.utexas.edu/research/eureka/.
c. 5 minutes to wrap up the analysis and refer to our authors (Kaplan & Ury)
and our questions.
d. You should also be prepared to take questions.
Recommendation: One person can do the research for the background and present
that. At least two people should do the interviewing, because faculty can be hard
to contact. After you accumulate your interviews, you can as a group plan the 5
minute wrap-up and decide who should present it. The use of the fourth and/or
fifth group members will depend on the topic.
You have permission to borrow a mini-dv videocamera from the College of
Communication Instructional Materials Center, CMA 5.110, open 7:45am to
6:30pm, Monday – Thursday (close 5p.m. Friday), 12pm to 6pm, Saturday and
Sunday. You must bring your university ID to check out the camera. You must
bring your own mini-dv videotapes.
2. Post twice on the class website about the day’s presentation. You should post at
least a 50 word response within 72 hours of the class. You are not evaluating the
presenters but raising questions or making comments about the conflict. At least
one of these responses must include some follow-up with one of the experts in the
presentation. That is, you should email the expert about his/her comment or
position and report that to the class.
3. Answer the central questions for yourself. Refer specifically to at least 2
presentations besides your own and the two assigned books to show how your
attitude was challenged or affirmed during the class. The length should be about
900 words.
EVALUATION: The presentation is worth 60% of the final grade. Your paper is worth
30% of the final grade. Your posted responses are worth 5% each. Your participation
may boost your grade if it is on the cusp; absences will reduce your grade. If you do not
do an assignment at all, you cannot earn higher than a C for the course. A grade of A
indicates competence, accuracy, and depth or creativity. You will receive 1 points extra
credit on your final grade for a planning meeting at the UT Mediation and Facilitation
Clinic.
ACADEMIC DISHONESTY: Cheating is very uncivilized behavior and is to be
avoided at all cost. Oral discussion about assignments is not considered cheating.
Copying someone else's assignment/exam part of an assignment/exam is cheating.
Allegations of Scholastic Dishonesty will be dealt with according to the procedures
outlined in Appendix C, Chapter 11, of the General Information Bulletin,
http://www.utexas.edu/student/registrar/catalogs/.
DISABILITY POLICY: Any student with a documented disability (physical or
cognitive) who requires academic accommodations should contact the Services for
Students with Disabilities area of the Office of the Dean of Students at 471-6259 (voice)
or 471-4641 (TTY for users who are deaf or hard of hearing) as soon as possible to
request an official letter outlining authorized accommodations.
RESOURCES: There are many learning resources at UT. Wise students take advantage
of them:
The Learning Center: For help on studying, etc.
http://www.utexas.edu/student/utlc/student.html. Drop in ES (Jester) Room A332A.
The Writing Center: For help with writing. http://uwc.fac.utexas.edu/index.php. Drop in
FAC 211 or call 471-6222.
The Mediation and Facilitation Clinic: for help with managing your group project.
http://www.utexas.edu/courses/maxwell/pacr/index.html. Call 471-1950 or email
mediation@uts.cc.utexas.edu.
Abbreviated Syllabus for the English Course: Literature and Social Justice
Semester Spring
2006
E 360L - Title Literature and Social Justice
Substantial Writing Component: Yes
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
33635 |
MWF |
11:00 AM- 12:00 PM |
JES A303A |
HARLOW |
Prerequisites
Completion of 30 semester hours including Rhetoric and Composition 306 and English 316K or their equivalents (e.g. T C 603A and B), and three additional semester hours of lower-division coursework in either English or rhetoric and composition. No exceptions.
Area V - Comparative or Interdisciplinary
Course Description
What do "humanitarianism" and "human rights" have to do with the humanities? In what ways can literature contribute to a consideration of these pressing questions in the early 21st century? In a globalizing culture, our interest will be both international and domestic, looking at ways in which personal stories contribute to political histories. In focusing on topics of "social justice," we will consider such questions as truth commissions, genocide, hunger, HIV/Aids, women's rights, children, immigration and refugees.
Grading Policy
The class will be conducted as much as possible as a seminar and discussion and attendance will be emphasized. In addition to readings and occasional quizzes (as/if required), writing assignments will include two research assignments, one written panel presentation, a final paper prospectus, and the final paper itself.
2 research assignments (750 wds each = 1500
wds)
1 panel presentation (750 wds)
1 paper proposal (750 wds)
1 final paper (1800-2400 wds)
=75% of the final grade
Attendance and participation = 25% of the final grade
Texts
Jonathan Swift, "A Modest Proposal"
(Ireland/hunger)
Carol Bergman (ed)., Another Day in Paradise (aid workers)
Clea Koff, The Bone Woman (forensic criticism)
Philip Gourevitch, This Is To Inform You.... (genocide)
Gil Courtemanche, A Sunday at the Pool in Kigali (genocide/HIV-Aids)
Delia Jarrett-Macauley, Moses, Citizen & Me (child soldiers)
Kenneth Cain et al., Emergency Sex and Other Desperate Measures (aid
workers)
Benjamin Zephaniah, Refugee Boy (refugees)
Victoria Brittain and Gillian Slovo, Guantánamo (detention)
Paul Gready (ed)., Fighting for Human Rights
http://web.austin.utexas.edu/cola/students/courses/coursedetail.cfm?courseID=9661
Abbreivated Syllabus for the English Course: Gender, Sexuality, and Migration
Semester Spring
2006
E 370W - Title Gender, Sexuality, and Migration
Substantial Writing Component: No
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
33710 |
MWF |
1:00 PM- 2:00 PM |
PAR 306 |
CVETKOVICH |
Meets with course(s)
AAS 320/WGS 345
Prerequisites
Completion of 30 semester hours including Rhetoric and Composition 306 and English 316K or their equivalents (e.g. T C 603A & B), and three additional semester hours of lower-division coursework in either English or rhetoric and composition. No exceptions.
Area V - Comparative or Interdisciplinary
Course Description
E 370W (Cultures of Immigration and Dislocation) may not also be counted.
The history and culture of the United States and the larger Americas have been profoundly shaped by migrations, including colonization by European peoples, the African diaspora forced by slavery, the shifting and unstable border between the U.S. and Mexico, the arrival through Ellis Island of Eastern and Southern Europeans, the long and multiple histories of immigrants from Asia, the movement of gays and lesbians to urban centers, and the arrival of refugees from war and genocide. Although migration is sometimes represented as a threat to the integrity of the nation, it is, in fact, at the center of it.
We will explore the impact of this history by reading contemporary literature, mostly by women, with particular attention to how migration is shaped by gender and sexuality. We will consider how literature, with its attention to the relation between personal and historical experience, provides an especially valuable document of migration and intervenes in public discourse about it. The course will also provide students with an opportunity to reflect critically on the their own national identities as residents, and in some cases, citizens of the U.S. - what does it mean, and what can it mean, to be "American"?
Grading Policy
5 short (1-2-page) papers every other week
35%
Mid-term book review paper 15%
Group presentation and final paper 20%
Blackboard assignments, attendance, and class participation 30%
Texts
Octavia Butler, Dawn, Sui-Sin Far, from Mrs. Spring Fragrance and other Stories, Anzia Yezierska, from America and I, Zitkala-Sa, from American Indian Stories, Sandra Cisneros, Caramelo, Zadie Smith, White Teeth, Shyam Selvadurai, Funny Boy, Monique Truong, The Book of Salt, Marjane Satrapi, Persepolis
Course packet of essays by Lisa Lowe, David Eng, Chandra Mohanty, and others.
http://web.austin.utexas.edu/cola/students/courses/coursedetail.cfm?courseID=9675
Abbreviated Syllabus for the Government Course: Race and Democracy
Semester Spring
2006
GOV 370K - Title Race and Democracy - W
Substantial Writing Component: Yes
|
Unique |
Days |
Time |
Bldg/Room |
Instructor |
|
37985 |
MW |
3:00 PM- 4:30 PM |
CBA 4.328 |
HOOKER |
Meets with course(s)
AFR 374D
Course Description
Course number may be repeated for credit when topics vary.
Contains a substantial writing component.
In its earliest formulations, democracy was thought to work only (or best) in homogenous societies. Yet, democratic societies today are increasingly multicultural and multiracial. As a result, fo this shift, there has been increasing attention paid to questions of democracy and "difference", be it ethnic, religious, gender, or sexual diversity. Comparatively less attention has been paid to the question of "race" and democracy. This course will explore the ways in which racial systems of domination and oppression affect access to citizenship for non-whites.
We will analyze constuctions of national identity that privilege certain racial selves as citizens par excellence, and examine ideologies of racial democracy that serve to obscure the presence of racialism in multiracial societies. Course materials will include founding texts in democratic theory and recent attempts to rearticulate the ideal of democracy in light of experiences with multiculturalism, in addition to empirical studies of the operation of race and racism - as well as the connections between race, national identity, and citizenship - in the United States and Latin America.
Course Requirements
6 semester hours of lower-division coursework in government.
Professor Les Kurtz
Professor of Sociology and former Director of the now defunct Center for Peace and Conflict.
Syllabus for Kurtz’ Course: Peace and Conflict
Spring, 2001
Instructor: Les Kurtz
Office Hours: M 4:30-5:30.W 11:30-12:30 & by appt. Burdine 322
email: lkurtz@soc.utexas.edu tel.: 471-1122
T.A.: tel. 471-1115
"Peace and Conflict" provides an introduction to an emerging new field. It will emphasize the sociology of peace and conflict but will draw upon a variety of disciplines, especially in the social sciences, to examine these crucial issues from a scholarly point of view. The course will offer a variety of perspectives; it will be critical, but nonpartisan, and will encourage debate about the problems it raises. The central arguments of the course are 1) we will always have conflict (from interpersonal to global), so that efforts to eliminate it are fruitless; 2) we can not only improve the climate for cooperation but also choose more productive means for engaging in conflict, moving along a continuum from violent toward nonviolent ways of engaging in conflict; 3) our conflict styles are socially structured, often with a bias toward violent means, especially with collective conflicts; and 4) our propensity to use violence has increasingly deadly consequences, but nonviolent strategies of conflict are emerging as an alternative means of struggle in the twentieth century.
Note that our web site <http://www.la.utexas.edu/soc308c> has an online syllabus with links to other resources, announcements, lecture notes, study guides, etc.
READINGS
In addition to a packet of readings at Paradigm and on reserve in the library, the following texts will be used in the course:
Jennifer Turpin and Lester Kurtz, eds., The Web of Violence (Urbana: University of Illinois Press, 1997).
Bryan Martin, Sharon Callaghan and Chris Fox, Challenging Bureaucratic Elites. Wollongong, Australia: Schweik Action Wollongong. Available on reserve and on the web at:
http://www.uow.edu.au/arts/sts/bmartin/dissent/documents/Schweik_cbe/
Zunes, Stephen, Lester Kurtz, and Sarah Beth Asher, Nonviolent Social Movements. Cambridge: Blackwells, 1999.
COURSE OUTLINE
I. An Introduction to Conflict Studies
First, we will have an overview of the central arguments of the course and explore the various means of conflict from violent to nonviolent, from interpersonal to global.
Readings:
M.K. Gandhi, The Mind of the Mahatma, ed. R.K. Prabhu and R.R. Rao. 2nd ed. (Ahmedabad: Navajivan Publishing, 1967), pp. 121-137.
Bandura, A. (2000) Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 2000.
II. Modern Militarized Conflict
A. The March Toward Total War
* a brief history of violence from rocks to nuclear weapons
* the militarization of economy and culture
* war on the streets and at home: the proliferation of violence
in our communities
Readings:
Caspar Weinberger and Peter Schweizer, "Introduction." Pp. xiii-xxv in The Next War. Washington, DC: Regnery Publishing, 1996.
Anthony Zwi, Joanne Macrae, and Antonio Ugalde, "Children and War." The Kangaroo (December, 1992):46-50.
B. Redefining War and Violence
* efforts to redefine and improve the military and police
* "low-intensity conflict" and "moral wars"
* understanding violence at home and abroad
Readings:
Kothari, Rajni. "Institutionalization of Violence." In The Encyclopedia of Violence, Peace and Conflict, ed. L. R. Kurtz. 3 vols. San Diego: Academic Press, 1999.
Robert Elias, "The Culture of Violent Solutions." (Web of Violence, 117-147).
III. Nonviolence: An Alternative
Paradigm of Conflict
A. Redefining Peace
* the spectrum of conflict from violence to nonviolence
* structural violence and issues of justice
Readings:
Brigit Brock-Utne, "Linking the Micro and Macro in Peace and Development Studies." (The Web of Violence, 149-160.
Riane Eisler, "Human Rights and Violence: Integrating the Private and Public Spheres."(The Web of Violence, 161-185).
McAlister, A., Ama, E., Barroso, C., Peters, R., Kelder, S. Promoting tolerance and moral engagement through students’ behavioral journalism. Cultural Diversity and Minority Psychology, in press.
B. Transforming Struggle
* Nonviolence as a Strategy for Conflict
* Gandhi, Tolstoy, King, et al.
* Conflict resolution: personal to global alternatives to violence
Readings:
Henry David Thoreau, "On the Duty of Civil Disobedience." Pp. 222-240 in Walden and On the Duty of Civil Disobedience. NY: Signet, New American Library 1960.
M.K. Gandhi, "Non-Violence." Pp. 152-162 in The Essential Gandhi, ed. Louis Fischer. NY: Vintage/Random House, 1962.
Teixeira, Bryan. "Nonviolence Theory and Practice. In The Encyclopedia of Violence, Peace and Conflict, ed. L. R. Kurtz. 3 vols. San Diego: Academic Press, 1999.
C. The Diffusion and Elaboration of Nonviolence
* Conflict resolution strategies
* Strategic nonviolence
Readings:
Peter Ackermann and Christopher Kruegler, Strategic Nonviolent Conflict: The Dynamics of People Power in the Twentieth Century (selection).
Lester Kurtz, "War without Violence: An Idea Whose Time Has Come?" Gandhi Marg (October, 1992):
Gene Sharp, "The Methods of Nonviolent Action" [typology of 198 categories].
Neil H. Katz, "Conflict Resolution and Peace Studies." Annals of the American Academy of Political and Social Science 504 (July, 1989):14-21.
IV. Theories of Social Conflict
A. The Nature of Human Nature
* Theoretical Framework: Reciprocity, Structure, and Ritual
* Means of Conflict, from Violent to Nonviolent
* The Social Psychology of Violence
Readings:
Thomas Hobbes, "Of the Natural Condition of Mankind as Concerning their Felicity, and Misery." Pp. 159-162 in The English Philosophers from Bacon to Mill, ed. Edwin A. Burtt. NY: Modern Library [1939] 1967.
Lester Kurtz, Robert Benford, and John Dillard, "Reciprocity, Bureaucracy, and Ritual." In The Nuclear Cage, by L.R. Kurtz. Englewood Cliffs, NJ: Prentice-Hall, 1988.
Robert Jay Lifton, "Doubling: The Faustian Bargain." The Web of Violence, 29-44.
Johan Galtung, "Crafting Peace: On the Psychology of the TRANSCEND Approach." Pp. 206-227 in Searching for Peace.
B. Structuring Violence
* The Military-Industrial Complex
* Ethnocentrism and Violence
* The Media and a Culture of Violent Solutions
Readings
Carl G. Jacobsen and Kai Frithjof Brand-Jacobsen, "Our War Culture’s Defining Parameters." Pp. 26-48 in Searching for Peace.
Johan Galtung, "Leaving the Twentieth Century, Entering the Twenty-first: Some Basic Conflict Formations." Pp. 51-77 in Searching for Peace.
Christopher Ellison and John Bartkowski, "Religion and the Legitimation of Violence: The Case of Conservative Protestantism and Corporate Punishment." (The Web of Violence, 45-67).
McAlister, A. (2000) Moral disengagement and opinions toward U.S. military actions in Iraq. International Journal of Public Opinion Research. February 2000.
McAlister, A., Villarreal, R., Stewart, R. Gun ownership, safety and attitudes toward killing. Unpublished manuscript, 2000.
V. Controlling Violence
A. Framing the Options
Readings
Johan Galtung, "Is There a Therapy for Pathological Cosmologies?" (The Web of Violence, 187-205.)
Philip Smith, "Civil Society and Violence: Narrative Forms and the Regulation of Social Conflict." (The Web of Violence, 53-68).
Martin Luther King, Jr., "A Christmas Sermon on Peace" and "An Experiment in Love." Pp. 16-20, 253-258 in A Testament of Hope: The Essential Writings of Martin Luther King, Jr., ed. James M. Washington. San Francisco: Harper & Row.
"Interview with Tenzin Gayatso, the 14th Dalai Lama."
B. Status Quo Methods for Controlling Violence
* Deterrence Theories: military, police, etc.
* Arms Control
* Civil Defense
Readings
Yuan Horng Chu, "The Counterrevolution--A Family of Crimes: Chinese Communist Revolutionary Rhetoric, 1929-89." (The Web of Violence, 69-89).
David Grossman, "Psychological Effects of Combat." In The Encyclopedia of Violence, Peace and Conflict, ed. L. R. Kurtz. 3 vols. San Diego: Academic Press, 1999
C. Alternative Methods for Controlling Violence
* Conflict Resolution and Mediation
* Strategic Nonviolence and Direct Action
* Challenging Bureaucracies
* Collective vs. Common Security
* Alliances, the United Nations, and new theories of defense
* Transnational and civilian-based defense
* Human Rights, Economic Well-Being, Ecological Wholeness, Reconciliation, Justice
* TRANSCEND
Readings
L. Kurtz, "The Geometry of Deterrence." Peace Review (June, 1994).
Richard Wendell Fogg, "Dealing with Conflict: A Repertoire of Creative, Peaceful Approaches." Journal of Conflict Resolution 29 (June, 1985):330-358.
McAlister, A. (2000) Moral (dis)engagement: Measurement and modification. Journal of Peace Research, in press
Johan Galtung in Searching for Peace, pp. 101-190.
VI. Experiments in Peace and Conflict
A. The Global Spread of Nonviolent Movements
Readings
Martin et al., 13-55.
Selections from Nonviolent Social Movements: The Geography of Nonviolence. Ed., Stephen Zunes, Lester Kurtz and Sarah Beth Asher. Cambridge: Blackwell’s, 1999.
Kai Frithjof Brand-Jacobsen with Carol. G. Jacobsen, "Beyond Mediation." Pp. 231-267 in Searching for Peace.
B. Visions of a Peaceful World
Readings
Vaclav Havel, "The Power of the Powerless." In Without Force or Lies: Voices from the Revolution of Central Europe in 1989-90, ed. Brinton & Rinzler. San Francisco: Mercury House, 1990.
José Blanco, "Filipino People Power."
Kai Frithjof Brand-Jacobsen with Carol. G. Jacobsen, "Beyond Security." Pp. 268-276 in Searching for Peace.
ASSIGNMENTS AND GRADING
Participants in the course will be graded on the basis of (1) either two exams or a term paper, (2) a group project, and (3) a personal journal; grades will be calculated with the following distribution:
Assignment % of course grade
Moral Disengagement project 25
Personal journal 25
Exam 1 25
Exam 2 25
The Moral Disengagement project will involve collaborative research on justifications for violence found in real life, reported in the media, and represented in film and popular culture. Different groups will look at different things, e.g., TV shows, news reports (print & electronic), and various topics, e.g., violence against women, guns, war, youth violence, inter-ethnic conflicts, etc. Each group will prepare a written report and make an in-class presentation. Grades for the group report will be calculated on a combination of the group's reports and individual effort (as evaluated by group members). The personal journal will involve writing reflections on class discussions ad readings, as well as applying concepts and frameworks from the course to conflicts observed directly or in the news.
PAPER OPTION
Course participants who wish to write a paper instead of taking exams may do so, and should speak with the instructor or teaching assistant as soon as possible. The topic may be anything appropriate for the course, although it needs to be approved by one of us. We will be glad to help you focus on a topic and find relevant source materials at any stage of the research process.
This option is intended for people who wish to undertake a major research paper and is not for the faint of heart. Some prior knowledge is desirable, but not required, although it may require extra work.
The paper should be 15-20 pages in length, typewritten, and meet following deadlines identified in the course calendar:
Initial Topic proposal (2-3 pages, typewritten)
Outline and preliminary bibliography
Final paper
Note: People writing the paper are still expected to attend class and do the assigned readings. Relevant information from course materials must be included in the paper in order to receive a good grade for the paper. The research paper cannot be a substitute for engaging with the material of the course, in terms of both readings and class presentations.
EXTRA CREDIT OPTIONS
Participants are encouraged to do a maximum of two extra credit projects which give you a chance to explore sources and experiences we do not have time to cover formally in the course -- and to improve your grade. Most project should take the form of a short paper which analyzes (rather than simply summarizes) speeches, films, books, articles, or other events appropriate to the course.
Papers should provide a critique and application of issues and ideas discussed in the course. Readings, films, etc. that are an assigned part of the course are not, of course, acceptable for extra credit.
Violence Encyclopedia: one option that is encouraged is a short presentation (in class) from the Encyclopedia of Violence, Peace & Conflict. A list of available articles will be posted on the web or available from the instructor or T.A.
DUE DATES: Please refer to the course calendar
LENGTH: Papers should be typewritten, if possible, and 1,000-1,500 words in length (ca. 4-6 pages, 250 words/page).
GRADING: You will be given 3-5 points on a 100-point scale for each paper that meets the requirements of the assignment. The points will be added to an exam score.
http://www.la.utexas.edu/course-materials/sociology/soc308c/sp01/syllabus.html
Syllabus for Kurtz’ Course: Nonwestern
Social Theory
Instructor: Les Kurtz
Office Hours: Burdine 322
Mon. &Wed. 9-10:30am & by appointment
telephone: 232-6316 fax: 471-1748
email: lkurtz@soc.utexas.edu
Nonwestern Social Theory is a preliminary experimental investigation into alternatives to classical Western social theory, an exploratory (rather than conclusive) examination of "The Great Books of the Nonwestern World." One major assumption underlies the organization of this course: our knowledge is so profoundly influenced by the social context in which it is constructed that our theories should not be based exclusively on Euro-American experience.
We will explore a proposition that grows out of that assumption: whereas most Western social theory is a response to the European Enlightenment and subsequent developments,, recent non-Western theory is a reaction to the fundamental phenomena of colonialism (and neocolonialism), racism, capitalism/industrialism, and other forms of oppression (e.g., patriarchy) and efforts to escape them.
A second assumption of the course is that although our primary paradigms of inquiry come, from the sciences, social theory should also draw upon the insights of the humanities. This is especially true of nonwestern social theory, which is not everywhere as institutionalized -- nor as "scientized" -- as in the West; after all, early Western theory was derived largely from the religious traditions of the West, translated into philosophical and then scientific rhetoric. (Freud, for example, borrowed liberally from ancient Greek mythology, Durkheim from the rabbinical tradition, and Comte from Catholic Christianity.) Consequently, we will draw not only upon the nonwestern social sciences (which are heavily influenced by Western paradigms), but also upon the religious, literary, and folk traditions.
This course will focus on central matters of sociological theory as addressed by non-white, mostly nonwestern authors. We will explore such issues as the relationship between the individual and society; the nature of human nature; theories of social change, movements and revolution and order; the role of the state; central concepts and metaphors; and positions on the most fruitful means and the purposes of social inquiry (methodology and whether social science should be normative or value neutral).
A prefatory note to participants: I do recognize the irony in my being a middle-aged white North American male, trained in traditional sociological theory, who has the audacity to teach this course; much of it is unchartered territory for me, and I hope that some members of the class will have insights to which I am blind. The ideas we are exploring are alternatives to mainstream social thought, what Gideon Sjoberg calls "counter-systems." Written primarily by people out of power, they are inevitably critical and often emotionally-charged. That critique, and our responses to it, should energize our journey through the course, and I anticipate lively discussions in which we disagree with one another, with the authors, and even with ourselves. I invite participants to remain open-minded to new ideas; we do not need to jettison our own perspectives, but we should allow the voices to speak for themselves first, and then in dialogue with our own voices. One final caveat: unfortunately, we will read everything in translation, which presents a number of problems inherent in this sort of exercise.
Thank you for joining me in this adventure.
COURSE SCHEDULE
1/17 I. On Social Theory and Theorizing
1/22-29 II. Selected Nonwestern Traditions
A. Mohandas K. Gandhi
1/31-2/5 B. Ancient Asian Social Thought
2/7-2/12 C. The African Diaspora
2/14-19 D. Islamic Social Thought
2/21-26 E. Indigenous American Social Thought
III. Substantive Issues
A. Theories of Liberation
2/28-3/5 1. Anticolonialism
3/7 2. Liberation Theology
Paper Proposal Due
[3/10-18 Spring Break]
3/19 3. Racism and Ethnocentrism
3/21 4. Women's Liberation
3/29-4/3 5. Human Rights, Ecology, and Alternative Economic Development
4/2 B. Structures of Domination and
Differentiation
4/4-4/9 C. Theories of Peace and Conflict
4/11-16 D. Spirituality, Religion, and Health
4/18-23 E. The State, Politics, and Nationalism
4/25 F. Community, Sexuality, and Family
Paper Draft Due
4/30 IV. Towards a Global Social Theory
5/2 3-9PM MARATHON PAPER SESSION
5/15 PAPER DEADLINE
COURSE OUTLINE
1/19
1. On Social Theory and Theorizing
The dialectical relationships between representative theories or schools of thought and the particular sociohistorical contexts in which they emerge constitute the major focus of the approach taken in this course
Readings
Immanuel Kant, "This fellow was quite black … a clear proof that what he said was stupid." Pp. 38-78 in Race and the Enlightenment,ed. Immanuel Chukwudi Eze. Cambridge: Blackwell, 1997 (selection).
