Women in Culture: An Intersectional Anthology”
Critical reflection related to each week’s assigned content and lecture. The goal is to thoughtfully and critically engage with the course content. For each reflection, please emphasize the definitions and significance of key concepts presented in the content, including compelling quotes that stood out to you. These reflections are meant to help you synthesize your ideas about our readings and lectures and help you practice the critical thinking and analytical skills that you’ll demonstrate with your final paper/project. Some ideas to write about include:
Theoretical questions raised by the author/creator that stood out to you
What the author/creator made you think/feel and why
What you agree or disagree with and why
READ THE FOLLOWING: Each reflection should be between 1 pages long, single-spaced
* Each reflection should be between 1-3 pages long, single-spaced
*Use only: the textbook, article, documentary, and lecture slides as sources.
*Try to cite all of the textbook readings
* READ THE LECTURE SLIDES
* APPLY THE READINGS AND THE LECTURES, EXPLAIN WHAT IT WAS ABOUT
** LOOK AT THE SAMPLE REFLECTION AS A GUIDELINE ON HOW TO WRITE THE PAPER
Textbook Citation: Scott, Bonnie, K. et al. Women in Culture: An Intersectional Anthology for Gender and Women’s Studies. Available from: VitalSource Bookshelf, (2nd Edition). Wiley Global Research (STMS), 2016.
**I have attached screenshots of the pages of the book.
Documentary: Dolores
https://video.alexanderstreet.com/embed/dolores
Category: Gender Studies
follow instructions. Only do the topic proposal discussion. read the part that says topic ideas and formulate a topic based on media and or gender in media
Asignment Details:
Expected to summarize the interpretations and analyses in those sources. Note that the
process of locating sources of critical knowledge on your topic will require you to locate, read, and
assess more than just the final 8-10 sources you write about.
Sources I picked but welcome to find more:
Bibliography
Matthews, Aisha. “Gender, Ontology, and the Power of the Patriarchy: A Postmodern Feminist Analysis of Octavia Butler’s Wild Seed and Margaret Atwood’s the Handmaid’s Tale.” Women’s Studies 47, no. 6 (August 2018): 637–56. https://doi.org/10.1080/00497878.2018.1492403.
Van Engen, Dagmar. “Metamorphosis, Transition, and Insect Biology in the Octavia E. Butler Archive.” Women’s Studies 47, no. 7 (October 3, 2018): 733–54. https://doi.org/10.1080/00497878.2018.1518620.
Blazan, Sladja. “‘Something Beyond Pain’: Race, Gender, and Hyperempathy in Octavia Butler’s Parable of the Sower.” Gender Forum, no. 82 (January 2022): 34–52. https://search.ebscohost.com/login.aspx?direct=true&db=qth&AN=158534680&site=ehost-live&scope=site
Alexis Lothian. Old Futures : Speculative Fiction and Queer Possibility. NYU Scholarship Online. New York: NYU Press, 2019. https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1789424&site=ehost-live&scope=site.
Eleanor Drage. The Planetary Humanism of European Women’s Science Fiction : An Experience of the Impossible. Interdisciplinary Research in Gender. Abingdon, Oxon: Routledge, 2024. https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=3678083&site=ehost-live&scope=site.
Lloyd, Vincent. “Post-Racial, Post-Apocalyptic Love: Octavia Butler as Political Theologian.” Political Theology 17, no. 5 (September 2016): 449–64. doi:10.1080/1462317X.2016.1211296.
Research Question:
How does Octavia Butler’s literary works challenge gender norms and explore the intersectionality of race and gender in a dystopian context, while also addressing prevalent notions of Blackness and racism in science fictions
Papers should be 8-10 pages in length, use MLA formatting, and should be analytical in nature. While writing, one needs to explore the supportive and argumentative materials within your topic. Do not use too much vocabularly and keep easy to understand.
Your papers should have no fewer than 6-7 sources of which most need to be primary resources.