Williams, Patricia J. 1991. The Alchemy of Race and Rights. Cambridge: Harvard Univ. Press, pp. 3-14.
Suggested Readings:
Alvares (1988); Shiva (1988); West (1987)
II. Selected Nonwestern Traditions
It is, of course, impossible to explore all of the major nonwestern traditions of social theory in one semester. Consequently, we will examine only a few representative social thinkers in traditions from Asia, Africa, and Latin America, to begin this experimental investigation.
A. Mohandas K. Gandhi
Gandhi may be remembered as one of the great thinkers of our time and we will begin with him because he serves as a bridge from postmodern to modern and premodern social thought as well as between western and nonwestern, scientific and spiritual traditions. Not a systematic social theorist, Gandhi nonetheless made important intellectual contributions, as well as those more explicitly political and spiritual which are interwoven with his social theory.
Readings:
Gandhi, Mohandas K. 1967. The Mind of Mahatma Gandhi. R. K. Prabhu and U. R. Rao, eds. Ahmedabad: Navajivan Publishing House.
Parekh, Bhiku. 1989. Colonialism, Tradition and Reform: An Analysis of Gandhi's Political Discourse. New Delhi: Sage, pp. 11 -33.
Suggested Readings:
Chatterjee (1986), Diwakar (1946), Gandhi [1908] 1939, Gangal (1979, 1988), Kurtz (1992), Nandy (1983), Patel (1994), Patil (1989), Pyarelal (1950), Rattan (1972, 1989, 1991), Roy (1985), Sethi (1974), Sharp (1960, 1973-74, 1979), Shridharani (1939), Venkatarangaiyya (1966).
B. Ancient Asian Social Thought
K'ung Fu Tzu, known in the West as Confucius (551-497 B.C.E.) had a profound impact for centuries on a culture that is now a major alternative to Western culture. K'ung Fu Tzu himself lived in the chaotic "Period of the Warring States." Just as the French founders of the sociological tradition focused on the social order in the chaotic aftermath of the French Revolution, so too K'ung Fu Tzu elaborated a hierarchical system designed to mitigate chaos and preserve peace and order imposed at all levels of society.
The Vedic texts constitute another basic foundation of Asian thought dating back at least several thousand years; according to tradition, they having no original date at all since they have always existed. They continue to have a profound impact on the everyday life as well as the intellectual traditions of a society that comprises almost one billion people.
Gautama Buddha (563-483 B.C.E.) rebelled against his social and class situation as the son of a powerful Indian Raj; he forged an ethical and social theory that became the basis of a religious movement that swept across Asia 2,000 years ago and now informs social and religious thought worldwide.
We conclude this section with an essay by Japanese intellectual Kamei Katsuichiro (b. 1907) who raises questions about "modernization" and proposes a return to "Asian ideals," notably those espoused by Gandhi.
Readings:
"K’ung Fu Tzu on the Four Questions: Selections from the Analects"
Mo Tzu (479-438 BCE). 1963. "Mo Tzu's Doctrines of Universal Love, Heaven, and Social Welfare." Pp. 211-231 in A Sourcebook on Chinese Philosophy, ed. Wing Tsit Chan. Princeton: Princeton Univ. Press.
De Bary, William T., ed. 1964 [1958]. Sources of Indian Tradition. Vol. I. New York: Columbia Univ. Press, selections.
The Buddha. 195S. The Teachings of the Compassionate Buddha: Early Discourses, the Dhammapada, and Later Basic Writings. E. A. Burtt, ed. New York: New American Library Mentor Religious Classic, pp. 28-47, 60-63.
Kamei Katsuichiro, "Return to the East." Pp. 393-399 in Sources of the Japanese Tradition, ed. Kyusaru Tsunoda, William Theodore de Bary, and Donald Keene. Vol. II. NY: Columbia Univ. Press, [1958] 1964. [Translated from Nijisseiki Nihon no Risozo, pp. 191-201.]
Suggested Readings:
Ch'en (1986), Chu (1967), Chan (1963, 1969, 1986), Feng ([1952] 1973, 1970), Kurtz (1995)
C. The African Diaspora
A major outcome of the convergence of slavery and colonialism was the creation of what some now call an "African Diaspora," consisting in large part of the descendants of slaves taken from Africa to Europe and the Americas. In this section, we will look at the development of social thought in contemporary Africa (especially Otite 1978) and among people of African descent elsewhere.
Readings:
Otite, Onigii, ed. 1978. Themes in African Social and Political Thought. Enugu, Nigeria: Fourth Dimension Publishers, pp. 1-33.
James, C.L.R. 1992. The C.L.R. James Reader, ed by Anna Giimshaw. Oxford: Blackwell, pp. 1, 53 -171.
Suggested Readings:
Adamolekun, (1978), Awolowo (1960, 1968), Azikiwe, Nnamd (1965, 1978), Baldwin (1955), Blyden (1908), Branch (1988), Cesaire (1972), Du Bois ([19301 1977), Esedebe (1978), Essien-Udom (1962), Fetter (1983), Gates (1984), Gates (1987), (Gilroy (1993), Hall (1990), Helmreich (1977), Huggins, Kilson, and Fox (1971), King (1986), Lincoln (1961), Lincoln and Mamiya (1990), Malcom X (1966,1970), McLaughlin (1988), Morrison (1989), Moses (1978), Muhmmad (1965, 1973), Sales (1994), Smith (1993), Terborg-Penn, Harley and Rushing (1987).
D. Islamic Social Thought
Many of the more volatile political conflicts of the late twentieth century are between various groups and members of the Muslim community, especially from the Middle East (or "West Asia") through much of Africa and South and East Asia. This section will survey some of the social theories from this diverse body of thought, from the important Medieval thinker Ibn Khaldun to North American Malcom X and contemporary Muslim scholars. We will again encounter anticolonialism, since most of the Muslim world was conquered by European colonial powers in the nineteenth century.
Readings:
Khaldun, Ibn (1332-1406). 1950. An Arab Philosophy of History: Selections from the Prolegomena of Ibn Khaldun of Tunis. Charles Issawi, tr., ed. London: Murray, pp. 26-37, 140-145,157-174.
Arjomand, Said. 1994. From Nationalism to Revolutionary Islam. Albany: State Univ. of New York Press, pp. 195-247.
Suggested Readings:
Al-Malati (1967:625-627), Al-Azmeh (1986:1-105); Arjomand (1984a, 1984b, 1988,1993), Baali (1992), Faghirzadeh (1982), Kaldhun (1950,1967), The Qu'ran (1967: 74-77), Said (1978)
E. Indigenous American Social Thought
As a consequence of the colonial conquest of the Americas, much of the indigenous culture there was destroyed. Indigenous cultures in the Americas and elsewhere had rich social theories, however, some of which have been preserved in various forms and to various degrees, despite obvious contact and influence from other cultures, especially from the West.
Readings:
Gustavo Estevan Prakash. Grassroots Postmodernism (selection).
Suggested Readings
Black Elk (1976), Kunitz (1994), Latin American Working Group (1983), Menchu (1984), Reed (1997), Silman (1987), United Nations (1994)
III. Substantive Issues
A. Theories of Liberation: just as modern Western social thought emerged as part of a struggle for freedom from the constrictions of the ancien regime in medieval Europe, so nonwestern thought focuses in large part on freedom from the structures that bind people outside of the West. Consequently, such phenomena as colonialism, racism, and patriarchy loom large in nonwestern social theories of liberation. Various liberation movements based on gender, race, class, and other criteria, have given rise to a number of significant theories about human behavior and social structure. In this section, we will sample some that appear particularly important.
1. Anticolonialism
A central aspect of reality for much of the nonwestern world has been colonialism, which thus set the stage for twentieth century social theory. This form of domination is in turn based on a number of other significant social phenomena, notably early capitalism, military conquest, racism, and cultural imperialism. We have already encountered this phenomenon in our study of Gandhi, who challenged Britain's control over India, the "jewel in the crown," and shook the foundations of the colonial system.
Readings
Bolivar, Simon. 1983. The Hope of the Universe. J. L. Saicedo-Bastardo, ed. Paris: UNESCO, pp 63-80.
Nyerere, J. K. 1978. "The Process of Liberation." Pp. 335-344 in Themes in African Social and Political Thought, ed. Onigu Otite,. Enugu, Nigeria: Fourth Dimension Publishers.
Serequeberhan, Tsenay. 1994. The Hermeneutics of African Philosophy. New York: Routledge (selection).
Davies, Merryl Wyn, Ashis Nandy and Ziauddin Sardar . 1993. Barbaric Others: A Manifesto on Western Racism. London: Pluto Press (selection).
Suggested Readings:
Bolivar (1983), Cesaire (1972); Chatterjee (1993), Fanon (1965, 1968), Guha (1988a), Guha and Spivak (1988), Holland (1985), Memmi (1965), Naipaul (1977, 1990), Panikkar (1953), Parekh (1989), Parker (1988), Patel (1994).
2. Liberation Theology
Despite a substantial secularization of Western intellectual culture, most of the world interprets the world in religious frames and with religious synthols and rhetoric. Out of an interaction between post-Vatican II Roman Catholicism and the poor of Latin America came a socio-religious movement that provided a powerful critique of capitalism and structures of domination that combined Marxist social analysis with Christian theology.
Readings:
Bonpane, Blase. 1985. "Democratic Pedagogy: The Birth of Liberation Theology." Pp. 23-32 in Guerrillas of Peace: Liberation Theology and the Central American Revolution. Boston: South End Press.
Cardenal, Ernesto, ed. 1976. The Gospel in Solentiname. 4 vols. Maryknoll: Orbis Books, pp. 70-86.
Suggested Readings:
Boff (1993); Cone (1986), Ellacuria (1990), Gutierrez (1973), Harris (1992)
[3/11-19 Spring Break]
3. Racism and Ethnocentrism
The confluence of systems of social stratification constructed on arbitrarily-defined criteria such as race and ethnicity with those of slavery and colonialism had a profound impact on social life on the planet and gave rise to some important insights into social processes of domination among their victims.
Readings:
hooks, bell, and Cornel West. 1992. Breaking Bread: Insurgent Black lntellectual Life. Boston: South End Press, pp. 1-6.
Van den Berghe, Pierre. 1978. Race and Racism: A Comparative Perspective. 2nd ed. New York: John Wiley & Sons.
Suggested Readings:
Agullar-San Juan; Baker (1993), Chametzky and Kaplan (1969), Cheung and Yogi (1988), Du Bois ([1887-19611 1985, [1899] 1967), [1953] 1961; Ekeh (1978), Gates (1984), hooks (1992, 1994), hooks and West (1992), Jordan (1970, 1985), Kapur (1992), King (1986), Lim and Ling (1990), Malcolm X (1966), Mazrui (1978), Morrison (1989), Omolade (1994), Patterson (1970), Poey and Suarz (1992), Ruoff and Ward (1990), Rutherford (1990), Saldivar (1991), Sales (1994), Taylor (1992), Tomaskovic-Devey (1993), West (1987), Williams (1991)
4. Women's Liberation
Within each society of both West and East, patriarchal systems of domination have become a significant source of social theorizing about a type of social differentiation that has deep roots and creates social and personal problems with no simple solutions. Although the modern feminist movement has its roots in the Western Enlightenment, we shaff focus in this course on women of color and their search for liberation.
Readings;
Narayan, uma. 1989. "Tbe Project of Femminist Episternology: Perspectives from a Nonwestern Feminist." Pp. 256-269 in GenderlBodylKnowledge: Feminist Reconstructions of Being and Knowing, ed. Alison M. Jagger and Susan R. Bordo. New Brunswick: Rutgers Univ. Press.
Kishwar, Madhu. 1984. "Introduction." Pp. 1-47 in In Search of Answers: Indian Women's Voices from "Manushi, " ed. Madhu Kishwar and Ruth Vanita. London: Zed Books.
Collins, Patricia Hill. 1990. Black Feminist Thought. Boston: Unwin Hyman, pp. xi -xv.
Suggested Readings:
Amott and Matthaei (1991), Basu (1995), Boonsue (1992), Braxton and McLaughlin (1990), Cantarous (1980), Davis (1981a), Evans (1980), hooks (1984, 1994), Homo-Delgado et al. (1989), Kishwar & Vanita (1984), Laurentis (1986), Lerner (1973), Lorde (1984), McLaughlin (1988), Minh-ha (1989), Morrega and Anzaldua, Nasreen (1994), Omolade (1994), Rich (1979), Rodgers-Rose (1989), Sokoloff (1992), Zide (1993)
5. Human Rights, Ecology, and Alternative Economic Development
The contemporary notion of "human rights" comes primarily from the European Enlightenment and often has an individualistic conceptual frame rejected by traditional cultures. It has been incorporated into and elaborated by many in the nonwestern world, where it often synthesizes the political rights from Western democratic theory with economic rights of Marxism and socialism. Consequently, the human rights movement--although extremely diverse in nature--constitutes a major focal point for efforts to develop a minimal global consensus on the bottom line of how people can have decent lives together on the planet without exploiting vulnerable social groups or the natural environment.
Readings:
Chatterjee, Partha. 1984. "Gandhi and the Critique of Civil Society." Pp. 153-195 in Subaltem Studies III, ed. Ranajit Guha. Delhi: Oxford Univ. Press. (selection, pp. 160-166).
Wole Soyinka, "Twice Bitten: The Fate of Africa's Culture Producers." Pp. 1-24 in Development and Culture, by Wole Soyinka and Junzo Kawada. Ota Nigeria: Africa Leadership Forum.
J. Bandyopadhyay and Vandana Shiva, "Forestry Myths and the World Bank: A Critical Review of ‘Tropical Forests -- Call for Action.’" Pp. 217-283 in Forest Resources: Crisis & Management, ed. Vandana Shiva, VM Meher-Homji, and N. D. Jayal. Dehra Dun: Natraj Publishers, 1992.
Suggested Readings:
Boonsue (1992), Bullard (1993), Girard et al. (1982),Gomes, Kiran, Songambele and Vora (1992), Human Rights Watch World Report, Kothari (1991), ), Nyerere (1968, 1974), Oommen (1984), Otite (1978b:138-156), Smelser [Erinoshol 1994, Tandon (1965), Tula (1994), Williams (1991)
B. Structures of Domination and
Differentiation
Theories of liberation grow out of theories of domination, of course, and nonwestern social thought, like mainstream social theory, is much concerned with structures of domination. Contemporary nonwestern and nonwhite theories of domination are not developed independently of Western thought, of course, especially Marxism, which provides much of the inspiration for studies of domination.
Readings:
Panikkar, K. M. [1953] 1969. Asia and Western Dominance. London: George Allen & Unwin, 313-332.
Collins, Patricia Hill. 1991. Black Feminist Thought. Boston: Unwin Hyman, pp. 221230).
Suggested Readings
Agullar-San Juan, Mariani (1991), Anzaldila (1987), Calderon and Saldivar (1991), Cheung and Yogi (1988), Davis (1971, 1981b), Fanon (1968), Guha and Spivak (1988), hooks (1992, 1994), hooks and West (1992), Homo-Delgado et al. 1989), Kim (1982), Kingston (1976), Laurentis (1986), Lim and Ling (1992), Ling (1990), Minh-ha, Poey and Suarz (1992), [Oommen] & Smelser (1994), Saidivar (1991), Smelser [Oommen] (1994), Wilson (1973, 1978, 1987, 1993)
C. Theories of Peace and Conflict
A related substantive issue concerns the emergence of nonviolent social change and a rethinking of social conflict that emerges primarily from Gandhi and U.S. civil rights movement. I consider this to be one of the major contributions of nonwhite social theory to contemporary understandings of social life.
Readings:
King, Martin Luther, Jr. 1986. A Testament of Hope: The Essential Writings of Martin Luther King, Jr. San Francisco: Harper & Row, pp. 12-20)
Kothari, Rajni. Forthcoming. "Institutionali-zation of Violence." In The Encyclopedia of Violence, Peace and Conflict, ed. L. R. Kurtz. 3 vols. San Diego: Academic Press.
Teixeira, Bryan. Forthcoming. "Nonviolence Theory and Practice. In The Encyclopedia of Violence, Peace and Conflict, ed. L. R. Kurtz. 3 vols. San Diego: Academic Press.
Suggested Readings:
Aung San (1991), Amir (1989), Autonomedia (1994), Awooner (1993), Chatterjee (1969), Chu (Forthcoming), Dajani (1994), Dalai Lama (1994), Feminia (1987), Gandhi, Guha (1988b), Hanh (1993), Haynes and Prakash (1991), King (1986), Kothari (1968, 1970:77-99, 1988, 1989), Kumar (1975), Kurtz and Asher (Forthcoming), Mehdi (Forthcoming), Nyerere (1978), Pyrelal (1948, 1953), Radhakrishnan (1990), Serequeberhan (1994), Sethi (1979b, 1989), Shridharani (1939), Tenzin Gayatso (1984, 1990), Unnithan (1969, 1987), Unnithan and Yogandrashing (1969), Vinoba (1963), Zelter, and Bhardwaj (n.d.).
D. Spirituality, Religion, and Health
Much of the world remains steadfastly religious, despite secularizing trends, and significant cultural reactions against modernity (and postmodernity?) take the form of religious traditionalism (sometimes called "fundamentalism"). In the Arab world, Islam has an elective affinity with. anticolonial and antiwestern forces; in Latin America, liberation theology has seized portions of the Christian church from elites and turned it into a legitimator of popular dissent and, in some cases, even revolution. Although western scientific medicine has gained a high status in much of the world, traditional healing methods -- usually associated with spiritual traditions -- persist and raise fundamental questions about western theories of health and wellbeing.
Readings:
Some, Malidoma. 1994. Of water and the Spirit: ritual, magic, and initiation in the life of an African shaman. New York : Putnam.
Soedjatmoko. 1994. "Religion and Progress." Pp. 159-186 in Transforming Humanity, ed. Kathleen Newland and Kamala Chandrarana Soedjatmoko. West Hartford, CT: Kumarian Press.
Kothari, Manu L., and Lopa A. Mehta. 1988. "Violence in Modern Medicine." Pp. 167-209 in Science, Hegemony, and Violence, ed. by Ashis Nandy. Tokyo: United Nations Univ..
Chopra, Deepak. 1993. Ageless Body, Timeless Mind: The Quantum Alternative to Growing Old. NY: Harmony Books, pp. 3-48.
Suggested Readings:
Aram (1989), Ben-Yehuda (1985), Black Elk (1953, 1976), Bond and Walker (1979), Chattelee (1983), Dalai Lama (1990, 1994), Deloria and Lytle (1984), Gutierrez (1973), King (1986), Kunitz (1994), Malcolm X (1966), Sivaraksa (1992), Smith (1994), Some (1993:93-115), Walker (1972, 1983)
E. The State, Politics, and Nationalism
Contemporary theory in the nonwestern world is much concerned with the role of the state and issues of nationalism, again in large part as a result of efforts to define identities and to understand the world in a postcolonial context. As if the world were not complicated enough in its formal organization (nation states, alliances, etc.) we will also explore alternative modes of viewing largescale social organization and political decision making that emerge in opposition to formal structures which are, by definition, usually controlled by western forces.
Readings:
Gandhi, Mohandas K. 1967. The Mind of Mahatma Gandhi. R. K. Prabhu and U. R. Rao, eds. Ahmedabad: Navajivan Publishing House, pp. 435-437.
Gutierrez, Gustavo. 1973. A Theology of Liberation: History, Politics and Salvation. Sister Caiidad Inda and John Fagleson, tr. Maryknoll, NY: Orbis, pp. 227-229.
Wilmer, Franke. The Indigenous Voice in World Politics. Newbury Park- Sage, pp. 192-210.
Suggested Readings:
Azikiwe (1978), Dawa Norbu (1992), Dudley (1978), Featherstone (1990), Furedi (1994), Gupta (1988), Isbister (1991), Mazrui (1978), Michener (1993), Nyerere (1968), Oommen (1984), Parekh (1989), Walters (1993).
F. Community, Sexuality, and Family
Finally, much of the social thought emerging in the nonwhite world centers around such issues as community, sexuality, and the family, in part because of the perception of a disintegrating influence by dominant Western culture.
Readings:
Omolade, Barbara. 1994. The Rising Song of African American Women. New York: Routledge, pp. 3-38.
Suggested Readings:
Lorde (1984), Roscoe (1988)
IV. Towards a Global Social Theory
In the last class session we will review and synthesize the discussions of the semester, attempting to identify emergent themes from the course and areas of future exploration.
Assignments and Grading
This course will be organized as a seminar and all participants will be expected to contribute to the collective process of learning. In addition to collaborative learning, everyone will engage in their own projects. Grading will be based on the quality of the following assignments:
* presentations 20%
* annotated bibliography 10
* term paper 70
In-class presentations on selected (unassigned) readings for each of the major topics of the course, providing background information and analysis that goes beyond the assigned readings and sets them in context. They should be supplemented with annotated bibliographies. Bibliographies should be submitted electronically so that they can be put on the class web site and thus made available to everyone in the class. You may wish to make your presentation and prepare a bibliography in the same general area as your term paper.
Toward the end of the course we will have presentations on the term papers. Some of them will be in class and others will be during a marathon paper presentation-potluck dinner session.
The Four Questions Test
As we move through the course, we shall apply the "four questions test" to each of the authors and traditions we are discussing. This set of questions is adapted from my survey of Western sociological theory, and one of the tasks of this course is to ask if they are adequate for evaluating social theories and their domain assumptions.
1. How can we best obtain knowledge of, and develop theories concerning, social life?
--general goals and orientations of the field
--relationship to other sciences, other modes of inquiry
--preferred methods
--preferred rhetoric
2. What is the perceived relationship between the
individual and society?
--view of human nature?
--realist or nominalist (collectivistic or individualistic)?
--theory of action?
--theories of identity, power, and stratification?
3. What is the nature of modern society?
--how does it differ from pre-modern?
--What are its assets and liabilities? how is it evaluated?
4. How do we interpret the social change or revolution explored by the theorist?
--What kind of revolution was it?
--What kind of revolution do we need? (how to organize; against what?)
--What is the role of the sociologist (or scholar) in social change?
--value-free scholarship to "loosen the soil" (Weber)
--science-based moral critique and involvement (Durkheim, Marx)
Professor Dana Cloud
Associate Professor of Communications
Link to Cloud’s Website, which includes links to her writings (“A Radical Pledge of Allegiance,” “In Defense of Unruliness,” etc.): http://uts.cc.utexas.edu/~dcloud/Politics2.html
Syllabus for Cloud’s Course: Communication and Social Change
Communication and Social Change
CMS 340K—06120—Fall 2000—Professor Dana Cloud
Class meets Monday, Wednesday, Friday, 10-11 a.m., CMA 3.116
Professor Cloud may be reached at her office: CMA 7.105
Phone: 471-1947 • Email dcloud@mail.utexas.edu
Office Hours: Mondays, 11-1 p.m. and by appointment
Course Assistant: Ms. Angela Aguayo • CMA 7.154F • 471-7044 aaguayo@austin.rr.com • Hours: M, F 2-3 p.m.
Course Goals:
The main purpose of this class is to encourage your engagement with the tradition and ongoing practice of movement for social change in the United States. I believe this goal requires some history so that we can become familiar with the ways in which social change agents have used communication—from oratory to the internet—to raise awareness of injustice, demand redress, mobilize others in the cause, and prompt other kinds of direct action including civil disobedience and strikes. This historical knowledge is key to understanding the renaissance of social movements going on around us today—from the WTO to the University Staff Association. After the historical survey of social movements, the second part of the course asks you to become involved as an observer and/or as a participant in a local social movement. We will specifically address two prominent causes locally, the movement against the death penalty and the movement of University staff for higher wages and better treatment. We will also discuss some other current social movements including the fight against corporate globalization and the movement against sanctions in Iraq.
The guiding questions for the course are (1) How does social change happen? And (2) How can we use communication to intervene effectively and with integrity in the process of social change?
Course Texts (available at Co-Op):
*Books marked with an asterisk are required reading for everyone. The other books are available for student reports on specific movements. They are recommended for everyone’s reading as well.
*Howard Zinn, People's History of the United States Harper 1980, ISBN 0060907924
*Bowers, Ochs, and Jensen, Rhetoric of Agitation and Control, Waveland 1993, ISBN 0881337129
*Packet of supplemental readings, consisting mainly of documents and speeches from social movements, available at Longhorn copies.
Miriam Schneir, Feminism: The Essential Historical Writings, Vintage, 1992, ISBN 0679753818
Jeremy Brecher, Strike! South End 1997, ISBN 0896085694
Lillian Faderman, Odd Girls and Twilight Lovers, Penguin 1991, ISBN 0140171223
Andrea Dworkin, Letters from a War Zone, Lawrence Hill, 1993 ISBN 1556521855
Peter Levy, The Civil Rights Movement, Greenwood 1998, ISBN 0313298548
Peter Levy, America in the Sixties, Praeger 1998, ISBN 0275955168
Francisco Rosales, Chicano! Arte Publico, 1997, ISBN 1558852018
Eleanor Flexner, Century of Struggle, Belknap, 1996, ISBN 0674106539
Course Requirements--Grading is based on a percentage of 200 total points, as follows:
1) 1) Reading and Participation (25 points): You must keep up with class readings, and come to class prepared with notes and questions for discussion.
2) 2) Team Movement Report (50 points): In groups of three or four, you will be responsible for presenting a timeline and description of the major themes of a major American Social Movement. The report should also provide examples of speeches or other communication from the movement with analysis of themes and strategies in those documents. How did the movement use communication to raise consciousness, mobilize support, overcome obstacles and resistance, and prompt action for change? Were the strategies and messages effective? Why or why not? Report should include a handout for students to facilitate study for the exam.
Students should meet with Dr. Cloud to discuss and locate core readings for each movement.
3) 3) Exam (50 points): Essay and short answer questions covering lecture, readings and discussion on the historical portion of the class.
4) 4) Current Social Movement Journal and Report (75 points): Based on your observation and/or participation in a local social movement. Divided into four sections (use a binder or portfolio):
a) weekly log of activity and observations (what do local activists do and say? with what effects? what do you think of their strategies and messages?);
b) interview with an activist about history of the movement, plans for the future, thinking about strategies and messages, what has gone well, what has not gone so well, etc.;
c) research summary (with bibliography) of how local movement fits into a larger picture (what issues and arguments does the movement address, what national or regional or international movements does the local activity take part in, what varieties of response, criticism, growing popularity is the movement experiencing, what historical analogues or parallels does this movement have?);
c) two public documents produced by you as if or actually as a participant in the movement (may include a speech, newspaper op-ed or letter to the editor, web site (or plan for a web site), brief radio program, flyer or poster, etc. Include a brief rationale for how your strategies and messages are tailored to a particular situation, purpose, and audience.
Total Points: 200
Course Schedule
Week/Date Unit/Topic Readings/Other Due Today
Readings *=In course packet
Week 1 Unit I: What is Social Change and What Does
Communication Have To Do With It?
W 8/30 Course introduction none
F 9/1 Defining social movements Bowers et al 1-3
Decide report/movement topics
Week 2
M 9/4 No class—Labor Day USA sick out, media coverage
W 9/6 CHANGED CLASS LOCATION TBA Bowers et al. 4-8
F 9/8 CHANGED CLASS LOCATION TBA discuss USA activity
Week 3 Unit II: History of U.S. Social Movements
M 9/11 Social Movement History through Reconstruction Zinn 1-205
W 9/13 Student report on anti-slavery movement
Casey Fry__________________________________________
Parveen Baldeosingh
_________________________________________________
F 9/15 Continued *Douglass, *Garrison,
*Grimke
Week 4
M 9/18 History of Labor Movement Zinn, 11, 12, 13
W 9/20 Student Reports
_Matt Anderson______________________________________
Andrea Gohn_________________________________
_________________________________________________
F 9/22 Wrap labor movement * Brecher, *Sweeney
*Dollinger
Week 5
M 9/25 Early Women’s Movement
W 9/27 Student Reports *Declaration, *Stanton, *Truth
Kacey Wayne__________________________________
Lisa Minjarez
Diana Sanchez________________________________
F 9/29 Wrap early women’s movement
Week 6
M 10/2 Second Wave Women’s Movement *Friedan, NOW, Miss America
W 10/4 Student Reports *Dworkin, *Title IX material
*H. Clinton, *Davis
Janis Gorton___________________________________
Erika Garza
Sherry Rollo___________________________________
F 10/6 catch up
Week 7
M 10/9 The Anti-Death Penalty Movement Today ,*Mumia, *Ruder
W 10/11 Media and Movements I: The Death Penalty *Chicago Tribune
Articles
www.nodeathpenalty.org, www.essential.net/dpic
F 10/13 Socialism in America—Lecture Zinn 13 review, *Debs
Week 8
M 10/16 Civil Rights Movement; discuss march *MLK, *Malcolm X,
*DuBois,
W 10/18 Student Report on Civil Rights Zinn 17
Claire Hamker_________________________________
Tate Santee______________________________
Riley Malone______________________________________
F 10/20 Wrap Civil Rights Movement
Week 9
M 10/23 View Eyes on the Prize excerpts
W 10/25 The 1960s Zinn18-19
F 10/27 Student Report on 1960s Student Movement *Port Huron, *Savio,
*Geier
Hannah Heinz_________________________________
Ladye Keck____________________________________
Ryan McManus_______________________________________
Week 10
M 10/30 Student movement, cont. Visit LBJ museum
W 11/1 Student Report on anti-war movement * Potter, *Duncan
Craig Burk____________________________________
Caroline Wharton______________________________________
_________________________________________________
F 11/3 Student Report on Chicano Movement *Rosales, *Chavez
Scott Prath__________________________________
Mark Stroube_______________________________________
Mario Villafranca_____________________________________
Week 11
M 11/6 Student Report Gay/Lesbian Movement *CNN, *Jones, *Vaid
www.stopdrlaura.com
Carla Harleaux
Erin Mosow______________________________________
_________________________________________________
W 11/8 Student Report Environmental Movement *Carson
*Greens, *Cousteau, *Weintraub
Spencer Tenney__________________________________
Tara Taylor____________________________________
Jason Lee____________________________________________
F 11/10 Exam covering history and theory of social movements
Week 12 Unit III: Intervening in Contemporary Social Movements
M 11/13 Introduction: Issues in Current Social Movements Zinn 21-23,
Afterw0rd
W 11/15 WTO, IMF, World Bank Protests *WTO Documents
Possible special performance see www.seattle99.org
F 11/17 Media in Movements II *Gitlin See www.indymedia.org
Week 13
M 11/20 Your Movements—Progress Reports
W 11/22 NO CLASS
F 11/24 NO CLASS
Week 14
M 11/27 Other current social movements: Iraq sanctions *Arnove
www.voicesinthewilderness.org
W 11/29 Anti-racist movements today *Jackson
F 12/1 Progress Reports see www.rainbowpush.org
Week 15
M 12/4 Open discussion: Do we need social change? How does it happen?
What is role of communication in making social change?
W 12/6 Course Instructor Survey
F 12/8 Last class day
http://uts.cc.utexas.edu/~dcloud/socialchangesyll.htm
Syllabus for Cloud’s Course: Communicating Gender in America
COM 370–Communicating Gender in America
Professor Dana Cloud
Office: CMA 7.105 • Phone: 471-1947 • Email: dcloud@mail.utexas.edu
Office Hours: Tuesdays 11:30-2:00 p.m. and by appointment
This Senior Fellows class focuses on how our ideas about sex and gender and our identities as men, women, and sexual beings are influenced by and contested in the communication around us, from interpersonal relationships to the mass media, from legislative debates to social movements. The key questions guiding our investigations this semester are
°What are the sources of our ideas about what it means to be male and female, masculine and feminine?
°How have we been influenced by communication to adopt and perform particular gender identities?
°What are the consequences of these messages for women, for men, for gays and lesbians, and for society?
°How are ideas about gender and gender roles related to ideas about sexuality, sexual orientation, and sexual identity?
°What is gender? Can it be altered or changed? How?
°What roles have social movements for women’s rights and gay and lesbian rights in challenging and changing the ways we communicate gender in America?
Required Texts (available at the Co-Op):
Black, Katherine and Peter J. Welling. Women May Be from Venus...But Men Are Really from Uranus: A Parody of Men Are from Mars, Women Are from Venus and Other John Gray Books. 2000. ISBN 1587219867
Bornstein, Kate. My Gender Workbook. Routledge, 1997. ISBN 0415916739
Davis, Angela. Blues Legacies and Black Feminism : Gertrude 'Ma' Rainey, Bessie Smith, and Billie Holiday. Random House, 1999. ISBN 0679771263
Douglas, Susan J. Where the Girls Are: Growing Up Female With the Mass Media. Times Books, 1995. ISBN: 0812925300
Flexner, Eleanor. Century of Struggle. Belknap, 1996. ISBN 0674106539
Gross, Larry and James Woods (Eds.) The Columbia Reader on Lesbians & Gay Men in Media, Society, and Politics. Columbia UP, 1999. ISBN 0231104472
Jaggar, Alison and Paula Rothenberg. Feminist Frameworks (3rd Ed.) McGraw-Hill, 1993. ISBN 0070322538
Thompson, Kathleen et al. (Eds.) Faces of Our Past. Indiana UP, 2000. ISBN: 025333635X
Wood, Julia. Gendered Lives (4th Ed.)Wadsworth 2001. ISBN 0-534-57160-3
Course Requirements:
°Regular reading and participation in class discussions (25 points); pop quizzes on reading possible
°Two unit quizzes on course material (25 points each)
°Team project on gender/sexuality in politics, law, media, relationships, or the workplace
(50 points)
°Gender journal with sections on defining gender, identifying sources for gender in communication, questioning gender, questioning norms about sexuality, understanding the ideas of gender critics (25 points)
°Final paper answering some question about communication and gender in America (50 points).
Grades are based on a straight percentage of 200 points (180=A etc.).
Schedule of Topics and Readings
Unit I: Communicating Gender and Sexuality
in Culture, Mass Media and Politics
Day: Topic readings/due today
Th 8/30: Course introduction
Tu 9/4: What is gender? Wood intro, Ch’s 1-2.
Black
Th 9/6: What is gender, cont.
Assign team reports
Tu 9/11: Gender and language Wood Ch. 4, 5
Th 9/13: Gender, family, relationships Wood Ch.’s 6-7
Jaggar & Rothenberg, 367-447
Tu 9/18: Gender and work Wood Ch. 9
Jaggar & Rothenberg, 283-366
Th 9/20: Gender and media Wood Ch. 10
Tu 9/25: Gender and media, cont. Gross & Woods Intro & Part III
Compulsory heterosexuality *Rich,
Th 9/27: Gender and media, cont. Douglas excerpts
Tu 10/2: Gender in mainstream politics
Th 10/4: Politics, cont.
Tu 10/9: Consequences of gender for men, women, and society
Th. 10/11: Unit I team presentations
Tu. 10/16: Unit I quiz review Gender Journal due
Th 10/18: Unit I quiz
Unit II: Contesting Gender in Social Movements and Personal Life
Tu 10/23: Feminist Frameworks–Liberal Feminism Jaggar & Rothenberg
150-159
Th 10/25: Early feminisms and suffrage movement Flexner Part I
Tu 10/30: Suffrage, cont. Flexner Part II-III
Th 11/1: NO CLASS
Tu 11/6: Feminist Frameworks–Radical & Socialist Feminism
Hothead Paisan J & R 174-187
J & R 160-173, 187-200
Th 11/8: Feminist Frameworks–Black and Chicana Fem. J & R 203-248
Thompson
Tu 11/13: Blues and Black Feminisms Davis 1-119
Th 11/15: Blues and Black Feminism Davis to end
Tu 11/20: Gay and Lesbian movement Gross & Woods Parts IV & V
J & R 448-515
Th 11/22: NO CLASS–THANKSGIVING
Tu 11/27: Contesting Gender in the Body Bornstein
Transexualism and Performance of Gender Gross & Woods Part I
Th 11/29: Unit II team reports
Tu 12/4: Unit II quiz review Gender Journal due
Th 12/6 Unit II quiz
Seminar Papers due Monday 12/10 by 5 p.m. in CMA 7.114.
http://uts.cc.utexas.edu/~dcloud/Communicatinggender.html
Syllabus for Cloud’s Course: Feminist Theory and Rhetorical Criticism
Feminist Theory and Rhetorical Criticism
Summer 2003 72765 • Dana Cloud
dcloud@mail.utexas.edu, 471-1947, CMA 7.220
Class meets Tuesday, Wednesday, Thursday 2-4:30 p.m. in CMA 3.108.
Office Hours: 1-2 p.m. Tues. Weds. Thursday and by appt. CMA 7.220
The purpose of this class is to introduce students to a range of feminist political and critical theories and to explore the ways those theories can be combined with rhetorical critical methods to understand the gendering of public and cultural texts.
In this course we will operate as a discussion rather than lecture-based seminar. Please prepare readings accordingly. In the schedule you will find questions for each week’s discussion. Other areas of exploration are welcome.
Books:
1) 1) Alison Jaggar, Feminist Politics and Human Nature, Rowman and Littlefield, 1998. ISBN 0847672549
2) 2) Angela Davis, Women, Race, and Class, Random House, 1983. ISBN 0394713516
3) 3) Collette Guillaumin, Racism, Sexism, Power and Ideology, Routledge, 1995. ISBN 0415093856.
4) 4) Rosemary Hennessy and Chris Ingraham, Materialist Feminism, Routledge, 1997. ISBN 0415916348
5) 5) Rosemarie Putnam Tong, Feminist Thought, Westview, 1998. ISBN 0813332958
6) 6) Catharine MacKinnon, Only Words, Harvard UP, 1996. ISBN 0674639340
7) 7) Patricia Hill Collins, Black Feminist Thought, Routledge, 2000. ISBN 0415924847
8) 8) Emma Perez, The Decolonial Imaginary, Indiana UP, 1999. ISBN 0253212839
9) 9) Carole McCann, Feminist Theory Reader: Local and Global Perspectives, Routledge, 2002. ISBN 0415931533
10) 10) Coursepack at Longhorn Copies
Course Requirements:
The only requirement in this course is a reading journal. This document should be typed and contain the following parts for each week’s readings:
1) 1) Summarize the readings: Keep this tight, sticking to main points and arguments, even when referring to entire books. If there are multiple readings, summarize at least two of them.
2) 2) Answer one of the suggested discussion questions, referring to readings for support.
3) 3) Pose two questions of your own related to current readings. Write brief thoughts in answer to your own questions, suggesting where you stand with regard to the controversies covered by readings.
Schedule:
Questions for Week 1:
What is feminism? What is rhetoric?
Weds. June 4: Introduction to Course and to Feminist Theories
Read Jaggar Ch. 1, Tong Introduction, in coursepack read Burke
Thurs. June 5: Liberal Feminism
Jaggar Ch. 3 and 7; Tong Ch. 1
Questions for Week 2:
What is liberal feminism? What is radical feminism? How might liberal and radical feminists approach rhetorical texts differently? What kinds of questions would they ask of rhetorical texts?
Tues. June 10: Continue Liberal Feminism
Weds. June 11: Radical Feminism
Tong 2, Jaggar 5 and 9
Thurs June 12: Continue Radical Feminism
Read MacKinnon; in McCann read Bunch, Miss America, Koedt, Wittig
Questions for Week 3:
What are some connections between feminist movements and critical methods? Can criticism be a form of activism? How so or how not?
What are the similarities and differences among Marxist, Socialist, and Materialist Feminisms?
Tues. June 17: Marxist Feminism
Read Jaggar 4 and 8, in coursepack read Smith “Engels”
Weds. June 18: Socialist Feminism
Read Jaggar 6 and 10, Tong 3
Thurs. June 19: Materialist Feminism
Read from Hennessy:
In coursepack, read Alcoff “Problem”
Questions for Week 4:
Check in this week during office hours with Professor Cloud about the progress of your reading journal.
Questions: How are the rhetorics of racism, sexism, and class hierarchy linked? How are they different? What are the various ways of approaching the intersections of gender, race, and class? How might a textual critic put these approaches into practice?
Tuesday June 24: Race, Sex, and Class
Read Guillaumin
Weds. June 25: Race, Sex, Class cont.
Read from Davis Ch’s 9 and 10, Collins parts 1 and 3.
Thursday, June 26: No class
Questions for Week 5:
What are postcolonial and third world feminisms? What are postcolonial or third-world feminisms? Approaches to texts? How do poststructuralist feminisms attempt to account for the disparate positions occupied by women? In what ways is queer theory a product of poststructuralism?
Tues. July 1: Decolonial Imaginary
Read Perez, from coursepack read Sandoval, read Tong 7 and 154-172, from
McCann read Mani
Weds. July 2: Introducing Poststructuralist Feminisms
Tong 6, from McCann read Butler, Scott
Thurs. July 3: Queering Feminism
From coursepack, read Berlant and Warner, Cloud
Questions for Week 6:
How have poststructuralism and postmodernism changed feminism? What are the consequences of postmodern ideas about text, identity, and movement? What are some bases for identification and action among women? What is identity politics and what are criticisms of it?
Extra Class: Problems of Solidarity and Identity
From coursepack read Alcoff “Identity Crisis,” and “Politics”, Smith “Mistaken Identity”; From McCann read Hartsock, Rich, Combahee.
Tues. July 8: No class
Weds. July 9: Course Wrap: Identity, Text, Materiality and
Movement
From coursepack read Fraser, Ebert
Course evaluation
Turn in readings journal
http://uts.cc.utexas.edu/~dcloud/CloudFeministTheory.htm
Syllabus for Cloud’s Course: Rhetoric
and Ideology
SPE 390R RHETORIC AND IDEOLOGY
Spring 2000 • Wednesdays, 2-5 • CMA 5.156
Professor Dana Cloud • CMA 7.105 • 471-1947 dcloud@mail.utexas.edu
Course Description: This course will explore Marxist contributions to rhetorical theory and criticism, with particular emphasis on a survey of the concepts of ideology and hegemony. We will contrast rhetorical notions of human discursive agency with classical, structuralist, and post-structuralist Marxist and Marxist-influenced discourse theories. We will also discuss what the notion of ideology, as a mode of rhetorical influence, contributes to rhetorical theory and criticism.
Course Requirements:
• two short (5-7 pp.) essays exploring the intersection of ideology and rhetoric (15% each)
• one final seminar paper (20-25 pp.) performing a rhetorical criticism of some ideological artifact(s) (40%)
• one in-class report with handout covering readings and providing examples
(20%)
• regular preparation and contribution to readings-based contributions to class
discussion
Texts (available at the Co-Op; also Amazon.com, Powell’s online):
Aune, James. Rhetoric and Marxism. Boulder, CO: Westview, 1995.
Barrett, Michele. Women’s Oppression Today. London: Verso, 1990. 0-86091-730-4.
Butler, Judith. Bodies that Matter. New York: Routledge, 1993.
Eagleton, Terry. Ideology: An Introduction. London: Verso, 1991. ISBN 0860915387
Eagleton, Terry. The Illusions of Postmodernism. Oxford: Blackwell, 1996. ISBN 0631203230
Ebert, Teresa. Ludic Feminism and After. Ann Arbor: University of Michigan Press, 1996. ISBN 0472065769
German, Lindsey et al. Revolutionary Ideas of Frederick Engels. special issue of the journal International Socialism #65, December 1994.
Gramsci, Antonio. Selections from the Prison Notebooks. Trans Hoare and Nowell-Smith. NY: International Publishers, 1987 ISBN 071780397X
(optional) Gramsci, Antonio. Further Selections from the Prison Notebooks. Trans. Boothman. London: Lawrence and Wishart, 1995. ISBN 0853157960
Guillaumin, Collette. Racism, Sexism, Power and Ideology. New York: Routledge, 1995.
Hall, Stuart. Policing the Crisis. London: MacMillan, 1978. ISBN 0333220609.
Jameson, Fredric. The Cultural Turn: Selected Writings on the Postmodern. London: Verso. ISBN 1859841821
Laclau, Ernesto and Chantal Mouffe. Hegemony and Socialist Strategy. Trans. Moore and Cammack. London: Verso, 1985. ISBN 086091 796 X
Said, Edward. Culture and Imperialism. New York: Knopf; Dist. Random House. 1993.
Thompson, John B. Ideology and Modern Culture. Stanford UP, 1990.0-8047-1846-6
Trotsky, Leon. Literature and Revolution. London: RedWords, 1991. ISBN 1872208010
Tucker, Robert. The Marx-Engels Reader. 2nd (or most recent) ed. NY: Norton, 1978. ISBN 039309040X
Williams, Raymond. Marxism and Literature. Oxford: Oxford UP, 1977. 0198760612
Plus a series of small course packets at Longhorn Copies as needed.
Schedule of Readings and
Topics • Rhetoric and Ideology
August 30: Course Introduction • Rhetoric-Ideology tensions
September 6: Meet outside at Spiderhouse • Materialist approach to discourse
Read: Aune 1-44, Eagleton “Ideology” 1-62
September 13: Classical Ideology Critique I
Read:
Eagleton “Id”63-92; Tucker 3-6, 12-15, 53-65,
143-202, 469-500, 683-717, 725-768
September 20: Classical Ideology Critique II
Read: Rees in German 47-82; Trotsky 9-88, 191-end
September 27: Hegemony Theory
Read: Eagleton “Id” 93-124; Aune 45-74; Gramsci intro and
3-122, 206-276
Hall 1, Lears, Murphy, Condit in coursepack
October 4: Frankfurt School
Read: Aune 75-92, 117-142; Eagleton “Id” 125-158
Horkheimer & Adorno, Marcuse, Jameson in coursepack
October 11: British Cultural Studies
Read: Williams, Hall 2 in coursepack
October 18: Althusserian Structuralism
Read: Althusser, Clegg in coursepack *essay 1 due
October 25: American Rhetorical Ideology Studies
Read: Thompson 1-121, 216-end; Burke in coursepack
November 1: Post-Marxisms and Ideology Critique
Read: Laclau and Mouffe; Eagleton “Id” 193-231; “Ill” all;
Cloud in coursepack; Jameson “Turn” 2, 3
November 8: Gender, Sexuality, Ideology
Read:
Barrett; Guillamin part II; Butler 1, 7, 8; Ebert 3-44, 129-180
November 15: Racism and Ideology
Read: Guillamin part I; Gray, Cloud 2 in coursepack
November 22: NO CLASS
November 29: Culture and Imperialism *essay 2 due
Read: Said
December 6: Rhetoric and Materialist Ideology Critique
Read Wander et al., Crowley, Cloud 3 in coursepack
Aune 143-150; Eagleton “Id” 221-end.
SEMINAR PAPERS DUE DECEMBER 11, 5 P.M. Please don’t ask me for an incomplete.
http://uts.cc.utexas.edu/~dcloud/CloudIdeology.htm
Syllabus for Cloud’s Course: Rhetoric of Social Movements
Rhetoric of Social Movements
CMS f390R 72825—Summer 2002
Professor Dana Cloud • Office: CMA 7.105 • Phone: 471-1947
Email: dcloud@mail.utexas.edu • Office Hours: Tuesdays 10-12
Introduction: This is a survey class covering the range of U.S. social movements from the 19th century to the present, including the labor movement, first- and second-wave women’s movements, the anti-slavery movement and civil rights movements, the gay and lesbian rights movement, the global justice movement, and other movements of interest to students (e.g., the conservative movement, the environmental movement, socialist movements). Our purposes are to become acquainted with primary rhetorical documents from each movement and to consider theoretical and critical issues in the study of social movements and their rhetorics. These issues include the question of violence and coercion in movements, the relationships among economic, political, cultural and rhetorical agency; the limits of rhetorical influence, debates between scholars of “new” and “old” social movements,” and other topics. These issues will be framed in terms of questions and debates, namely:
• What is the relationship between agitation and control in U.S. movements?
• Are movements motivated primarily by psychological or socio-political factors?
• What are the relative roles of persuasion, coercion, and violence in different social movements?
• What are the limits of rhetorical influence in social, political, and economic conflict? How do economic and other hard factors influence what happens in social movements?
• What dilemmas do radical rhetors face and what rhetorical strategies are common in overcoming these dilemmas?
• What are the roles of media framing in the success or failure of social movements?
• Are social movements best regarded as communicative cultural phenomena or sociological phenomena?
• What are the differences between “new” and “old” social movements? Why is there contestation between advocates of “new” and “traditional” perspectives on confrontation and social change?
• Ultimately, how does social change happen most effectively? What is the relationship between reformist and revolutionary social movements and how do they relate to one another.
Texts. Books, listed below, are available at the University Co-Op . There will also be a course packet of supplemental readings available at Longhorn Copies (Dean Keeton and Guadalupe).
Bowers, John W., Donovan J. Ochs and Richard J. Jensen. The Rhetoric of Agitation and Control. 2nd ed. Prospect Heights, IL: Waveland, 1993. ISBN 0-88133-712-9
Brecher, Jeremy, Tim Costello and Brendan Smith, Globalization From Below. Boston: South End, 2000. ISBN 0-89608-622-4.
Darsey, James. The Prophetic Tradition and Radical Rhetoric in America. Albany: NYU Press, 1999. ISBN: 0814719244
DeLuca, Kevin. Image Politics. New York: Guilford, 1999. ISBN 1572304618.
Denning, Michael. The Cultural Front. London: Verso, 1997. ISBN 1-85984-170-8.
Fraser, Nancy. Justice Interruptus. New York: Routledge, 1997. ISBN 0-415-91795-6.
Larana, Enrique, Hank Johnston, and Joseph R. Gusfield. New Social Movements. Philadelphia: Temple UP, 1994. ISBN 1-56639-186-5.
Morris, Charles E and Stephen H. Browne, Readings on the Rhetoric of Social Protest. State College, PA: Strata, 2001. ISBN1-891136-06-2
Sidney Tarrow, Power in Movement. 2nd ed. Cambridge UK: Cambridge UP, 1998. ISBN 0-521-62947-0
Zinn, Howard, A People’s History of the United States. New York: Perennial, 1999. ISBN 0-06-093731-9
Requirements: Students will keep up with required reading and participate in class regularly. In addition, the course includes the following assignments:
• In-class report on a movement and its rhetoric (in teams of two or three) (40%)
An excellent report will include a movement timeline and historical overview, a bibliography and literature review of works about that movement in rhetoric and related fields, and discussion of the rhetorical strategies and effectiveness of one or more exemplary texts from the movement. Reports should be timed, rehearsed and formally delivered with appropriate handouts and visual aids. Reports should last about 40 minutes, with an additional 20 minutes allotted for discussion.
• Two short (5-7 page) essays responding to issues raised in readings (30% each)
Excellent essays will focus on answering a question posed by readings and lectures with detailed reference to one or more specific examples of movement discourse. Essays should be thesis governed and edited for clarity, sense, eloquence, punctuation, spelling, and grammar.
Sign Up for a Movement Report (2-3 students per topic). Presentations on dates indicated below.
Global Justice Movement Cloud
Abolition/Anti-Slavery
Labor Movement
Early Women’s Movement
Civil Rights Movement
Student/Anti-War Mvt.
Second/Third Wave
Women’s Movement
Environomental Mvt.