Lastly, your papers must include an ethical component…please do not omit this crucial task.
Our final unit explored sexuality and the state; or, specifically, how sex and sexuality are discussed and policed both at the state and private level. For this final unit paper, I would like for you to venture an original argument that demonstrates your own understanding of how sex and sexuality are policed and/or negotiated, using the materials from Unit III. once those words are out in social space, there are reactions to those evocations like censorship, violence, and legislation, but there is also acceptance, world-making, and community building. I am looking for you to make sense and make connections between and among the articles that we read for the final unit. What do they all mean, together?
We covered topics such as obscenity, scholarship and dirty work, policing sexuality, sexuality and state violence (like Guild Press and Womack), and social policing. What do these all mean together? What do they all demonstrate about Critical Sexuality, both past and present? You will be required to bring at least four articles into conversation together. As with other unit papers, no outside research nor use of digital assistance like ChatGPT. You will be graded based on your use of course content to support your claim and argument.
One example of an approach would be to use Kiernan and Rubin to consider what happened to Karl Andersson and Louisa Allen. Another approach might be to consider “Dirty work” as it applies to articles like Allan, Irvine, Andersson, and Clark.
This paper must be thesis-driven, 2-3 pages in length, and must cite from at least four of the articles covered in this unit. MLA formatting required and a works cited page must be included.
Must watch the documentary, Border Crossings: Half the Sky . Consider the following questions (if
helpful): 1) What are the material conditions faced by the women/girls; 2) HOW
is the film silent about the political/historical and economic context (which
should be important for your critique); What is the perspective of the film?
(i.e. who is the audience supposed to identify with?); and 4) Applying the
concepts from the readings in section 4, what are some main transnational
feminist critiques of this Western “feminist” documentary? Please use at least three (3) readings
from this section of the class (section iv). Use the 3 articles that are attached
for this literature review, I want to go in depth on the gender wage gap in vietnam. Exploring the history, social norms, and culture
As an exercise in reading Joseph Mankiewicz’s All
About Eve through the lenses of feminist, gender, and queer studies lenses:
Discuss the characters
of Eve Harrington and Addison DeWitt in the film All About Eve as
“queer” — both in the sense of being outside of the mainstream of
others in their
category of identity (as female, as male, as actress, as
critic, as member of society), and in the sense of there being hints that they
are sexually attracted to and
identified with the same sex.
In your analysis, can All
About Eve be read as a “queer film”? For a definition of
“queer
film,” see Harry M. Benshoff and Sean Griffin, “Introduction: What is
Queer
Film?,” in Queer Images: A History of Gay and Lesbian Film in
America
(Lanham: Rowman & Littlefield, 2006): 9-12. (Bb)
How can All About Eve
be read using the lenses of feminist and gender studies?
Bibliography in alphabetical order in APA Style with 15 reliable references of a certain depth. Follow the instructions in the images. Thank you for your work:)
Is peace “feminine”? Is war “masculine”?
What do women bring to the peace table? Do they bring something different from men, and, if so, why?
Why have women been under-represented in the peacemaking process in most historical settings
Who writes history? Why was the role played by the women of Liberia in the peace process largely ignored by mainstream chroniclers of the events?
How did the women in the film use their bodies and sexuality as tools in the peacemaking process?
Are women and children affected differently by war than men? Why are they particularly vulnerable in times of war?
What conditions of modern warfare have led to the increase in the recruitment of child soldiers?
Who should be held accountable for human rights violations against women and children in times of war?
What are the implications of the success of the Liberian women’s movement for peace-making in other parts of the world?
What are some of the ways women in wealthy nations can come together to support and empower women in poor nations to fight violence in their communities, and to enhance the recognition of their fundamental human rights in those places? Is it possible to do so in ways that are not ethnocentric and that truly empower women?
What is a quota system within a government? Does the United States have one?
In regards to the SDG Tracker, Globally, how are doing? What three examples of progress resonated with you most?