Gay/Lesbian Movement
Other Movement
(specify:
conservative movement
socialist movements
progressive movement
temperance movement
etc.)
Class Schedule
Date TOPIC Readings
(BOJ=Bowers, Ochs, Jensen;
MB=Morris, Browne; LJG=
Laraña, Johnston, Gusfield;
*=coursepacket)
W June 5 Course introduction none
M June 10 Stages, purposes, and effects Zinn esp. ch’s 5, 6, 9,
Of American social movements 13, 15, 17, 18, 23, 24
BOJ 1-3, 8
T June 11 Agitation and Control Tarrow Ch. 1
Global Justice Movement (Cloud) Brecher Intro , &skim
*Cloud
Murphy, in MB
W June 12 Theoretical Controversies *Hoffer
Ego or Altruism Gregg in MB
M June 17 Abolition Movement *Bormann
*Douglass, *Phillips
*Garrison, *Grimke
Darsey 1, 4
T June 18 Persuasion or Coercion Denning Intro, Ch. 1, Ch. 3,
Labor Movement *Simons, *Cloud
W June 19 Dilemmas of Radicals and Reformers *Stanton, *Anthony,
Early Women’s Movement *Truth, *Declaration,
*Condit & Lucaites
Denning Ch. 3, 12
Windt in MB
M June 24 Civil Rights Movement *King, *Malcolm X
Media Framing *Shawki
BOJ Ch. 6
Essay 1 Due *Gitlin, LJG 8
T June 25 Phenomenon or Meaning McGee in MB
Economics or Ideas Simons in MB
Tarrow Parts I-II
Fraser Part I
W June 26 Second-wave Women’s Movement Campbell in MB
*NOW, *Echols,
*Dworkin, *Hanisch
*Freeman, *Solanis
*Combahee, *Lorde
*Rich
Condit-Railsback MB
M July 1 New and Old Social Movements Tarrow Parts III
Student and Anti-War Movement LJG in LJG,
Melucci , McAdam LJG
Larana LJG
*SDS, *Savio,
*Potter , *Duncan,
*Smith , *Geier
Fraser Ch. 7-8
T July 2 Environmental/Animal Movements R. Smith, Windes MB
Gay and Lesbian Movements Darsey MB,
Darsey PT Ch. 9-10
*D’Emilio, *Cruikshank, *Sullivan,
*Ettelbrick, *R. Smith
Olson & Goodnight MB
W July 3 Other movement reports/catch up
M July 8 Other movement reports
Essay 2 due
T July 9 Revolution or Reform Tarrow Conclusion
Flacks LJG, Denning
“Epitaphs”
W July 10 Last class day
Course evaluation
http://uts.cc.utexas.edu/~dcloud/CloudMovements.htm
Professor Robert Jensen
Jensen’s
Old Homepage:
http://uts.cc.utexas.edu/~rjensen/home.htm
Jensen’s New Homepage:
http://uts.cc.utexas.edu/%7Erjensen/index.html
Statement by Jensen on his teaching philosophy:
http://uts.cc.utexas.edu/%7Erjensen/teachingstatement.htm
Professor: Robert Jensen
Department: Journalism
RateMyProfessors
remarks:
- …so liberal he's practically a socialist
- This guy isn't even a Lefty; he's a straight-up socialist, who hates America and everything we stand for.
- …his idea of "teaching" is standing and whining about how evil America is, how Jews have caused so many problems for Arabs, and many other things that a journalism professor knows buggerall about.
- He made his entire class work on organizing a demonstration against the school, which I thought was way out of line. On top of that, it turned out that the reason behind all of this was so he could get media coverage at the demonstration, which made him look good since it seemed like he had a lot of supporters. So exploitative and opportunistic!!
- I expected to learn about journalism, not to be indoctrinated in left-wing ideologies. A waste of my time. It's alright to disagree with the war in Iraq but to openly state that you want the insurgents to win in Iraq is traitorious. Look elsewhere for a journalism class.
- Professor Jensen inserted his political beliefs into his teachings of journalism
Syllabus for Jensen’s Course: Social
Justice and the Media
SOCIAL JUSTICE AND
THE MEDIA
TC357 (Unique No. 39685)
Spring 2004
Class: Monday, 3-5:30 p.m., CMA 5.136
Professor: Bob Jensen
Office: CMA 5.124D; phone 471-1990
Office Hours: Wednesday 8:30-11:30 a.m. and by appointment.
e-mail: rjensen@uts.cc.utexas.edu
web page: http://uts.cc.utexas.edu/~rjensen/home.htm
COURSE DESCRIPTION:
Everyone is for justice, just as they are for peace, freedom, and
democracy. The question is: What kind of justice? Achieved through what kinds
of systems and institutions? What constitutes a just society? Which political,
social, and economic systems and institutions are most likely to produce
justice? We will ask these questions and then move on to assess the role of
mass media in social justice. What role can journalists and media institutions
play in the quest for justice? Do contemporary commercial news outlets help or
hinder the work of building a more just society?
COURSE REQUIREMENTS:
We will divide our time between discussions of readings, discussions of
exemplary journalistic works on social justice, and presentations of student
work.
Writing assignments include:
(1) a short essay that completes the sentence, “In a just society, ...” (2-4
pages, 5 percent of final grade);
(2) a short essay that completes the sentence, “In a just society, journalists
would ...” (2-4 pages, 5 percent of final grade);
(3) an analysis of an exemplary journalistic work (2-4 pages, 15 percent of
final grade);
(4) a scholarly paper on some aspect of social justice and the media, or a
journalistic project that examines a question of justice in the world (50
percent of final grade).
The remaining 25 percent of your grade will be based on participation in class,
assessed according to your: (a) familiarity with readings; (b) ability to hear
and understand what others say; (c) ability to express yourself clearly; (d)
ability to synthesize the thoughts of others to form new insights or questions;
(e) ability to disagree constructively; (f) cooperation in building a
stimulating and supportive intellectual atmosphere in class; and (g)
attendance.
Important Note for Students with Disabilities: The University of Texas at
Austin provides upon request appropriate academic accommodations for qualified
students with disabilities. For more information, contact the Office of the
Dean of Students at 471-6259, 471-4641 TTY.
TEXTS:
Paine, Thomas, Common Sense (any edition). Also available online at various sites, including: http://earlyamerica.com/earlyamerica/milestones/commonsense/text.html
Marx, Karl, and Frederick Engels, The Communist Manifesto (any edition). Also available online at various sites, including: http://www.marxists.org/archive/marx/works/1848/communist-manifesto/index.htm
READING PACKET: (at Longhorn Copies, 2520 Guadalupe, 476-4498)
Baker, C. Edwin, Media, Markets, and Democracy (Cambridge: Cambridge
University Press, 2002), Chapter 6, “Different Democracies and their Media,”
pp. 129-153.
Lummis, C. Douglas, Radical Democracy (Ithaca, NY: Cornell University
Press, 1996), Chapter 1, “Radical Democracy,” pp. 14-44.
Lippmann, Walter, The Phantom Public (New York: Macmillan, 1927),
Chapter 2, “The Unattainable Ideal,” pp. 22-39; Chapter 3, “Agents and
Bystanders,” pp. 40-53; and Chapter 14, “Society in Its Place,” pp. 155-172.
Huntington, Samuel P., “The United States,” in Michel Crozier, et al., The
Crisis of Democracy (New York: New York University Press, 1975), pp.
59-118.
Gottlieb, Roger S., Marxism, 1844-1990: Origins, Betrayal, Rebirth (New
York: Routledge, 1992), Chapter 1, ”Marxism: The Original Theory,” pp. 3-38; and
Chapter 2, “Marxism: Basic Flaws,” 39-56.
Kellner, Douglas, “The Obsolescence of Marxism?” in Bernd Magnus and Stephen
Cullenberg, eds., Whither Marxism? Global Crises in International
Perspective (New York: Routledge, 1995), pp. 3-30.
Guerin, Daniel, Anarchism: From Theory to Practice (New York: Monthly
Review Press, 1970), “Introduction” by Noam Chomsky, pp. vii-xx; and Chapter 1,
“The Basic Ideas of Anarchism,” pp. 11-38.
Goldman, Emma, Anarchism and Other Essays (New York: Dover, 1969),
“Anarchism: What It Really Stands For,” pp. 47-67.
Also available online at:
http://sunsite.berkeley.edu/Goldman/Writings/Anarchism/anarchism.html
Frye, Marilyn, The Politics of Reality: Essays in Feminist Theory
(Freedom, CA: Crossing Press, 1983), “Oppression,” pp. 1-16; and “Sexism,” pp.
17-40.
Lorde, Audre, Sister Outsider (Freedom, CA: Crossing Press, 1984), “The
Master’s Tools Will Never Dismantle the Master’s House,” pp. 110-113.
Dworkin, Andrea, Letters from a War Zone: Writings 1976-1987 (London:
Secker & Warburg, 1988), “I Want a Twenty-Four-Hour Truce During Which
There Is No Rape,” pp. 162-171.
Dworkin, Andrea, Life and Death: Unapologetic Writings on the Continuing War
Against Women (New York: Free Press, 1997), “Remember, Resist, Do Not
Comply,” pp. 169-175.
Davis, Angela, Women, Culture, and Politics (New York: Random House,
1989), “We Do Not Consent: Violence Against Women in a Racist Society,” pp.
35-52.
Du Bois, W.E.B., The Souls of Black Folk (New York: Vintage, 1990/1903),
Chapter 1, “Of Our Spiritual Strivings,” pp. 7-15.
Du Bois, W.E.B., Darkwater: Voices from within the Veil (Mineola, NY:
Dover, 1999/1920), Chapter 2, “The Souls of White Folk,” pp. 17-29.
Winant, Howard, “Racism Today: Continuity and Change in the Post-Civil Rights
Era,” in Paul Wong, ed., Race, Ethnicity, and Nationality in the United
States: Toward the Twenty-First Century (Boulder, CO: Westview, 1999), pp.
14-24.
Lipsitz, George, The Possessive Investment in Whiteness: How White People
Profit from Identity Politics (Philadelphia: Temple University Press,
1998), Chapter 1, “The Possessive Investment in Whiteness,” pp. 1-23.
Delgado, Richard, and Jean Stefancic, Must We Defend Nazis? (New York:
New York University Press, 1998), Chapter 5, “Images of the Outsider,” pp. 70-92.
Parker, Pat, “For the white person who wants to know how to be my friend,” in
Gloria Anzaldua, ed., Making Face, Making Soul/Haciendo Caras -- Creative
and Critical Perspectives by Women of Color (San Francisco: Aunt Lute,
1990), p. 297.
Berry, Wendell, What Are People For? (San Francisco: North Point Press,
1990), "The Work of Local Culture," pp. 153-169.
Jackson, Wes, Becoming Native to this Place (Lexington: University Press
of Kentucky, 1994), Chapter 5, "Becoming Native to Our Places," pp.
87-103.
Sale, Kirkpatrick, Rebels Against the Future (Reading, MA:
Addison-Wesley, 1995), Chapter 9, "The Neo-Luddites," pp. 237-259;
and Chapter 10, "Lessons from the Luddites," pp. 261-279.
Carey, Alex, Taking the Risk out of Democracy: Corporate Propaganda versus
Freedom and Liberty (Urbana: University of Illinois Press, 1997), Chapter
1, “The Origins of American Propaganda,” pp. 11-17; Chapter 2, “The Early
Years,” pp. 18-36; and Chapter 5, “Reshaping the Truth,” pp. 75-84.
Bernays, Edward L., Propaganda (New York: Horace Liverright: 1928),
Chapter 1, “Organizing Chaos,” pp. 9-18; and Chapter 2, “The New Propaganda,”
pp. 19-31.
Bernays, Edward L., Public Relations (Norman: University of Oklahoma
Press, 1952), Chapter 14, “The Engineering of Consent,” pp. 157-168.
Carey, James, “The Communications Revolution and the Professional
Communicator,” in Eve Stryker Munson and Catherine A. Warren, eds., James
Carey: A Critical Reader (Minneapolis: University of Minnesota Press,
1997), pp. 128-143.
Gitlin, Todd, The Whole World is Watching: Mass Media in the Making and
Unmaking of the New Left (Berkeley: University of California Press, 1980),
Chapter 10, “Media Routines and Political Crises,” pp. 249-282.
Eliasoph, Nina, “Routines and the Making of Oppositional News,” in Dan
Berkowitz, ed., Social Meanings of News: A Text-Reader (Thousand Oaks,
CA: Sage, 1997), pp. 230-253.
Herman, Edward S., and Noam Chomsky, Manufacturing Consent: The Political
Economy of the Mass Media (New York: Pantheon, 1988), Chapter 1, “A
Propaganda Model,” pp. 1-35; and Chapter 7, “Conclusions,” pp. 297-307.
Herman, Edward S., The Myth of the Liberal Media (New York: Peter Lang,
1999), “The Propaganda Model Revisited,” pp. 259-273.
Herman, Edward S., and Noam Chomsky, Manufacturing Consent: The Political Economy of the Mass Media, rev. ed. (New York: Pantheon, 2002), Introduction, pp. xi-lvii.
Hallin, Daniel C., The “Uncensored War”: The Media and
Vietnam (Berkeley: University of California Press, 1986), Chapter 4, “The
‘Uncensored War,’ 1965-1967,” pp. 114-158.
Kellner, Douglas, Media Culture (London: Routledge, 1995), Chapter 6,
“Reading the Gulf War,” pp. 198-228.
Extra! Special Issue: Media and the Iraq War, June 2003.
SCHEDULE
WEEK 1: January 26
topic: what is justice?
WEEK 2: February 2
topic: what is democracy?
reading: Paine, Baker, Lummis
WEEK 3: February 9
topic: this is democracy?
reading: Lippmann, Huntington
*paper #1 due*
WEEK 4: February 16
topic: Marxism
reading: Marx/Engels, Gottlieb, Kellner
WEEK 5: February 23
topic: anarchism
reading: Guerin/Chomsky, Goldman
*paper #2 due*
WEEK 6: March 1
topic: feminism
reading: Frye, Lorde, Dworkin, Davis
WEEK 7: March 8
topic: critical race theory
reading: Du Bois, Winant, Lipsitz, Delgado/Stefancic, Parker
*paper #3 due*
Spring break: March 15-19
WEEK 8: March 22
topic: sustainability
reading: Berry, Jackson, Sale
*proposal for final project due*
WEEK 9: March 29
topic: propaganda
reading: Alex Carey, Bernays
WEEK 10: April 5
topic: professional journalists
reading: James Carey, Gitlin, Eliasoph
WEEK 11: April 12
topic: propaganda and professional journalists
reading: Herman/Chomsky, Herman
WEEK 12: April 19
topic: war coverage
reading: Hallin, Kellner, Extra!
WEEK 13: April 26
student projects
WEEK 14: May 3
student projects
http://uts.cc.utexas.edu/%7Erjensen/tc357/tc357syllabus.htm
Syllabus for Jensen’s Course: Critical Issues in Journalism
CRITICAL ISSUES IN
JOURNALISM
J310 (Unique No. 06315)
Spring 2005
Class: T&Th 8-9:15 a.m., Burdine 106
Professor: Bob Jensen
Office: CMA 5.134D; 471-1990
Office Hours: W 8:30-11:30 a.m. and by appointment
email: rjensen@uts.cc.utexas.edu
or rjensen@mail.utexas.edu
web page: http://uts.cc.utexas.edu/~rjensen/home.htm
COURSE DESCRIPTION:
This course is designed to (1) survey the
various forms of contemporary journalism, with an eye toward helping students
make career choices, and (2) critique those same forms, with an eye toward
helping students become better journalists and more engaged citizens.
I would subtitle this course "developing the tools needed for
intellectual self-defense in the United States," an especially important
task for journalists. The underlying goal of this course is to help us sharpen
skills that our society tends to dull -- the ability to question assumptions, evaluate
evidence, analyze systems and structures of power, and generate knowledge that
can lead to a more just and sustainable world.
We will use the book News: The Politics of Illusion to
identify strengths and weaknesses in contemporary journalistic practices. From
there, we will look specifically at how the politics of race play out in U.S.
newsrooms by reading Within the Veil: Black Journalists, White Media. Finally,
we will read a book-length journalistic effort, The New Rulers of the World,
to ask questions about what kind of journalism is most needed by citizens in a
democracy.
In this course we will engage in critique, which is not a solely
negative enterprise and is not synonymous with complaining, whining, or
mean-spiritedness. To critique a practice or institution is to examine it to
determine its nature so that we can understand its possibilities and
limitations. Critique can result in criticism, which sometimes justifiably can
be harsh. But critique also can reveal the strength of an argument or practice.
Critique is a thoughtful enterprise, the goal of which is to deepen our
understanding of an issue or problem.
TEXTBOOKS:
<>Bennett, W. Lance, News: The Politics of Illusion,
6th ed. (New York: Longman, 2005).
Newkirk, Pamela, Within the Veil: Black Journalists, White Media (New
York: New York University Press, 2002).
Pilger, John, The New Rulers of the World (London: Verso, 2003).
<>
READING PACKET: At UT Duplicating Center, student union.
Ueland, Brenda, If You Want to Write, 2nd ed. (St. Paul: Schubert Club, 1983), Chapter 1, “Everybody is Talented, Original and Has Something Important to Say,” pp. 3-9.
Cleage, Pearl, Deals with the Devil and Other Reasons to Riot (New York: Ballantine, 1993), “Why I Write,” pp. 3-7.
Orwell, George, The Orwell Reader (New York: Harcourt Brace Jovanovich, 1956), “Why I Write,” pp. 390-396.
Abu-Jamal, Mumia, All Things Censored (New York: Seven Stories Press, 2000), “Lethal Censorship,” by Noelle Hanrahan, ed., pp. 21-30; “Live from Death Row,” pp. 202-204; and “Media Is the Mirage,” pp. 229-230.
Damer, T. Edward, Attacking Faulty Reasoning: A Practical Guide to Fallacy-Free Arguments, 5th ed. (Belmont, CA: Wadsworth, 2005), Introduction and Chapters 1-4, pp. 1-51.
Croteau, David, and William Hoynes, Media/Society: Industries, Images, and Audiences, 3rd ed. (Thousand Oaks, CA: Sage, 2002), Chapter 5, “Media and Ideology,” pp. 159-168.
Herman, Edward S., The Myth of the Liberal Media (New York: Peter Lang, 1999), Chapter 2, “The Propaganda Model,” pp. 23-29.
Baker, Brent H., How to Identify, Expose, and Correct Liberal Media Bias (Alexandria, VA: Media Research Center, 1994), Introduction, pp. 1-7; and Chapter 1, “Identify,” pp. 9-51.
Webb, Gary, “The Mighty Wurlitzer Plays On,” in Kristina Borjesson, ed., Into the Buzzsaw (Amherst, NY: Prometheus, 2002), pp. 295-310.
Kornbluh, Peter, “The Storm over ‘Dark Alliance,’” Columbia Journalism Review, January/February 1997, pp. 33-39.
SCHEDULE
J310/Spring 2005
<>WEEK 1: January 18 and 20
introductions
<>WEEK 2: January 25 and 27
topic: journalists: who, what, why?
reading: Ueland, Cleage, Orwell, Abu-Jamal <>
<>WEEK 3: February 1 and 3
topic: news
reading: Bennett, Chapters 1-3 <>
<>WEEK 4: February 8 and 10
topic: more about news
reading: Bennett, Chapters 4-6
*exam #1 on Thursday* <> <>
WEEK 5: February 15 and 17
topic: just a bit more about news
reading: Bennett, Chapters 7-8
*writing assignment #1 due on Thursday* <>
WEEK 6: February 22 and 24
topic: arguing and ideology
reading: Damer, Croteau/Hoynes <>
WEEK 7: March 1 and 3
topic: competing critiques
reading: Herman, Baker <> <>
WEEK 8: March 8 and 10
*exam #2 on Tuesday*
topic: media race
reading: Newkirk, Chapter 1
Spring break: March 14-18
WEEK 9: March 22 and 24
topic: margins and mainstream
reading: Newkirk, Chapters 2 and 3
*writing assignment #2 due on Thursday*
<>WEEK 10: March 29 and 31
topic: challenging power
reading: Newkirk, Chapters 4 and 5
<>WEEK 11: April 5 and 7
topic: dilemmas and double standards
reading: Newkirk, Chapters 6 and 7
*exam #3 on Thursday* <>
WEEK 12: April 12 and 14
topic: cocaine press: power, ideology, race?
reading: Webb, Kornbluh
<>WEEK 13: April 19 and 21
*writing assignment #3 due on Tuesday*
topic: a sense of history and identity
reading: Pilger, Introduction, “The Model Pupil,” and “The Chosen One <>
WEEK 14: April 26 and 28
topic: a critique of power
reading: Pilger, “Paying the Price” and “The Great Game”
<>WEEK 15: May 3 and 5
*exam #4 on Tuesday*
big finish
*Final Exam (exam #5)*: Tuesday, May 17, 2 p.m.
GRADES:
Your final grade will be based on:
1. 4 exams (10 points each) 40 points
2. 3 writing assignments (20 points each) 60 points
A = 93-100 points
B = 85-92.5 points
C = 77-84.5 points
D = 69-76.5 points
1. EXAMS:
There will be five exams during the semester. We will count your four best grades. This means you may take all five exams and drop your lowest grade or miss one exam without penalty.
Each of the exams will be 20 multiple-choice questions. Each of the first four exams will cover material from the lectures and readings for that segment of the course. The fifth exam, during the final-exam period, will be comprehensive, covering the entire semester.
Because you can skip one of the exams, no make-up exams will be given except in special circumstances. So, if you blow off the first exam and then are sick for the fifth one, you're out of luck. Common sense suggests you should take all the exams.
2. WRITING ASSIGNMENTS:
Your assignments must be typewritten and double-spaced on two pages (600-800 words). Do not write more than that; we will not read beyond the second page. Use 1-inch margins and 11- or 12-point type. Put your name and the assignment number at the top of each page. Do not use a title page. Staple the pages; no paper clips, no plastic binders, no folders.
Answer the question in your own words. In formulating your answer, you may talk with others. But the final answer and writing must be your own. Plagiarism -- of published material or another student's work -- will be punished according to university regulations. For more on academic integrity and plagiarism, see http://www.utexas.edu/depts/dos/sjs/academicintegrity.html.
Your assignments will be graded on form and content. The quality of thinking and writing counts. Sloppy work will be penalized.
Keep copies of all assignments you turn in and keep your graded assignments until the end of the semester. A lot of papers will change hands in this class, and sometimes papers get lost. If there are discrepancies between our records and yours, you need to have your graded assignments to help us resolve the problem.
Papers are due on the class period marked on the schedule. Late papers will not be accepted without prior approval. If an emergency arises, contact me as soon as possible. Papers cannot be rewritten for a higher grade.
SOME ADVICE ON WRITING J310 ASSIGNMENTS
1. ANSWER THE QUESTIONS YOU ARE ASKED. This seems obvious enough, but this is where students typically lose the most points. Don't begin writing until you are sure you understand what you are being asked to write about. If you are unclear about the intent of the assignment ask the professor.
2. DON'T ANSWER QUESTIONS THAT AREN'T ASKED. Students sometimes have a tendency to ramble on about things that aren't directly related to the assignment. Don't pad your answer with unrelated information.
3. DON'T TURN IN MORE THAN TWO PAGES. If you think you need more space to answer the question, you probably don't understand the question. Read #1 and #2 again.
4. DON'T ASSUME THE TA KNOWS WHAT YOU ARE TALKING ABOUT. Explain things clearly in your answer. Otherwise, we'll assume you don't know what you are talking about. Make sure your argument or assessment proceeds in a clear, logical fashion.
5. DON'T TURN IN FEWER THAN TWO PAGES. If you think you have answered the question in one page, you probably have not fully explained yourself. Read #4 again.
6. WRITE IN COMPLETE SENTENCES. Don't just list elements of your answer or jot down sentence fragments. Quality of writing counts.
7. REMEMBER THE RULES. Use 11- or 12-point type. Double space your answer. Use normal margins (about 1 inch). Don't squeeze more on one page by using tiny type or eliminating the margins. That makes us cranky.
8. IF YOU DON'T THINK YOUR GRADE ON AN ASSIGNMENT IS FAIR, don't be afraid to ask for an explanation. The first step is to talk with the TA who graded your paper. If you want a formal re-evaluation of your grade, write a short (one paragraph to one page) explanation of why you think a higher grade is warranted. Be specific. If you can't work it out with the TA, ask the professor to resolve the dispute.
Important Note for Students with Disabilities: The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY.
http://uts.cc.utexas.edu/%7Erjensen/J310/J310syllabus.htm
Syllabus for Jensen’s Course: The Ethics and Politics of Everyday Life
THE ETHICS AND POLITICS OF EVERYDAY LIFE
FS 301 (Unique No.: 35595)
Fall 2005
Class: Monday, 3-5:30 p.m., Jester 209A
Professor: Bob Jensen
Office: CMA 5.134D; 471-1990
Office Hours: W 8:30-11:30 a.m. and by appointment
e-mail: rjensen@uts.cc.utexas.edu or rjensen@mail.utexas.edu
web page: http://uts.cc.utexas.edu/~rjensen/home.htm
COURSE DESCRIPTION:
The study of ethics and politics often focuses on "big moral
moments" (such as abortion) or electoral politics and governmental policy
(who is going to win, and what kind of laws will they pass). This class
considers the importance of the ethics and politics of everyday life in the
contemporary United States. The decisions we make about how to live, what to
eat, what to buy, how to transport ourselves, which media to watch and read,
and which technologies to use have ethical and political dimensions. The course
aims to make visible those dimensions of everyday life, but not with the goal
of determining a moral code or politics that can be uniformly imposed. Instead,
my hope is that by highlighting these aspects of our lives and helping people
engage in conversation and deliberation about the issues, the possibility of
progressive social change can be enhanced. In addition to looking at the specific
issues, the course will focus on the role of personal choices in collective
life and social change.
TEXTS:
Williams, Terry Tempest, Refuge: An Unnatural History of Family and
Place (New York: Vintage, 1991).
Schlosser, Eric, Fast Food Nation (New York: HarperCollins,
2002).
Ozeki, Ruth, All Over Creation (New York: Penguin, 2003).
Berry, Wendell, Jayber Crow (Washington, DC: Counterpoint, 2001).
Quinn, Daniel, The Story of B (New York: Bantam, 1996).
Important
Note for Students with Disabilities:
The University of Texas at Austin provides upon request appropriate academic
accommodations for qualified students with disabilities. For more information,
contact the Office of the Dean of Students at 471-6259, 471-4641 TTY.
COURSE REQUIREMENTS:
This is a seminar course, which means you are responsible for coming
to class ready to participate in the creation of knowledge (that's right--we're
going to create knowledge). Here's a quick summary of how that will work: We
will read five books. You will write five papers about your reaction to those
books. We will meet once a week to talk. No exams.
Your grade will be based equally on your writing and your talking.
Here's the formula:
1. five reaction papers, 10 points each: 50 points
2. participation in class discussion:
50 points
1. Reaction papers:
At the beginning of the classes marked on the schedule, you will turn in
a 3-5 page paper (typed, double-spaced) in which you react to the book being
discussed that week. You should have read the entire book by that class period.
By "reaction paper," I mean an essay in which you reflect on
what you consider to be the main thesis or theses of the author. The goal is
not simply a report; I don't want you to summarize the book. However, to write
an effective reaction paper you must, obviously, understand the book and
communicate that understanding. The goal is to move on to engage and evaluate
the main ideas. It’s not enough to say, “I really liked the book because it was
interesting.” Explain what was interesting and why. Evaluate the quality of the
argument the author is making.
So, I'm looking for a critique of the book. Critique is not a solely
negative enterprise and is not synonymous with complaining, whining, or
mean-spiritedness. To critique a book, thesis, or argument is to examine it to
determine its nature so that we can understand its possibilities and
limitations. Critique can result in criticism, which sometimes can be
justifiably harsh. But critique also can reveal the strength of an argument.
Critique is a thoughtful enterprise, the goal of which is to deepen our
understanding of an issue or problem.
Some of the questions you might ask yourself as you are reading and
organizing your thoughts: What assumptions guide the author? What political,
social, or theological systems does the author seem, directly or indirectly, to
be endorsing? What evidence does the author offer in support of her/his
conclusions? Is the logic of the arguments sound? What is the goal of the
author? If the author has valid points, what would they mean for my life?
To answer these questions, you will have to state your own views on
relevant subjects. You may talk about yourself or your experiences. But this
should not be an essay solely about you and your feelings; try to connect your
experiences to the larger questions.
In your reaction paper you may want to draw on evidence or
arguments from other sources. That may be necessary if you want to refute a
claim made by the author, but it is not required in every paper. If you do use
information from other sources, make sure it is properly cited. For more on
academic integrity and plagiarism, see
http://deanofstudents.utexas.edu/sjs/academicintegrity.html
2. Class participation:
Discussions will have two basic components. At the beginning of class,
we will go around the room and give each person a chance to comment about an
aspect of the book that is important to her/him. This could mean talking about
what part of the book most affected you. It could mean venting your annoyance
with something the author wrote. The goal is to give you a chance to get in
your two cents before we start the general discussion.
After that, I will take over as discussion leader and ask questions
about the book. Some of those questions will be thrown out to the entire class.
Some will be posed to specific people. I will assume that everyone has read the
entire book and is prepared to respond. So, come to class prepared to speak
coherently about a particular aspect of the book that is important to you and
to respond to questions that are important to me.
At the end of the semester I will judge your overall contribution to
class discussion. This portion of your grade will be based on your: (a)
familiarity with readings; (b) ability to hear and understand what others say;
(c) ability to express yourself clearly; (d) ability to synthesize the thoughts
of others to form new insights, conclusions, or questions; (e) ability to
disagree constructively; and (f) cooperation in building a stimulating and
supportive intellectual atmosphere in class.
Because half your grade is based on class participation, it is obvious
that attendance is crucial; you can't participate if you aren't there. I will
handle folks who miss class on a case-by-case basis. If you have to miss a
class and have a good excuse, let me know as soon as possible.
FS 301 SCHEDULE
Fall 2005
WEEK 1: September 5 (Labor Day--no class)
<>WEEK 2: September 12 -- Williams *reaction paper
due* <>
WEEK 3: September 19 -- Williams <>
WEEK 4: September 26 -- Schlosser *reaction paper due* <>
WEEK 5: October 3 -- Schlosser
<>WEEK 6: October 10 -- Ozeki *reaction paper due*
WEEK 7: October 17 -- Ozeki
<>WEEK 8: October 24 -- Berry *reaction paper due*
WEEK 9: October 31 -- Berry
<>WEEK 10: November 7 -- video: "Advertising and the End of the World”
WEEK 11: November 14 -- video: "Toxic Sludge is Good for You”
<><>WEEK 12: November 21 -- Quinn *reaction paper due*
WEEK 13: November 28 -- Quinn
WEEK 14: December 5 -- “Living the Good Life”
Professor Clement Henry
Has written: “…’You are with us or against us’ is hardly a useful guideline for
building the coalitions that are needed to round up dangerous networks of
transnational terrorists. The Bush mantra assumes that everybody sees right and
wrong in the same way. It does not allow that one people’s ‘terrorist’ is
another people’s ‘freedom fighter.’”
http://studentorgs.utexas.edu/civil/downloads/elec2004/henry2.pdf
Was a signatory of a 2002 letter suggesting that Israel
might exploit a war against Saddam to engage in “ethnic cleansing” against
Palestinians.
http://www.frontpagemag.com/Articles/ReadArticle.asp?ID=5286
Syllabus for Henry’s Course: Arab-Israeli Politics
|
The University of Texas at Austin |
Fall semester 2005 |
|
Government 320L/MES 323K |
Prof. Clement M. Henry |
|
Unique numbers: 37610, 40975 |
Office: Burdine 422 |
|
Burdine 116: Tu Th 3:30-4:45 p.m. |
Office hrs: Tu , Th 1--3 |
|
TA: Greg Michener; office hrs M 9:30-11, W 1:30-3:00 in Burdine 474; or by email |
or by email |
Arab-Israeli Politics
· Class discussions over the Internet
· Simulation game participation
· Debriefing Paper (500-700 words)
· Schedule of Topics and Readings
Back to Arab-Israeli Politics home page
Sept 19, 2005Department of Government, College of Liberal Arts, University of Texas at Austin.
Questions, Comments, and Suggestions to chenry@mail.utexas.edu
Course Content
This is a course about politics and clashing value systems, not history, but first you will need to learn the history and learn why you are learning the historical facts that are presented. You will also discover that "Arab-Israeli" politics really involves several levels: 1) conflicts between Arabs and Israelis in Palestine/Israel, 2) conflicts between the state of Israel and various Arab states in the region, 3) conflicts, muted since the end of the Cold War but still present, between powerful states outside the region who are sucked into the first two sets of conflicts, 4) conflicts within the American community over the nature of our commitment to Israel and how to reconcile it with other national interests, 5) conflicts within the Israeli body politic over relationships with their Arab neighbors, and 6) conflicts between Arab states and within the various Palestinian communities over their relationships with Israel. This course is designed to enhance your understanding of these domestic, regional, and international factors in the "Arab-Israeli" conflict.
Some of these conflicts may divide you as well as the protagonists in the Middle East. You will be expected to develop an understanding and empathy with the protagonists, whatever your own views on the subject may be. You will learn to appreciate the clashes in values that may accompany conflicting political perspectives. You may deepen your own appreciation of some of the moral dilemmas underlying political choices.
Irrespective of your own convictions, you will be expected to develop your critical faculties, in order to be able to detect "bias" or "spins" in narratives of the Arab-Israeli conflict and in the daily press, whether in the form of "news" reports or editorial opinion. In the guise of "objective" narrative and "scientific" analysis crucial facts may be omitted, or others emphasized that reinforce the views of some protagonists against others. To detect the omissions or get a feel for the balance or lack of balance in a supposedly objective report, you will need to acquire a good command of the history of conflict between Arabs and Jews over territories named "Palestine" and "Israel." How far back? In one of your required readings, Charles Smith starts off with Biblical times (circa 1400 BC). Smith's book was attacked by some reviewers on the ground that Zionism emerged as a cultural and political movement only in the late nineteenth century.
Table of contents | Back to Arab-Israeli Politics home page
Class discussions over the Internet
While we will try to discuss various points of view in class, you are also expected to express some of your views and perceptions in "chat," our electronic discussion forum. This forum is protected by a password, so that it is very much like our classroom. Make a comment and it will be seen only by other members of the class, your TA, and your professor. Your contributions will count toward your class participation grade. You should get practice using the Internet in plenty of time for our electronic simulation game, which begins in early October.
Table of contents | Back to Arab-Israeli Politics home page
Simulation game
The best way to develop your empathy and critical understanding of the various protagonists is through hands-on experience. You will therefore all be involved in a simulation game of diplomatic interaction among the major players of the Arab-Israeli conflict. We will be joining a class of students from Macquarie University in Sydney, Australia. We willl be sending webmail back and forth among ourselves and between our players and theirs. Each of you will represent a particular actor in the conflict. The instructor will try to take account of your personal preferences in selecting the role. The richest experience, for those of you who already have strong convictions and seek to develop empathy for conflicting perspectives, may be to play the role of one of your "enemies." But most of you probably just want to learn something about the Middle East and have no particularly entrenched views. No prior experience or course work is required, and you should not feel intimidated by students who seem to know a great deal about the Middle East. Whatever your previous knowledge of the Middle East, expect to spend a fair amount of time on this course crritically evaluating what you think you already know, preparing position papers and exchanging messages through our computer-conferencing system. No prior experience with computers is needed to complete your work satisfactorily, but you will need to type. You will enhance your computer literacy and learn how to use the Internet as a research tool.
Table of contents | Back to Arab-Israeli Politics home page
Required texts:
You will be expected to purchase (or share):
Charles D. Smith, Palestine and the Arab-Israeli Conflict, 5th edition (St. Martin's Press, 2004)
Michel Warschawski, Toward an Open Tomb: The Crisis of Israeli Society (New York: Monthly Review Press, 2004)
Abel's course pack, available for purchase at 715 23rd St. (University Towers parking).
Recommended:
Asher Arian, The Second Republic: Politics in Israel (Chatham House, 1997)
Donna E. Arzt, Refugees into Citizens (NY: Council on Foreign Relations, 1997)
I.J. Bickerton and C.L. Klausner, A Concise History of the Arab-Israeli Conflict, 4th ed., Prentice Hall, 2005
Seymour M. Hersh, The Sampson Option, New York: Vintage, 1991
Rashid Khalidi, Palestinian Identity (Columbia UP, 1997)
Walter Laqueur and Barry Rubin eds, The Israel-Arab Reader, Penguin1995
Miriam Lowi, Water and Power (Cambridge UP, 1995)
Benny Morris, The birth of the Palestinian refugee problem, 1947-1949 (Cambridge UP, 1987)
Ilan Pappe, A History of Modern Palestine (Cambridge UP, 2004)
Glenn E. Robinson, Building a Palestinian State (Indiana UP, 1997)
Avi Shlaim, The Iron Wall (Norton, 1999)
Mark Tessler, A History of the Israeli-Palestinian Conflict (U of Indiana Press, 1994)
All of the above have been put on reserve in the Undergraduate Library. You should also be reading either The New York Times, The Washington Post, or the Christian Science Monitor regularly, and/or use our UT resources. Haaretz is strongly recommended, really the New York Times of Israel. The Jerusalem Post and the Jerusalem Dawn (Al-Fajr), available in PCL, or Palestine Report, online only, also provide useful and timely insights, respectively from conservative Israeli and from Palestinian perspectives. Another very useful site is the Palestinian Center for Policy and Survey Research, which has reports and polling data. Similarly, in Israel the Tami Steinmetz Center offer polls on current public opinion. You may also subscribe in class to Middle East International ($10 for 6 or 7 issues to be received in the course of the semester) if you get your order to the instructor (email chenry@mail.la.utexas.edu with MEI as subject header, to promise me $15 you will give me in class) by September 13. You also have free access, with the class password, to some new resources that I will be mailing you.
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Course requirements
Grading
Midterm 25%
Role Profile Paper 10%
Annotated bibliography 5%
Game participation 10% (includes game plan)
Debriefing paper 10%
Class Participation 10% (includes computer "chat" participation)
Identifications Test 15%
Final take-home essay 15%
Important Dates
Deadline for subscription to Middle East International: Sept 8 Sept
15.
ANNOTATED BIBLIOGRAPHY: due Thursday, Sept. 29.
MID-TERM EXAM: Tuesday, October
4. Thursday, Sept. 29.
ROLE PROFILE PAPER: due Thursday, Oct. 6.
GAME BEGINS: Monday, Oct. 10.
GAME PLAN: due Tuesday, Oct. 11, by email and hard copy in class
GAME ENDS: Tuesday, Nov. 1.
INDIVIDUAL DEBRIEFING PAPER: due Tuesday, Nov. 8.
FINAL EXAMINATION ESSAY (take home): due Tuesday, Dec. 6 in class.
IDENTIFICATIONS TEST: Thursday, Dec. 8.
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Role profiles (500 words)
You will be expected, in teams of three students each, to do some research on the character you are representing in the game and to write a role profile of about 500 words. You will present one copy in class on October 12, and you will also transmit it to our collection of role profiles on the Internet. (We will explain in class to you the mechanics of signing into our computer system and sending messages).
You will pay special attention to his or her statements and positions with respect to Middle East foreign policies and strategies in general, and the Arab-Israeli conflict in particular.
Here are the sorts of information to look for (but please do not write a laundry list of answers!):
TITLE: Check to make sure your assigned title is correct, if you were given a name.
ROLE NAME: given in handout or to be researched in light of your title.
*DISCUSSION OF POLITICAL GOALS AND STRATEGIES: (Very important, and you can do it for the country even if you don't have much personal information). How they developed and how they relate to your topic at hand, the Arab-Israeli conflict and peace process.
*ROLE DESCRIPTION: your duties and responsibilities, political position and power should be analyzed.
*POLITICAL ALLIES AND OPPONENTS: Specify your principal allies and adversaries within the simulation.
GREATEST CONTRIBUTIONS (optional): Major past accomplishments of which the other players should be made aware.
PHYSICAL DESCRIPTION: Optional and please be very brief if you happen to come up with something.
BACKGROUND BIOGRAPHICAL INFORMATION (do the best you can):
Place of birth:
Date of birth:
Schooling:
Career pattern:
Present post:
ROLE PLAYING NOTES (optional): Character-related information that is significant for the simulation, eg. foibles and desires, reputation.
MEANINGFUL QUOTATIONS (optional): These might indicate some of the actor's views relevant to the simulation.
**SOURCES (very important for grading purposes): give sources in your annotated bibliographies, and pay attention to the quality of the evidence. (See your syllabus for suggestions on electronic sources; you may also try the PCL reference room)
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Annotated bibliographies
You will also present annotated bibliographies of the sources you used to prepare the role profile. You will present one copy in class on Tuesday, October 9, and you will also transmit it to our archive of annotated bibliographies on the Internet. The bibliography should consist of at least 10 useful sources about your character and his/her policy concerns (on issues such as Jersualem, water, settlements, compensation for refugees, the future political status of Palestine, etc.). You may be able to locate samples of your character's speeches. The sources may be articles, books, or electronic files. Electronic sources can be documented with their URL (http://......). You should make a brief critical summary of each source. Make sure that the electronic verson of your annotated bibliography has an informative subject header, such as the name of your character or a substantive subject heading. You may break your bibliography down into separate items corresponding to your sources.
For your bibliography and general information, you may access many useful materials, including translations of the foreign press, over the Internet. You may not even need to go to the library, just use our course home page internet resources and surf the net for a tremendous amount of information! Or look at the supplementary bibliographies in mena-politics (where you can also find past role profiles done by students, but be careful to check out their info!) or on Ami Isseroff 's MidEast Web Gateway, or, better still, try to find relevant resources in www.assr.org. There is also a collection of Palestinian biographies as well as one of leading Israeli personalities. If you go to the periodical room of the PCL, you may consult translations of various Middle Eastern newspapers and speeches of political leaders on microfiche. Ask the periodical librarian for suggestions and instructions on how to use the microfiches (JPR series of translations of speeches and newspaper articles by Foreign Broadcasting Information Service, FBIS--now also available online for UT students via the WWW from the UT Libraries home page). For briefings on the military strengths and weaknesses of the various protagonists, consult the annual reports of the Institute of Strategic Studies (London) and other materials (SIPRI, for example) available in the reference room of PCL. Here are arms expenditures from the SIPRI database (and you can obtain data on Israel , Iran, Jordan, Syria etc.).
You may find lots of up-to-date material, including Middle East International, in the Middle East Center's library. The Center is on the 6th floor of the West Mall Bldg.
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Simulation game participation
You will each be expected to sign on and participate in the simulation game at least once every other day (including weeekends) from Monday, October 10 (or better still, late Sunday afternoon, 5 p.m. DST being 8 a.m. Monday in Sydney, Australia) to November 1. Each role team will be expected by October 11 to mail to chenry@mail.utexas a game plan outlining your strategy in response to the game scenario you will have received by October 9.
Debriefing Paper (500-700 words)
You will then be expected to write a second paper of no more than 700 words, due Tuesday, Nov. 8, (hard copy in class, electronic version to the "debriefings" file) presenting your impressions of the game, what you learned from it, and how "realistically" you thought other characters performed in the game. Try to avoid play-by-play descriptions and summaries of what happened. You will be graded for your originality and perceptiveness and also for your ability to document your insights. You should footnote required readings and research you did in connection with the course when comparing "real life" with what went on in the game. A good paper will have a lead idea and develop a well documented argument.
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Schedule of Topics and Readings :
Sept. 1: Getting started: discussion of simulation game procedures and requirements.
Readings:
1) Get familiar with our WWW home page for Gov 320L/MES 323K at www.la.utexas.edu/chenry/aip.
2) Examine some maps of Israel-Palestine; also from Smith, 187, 197, 199, 280, 318, 402, 405, 443, 452, 495, 499, 508; Abel's Course Pack.
3) Get a quick overview from @-1 Joel Beinen and Liza Hajjar, Palestine, Israel, and Arab Israeli Politics: A Primer, Middle East Report (2002). @ means it is in your Abel's course pack, numbered 1-15 in its Table of Contents. Also look at the maps in @-2, pp. 59, 61.
Sept. 6: Conceptual themes: issues of national self-determination, dialogue, and perspective ("bias"). The importance to the United States of resolving the Arab-Israel conflict. Impact of the Second Gulf War (1990-91).
Readings:
Smith, pp. 1-19
@-15 Jonathan B. Isacoff, "Writing the Arab-Israeli Conflict: Historical Bias and the Use of History in Political Science," Perspectives on Politics 3:1 (March 2005) 71-88 (just read it for the central argument: you will reread this much later in the course after you have learned the "facts" and can think about unlearning them).
Sept. 8: The Middle East context: a strategic area, unstable and "penetrated" political systems, diplomatic paralysis, and local arms races.
Readings:
Smith, pp. 20-54, esp. 50-54.
Complete reading @-1 Joel Beinen and Liza Hajjar, Palestine, Israel, and Arab Israeli Politics: A Primer
Look at @-2, 4-6, 9-11 at your leisure to get a sense of current events. You will study them later after the mid-term.
Sept. 13: Arab and Jewish nationalisms: an overview. The Status of Palestine: Thrice-Promised Land 1915-1922.
Readings:
Charles Smith, Palestine and the Arab-Israeli Conflict, pp. 55-104, 506-510, for the Balfour Declaration of 1917 and the Israeli-PLO Declaration of Principles of Sept. 13, 1993. pp89-90 has convenient chronology; please examine pp. 94-96 in light of map on p 40. Visit the Israeli Ministry of Foreign Affairs website for a detailed list of accords and agreements concerning the peace process since 1993. Also the Palestinian Ministry of Foreign Affairs.
Sept. 15: The Issue of Autonomy: British dilemmas over Palestine: conflicting commitments concerning political representation, land, and people.
Readings:
Smith, pp. 105-161, 511-516 ("Oslo 2" of September 28, 1995).
You may also want to read more recent documents from the Israeli foreign ministry's home page, such as the Hebron accords of January 17, 1997, including attached notes. Also you may study Smith, p. 452, outlining the areas A and B from which the Israeli army was redeployed. under Oslo 2. You may view lots of maps at our PCL and also at the Foundation for Middle East Peace. And here is how one Palestinian research center views the situation on the ground : Monitoring Israeli Colonization Activities (1997-2005).
Sept. 20: Issues of Internal Security and Terrorism--"Gun Zionism" and the Emergence of Israel
Readings:
Deir Yassin Remembered with an interview of Israeli historian Benny Morris (Jan 9, 2004).
Smith, pp. 162-216
also recommended: Mark Tessler, A History, pp. 273-335
and, to get a sense of political parties and elections today in Israel, for your sim game, see
Arian, The Second Republic, pp. 103-140 (about Israeli political parties and elections) or search from the Israeli foreign ministry's home page or site map.
Sept. 22: The Issue of Regional Security: Recalling the Arab-Israeli Conflict, 1949-56.
Reading:
Smith, 217-252
Sept. 27: From War to War, 1956-1967
Readings:
Smith, pp. 253-292
Review @-15 Jonathan B. Isacoff,
"Writing the Arab-Israeli Conflict."
Optional: browse through the home page of the USS Liberty
Suggested: Baylis Thomas, How Israel Was Won (Lexington, 1999), pp. 1-172 for a quick review 1880s to 1967.
Sept 29: Midterm exam: to consist of two parts:
1) 10 identification questions (eg. what/when was the Madrid Conference and what was its significance? ....Golan Heights?..(you would also need to put this one on a blank map we will give you) for 50% of the grade, and
2) an essay question (chosing 1 out of 2 or 3).
Due in class and mail online: Annotated bibliographies
Oct. 6: Final Preparations for Simulation Game
Role profile due: hard copy in class and electronic one posted to aipol-roles@mail.la.utexas.edu and pasted on Macquarie web site.
Readings:
Abel's Couse Pack, items # 2, 4, 5, 6, 10, 11
Carol Migdalovitz, Middle East Peace Talks, Congressional Research Service (updated as of July 25, 2005)
Suggested: Clayton E. Swisher, The Truth About Camp David (NY: Nations Books, 2004)
Oct. 11: Costs of Diplomatic Paralysis: the 1973 War. Step by step vs. comprehensive solutions? - Then and Now.
Readings:
Smith, pp. 293-340
Review your Beinen and Hajjar Primer : How would you view 1) Madrid, 2) Oslo, 3) current peace efforts (see also @-11 U.S. State Department, Roadmap for Peace) in light of the old Kissinger vs. Carter/Brzezinki debate?
Oct. 13: Regional Insecurity and Lebanon: the American expeditions of 1958 and 1982 - and now Iraq!
Readings:
Smith, pp. 341-392
Oct. 18: The Intifada, the Transformation of the PLO, and the Gulf Crisis: Pressures for Peace.
Readings:
Smith, pp. 393-436
Palestinian Declaration of Independence
Oct. 20: The Israeli-Palestinian Peace Process. Continuing Peace with Jordan? Syria and the Golan.
Readings:
Smith, pp. 437-486, recall pp 262-263; Avi Shlaim, excerpt from "The Lost Steps," The Nation, Aug 30, 2004.
optional: read the other parts of the Shlaim article, which reviews Dennis Ross, The Missing Peace; skim Israel-Jordan Treaty (Oct. 26, 1994). View the Israeli settlers' version of the history of the Golan Heights.
Oct. 25: Collapse of the Peace Process since Camp David II?
Readings:
Smith, 487-538
@ Robert Malley, Fictions About the Failure at Camp David, New York Times, July 8, 2001.
@ Clinton Plan, Jan. 7, 2000.
Optional:
Deborah Sonntag, Quest for Mideast Peace: How and Why It Failed, New York Times, July 26, 2001
Hussein Agha and Robert Malley, "Tragedy of Errors," New York Review of Books, August 9, 2001
Dennis Ross et al, "Camp David: An Exchange," New York Review of Books, Sept. 20, 2001
Nigel Parry, Misrepresentation of Barak's offer at Camp David as "generous" and "unprecedented"
Oct. 27: The refugee and settlement issues
Readings:
@-2 Foundation for Middle East Peace, Report on Israeli Settlement (2005)
Palestinian Center for Policy and Survey Research (PSR) - Survey Research Unit: PSR Polls among Palestinian Refugees, (Jan-June 2003), released 18 July 2003.
Palestine Refugee ResearchNet (McGill University), Refugees and Final Status: Key Issues
Arzt, pp. 35, 60-61, 83-123 (PCL reserve)
Applied Research Institute, Jerusalem, Recent Israeli Settlement Activity, read one of the case studies, including maps
Smith, pp. 402, 405, 495, 499 maps of Israeli settlements, 496 bypass road.
Nov. 1: Water
Game ends today with plenty of news!
Reading:
@-7 Miriam Lowi, "Rivers of Conflict, Rivers of Peace," Journal of International Affairs, Summer 1995, pp. 123-144.
Stephan Libiszewski, Water Disputes in the Jordan Basin Region
optional: Miriam R. Lowi, Water and power (Cambridge University Press, 1995)
Nov. 3: Jerusalem
Readings:
The Debate at Camp David over Jerusalem's Holy Places (July 2000) - (Middle East Media Research Institute)
An official
Israeli view: Basic
Law and links to legal
background and other papers.
A Palestinian view: The
Status of Jerusalem Reconstructed
Maps of Jerusalem and
Har Homa=Abu Ghnaim
Nov. 8: Game debriefing: debriefing paper due
Nov. 10: Game debriefing and analysis
Nov. 15: U.S. foreign policy: oil and domestic constraints
Readings:
visit AIPAC , the Council for the National Interest, and Washington Report
@-3 Patrick J. Buchanan, "Whose War?" The American Conservative, March 24, 2003.
@-13 Jeffrey Goldberg, "Real Insiders: A Pro-Israel Lobby and an F.B.I. Sting," New Yorker, July 4, 2005, 34-40
"Four Years of Unruly Diplomacy in Israel," New York Times, Sept 19, 2005
General Zinni's speech to the Middle East Institute, October 10, 2002
"Israel Seeks Release of Spy," Middle East Times, Aug 15, 2003
optional: Paul Findley, They Dare Speak to Speak Out, 25-49
Nov. 17: Other Constraints: Israeli and Palestinian internal politics
Readings:
@-6 Palestinian Center for Policy and Survey Research (PSR) - Survey Research Unit: PSR Palestinian Public Opinion Poll # 16, 9-11 June 2005.
Israeli Knesset as a result of the January 2003 elections.
home pages of Israel's principal political parties (along with a few other marginal ones).
Michel Warschawski, Toward an Open Tomb: The Crisis of Israeli Society (New York: Monthly Review Press, 2004)
optional (as you read about Israel, think America): Chalmers Johnson, Sorrows of Empire (Owl Books, 2005)
Nov. 22: Arms control and nuclear proliferation
Readings:
@-8 Seymour Hersh, The Sampson Option, chapter 21, pp. 285-305 (the rest of the book is also a great read if you have time, and it is a good historical review of US-Israeli relations)
Foreign Minister Shimon Peres' revelations on TV in 2001.
Optional:
http://www.cdi.org/issues/nukef&f/database/isnukes.html (it really is about Israeli, not Indian nukes!)
Federation of American Scientists (FAS) on the history of the Israeli nuclear program
Nov. 24: Thanksgiving holiday
Nov. 29: Summing up the peace process: how can we reconcile Palestinian self-determination with Israeli security?
Readings:
@-12 Rand Corporation, Helping a Palestinian State Succeed (Rand, 2004)
Examine our in-class New Resources - especially the Geneva Accord of October 2003
Dec. 1: The Issue of spin and press bias - in Israel, too!
Readings:
@ Alison Weir, "The Coverage - and Non-Coverage - of Israel-Palestine," The Link 38:3 (July-August 2005), 1-13
Dec. 6: Prospects for Peace? For more war and/or population dislocations? Your last chance to participate in class discussion!
Final take-home essay due
Dec. 8: Identifications Test (choice of 20 out of 24: eg. identify and give significance of Sharm el Sheikh)
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Oct 31, 2005
Department of Government,
College of Liberal Arts, University of Texas at Austin.
Questions, Comments, and Suggestions to chenry@mail.utexas.edu
http://www.la.utexas.edu/chenry/aip/syl.html
Syllabus for Henry’s Course: Civil Society and Citizenship
CIVIL SOCIETY AND CITIZENSHIP
Comparing Western and Middle Eastern Experiences
Content | Books | Grading | Writing
Weeks 1-4 | Weeks 5-8 | Weeks 9-12 | Weeks 13-15
THE UNIVERSITY OF TEXAS AT AUSTIN
Gov 379, TC 357, MES 322K, TLC 331
Spring 2002: unique nos. 34870, 39740, 38215 , 44405
Seminar meets Tu &Th 3:30 to 4:45 p.m. Burdine 128
Instructor: Clement M. Henry, 422 Burdine, chenry@gov.utexas.eduOffice hrs TTh 9:30-10:30, 2-3, or by appt. (471-5121), or by e-mail. Content
"Civil society," like "democracy," is resonating strongly across cultures, but it may require redefinition if it is to engender new publicly shared meanings and significant social and political change in either the Middle East or the West. Mainstream American political science defines civil society as a broad spectrum of secondary associations, ranging from political parties and pressure groups to sporting clubs, and postulates these intermediaries to be the bedrock of democracy. A strong and "vibrant" civil society is supposed to underpin responsible citizenship and make democratic forms of government work. Conversely, a weak civil society is supposed to support authoritarian rule which keeps society weak. By this logic most Middle Eastern societies appeared to be caught in a vicious circle. And if a weakening of the "civility" of civil society invites more authoritarianism, then supposedly stable democracies like America's may also be in trouble.
This course will critically examine the concept of civil society both as it developed in the West and as it has traveled, more recently, to the Middle East. The western thinkers who articulated the concept also pioneered an orientalist tradition which idealizes the West at the expense of an allegedly absolutist, socially inert East. Students will read Montesquieu, Hegel, Tocqueville, Mill, and Marx to rediscover and critically analyze their conceptions of civil society. They will also read recent samples of Western and Middle Eastern discussions of civil society and try to develop a more universal concept. Students will discuss civil society over the internet with a comparable class of Turkish students at Koç University.
The following questions will be raised: what do we mean by civil society? How do countries (or regions like southern Italy) develop civil societies? May it work in all cultures or must a culture be thoroughly "westernized" for the society to acquire a "civil" component? In particular, is civil society dependent upon an institutionalized separation of Church and State and a predominantly secular culture characteristic of western democracies? Is civil society developing new forms and meanings in the predominantly Muslim cultures of the Middle East? How may global communications affect the development of civil society? If civil society emerged in the West with the development of modern capitalism, how may the globalization of economic life be shaping civil societies today? How does civil society relate to the state and what does freedom of association entail? May civil society really teach people the art of association and civic virtue? In the contemporary world, whether in America or the Middle East, how is it possible for the average citizen to know or care enough to participate in political life? What remains of the liberal vision of well informed citizens shaping public choices? If mass participation is virtual and vicarious in much of the "real" world, is virtual participation becoming the reality of contemporary civil society? May the global information revolution be transforming civil society before our very eyes?
Books available for purchase (also on Reserve, PCL)
- Abel's Course Pack, available for purchase, if you bring a copy of this syllabus, at 715 23rd St, telephone 472-5353
- Ali El Kenz, Algerian Reflections on Arab Crises, UT Press 1992 0-292-71151-4
- Jürgen Habermas, Structural Transformation of the Public Sphere: an inquiry into a category of bourgeois society, MIT Press, 1993 0-262-58108-6
- Henry and Springborg, Globalization and the politics of development in the Middle East, Cambridge UP pb. 2001.
- S.P. Huntington, The Clash of Civilizations: The Debate, Foreign Affairs $7.95
- Robert Putnam, Making Democracy Work: Civic Traditions in Modern Italy Princeton 1994
Recommended
- A. Richard Norton, Civil Society in the Middle East, Brill 1995, 1996, vol 1 and/or 2
- Howard Rheingold, The Virtual Community: Homesteading on the Electronic Frontier, HarperPerennial, 1994 0-06-097641-1 (also available on the WWW at http://www.rheingold.com/vc/book /)
- Adam B. Seligman, The Idea of Civil Society, Princeton, 1992. 0-691-01081-1
- Robert Putnam, Bowling Alone, Simon and Schuster, 2000 (2001 pb ed)
Requirements and Grading
- Class and Internet participation (25%)
- three short papers (3-6 pages) to be transmitted over the internet (30%)
- one midterm take home exam (15%)
- one 15-20 page term paper (30%). This is a substantial writing component course.
Internet Resources
This on-line syllabus has links to some of your required and recommended readings.
You are also expected to become familiar with the UNDP's Programme on Arab Governance - especially its civil society resources and essays on individual Arab countries. You may also usefully consult our MENA-politics resources and ASSR, where you will find references to servers from and about the various countries of the Middle East and North Africa, as well as news groups, archives, and other useful sources of general information. We are also interested in general references to "civil society" appearing on the Internet and in various electronic communities, like the Well, discussed in your on-line Rheingold reading.
Writing Exercises
You will be constantly writing your notes, reflections, and reactions to other students' reflections here and at Koç University in Istanbul. Taken together, your electronic input will count for most of your class participation grade. Your comments and reactions will also help you develop ideas for the more formal written presentations.
You may post a message either by using the form on the Civil Society home page or by writing an e-mail to (file name)@gov.utexas.edu. The file names correspond to the options on the form as follows:
|
Class feedback |
|
|
Definitions/reflections |
csc-defs@gov.utexas.edu |
|
Internet resources |
csc-internet@gov.utexas.edu |
|
Student experiences |
csc-exps@gov.utexas.edu |
|
Reading notes |
csc-notes@gov.utexas.edu |
|
Short papers |
csc-spapers@gov.utexas.edu |
|
Term papers ideas |
csc-ideas@gov.utexas.edu |
|
Term papers |
csc-tpapers@gov.utexas.edu |
When you hear or read about an interesting definition of civil society, post it to "definitions, general ideas." One useful exercise, after class, is to summarize what you learned or wish you could have learned more about, opening the way to further class discussion. Post your observation to "class feedback." You may also take notes on your reading assignments and post them to "reading notes." And try comparing notes with your fellow students about your experiences of "civil society" in Austin or Istanbul, by posting your observations and reactions to "student experience."
I especially encourage you to explore the Internet resources about civil society that you will find on our home page--discussions of virtual community and "global civil society." When you discover an interesting home page, post its URL (http://....) and a brief comment to "Internet resources" on our home page.
You also have more formal written exercises. You are scheduled (see Schedule of Class Meetings and Assignments) to post one paper of up to 1000 words by Jan. 29, and an additional 3 to 6 pp. (1000-1500 words) by Feb. 5, on assigned topics. You will also be expected to write one more short paper on a topic of your choice, due March 26. You will post each of them to "short papers" on our home page. You will gradually build up your ideas for the term paper, sharing them and getting feedback from each other, by posting them to "term paper ideas." For instance, what would Tocqueville think of the arts of association driven by the new information technologies? Or: how may the Internet affect civil society in various Muslim countries? You may develop a term paper connecting some of your readings to new developments on the Internet.
Please post the final product to "term papers," due April 23. Each of you will then present a brief critique of one other's term paper, due April 30, to be mailed to csc-spapers@gov.utexas.edu.
.
Schedule of Class Meetings and Assignments
1st week (Jan. 14, 16): Civil Society, the West, and the Internet
Readings:
S.P. Huntington, " The Clash of Civilizations," Foreign Affairs, and the various replies, followed by Huntington's reply to his critics.
@ Fareed Zakaria, "The Rise of Illiberal Democracy" (@=Abel's pack)
@ "The Solitary Bowler"
@ Putnam, "Tuning In, Tuning Out"
@ ___, Bowling Alone, pp. 148-180
@ Unabomber NYT excerpts
Lawrence Lessig, "The Internet Under Siege," Foreign Policy, Nov-Dec 2001
2nd week (Jan. 21, 23): Various definitions of civil society: the West vs. the Rest?
Readings:
Edward Said, "The Clash of Ignorance,"The Nation, Oct. 22, 2001.
@ Bryan Turner, "Orientalism and the Problem of Civil Society in Islam
Sami Zubaida, "Islam, the State & Democracy: Contrasting Conceptions of Society in Egypt," Middle East Report (Nov-Dec 1992), 2-10. [to get a sense of Saad eddin Ibrahim's conception of civil society, you could look at his web site]
Yahya Sadowski, "The New Orientalism and the Democracy Debate," ibid (July-Aug 1993), 14-21.
@ Eva Bellin, "Civil Society"
Henry and Springborg, pp. 1-29
Richard C. Sinopoli, Thin-Skinned Liberalism," American Political Science Review, 89:3 (Sept. 1995).
P.S. Might you (very optionally) care to give me feedback on my book review of Rivlin and Bush, pretty please?
Writing: how do you think Edward Said would respond to Sam Huntington's "clash of civilizations?"--or (if you care to go out on a limb) how might a cultural conservative in a Muslim Middle Eastern country respond? Write up to 1000 words, to post by Jan. 29 to "short papers" on our home page.
Suggested reading:
Edward Said, Orientalism
______, Covering Islam
Thierry Hentsch, Imagining the Middle East
Fuad Ajami, The Arab Predicament, 1981.
_________, Dream Palace of the Arabs : A Generation's Odyssey, 1999.
3rd week (Jan. 29, 31): Mainstream Civil Society and Western Democracy:
how politics are supposed to work....
Reading:
Robert Putnam, Making Democracy Work, entire
4th Week (Feb. 5, 7): Civil Society and Democracy?
Readings:
Henry and Springborg, pp. 30-98
@ Sheri Berman, "Civil Society and the Collapse of the Weimar Republic," World Politics. April 1997, pp. 401-429
Benjamin R. Barber, "Beyond Jihad Vs. McWorld," The Nation, Jan. 21, 2002
Writing: summarize Putnam's main points and present a brief evaluation of his argument (max 1500 words--6 pages). You may relate the discussion to the earlier one about the Clash of Civilizations--seen here in an Italian microcosm? Paper to be posted by Feb. 5 on the home page form or via e-mail (spapers).
Suggested readings: Gabriel Almond and Sidney Verba, The Civic Culture
Antonio Gramsci, "Some Aspects of the Southern Question," in Quintin Hoare, ed., Selections from Political Writings, 1921-1926. Freedom House, FREEDOM IN THE WORLD 2002: THE DEMOCRACY GAP
5th week (Feb. 12, 14): Back to the classics: Democracy in America (and Despotism in Algeria)
Discussion of Tocqueville: what are voluntary associations supposed to accomplish? How about religion? Is civil religion necessary for a healthy civil society? How do different ethnic groups fit into Tocqueville's view of American democracy? (We will discuss his views of Algeria in class, and I can guide anyone interested to the French source)
Readings:
Alexis de Tocqueville, Democracy in America, or browse it and examine Pitts, Jennifer A. / Writings on empire and slavery. / Baltimore / 2001 DT 294 T63 2001 PCL Stacks, which translates Tocqueville's writings on Algeria.
Jennifer Pitts, Liberalism and empire: Tocqueville on Algeria, APSA 1999.
Vol
One I:
ii. Origin of the
Anglo-Americans, and the Importance of this Origin in Relation to their Future
Condition.
iii. Social
Condition of the Anglo-Americans.
ix. HOW IT CAN
BE STRICTLY SAID THAT THE PEOPLE GOVERN IN THE UNITED STATES
x. PARTIES IN THE
UNITED STATES
xi. Liberty of
the Press in The United States.
xii. Political
Associations in The United States.
xv. Unlimited
Power of the Majrity in The United States, and its Consequences
xvii. Principal
Causes which Serve to Maintain the Democratic Republic in The United States
Vol Two:
Part I
v. How Religion in
The United States Avails itself of Democratic Tendencies.
vi. The Progress
of Roman Catholicism in The United States
vii. What
Causes Democratic Nations to Incline toward Pantheism
Part II
v.Of the Uses
which the Americans Make of Public Associations
vi.Of the
Relation of Public Associations and the Newspapers
vii.Relation
of Civil to Political Associations
viii.How the
Americans Combat Individualism by the Principle of Self-Interest Rightly
Understood
ix.That the
Americans Apply the Principle of Self-interest Rightly Understood to Religions
Matters
x.Of the Taste
for Physical Well-being in America
xi.Peculiar
Effects of the Love of Physical Gratification in Democratic Times
xii.Why Some
Americans Manifest a Sort of Spiritual Fanatacism
xiii.Why the
Americans are so Restless in the Midst of their Prosperity
xiv.How the
Taste for Physical Gratifications is United in America to Love of Freedom and
Attention to Public Affairs
xv.How
Religious Belief Sometimes Turns Americans to Immaterial Pleasures.
Part III
xxi. Why
Democratic Nations Naturally Desire Peace, and Democratic Armies, War.
6th week (Feb. 19, 21): The Challenge of Islam to Civil Society
Discussion of Ibn Khaldun's analysis of fourteenth century dynasties, relations between cities and tribes, the nature of "group feeling" (asabiya) and the role of Islam in strengthening it. Gellner, influenced by Max Weber as well as Ibn Khaldun, doubts that civil society can find roots in Muslim society. What do you think of Gellner's argument?
Readings:
@ Ibn Khaldun, The Muqaddimah (abridged), 5-9, 91-101, 123-166, 230-259
@ Ernest Gellner, "The Importance of Being Modular," in John A. Hall, ed., Civil Society: Theory, History, Comparison (Polity Press, 1995), pp. 32-55.
Nizar Hamza, "The Coming Sunni Islamist Revolution," East-West Record, 26 November 2001
Olivier ROY: Radical neo-fundamentalists
Suggested:
Ibn Khaldun webpage by Tim Spalding
Ernest Gellner, Conditions of Liberty: Civil Society and its Rivals (London: Hamish Hamilton, 1994)
Max Weber, The Protestant Ethic and the Spirit of Capitalism
Bryan Turner, Weber and Islam
_________, Capitalism and Class in the Middle East
Third short paper due March 26 on any topic of your choice - secularism and civil society, a critique of anti-orientalism, religion vs. civility, Muslim arts of association, virtual vs. real associations, whatever you care to write about….maybe toward the term paper. Please take a look at POGAR for quick analyses of civil society in the Arab world.
7th week (Feb. 26, 28): "Islam is the Solution!"
Discussion of various currents of Islam. What is Islamic "fundamentalism" and how united are Islamist political movements? Under what conditions may the more flexible, "liberal" elements control the more radical elements?
Readings:
Richard Bulliet, Lecture on Islam to Middle East Institute, Oct. 16, 1998. (added 1/22/99)
@ Serif Mardin, Civil Society and Islam, in Hall, 278-300
Ellis Goldberg, "Smashing Idols and the State," Comparative Studies in History and Society (1991), 3-35.
Suggested:
Leonard Binder, Islamic Liberalism
Ahmad Moussalli, Radical Islamic Fundamentalism: The Ideological and Political Discourse of Sayyid Qutb
Aziz Al-Azmeh, Islams and Modernities
Writing: handout Feb. 28 of take-home midterm due March 5, post to "short papers" (e-mail to spapers).
8th week (March 5, 7): Contemporary Civil Societies in the Middle East
Discussion of different country experiences: how is "civil society" being used to describe their respective political transitions? Contrast Gellner's usage with those of the author(s) you have selected in the Norton volumes. From your country study, what do you make of the Civicus Civil Society Index?
Readings:
@ Norton intro, then select one or two country studies which interest you for class discussion, in addition to
@ Mustafa K. al-Sayyid, Egypt, in Norton vol 1.
See http://www.pogar.org , Civicus home page , and additional source material on Reserve at PCL:
A. Richard Norton, Civil Society in the Middle East, vols 1 and 2.
Frank Tachau, Political Parties of the Middle East and North Africa
SPRING BREAK (March 11-15)
9th week (March 19, 21): The Algerian Exception?
Discussion of Algeria viewed by an Algerian influenced by Marx and Gramsci. How "exceptional" is Algeria? Does it offer insights into the politics of other countries in the region? Does civil society require an independent intelligentsia? What kind of economy is needed?
Readings:
Ali El Kenz, Algerian Reflections on Arab Crises
Henry and Springborg, Globalization and the politics of development, pp. 99-138
10th week (March 26, 28): The "Gentle" Commerce of Civil Society: preparations for citizenship and civic participation?
Discussion of contemporary forms of capitalism in Egypt, Algeria, etc. in light of 18th century views of its civilizing effects. Montesquieu thought that the merchants' ability to deploy and relocate capital (capital flight) was a decisive weapon of political reform. What do you think about relationships between debt and development in the countries you are studying?
Readings:
Montesquieu, Spirit of the Laws, Books 20 and 21 (about gentle commerce)
Henry, Islamic Financial Movements: Midwives of Political Change in the Middle East? presented to APSA August 30, 2001.
Henry and Springborg, pp. 168-229
Suggested:
Albert O. Hirschman, The Passions and the Interests, pp. 67-113
Marvin B. Becker, The Emergence of Civil Society in the Eighteenth Century, Indiana UP 1994
Adam B. Seligman, The Idea of Civil Society
Writing due March 26: 3rd short paper (beginning your term paper)
11th week (April 2, 4): The Economic Roots of Civil Society
Discussion: What was "civil society" in early nineteenth century Prussia and how might it compare to a contemporary Middle Eastern society? We look at Egypt and Morocco because their associations have been carefully studied. Dare we compare Hegel's "estates" with Egypt's trade unions and professional syndicates?
Reading:
@ Hegel, Philosophy of Right, pp. x-xi, 122-154 and notes pp 267-278.
@ Edward Shils, "The Virtue of Civil Society"
Suggested: Adam B. Seligman, The Idea of Civil Society.
12th week (April 9, 11): Civil Society as Bourgeois Society
Discussion: more on Hegel's Philosophy of Right with help from Karl Marx, who analyzes possible relationships between the state and civil society. Parallels with Egypt can be pursued: Hegel's political stratum mediating between state and civil society was the Prussian Junkers gentry; we can also trace the rise and fall of large landownership in Egypt....and Binder's analysis of Egypt's "second stratum." Moroccan parallels: the makhzan and colonial land development.
Reading:
@ Marx, Critique of Hegel's 'Philosophy of Right', pp. 90-121, 131-142
Jürgen Habermas, Structural Transformation, pp. 57-88
Suggested: Leonard Binder, In a Moment of Enthusiasm: Political Power and the Second Stratum in Egypt
Robert Bianchi, Unruly Pluralism
13th week (April 16, 18): What is public opinion? Interactive publics or manipulated masses?
Discussion: Back to the "solitary bowler"--who cares about what in the contemporary world and how free are we to develop and express our opinions? Look at John Stuart Mill's classic defense of civil society and why (late in chaps 3 and 5) it is likely to fail in non-Western countries. Habermas suggests that these public spaces for bourgeois deliberation have become mass consumer markets, endangering the very existence of civil society.
Readings:
John Stuart Mill, On Liberty --skim to ends of chaps 3 and 5...and maybe in Representative Government (optional scan).
Jürgen Habermas, Structural Transformation, pp. 102-140, 181-250
______, “Civil Society and the Public Sphere,” in Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy, pp. 329-387
Suggested:
James H. Fishkin, Democracy and Deliberation (Yale UP, 1991)
_____, The Voice of the People (Yale UP 1995)
Hannah Arendt, The Human Condition, pp. 22-78
14th week (April 23, 25): Virtual Communities and Global Interactions: From Citizenship to Netizenship?
Discussion: What are the significant differences between "virtual" and "real" societies?....and between "virtual" and "real" civil society? If most participation is virtual and vicarious in large impersonal societies, is virtual participation becoming the reality of contemporary civil society? Please help me to rephrase these thoughts.
Readings:
Rheingold, The Virtual Community, chaps 1, 2, 4, 9, esp. 10 (on-line at http://www.rheingold.com/vc/book/).
Lori Wallach, "Interview: Lori's War," Foreign Policy, summer 2000.
Stephen J. Kobrin, "The MAI and the Clash of Globalizations," Foreign Policy, Fall 1998, 97-109.
Term paper due April 23 (two hard copies, plus mail to csc-tpapers@gov.utexas.edu)
15th week (April 30, May 2): The Internet in the Middle East: an information revolution?
Discussion of our seminar findings about civil society. Will the Internet have a creative impact upon the civil societies of the Middle East and North Africa?
Critique of someone else's term paper due April 30.
27 February 2002
Department
of Government, College of Liberal Arts, University of Texas at Austin.
Questions, Comments, and Suggestions to chenry@gov.utexas.edu
Copyright © 2001-2002 University of Texas at Austin
http://www.la.utexas.edu/chenry/civil/syllabus.html
Syllabus for Henry’s Course: The United States and the Middle East
The United States and the Middle East
Spring 2006
|
Government 312L (unique no. 37655) |
Instructor: Clement M. Henry |
|
Department of Government |
Burdine 422 (471-5121) |
|
UT at Austin |
|
|
Class: CPE 2.214 |
Office hours Tu and Th 1:45-3:15 p.m., or by appointment (471-5121), or by e-mail. |
|
TA: Matt Johnson, Burdine 436 |
TA office hrs. Tu and Th 12:30-2, or by appt or email |
Course Content | "Virtual" Class Discussion and Policy Research | Grading criteria | Textbooks | Schedule of lectures and required readings | Main page
We will focus upon U.S. foreign policy toward the Middle East since World War II and examine our traditional policies of containing communism, protecting oil and other U.S. interests, promoting Israel, and trying to reconcile conflicts among these goals -- always in the full glare of domestic American politics. Camp David, Irangate, U.S. interventions in Lebanon, Libya, and in three Gulf Wars will be reviewed. Aerial diplomacy to contain Iraq, then invasion and occupation to change the regime, economic sanctions to contain Iran and Libya, and support for the peace process between Israel and the Palestinians will be analyzed in light of U.S. national interests and foreign policy decision-making processes. Students will learn about these problems and processes in class and through computer conferencing with each other as well as with the instructor and the teaching assistant. They have taken on new urgency post 911 but you will also be able to see the policy discussions of previous classes.
"Virtual" Class Discussions and Policy Research
You will learn to do research on the United States and the Middle East by using the Internet from the home page of our course, which is www.la.utexas.edu/chenry/usme and then using mena-politics as a jumping off place. Another useful virtual library, specialized in the Arab countries, is www.assr.org. The UT library staff has also given us some suggestions at http://www.lib.utexas.edu/services/instruction/resources/guides/clement.html. You may find some of our course links to be password protected for copyright protection. Our group id is policy and the password is pol2222.
You are required to use Blackboard, where you will find a general class discussion ("Chat") board and eight other discussion boards related to specific issue areas of US foreign policy. You will be expected to contribute at least 5 substantive paragraphs to the general class discussion and an additional 5 commentaries to one specific policy area. You may just paste your comments into the appropriate Blackboard discussion board. You are especially encouraged to respond to other students, and to share your perceptions of how the media and your course readings treat controversial material. You will be expected to discover useful Internet resources concerning your policy area and to evaluate them for the benefit of others in our class who have selected your policy area.
Here are the policy issues:
- Iraq: how to withdraw, how to stay?
- Nuclear nonproliferation: after India and Pakistan, Iran soon to follow?
- Regional Security in the Persian Gulf: issues of oil, free navigation, and political stability
- Advancing the Israeli-Palestinian peace process: identifying the partners in the post Arafat and post Sharon era?
- Fighting terrrorism, narcotics, and international crime: state-building in Afghanistan, Somalia, etc.?
- Relations with the United Nations and peace-keeping
- Promoting democracy and human rights - for Egypt? for Saudi Arabia? - how and where?
- Arms control versus arms sales: more arms races fueled by oil revenues?
- Trade issues and economic sanctions: promoting Arab countries' trade with Israel, isolating Iran?
You will be expected to help other students who have selected the same policy area as yourself . You can do so in a number of ways. You may take notes on some of your required and recommended readings, type them on a computer, upload them, and post them to the discussion board you will share with others working in your policy area. You may find sources on the Internet to post to your policy group or to our general class discussion. Whenever you post a source, please summarize and evaluate it. You may also look at past policy bulletin boards archived in http://www.la.utexas.edu/course-materials/government/chenry/mena/student.htm--not to plagiarize but to improve and update with your critical analysis of the web site!
To get credit for your research and class participation, please make sure your name properly appears as the source of each of your postings to a Blackboard discussion forum.
Grading criteria
Midterm 25%
Attendance and pop quizes 20%
Virtual class participation (chat) 10%
Policy research 10%
Final identifications exercise 15%
Final take-home essay 20%
Very important: You are encouraged in class discussion over the Internet to critique the news as it is presented in the various media you study as well as the required readings in your course. Your input (quality as well as quantity of messages!) into your policy group and into general class discussion will largely determine your research activities and virtual class participation grades. The other element of class participation will be pop quizzes and attendance in class.
Texts (*=required reading)
* Abel's Course Pack (available at 715 23rd St.: you must show your student ID and a copy of this syllabus to obtain a copy).
* Z. Brzezinski, The Choice (NY: Basic Books, 2004). ($7.99 new from amazon.com)
* Samuel P. Huntington, Clash of Civilizations Debate, Foreign Affairs reprints.
* Douglas Little, American Orientalism (U of North Carolina Press, 2004) ($13.57 from amazon.com)
Hedrick Smith, The Power Game, Ballantine Books, 1996 ($11.53 from amazon.com)
Note: You should also be reading the New York Times (available on the WWW at http://www.nytimes.com) or Christian Science Monitor (www.csmonitor.com) and other sources of international news on a regular basis to keep up with current events. The BBC (http://news.bbc.co.uk/hi/english/world/ ) is also useful, with pointers to the Middle East. Middle East Policy, The Daily Star, and Ha'aretz are also good sources of news and commentary. You will find many other sources free of charge on the Internet, but you may wish to compare them with "conventional" media coverage of the Middle East. Excellent recommended background readings are
Congressional Quarterly, The Middle East 10th ed, 2005, 1-933116-13-7 - strongly recommended reference book for $41.
Fawaz A. Gerges, America and Political Islam (Cambridge UP, 1999).
Glenn P. Hastedt, American Foreign Policy: Past, Present, Future (Prentice Hall 2003).
George Lenczowski, American Presidents and the Middle East (Duke U. Press, 1990) - sympathetic to big business.
Donald Neff, Fallen Pillars: US Policy towards Palestine and Israel since 1945 (Washington, DC: Institute for Palestinian Studies, 1995) - sympathetic to the Palestinians.
Steven L. Spiegel, The Other Arab-Israeli Conflict (U of Chicago Press, 1985) - sympathetic to Israel.
Shibley Telhami, The Stakes in the Middle East, 2002
Schedule of Topics and Required Readings
Week 1 (Jan. 17-19): Introduction: The American Foreign Policy Process and the Challenges of the Middle East.
Congressional Quarterly, Middle East 10th ed (CQ Press, 2005), pp. 79-86, on PCL electronic reserve
Douglas Little, American Orientalism, pp. 1-42
and familiarize yourself with a map of Africa and the Middle East region, our mena-politics and especially with its US government sites such as http://www.state.gov/p/nea - read some official statements to get a sense of current US policy objectives in the Middle East to be discussed in class next week.
Other Required Activities:
Map exercise due in class: Tuesday, Jan. 24.
Week 2 (Jan 24-26): American Exceptionalism? Thinking About Foreign Policy.
Samuel P. Huntington, "The Clash of Civilizations?" Foreign Affairs 72:3 (Summer 1993), 22-49, and various responses in reprint pack: read everything
Joseph Nye, Jr., " The new Rome meets the new barbarians," The Economist, March 21, 2002.
@ Nye, Soft Power, pp. 1-32, 127-147
Brzezinski, The Choice, pp. vii-5
Other Required Activities:
Think about policy-making: what is policy?
Week 3 (Jan 31-Feb. 2): US Presidents and Foreign Policy "Doctrines" from Monroe to Bush 43
Brzezinski, The Choice, pp. 7-40
Little, pp. 117-155 ("A Tale of 4 Doctrines")
Recommended: Robert Jervis, "Understanding the Bush Doctrine," Political Science Quarterly, 118:3 (falll 2003), pp. 368-388;
Congressional Quarterly, Middle East 10th ed (CQ Press, 2005), pp. 86-135, on PCL electronic reserve
.
Week 4 (Feb. 7-9): The Domestic Roots of Foreign Policy: Congress
Louis Fisher, Expansion of the President's War Power, in Betty Glad and Chris J. Dolan, eds., Striking First (Palgrave, 2004), pp. 123-148
Hedrick Smith, The Power Game, pp. 20-40,119-159
The Power Game: in-class required video #1: Congress, 2) The Pentagon. (Be sure to take notes!)
Week 5 (Feb 14-16): The Pentagon: From the Shores of Tripoli to Quagmire of Iraq
Little, pp. 229-266 ("Kicking the Vietnam Syndrome")
Smith, pp. 160-215
The Power Game: in-class required video #2: The Pentagon
Week 6 (Feb. 21-23): The Special Relation with Israel
Little, pp. 77-116 ("America and Israel")
Smith, pp. 216-271, esp. pp. 216-231 on AIPAC
@-4 Paul Findley, They Dare Speak to Speak Out (Chicago: Lawrence Hill Books, 1985) pp. 25-49, 165-179 (or 3rd ed. Pb. 2003, pp. 27-50, 187-208)
The Power Game: in-class required video #3: The Unelected - media, lobbies, staff
Try AIPAC's home page at http://www.aipac.org/ and the Council on the National Interest (http://www.cnionline.org/) - along with the Washington Report.
Also see the home page of the USS Liberty at http://www.ussliberty.org, especially the commentary by Admiral Moorer
Week 7 (Feb. 28-March 2): The Presidency, the State Department, and the National Security Council: From Irangate to W.'s War
Smith, pp. 3-19, 566-626
@-12 Col. Lawrence Wilkerson, USA (Ret), Weighing the Uniqueness of the Bush Administration's National Security Decision-Making Process: Boon or Danger to American Demoracy
@-7 Hastedt, pp. 244-258 (very important)
The Power Game: in-class required video #4: the Presidency
Week 8 (March 7-9): Review and Midterm: Thursday, March 9
**** SPRING BREAK ****
Week 9 (March 21-23): What is to be done? What is the problem and why do they hate us?
@-1 Christopher M. Blanchard, "Al Qaeda: Statements and Evolving Ideology," Congressional Research Service, updated June 20, 2005.
Brzezinski, The Choice, pp. 41-83 ("The Dilemmas of the New Global Disorder")
@-9 Rashid Khalidi, Resurrecting Empire (Boston: Beacon Press, 2004), pp. 1-55
@-10 Melvin Laird, "Iraq and Vietnam," Foreign Affairs, Nov.-Dec. 2005, pp. 22-43
Clement M. Henry, The United States and Iraq: American Bull in a Middle East China Shop, in Betty Glad and Chris J. Dolan, eds., Striking First (Palgrave Macmillan, 2004), pp. 65-73
Other Required Activities
In-class video: Uncovered: the whole truth about the Iraq war
Optional: State Department archives, 2001-03, planning The Future of Iraq
Alexis Debat, Al Qaeda's Web of Terror - (its use of the Inrternet)
Week 10 (March 28-30): Rebooting the Peace Process?
Little, pp. 267-318
Mearsheimer, John J. and Walt, Stephen M., "The Israel Lobby and U.S. Foreign Policy" (March 2006). KSG Working Paper No. RWP06-011 Available at SSRN: http://ssrn.com/abstract=891198 or at Harvard's Kennedy School - the unexpurgated edition (before Harvard under political pressure removed the Kennedy School logo from the paper and disclaimed the authors, including their Prof. Walt!).
Optional background reading:
Robert Malley, "Fictions about the Failure at Camp David," NY Times, July 8, 2001.
Deborah Sonntag, "Quest for Mideast Peace: How and Why It Failed," NY Times, July 26, 2001.
The Clinton Peace Plan - from Ha'aretz Jan. 8, 2001 - and BBC summary Dec 23, 2000 - and his farewell thoughts Jan. 8, 2001.
George W. Bush, Speech on Palestinian State, June 24, 2002
Other required activities:
View maps of the occupied territories - West Bank and Gaza and E. Jerusalem at the Foundation for Middle East Peace. Here is a map about the Wall/Security Barrier being erected by the Israelis.
Week 11 (Apr. 4-6): The War Against Terrorism (1983-2004): From Beirut to Afghanistan
Little, pp. 319-328
C.M. Henry, "Security's Rhetoric," Northwestern Journal of International Affairs IV (Winter 2002), pp. 27-31
@-3 Mark Danner, "The Secret Way to War," New York Review of Books, June 9. 2005
@-2 Patrick J. Buchanan, "Whose War?" The American Conservative, March 24, 2003
@-6 Jeffrey Goldberg, "Breaking Ranks: What turned Brent Scowcroft against the Bush Administration," The New Yorker, Oct. 31, 2005, pp.54-65.
Other Required Activities
In-class video: Bill Moyers, The Secret Government (Iran Contra)
Optional Reading: Congressional Quarterly Press, The Middle East, "Iraq," pp. 265-279
Week 12 (Apr. 11-13): Nuclear Non-proliferation and Arms Sales: Various Middle Eastern Perspectives.
Federation of American Scientists (FAS) on the history of the Israeli nuclear program: http://www.cdi.org/issues/nukef&f/database/isnukes.html
"Israel reveals secrets of how it gained bomb" - Foreign Minister Shimon Peres' revelations on TV in 2001.
Jacqueline W. Shire, "Iran Begins to Enrich Uranium," ABC News, Jan. 10, 2006
Trita Parsi, "A Challenge to Israel's Strategic Primacy," Bitter Lemons, Jan 6, 2006.
Steven Weisman, "European Ministers Meet on Iran Reopening Nuclear Facilities," NYT Jan 12, 2006
Gareth Smyth, "Larijani's pragmatist reputation faces severe challenge," Financial Times, Jan. 10, 2006
Optional Reading: Congressional Quarterly Press, The Middle East, "Iran," pp. 241-263
Week 13 (Apr. 18-20): Issues of Democracy, the United Nations, and Regime Change: Iraq and GW Bush (2001-2006).
Brzezinski, pp. 85-130 ("The Dilemmas of Alliance Management")
US State Department, Middle East Partnership Initiative - read "history." "goals," "success stories," "political pillar," and "countries: Egypt"
@-13 Steven R. Weisman, "U.S. Starts Semi-Independent Forum for Mideast Democracy," New York Times, Nov. 11, 2005, and "Meeting of Muslim Nations Ends in Discord," New York Times, Nov. 13, 2005
Little, pp. 157-192 ("Sympathy for the Devil?" - i.e US relations with Gamal Abdel Nasser, 1952-1970)
Optional Reading: Congressional Quarterly Press, The Middle East, "Egypt," pp. 221-239
Project on Defense Alternatives, Iraq War Withdrawal and Exit Plans (Dec 2005, updated to Jan 12, 2006)
Week 14 (Apr. 25-27): Oil, Trade, Globalization and/or Eternal WOT: Alternative Futures?
Brzezinski, pp. 131-230
@-8 Chalmers Johnson, The Sorrows of Empire (N.Y.: Holt, 2004) pp. 15-37, 255-281
@-7 Glenn P. Hastedt, American Foreign Policy, 5th ed (Prentice Hall, 2003), pp.409-423
Week 15 (May 2-4): Conclusion
Identifications exercise in class: Thursday, May 4.
Essay due May 2, in class.
HAPPY HOLIDAYS
22 January 2006
Department of Government,
College of Liberal Arts, University of Texas at Austin.
Questions, Comments, and Suggestions to chenry@mail.utexas.edu
http://www.la.utexas.edu/chenry/usme/syllabus.html
Syllabus for Henry’s Course: Globalization in the Middle East and North Africa
|
Government 365N/MES 323K |
Instructor: Clement M. Henry |
|
Spring 2006: unique nos. 37930/41130 |
422 Burdine, chenry@mail.utexas.edu |
|
Class meets Tu, Th 3:30-5:00 p.m., Burdine 208 |
Office hours Tu and Th 1:45-3:15 p.m., or by appointment via e-mail. |
GLOBALIZATION IN THE MIDDLE EAST AND NORTH AFRICA
BOOKS AVAILABLE FOR PURCHASE
This course will survey the recent efforts of the countries of the Middle East and North Africa (MENA) to adapt to the global economy. We will compare their respective strategies of economic and political development and discuss the possible interrelationships between economic and political change. Everyone will be expected to develop solid knowledge of the economies and policies of at least three countries, including one of the major economies of the Arab region (Algeria, Egypt, Morocco, Saudi Arabia, Syria, and Tunisia).
ASSIGNMENTS
In the first three weeks of class you will be expected to select three countries and some aspect(s) of political reform or better "governance," such as public sector reform and/or privatization, improving financial transparency, fighting corruption, supporting human rights and/or freedom of the press, strengthening parliament, encouraging participation through elections, decentralizing government, or improving the status of women and strengthening civil society. You may focus one or several dimensions of governance. To gain perspective about the various dimensions of governance as they apply to the Arab world, please examine the website of the United Nations Development Program at www.pogar.org. You may also look at the country files of the Carnegie Endowment's Arab Political Systems database, where you can also access their related publications on Arab reform and rule of law in the Middle East.
First you will need to look for source materials and write up an "annotated" bibliography. The bibliography should contain a brief critical summary and evaluation of each
of the resources you have dug up. By "annotated" is meant that you summarize each source, focusing on those elements that are of relevance to your research. Also, you should evaluate the sources and find out why they are useful and how they help you understand your topic and countries.
Secondly, you will need to develop a short (200 word) outline suggesting in some specific area what your set of countries needs to do to face up to the challenges of globalization. You will then be ready to discuss possible policy alternatives with your classmates. Presumably your final 2000-word paper will develop out of your initial statement, though you may feel free to change topics as you acquire new interests and knowledge in the course of the semester.
You will also be expected to participate actively in class. This means reading your syllabus and Blackboard email traffic so as to be prepared in class to answer questions arising from the readings or emails. It also means some quality discussion on Blackboard with those of you working on similar topics. You are also encouraged to come to our office hours and discuss your research with your instructor.
Calendar of Activities
Feb 9: Deadline for selecting a research topic and country focus
Feb 28: Annotated bibliography - at least 10 resources, including books, articles, web sites focused on your topic - hard copy in class and posting on Blackboard in your country discussion board.
March 9: midterm exam
March 21: Outline of your project to be posted on Blackboard and possibly discussed in class.
April 11: Rough draft of final paper due - hard copy in class and posting on Blackboard in your team portfolio.
April 25: Final policy paper due - hard copy in class and posting on Blackboard in your team portfolio.
May 2-4: In-class discussions of papers and final quiz, instead of a final exam.
GRADING CRITERIA
· Midterm 20%
· Annotated bibliography 5%
· Outline 5%
· Class Participation 20% (includes class attendence, computer "chat" Blackboard participation with your team, pop quizzes, class discussions, presentations and critiques of papers in class)
· Final paper 35%
· Final quiz 15%
BOOKS AVAILABLE FOR PURCHASE (* = required)
*Abel's Course Pack (mostly online with links on the syllabus, but easier to buy than print out) - (available at 715 23rd St.: you must show your student ID and a copy of this syllabus to obtain a copy).
*Galal Amin, Whatever Happened to the Egyptians? (AUC Press, 2000)
*Clement Henry and Robert Springborg, Globalization and the politics of development in the Middle East (Cambridge University Press, 2001).
*Joel Krieger, Globalization and State Power: Who Wins when America Rules? (Pearson Longman, 2005) 0-321-15968-3 required
Congressional Quarterly, Middle East 10th ed, 2005, 1-933116-13-7 strongly recommended reference $41
Louise Faucett, ed., International Relations of the Middle East (Oxford, 2005)
John Gray, False Dawn: The Delusions of Global Capitalism NY: New Press, 1998
Jamal R. Nassar, Globalization and Terrorism (Rowman and Littlefield, 2005)
Jonathan Nitzan and Shimshon Bichler, The Global Political Economy of Israel, London and Sterling, VA: Pluto Press, 2002, via U of Michigan Press
Gregory White, A Comparative Political Economy of Tunisia and Morocco (NY: SUNY Press, 2001).
Available online:
Arab Human Development Report 2004 - online (download 2.2 megs)
Henry, Clement M., "The Clash of Globalizations," in Louise Fawcett, International Relations of the Middle East, Oxford University Press, 2005
World Bank, World Development Report 2005, A Better Investment Climate for Everyone, online (download 3 megs)
World Bank, Better Governance for Development in the MENA (Wash DC, 2003)
World Bank, Unlocking the Employment Potential in the MENA: Toward a New Social Contract (download 20 megs), (Wash DC, 2004)
World Bank, Middle East and North Africa: 2005 Economic Developments and Prospects: Oil Booms and Revenue Management (Wash DC, 2005) - download 1.5 megs.
Topics and readings (@ = Abel's Course Pack)
1st week (Jan. 17-19): INTRODUCTION
The challenges of economic globalization to the domestic economies of the MENA. Is globalization a "golden straitjacket" (Thomas Friedman, 13.6.97 NYT op ed) expanding economies and shrinking political space? Despite the shrinking, there is still politics! Indeed, world politics, regional politics, local country politics, and that is what this course is about in this especially volatile region of the world. Our approach: globalization in the post Cold War context of US hegemony is the independent variable, and we wish to document and explain the region's varied responses. There are intervening regional variables, such as the Arab-Israeli peace process, new alliances within the region, and special relationships with the United States, the European Community and other outside powers, that also impact upon the individual countries of the region. Another set of intervening variables are the institutions and social forces within each country which affect economic policy making. The MENA states have adapted a variety of responses to globalization--renewed statism and islamism as well as the Washington Consensus. Their policies, in turn, are contributing to new forms of capitalism and generating new social forces and backlashes. What are the prospects for political change (and in which general direction, toward greater democracy or authoritarianism?).
Reading: Here is a map of the region to help you fill out our map exercise that you are expected to download (due Thursday, Jan 26)
Thomas Friedman, excerpts from Lexus and the Olive Tree (1999).
Joel Krieger, Globalization and State Power, pp. v-23
@ pp. 303-307: Joseph E. Stiglitz, Globalization and its Discontents (New York: Norton 2003), ix-xvi; "Outspoken Chief Economist Leaving World Bank," NY Times, Nov. 25, 1999
@ pp. 143-151: Clement M. Henry, The United States and Iraq: American Bull in a Middle East China Shop, in Betty Glad and Chris J. Dolan, eds., Striking First (Palgrave Macmillan, 2004), pp. 65-73.
Clement M. Henry, "The clash of globalizations in the Middle East," in Louise Fawcett, International Relations of the Middle East, Oxford University Press, 2005
Optional: Jamal R. Nassar, Globalization and Terrorism, pp. 1-40
2nd week (Jan. 24-26): The Principle of Comparative Advantage and Problem of Growing Inequality
Globalization is rooted in expanding international trade since World War II, but what are the consequences of trade liberalization, diminished tariff and other barriers, upon the domestic politics of the various countries that open their doors? Look carefully at Rogowski's analysis: if more trade benefits capital in capital-rich countries and labor only in countries where labor is abundant, what happens to the USA, what political cleavages emerge? And where abundant labor is denied advantages, is the outcome "Asian fascism"? What has in fact happened to pay scales in the manufacturing sector with increasing world trade?
Joel Krieger, pp. 27-73
@-16 pp. 243-260: Ronald Rogowski, "Political Cleavages and Changing Exposure to Trade," APSR 81:4 (Dec 1987), pp. 1121-1137 JSTORS on line
James Galbraith, google search "Inequality" to find his University of Texas Inequality Project (UTIP) to make your own files - here is the Maghreb plus all the data.
Map Exercise due Thursday, Jan. 26. Just download and print out the blank map, thern write in the names of as many MENA states as you can find on it.
Optional :
John Gray, False Dawn: The Delusions of Global Capitalism NY: New Press, 1998, pp. 1-77, 194-235.
Joseph E. Stiglitz, Democratic Development as the Fruits of Labor, Keynote Address, Industrial Relations Research Association, Boston, January 2000.
3rd week (Jan 31-Feb. 2): Introducing the MENA: an economic backwater of the global economy?
Let us establish present base-lines of economic performance to document the proposition that the Middle East and North Africa has, by its own and others' standards, been an economic "underperformer" for at least a generation. Both diachronic and synchronic data related to economic performance will be provided for MENA and comparable countries. Special attention will be given to "pre-revolutionary" patterns of development in selected MENA countries, as well as their respective transitions to patrimonial statist models of development. Data will be presented on both human and physical resource development, as well as on aggregate output and equality. We will examine the data sets, comparing MENA countries with other regions. Look at various indicators of development, how MENA lags since the oil boom years.
Readings: Supplement: Robert Wright, "The Market Shall Set You Free," NYT op ed, Jan 28, 2005
IMF, The Middle East and North Africa (Finance and Development, Sept 2003) - a quick 1 pg IMF overview to see in color on your computer!
United Nations Development Programme, Programme on Governance in the Arab Region (POGAR): further thematic coverage of all Arab countries.
Henry and Springborg, Globalization and the politics of development in the Middle East, ch. 1
Galal Amin, Whatever Happened to the Egyptians? (to be completed next week)
@ pp. 327-332: World Economic Forum, Arab Competitiveness Report 2002-2003 (to look at, at least read the Executive Summary, in Abel's Course Pack, maybe use other chapters in your research)
Practicum: World Bank, World Development Indicators 2003, size of economies and per capita GDP. Also look at Human Development indicators of the UN Development Program (UNDP)
Optional: Eugene L. Rogan, "The Emergence of the Middle East in the Modern State System," in Louise Fauwcett, ed., International Relations of the Middle East, pp. 17-39. An excellent analytical article about states and globalization is the APSA address given by Kenneth Waltz in 1999.
4th week (Feb. 7-9): ECONOMIC IMPACTS OF THE WORLD ECONOMY UPON THE MENA
We will look at a video, "The Seattle Syndrome," followed by a PBS series on The Commanding Heights of the World Economy, and raise questions about how "globalization" may affect the MENA in particular. Why has this region lagged behind East Asia? What about oil, the "resource curse"??
Feb 9: Deadline for selecting a research topic and country focus
Readings:
Joel Krieger, pp. 75-133
Galal Amin, finish
Freedom House, Country Reports, and UNDP, POGAR, focus on 3 countries that interest you so as to choose at least one by Feb. 10.
Practicum: Expect the in-class videos to be followed by brief quizzes designed for you to relate them to previous readings and discussions in this course.
5th week (Feb. 14-16): Regional explanations of arrested MENA development
Why has the MENA lagged? We look first at global factors. Oil rents and lavish aid (which can be carried further back to colonial times - the Europeans paid off their dependents to keep them quiet) fueled by the Cold War. Now the international rules have been changing since 1980s, leaving MENA adrift or in the throes of adjusment. MENA still gobbles up much of the world arms trade. Oil rents still bolster many of the economies of the region and may explain why needed reforms can be postponed.
Regional dynamics have been peculiarly unconducive to economic growth, political stability, and FDI. Arab Cold Wars and Arab-Israeli conflict, etc. Heavy military expenditures, within a region more interdependent than most because of transnational Arabism and Islam. The security states have had good excuses to stay armed and statist. Rivalries prevent regional trade, much less integration and functional specialization - everyone had to build a steel industry. Rentier states tend to give priority to allocation (and patronage) over production.
Can we dismiss cultural arguments? Yes and no. Puritanism and Islamism are both quite compatible with modernization, as Ernest Gellner argues. But cultural dualism and economic inequality can be especially combustible mixtures in the big cities (comparisons with Latin America on rates of recent urbanization, measures of economic inequality, and within MENA, comparing countries where islamism seems relatively containable - Jordan, Yemen and Morocco - with others?). MENA's social strains (becoming comparable to Latin America's) and an emergent and unruly islamist civil society generate rising costs of internal as well as external security. Compare the repressed popular sectors documented in Guillermo O'Donnell's work on Latin America in the 1960s and 1970s with the repressed islamist sectors of the MENA. Burdened by abnormally high security costs and police mentalities, many of the MENA's states may be peculiarly ill adapted to cope with economic issues raised by globalization.
The world has cared too much and too little about the MENA - too much in that "the Eastern Question" amplified international rivalries (Carl Brown 1984 analysis, and now China's new oil drive and the US occupation of Iraq); too little in that FDI shriveled after brief oil boom flirtations of mid-1970s, apart from the oil sector, which even so was partially disconnected from the major western companies in the 1970s.
Readings:
Henry and Springborg, Globalization and the politics of development in the Middle East, ch. 2
@-17, pp. 261-274: Michael L. Ross, "The Political Economy of the Resource Curse," World Politics 51:2 (Jan 1999), 297-322
@-10, pp. 153-163: Michael Herb, "No Representation Without Taxation?" Comparative Politics, April 2005, pp. 297-316.
Optional:
@-18: pp. 275-293: Michael L. Ross, "Does Oil Hinder Democracy?" World Politics 53: 3 (April 2001), 325-361
Jonathan Nitzan and Shimshon Bichler, The Global Political Economy of Israel, Table of contents, chapter 5 ("The weapondollar-petrodollar coalition"), and those of you interested in Israel might read on to get an understanding of the Israeli political economy.
Practicum:
Examine recent trends in:
Oil: look at British Petroleum statistics on oil production, reserves, prices.
Rentier state: Look at WDI 2001 table giving the structure of exports - note the high proportions of fuel exports=oil and gas.
Arms data: From Mena-politics (http://www.la.utexas.edu/chenry/mena/) examine Center for Defense Information data base or go to Sipri (Sweden) at http://www.sipri.org/ and register to look for military expenditures by country or by region. Cf. WDI 2001data.
You might also look at the Federation of American Scientists http://www.fas.org/ and their databanks.
6th week (Feb. 21-23): The Washington Consensus and the "Freedom Deficit"
Statist legacies (weak but "fierce" states) which, to be fair, were not only reflections of state weakness but also responses to older forms of imperialism. Statism also fit the Bretton Woods era (1944-1971) of "embedded" (or social justice oriented) liberalism. Statist political forces surviving in the region: public sector officials, patronage networks, labor forces preventing dismantling of the old order. Bureaucratic overgrowth and issues of employment vs, privatization. Comparisons: peculiar convergence between the radical nationalizers and the oil producers.
Focus on the crony capitalist and other rent-seekers: the enclave business elites offer up resources to solidify the patronage networks. Why are the results different from those of equally corrupt polities in East Asia? How autonomous in these patrimonial regimes can economic policy makers be - look at the roles of technocrats, economic teams of reform-oriented ministers, zero in on Egypt and the final Gandzoury triumph in 1996 (for a little while) after stagnation and paralysis under previous ministries (cf Suharto's sound macro-economic management after earlier mistakes). Maybe we can also find little change teams in Tunisia, Morocco, Jordan but they are precarious because technocrats just don't have relative autonomy in these patrimonial systems. Maybe more so in Egypt or Tunisia than in Algeria (where even presidents can be assassinated): recall that in Saddam's Iraq the poor petroleum minister had to flee in fall 1990 after being scapegoated for rising prices at the pump during the Kuwait crisis.
Readings:
Henry and Springborg, Globalization, ch. 3
Jeremey Clift, "Beyond the
Washington Consensus," and John Williamson, "From Reform Agenda to
Damaged Brand Name," in Finance and Development (IMF, Sept 2003
issue).
World Bank, World Development Report 1997, summary.
United Nations Development Programme (UNDP), Arab Human Development Report 2004, pp. 1-22, 47-64 (pp. 7-28, 52-69 in your pdf file; NB p15=22ff: the "black-hole state"
@-11: IMF Working paper by Crandall and Bodin, Revenue Administration Reform in the Middle Eastern Countries, 1994-2004, pp. 1-10, 26-29
Practicum: Examine Freedom House data and country reports; the World Bank subjective indicators of political development for MENA - you may make your own charts - along with Aart C. Kraay , Daniel Kaufmann and Massimo Mastruzzi , Governance Matters, discussing how the data are gathered. The Index of Economic Freedom of the Heritage Foundation is very user friendly and, more relevant than the numbers are detailed descriptions for each country along ten indicators including property rights and regulation - worth reading, maybe an occasional selective quote as it reflects US business perceptions hence foreign investment climate maybe. The Corruption Perception Index, --here is the 2004 version -- from Transparency International, lists lots of MENA countries among the 146 countries covered, based on various polls and surveys carried out among "business people and country analysts, including surveys of residents, both local and expatriate," very much like the Kaufmann World Bank data.
More "objective" indicators of rule of law might include Contract-Intensive Money (Checking and Savings Accounts etc. - also see www.pogar.org for updates - here is Algeria's CIM 1980-2003) as a percentage of the money supply (M2), generated from IMF Financial Statistics. You may also look at the time required to enforce a business contract, etc., by country, data collected by the World Bank.
Optional: For a critical analysis of governance indicators, see Todd Landman, Map-Making and Analysis of the Main International Initiatives on Developing Indicators of Democracy and Good Governance, University of Essex, Human Rights Centre, 2003. Also (10 meg pdf file download) Christopher Clague et al, Contract-Intensive Money: Contract Enforcement, Property Rights, and Economic Performance (rev ed 1997).
7th week (Feb. 28-March 2): Development, Democracy and Information
Is the MENA a political backwater (helping to explain the poor quality of economic policy-making?)? To carry the golden straightjacket analogy a step further, is the MENA already especially undemocratic for its levels of economic development and social change? Data will show that much of the region is just reaching critical per capita GDP levels but of course these mean little unless we can get some theoretical explanations behind the supposed correlations between per capita income and type of political regime. How will globalization affect the region's archaic patrimonial regimes? Maybe, though economic development did not necessarily undermine dictatorship in the past (cf Przeworski), globalization seen in its political and imperial as well as economic ramifications puts ever increasing pressure on incumbent patrimonial regimes. Countries can go democratic for geopolitical as well as for modernization reasons. Does the Information Revolution present a new set of threats as well as opportunities?
Feb. 28: Annotated bibliography due
Readings:
@-21 pp. 309-325: World Bank, Developing Countries and the Global Financial System, World Development Report 2000, chap 3.
@-3 pp. 39-43: Carnegie Endowment for International Peace, Arab Reform Bulletin (Dec 2004) Statistics on Arab Media
@-19 pp. 295-301: Naomi Sakr, "Satellite Television and Development in the Middle East," Middle East Report, Spring 1999
World Bank, Better Governance for Development in the Middle East and North Africa (2003), overview.
Al-Hayat, Feb. 13, 2004, draft of US proposal for Middle East reforms to present to G8 June meeting
World Bank, MIDDLE EAST AND NORTH AFRICA REGION STRATEGY PAPER (online March 4, 2004)
" Arab Leaders Seek to Counter U.S. Plan for Mideast Overhaul," NY Times, March 4, 2004.
@-25 pp. 365-368: Steven R. Weisman, "U.S. Starts Semi-Independent Forum for Mideast Democracy," New York Times, Nov. 11, 2005, and "Meeting of Muslim Nations Ends in Discord," New York Times, Nov. 13, 2005
Practicum: Arab Freedom Press Watch monitors Arab countries and may give you some insights. Reporters Without Borders reports on "The Internet Under Surveillance 2004" and you can examine the situation in the countries you are researching. See also their index of press freedom - and you can download the MENA survey. Robert West's report on e-government (2003) examines the quallity of governments' info provided on their respective websites. We also have Global Internet Statistics by language but need to update it.
Finance: look at international perceptions of risk reflected in interest rates.... Emerging stock markets and the rise of outside monitoring agencies. Focus on comparisons with East Asia--Malaysia, Thailand , Indonesia...Manpower disadvantages, poor technical training and functional illiteracy hurt manufacturing - though cf. Tunisian textile FDI and subcontracting.
8th week (March 7-9): Review and Midterm Examination
March 9: Midterm exam
Note op-ed in New York Times Monday, March 8, 2004 , by Zbignew Brzezinski (Pres. Jimmy Carter's National Security Advisor), "The Wrong Way to Sell Democracy to the Arab World."
Spring Break
9th week (March 21-23): Bunker Capitalists and Adjustment: Algeria, Iraq, Libya, Syria, Yemen, and the Sudan
Data may show that these states are at least as well integrated into the world economy as some of their neighbors, also the internal reforms may parallel those of the IMF/IBRD "good" students even if the USA treats some of them as rogues. For Iraq and Libya as much as for the GCC states, oil is a major integrator. Comparisons with Indonesia will suggest, however, that they still have much to do to diversify their economies. Sudan, an international basket case, is the MENA's potential bread basket. Is globalization such a good thing anyway - does Algeria maybe exaggerate its repercussions in the MENA? Comparisons with another bunker: Israel
March 20: Outline of your project (200 words) due
Readings:
Henry and Springborg, Globalization, ch. 4
@-8: Clement M. Henry, "Algeria's Agonies: Oil Rent Effects in a Bunker State," Journal of North African Studies, 9:2 (summer 2004), pp. 68-81
@-14, pp. 203-233: C.H. Moore, Politics in North Africa, ch. 2 (on colonial situations)
IMF, Guide on Resource Revenue Transparency (June 2005), Appendix I (data on oil as % GDP and % exports and % revenue)
10th week (March 28-30): Praetorian state capitalism: Egypt, Tunisia, and the Palestinian Authority
The veiled bunkers - with heavy states and weak businesses and a phenomenon of "deliberalization" shared by all three despite some efforts to privatize to develop export sectors. Can Egypt and Tunisia dare further to liberalize their financial sectors, a prime mechanism for patronage and support for ailing public sector enterprises? And what about Palestine's nascent state monopolies?
Readings:
Henry and Springborg, Globalization, ch. 5 - plus a little update by Henry on Tunisia's Rogue Ben Ali Regime
@-13 pp. 191-202: Timothy Mitchell, "Dreamland," subsequently chap 9 of Rule of Experts (U of Calif Press, 2002)
Gregory White, A Comparative Political Economy of Tunisia and Morocco - focus on the Tunisia chapters
@-1 pp. 5-22: Alexandria Statement : “Arab Reform Issues: Vision and Implementation,” 12-14 March 2004, Bibliotheca Alexandrina
@-12 pp. 187-189: Neil MacFarquhar, “Melting Icy Egypt-Israel Relations Through a Trade Pact,” New York Times, Dec. 16, 2004
Practicum: Profiles of Egypt and Tunisia; also see Kamal Labidi, "Tunisia Independent but not Free," Le Monde diplomatique (March 2006).
Optional: Iliya Harik, Economic Policy of Reform in Egypt (UP of Florida, 1997)
Yahya M. Sadowski, Political Vegetables? Businessman and Bureaucrat in the Development of Egyptian Agriculture (Brookings, 1991)
Clement Henry, The Mediterranean Debt Crescent (UP of Florida, 1996), chapters 6, 7.
Boyan Belev, Forcing Freedom: Political Control of Privatization and Economic Opening in Egypt and Tunisia (Columbia PhD 2000) -13.4 megs
11th week (April 4-6): Jordan and Morocco: political strategies of adjustment
May the "German" (oligopolistic form of) capitalism support political pluralism in the context of monarchy. For how long?
Readings:
Henry and Springborg, Globalization, ch. 6
Gregory White, A Comparative Political Economy of Tunisia and Morocco - focus on the Morocco chapters
@-12 pp. 179-186: Neil MacFarquhar, “Heavy Hand of Secret Police Impeding Reform in Arab World," New York Times, Nov. 14, 2005
Practicum: WDI and GDF profiles of Morocco and Jordan. Recall Morocco's gini coefficient (WDI 2003: income distribution data, against the conventional wisdom that Morocco has greater income inequalities than Tunisia.
12th week (April 11-13): Recalcitrant Rentiers: The GCC monarchies
Common denominators of family regimes, big statist sectors, generous welfare programs, and sustantial but now diminishing oil or strategic rents. Compare and contrast their manpower, financial strength, oil revenues, stock markets, ability to attract foreign capital (or bring back their own). New middle classes or bourgeoisies in search of democracy?
April 11: Rough draft of final policy paper due
Readings:
Henry and Springborg, Globalization, ch. 6
@-5 pp 71-95: Daryl Champion, "Saudi Arabia" Elements of Instability within Stability" (1999)
@-2 pp 23-38: Eva Bellin, "Contingent Democrats: Industrialists, Labor and Democratization in Late-Developing Countries," World Politics, 52 (January 2000), 175-205
Practicum: WDI profiles of Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, UAE - meager data! New data on Gross FDI, risk profiles and stock markets to be shown in class. And the apparent wealth effect on economic liberalization (data from Wall St. - the Index of Economic Freedom)
Optional: Kiren Chaudhry, The Price of Wealth (Cornell UP 1997).
13th week (April 18-20): Adjustment and Democracy: Israel, Turkey, Lebanon, and Iran
What do Israel, Turkey, Lebanon, and Iran have in common? Lots of expatriates and remittances but then so also do Algeria and Egypt. Less of a statist legacy than recalcitrant Algeria and Egypt? But Israel and Turkey carry heavy statist legacies (one Israeli commentator recently observed - Norton vol 2 - that civil society only emerged in Israel in the 1970s). Both countries had to crash (Turkey 1978-80, Israel 1982-83) before beginning to adjust - Jordan (1989), too, for that matter. And now Iran? Lebanon had overadjusted, or rather, failed to develop a statist legacy to reform (just as well, as corruption is rampant). What are the prospects of help from outside - multilateral initiatives pushed by the EU and/or the US - for the Arab world?
Reading:
Henry and Springborg, Globalization, ch. 7
@-23 pp. 333-348: Molnay Yacoubian, Promoting Middle East Democracy - European Initiatives (USIP Special Report 127, Oct 2004)
@-24 pp. 349-364: Molnay Yacoubian, Promoting Middle East Democracy II - Arab Inbitiatives (USIP Special Report 136, May 2005)
@-7 pp. 99-127: German Marshall Fund, Democracy and Human Development in the Broader Middle East, Istanbul Paper #1, June 2004.
@15 pp. 235-241: Marina Ottaway and Amr Hamzawy, Political Reform in the Middle East: Can the US and Europe Work Together, Carnegie Endowment, December 2004
@-4 pp 45-69: Thomas Carothers, "The End of the Transition Paradigm," Journal of Democracy 13:1 (Jan. 2002), pp. 5-21 - and response by G O'Donnell, Journal of Democracy 13:3 (July 2002), pp. 6-12
@-6 pp 97-98: Thomas L. Friedman, “Holding Up Arab Reform,” op-ed, New York Times, Dec. 16, 2004
14th week (April 25-27) Islamic capitalism and the Washington Consensus
Does Islam act as a shield, mitigating dilemmas between international openness and social welfare? Algeria's reformers tried and failed in 1989-91 to maintain a tacit alliance with the FIS. But Iran already seems well on the way to combining the Washington Consensus with Islamist pluralism. Bonyads (foundations) as sources of civil society? Islamic business sectors will be examined in comparative perspective, including those of other conventional MENA economies, such as Egypt, Jordan, Turkey and the Gulf states. Islamic banking will be analyzed.
April 25: Final policy paper due
Readings:
Henry and Springborg, Globalization, ch. 8
Henry, Introduction to Special Issue on Islamic Banking, Thunderbird International Business Review, July 1999
Clement Henry and Rodney Wilson, eds., The Politics of Islamic Finance (Edinburgh University Press, 2004), draft Introduction and Conclusion
Practicum: WDI and GDF profiles of any two of Iran, Iraq, Libya, and the Sudan
15th week (May 2-4): The prospects for capitalism and political change in the MENA
More economic accountability can just as well help to rationalize authoritarian practices.We will develop some of the arguments connecting economic to political development discussed in earlier weeks. Concluding that rationalized authoritarianism or political disintegration may be the consequence, intended or unintended, of the globalization hegamon. Or can the United States take its Middle East Partnership Initiative to build democratic pluralism ("the political pillar") more seriously, developing those vital capitalist communications, and not be afraid of the spillover into civic domains? This may require accepting last week's findings.
May 4: In-class quiz and conclusion.
Last updated 25 March 2006
Department of
Government, College of
Liberal Arts, University of Texas at
Austin.
Questions, Comments, and Suggestions to chenry@mail.utexas.edu
Young Conservatives of Texas’
Professor Watch List
Professor Watch List
Young Conservatives of Texas - University of Texas Chapter
www.yct.org
The Professor Watch List is designed to be a resource to the
student body of the University of Texas. This report includes professors who
push an ideological viewpoint on their students through oftentimes subtle but
sometimes abrasive methods of indoctrination.
This List does not target professors for their opinions in or out of the
classroom, and professors are not judged by their politics alone. They are not
noted for presenting their opinion. What is considered is whether the professor
respects and strives for intellectual honesty in his or her classroom through
presenting a fair and balanced delivery of information that is not crafted to
produce a certain mindset within the
receiving
student. Classroom presentation, instructor attitude and reading material are
among applicable measurements of this standard.
Additionally, some professors will be listed on our Honor Roll. These professors embody an intellectually honest classroom or teach a subject we feel is important to higher education but is oftentimes downplayed, shunned or forgotten about by largely liberal campuses.
YCT members have personally visited classes from all professors listed below.
We do not
advocate retaliation against listed professors, nor do we demand they change their teaching style. YCT members have made every effort to produce a non-partisan list.
The
Watch List includes the name of the instructor, their department, the course evaluated
by the Watch List and, if available, the courses the professor is teaching for
the Spring 2004 semester.
Spring 2004 Watch List
Instructor: Robert Jensen
Department: Journalism
Course Evaluated: Critical Issues in Journalism
Spring 2004 courses: Critical Issues in Journalism
In a survey course about Journalism, one might expect to learn about the industry, some basics about reporting and layout, the history of journalism, the values of a free press and what careers make the news machine function. Instead, Jensen introduces the unsuspecting student to a crash course in socialism, white privilege, the "truth"; about the Persian Gulf War and the role of America as the world's prominent sponsor
of terrorism. Jensen half-heartedly attempts to tie his rants to "critical issues" in journalism, insisting his lessons are valid under the guise of teaching potential journalists to "think" about the world around them. Jensen is also renowned for using class time when he teaches Media Law and Ethics to "come out" and analogize gay rights with the civil rights movement. Ostensibly, this relates somehow to his course
material.
Instructor: Clement Henry
Department: Government
Course Evaluated: Arab-Israeli Politics
Spring
2004 courses: Unspecified GOV312 sections and Globalization in Middle East and
Africa
Both books that are required reading present a pro-Palestinian bias. Dr. Henry
could have required the class to read one Pro-Palestinian and one Pro-Israeli
book. He consistently employs a negative tone when talking about the U.S. or
Israel, and attempts to belittle students who disagree with him. Dr. Henry has
been consistently critical of Israeli and American policies while hardly
mentioning the atrocities committed by Arab suicide bombers and espouses
ludicrous Jewish conspiracy theories.
Instructor: David Edwards
Department: Government
Course Evaluated: International Relations
Spring 2004 courses: Politics and Reality, 310 American Government
Dr. Edwards allows his hatred of conservatism and capitalism to permeate his entire curriculum. His videos reflect the left-wing viewpoint nine times out of 10. He teaches one side of the story, and uses examples of Bush's policies for nearly every criticism of political actors. The articles he highlights from the New York Times are almost always criticisms of capitalism, free trade organizations or the Iraq war.
Instructor: Steve Bronars
Department: Economics
Course Evaluated: Introduction to Microeconomics
Spring 2004 courses:
Dr. Bronars acknowledges that one of the reasons he teaches economics is to get more people to agree with his opinions on it. He champions the free market system and believes in minimal government intervention. Although he may try to offer a liberal perspective on economics early on, he will admit that his class focuses instead on efficiency. He is very good at teaching economics, but sometimes his opinions are the
main
things that shine through in his lectures. You probably wouldn't take a free
market economics class if you didn't already believe in capitalism, but Dr.
Bronars may try to do the thinking for his students without challenging them to
question why they feel the way they do.
Instructor: Edmund T. Gordon
Department: African and African-American Studies
Course evaluated: African-American Culture
Spring 2004 courses: Blacks and Resources
A black student in the class who held conservative politics asked what was wrong with being black and conservative, and Gordon implied that if you're black and conservative, you're not black enough, and you're not doing what's in the best interest of the black community. He's called himself a radical and displayed a political agenda of changing students' minds toward a far left ideology. Most of what's taught consists of
how
blacks were and are oppressed, which would seem to deprive students of other
important elements of black culture.
Instructor: Gretchen Webber
Department: Sociology
Course Evaluated: Introduction To The Study Of Society
Spring 2004 courses: Pending
This introductory sociology survey course is taught by Dr. Webber primarily from a conflict theory perspective, although Webber, the textbook and the readings do deal with competing sociological perspectives such as functionalism, symbolic interactionism and feminism [Yes, that IS considered a sociological perspective.]. Webber and the readings’ emphasis on conflict theory mean that a certain interrelated set of premises are assumed at the outset of the course: A nation’s economic wealth is finite; there is “conflict” over this finite wealth along race, class, and gender lines; racial, class, and gender
oppression and exploitation result from the dominant group - wealthy, white males – subjugating “subordinate” groups in an effort to hold onto their finite wealth and “perpetuate the status quo;” and finally, challenging racial, class, and gender inequality should be America’s number one policy objective. None of the readings advocate much of a role for an individual’s free will; instead the readings postulate that economic and social forces “determine” most people’s position in the “social hierarchy.”
Instructor: Jennifer Suchland
Department: Government
Course: Race, Class, & Gender
Spring 2004 courses: Unspecified GOV 312 section
Since all GOV 312 courses fulfill the second half of the Texas Legislative requirement for 6 college credit hours of U.S. government, not all 49,000 UT students are required to take a GOV 312 class that deals specifically with race, class, and gender issues; there are other GOV 312 sections. However, since GOV 312 is a required class, many UT students may enroll in this section anyway, particularly if it fits their class schedule. This class deals with race, class, and gender issues primarily from a conflict theory or, more
accurately, a historical-materialist perspective, as originated by Hegel and Marx, not from a classical liberal worldview. Although during class discussions Suchland allows dissenting ideas, all of the course readings greatly accentuate oppression and exploitation in the U.S. along race, class, and gender lines. If you believe in the American Dream and that the U.S. is a land of great opportunity, nothing in the readings from this
class
will confirm that belief.
Instructor: Thomas Garza
Department: Slavic Languages and Literature College of Liberal Arts
Course evaluated: The Vampire in Slavic Culture
Spring 2004 courses: Unavailable
Dr. Garza uses his position during lecture to make cheap verbal attacks on American foreign policy and the Bush administration. During one class session he made a vague, yet acidic remark, stating that the past actions of certain moral conservatives are hypocritical because the United States is a nation "that bombs people from other countries for no other reason than the fact that they look different than us." On another
occasion, he referred to President George H.W. Bush as "...you know, the President Bush that was actually elected," thus making the implication that the current President holds his office illegitimately. None of these statements were relevant to the subject material, nor did they come with any qualification whatsoever -- he arrogantly offered these remarks as if they were simply a matter of common knowledge.
Instructor: Dr. Harry Cleaver
Department: Economics
Course evaluated:
Spring 2004 courses: Political Economics of International Crisis, Political Economy of Education
While Dr. Cleaver tends to admit his bias occasionally throughout the semester, he floods the course aterial with a plethora of views from the postmodernist agenda. The former 1960's and 70's Marxist adical slightly refined his views throughout the last few decades and now seems to promote a not so leftwing agenda. He is still highly critical of most political establishments in the country and oftentimes gives a one-sided analysis that is more critical of free-market thinking than the more authoritarian economic
philosophies. He is, however, a great lecturer and is well informed.
Instructor: Penne Restad
Department: Liberal Arts Honors
Course evaluated: United States since 1865
Spring 2004 courses: United States since 1865, Myth/Construction of American Identity
Dr. Restad's goal is not to encourage objective inquiry into the history of this nation, but rather to indoctrinate students with highly subjective, emotional reactions to historical events. The class disposes of the concept of examining history from different perspectives in order to reach our own conclusions in favor of studying one side of the study in order to let someone else make up students minds for them. The subject
matter was presented through texts that represent the same narrow and far left interpretation of American history.
http://studentorgs.utexas.edu/yct/images/YCT_Watch_List_Spring2004.pdf
RateMyProfessors Remarks
Professor: Samantha Krukowski
Department: Communication
RateMyProfessors
remarks
- Beware if you have your own ideas or opinions because she is vengeful to the extreme.
- Beware of disagreeing with her...
Professor: Haney
Department: History
RateMyProfessors
remarks:
- Uses the class as a soapbox for his leftist views…
- …VERY liberal
Professor: Mauricio Tenorio-Trillo
Department: History
RateMyProfessors
remark:
- Brilliant man who hates students, teaching, and Americans.
Professor: David Edwards
Department: Political Science
RateMyProfessors
remarks:
- biased incredibly liberal and unfair...express a conservative thought and you will earn no better than a C
- He is biased to the left, but what can you do..nearly every prof at ut is, he just shows it. My only beef with this class was having to read a ny times paper every day and cut articles out of it to summarize...thats very time consuming for an intro class, wastes money, and who said I wanted to read that liberal rag anyway
Professor: Alessandra Lippuci
Department: Political Science
RateMyProfessors
remarks:
- very liberal, and dose not except the oppinions of those in her class.
- …she's pretty slanted to the left.
Michael Moore Lecture
The Student Endowed Centennial Lectureship, a group which is
student-run but which is advised by a representative of the University’s Dean
of Students office, organized the lecture.
http://studentorgs.utexas.edu/secl/
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