Gender and Women's Studies

Women's Studies Courses Fall 2002

Women's Studies 111: Introduction to Women's Studies in the Humanities
Studies in Women, Gender, and Sexualities
Students must register for the lecture and one discussion section. Please note: the lecture time and place has been changed from that shown in the Timetable. This course fulfills the General Education Social Sciences requirement. Section U1 for Unit One, WIMSE, and Weston Exploration students through August 26 or by consent of the Unit One director.

Gill (Lect.) MW 3:00 NEW TIME
Disc. A Th 2:00
Disc. B Th 1:00
Disc. C Th 12:00
Disc. D Th 11:00
Disc. E Th 10:00
Disc. F F 11:00
Disc. G F 10:00
Disc. U1 Th 3:00

This course provides an introductory overview of the interests, concerns, and controversies of contemporary feminisms. Each week's lecture and discussion sessions will address one particular issue of importance to gender studies. Weekly topics include gender construction, the formation of sexualities, the concerns of race, and issues of family. Students will read articles that examine these topics in terms of the their significance both in and out of the academy, contemplating not only theoretical matters and but also the social and political functions of film, television, advertising, and art.

Women's Studies 114: Contemporary Issues in Women's Studies

Morey TuTh 10:00 - 11:30

Explores the most recent debates and research related to contemporary issues, which primarily affect women. Review issues related to sexual and domestic violence, gender socialization, feminization of poverty, women's health, sexual harassment, work and family, politics, and media influences from a multi-discipline and multicultural perspective.

Women's Studies 199: Undergraduate Open Seminar
May be repeated, 1 to 5 hours, independent study. For independent study registration in this course, students should contact the department office. Sections are listed below.

CONF ARR Ind. Study

Women's Studies 199 U1: Undergraduate Open Seminar
Topic: Women in Film and Literature
Section U1 is for students in Unit One, WIMSE, Global Crossroads, or by permission of the Unit One director. This section will meet 8 times over the semester and is graded S/U. First class meeting, September 5.

Staff Th 4:00 - 5:50

Women's Studies 210: Introduction to Queer Studies
Same as SOC 210. Prerequisite: WS 111 or 112 or 201, or consent of the instructor.

Cole Tu 3:00 - 5:50

This course is an introduction to an innovative interdisciplinary field of inquiry called queer studies. Queer studies begins from the premise that sexuality is historically variable and conditioned by social and political orders. In this course, we will review the key concepts and debates guiding queer studies and evaluate how they facilitate our understandings of the social and cultural dimensions of sexuality. Our course will use historical, scientific, theoretical, and popular materials to address questions related to: the processes and practices involved in the normalization and naturalization of sex, the ways in which sex and sexuality shape self understandings; the production of sexual deviance in relation to nationality, race, and gender; and innovations in practices related to sexual freedom.

Women's Studies 240 &1: Sex and Gender in Classical Antiquity
Same as C LIT 262, CLCIV 240. For Chancellor's Scholars. Others may enroll with consent of the instructor and the director of the Campus Honors Program.

Parca MW 11:00 - 12:20

Is the nineteenth-century premise that mythology preserves a nucleus of historical fact a valid tool in the study of Greek women? How is the assimilation of female to nature and male to culture exploited in Greek literature? In what ways are the poems of Sappho a response to the male consciousness of the Homeric epics? What does the archaeology of domestic housing in Athens reveal about the social status and role of Athenian women? In what ways do the Hippocratic writers reflect the cultural assumptions about the female body and the manner in which it operates? Can Plato be called the first feminist? Why can Athenian sexual attitudes and practices be termed "political?" Was the incidence of divorce in Roman society particularly high? To whom was child custody granted in Roman law? Who were the working women of Rome? Did Christianity appeal more quickly to women than to men? Curious? The course will address these and many other issues, using the resources of Greek and Roman literary and non literary written sources, art, and architecture. While fiction reflects the culturally motivated and emotionally embedded bias of a society, archaeology, art and architecture provide a visual and material record of lives and mores, and graffiti, inscriptions and papyri constitute a source of direct insight into the thoughts, emotions and beliefs of antiquity and reveal much about the legal and social status of the people.

Women's Studies 250: Black Women's Histories and Cultures
Topic: Black Feminist Thought
Same as AFRO 250. Prerequisite: AFRO 100 or WS 111 or WS 112, or consent of instructor.

Petty MW 3:30 - 4:45

This course will examine the origins and development of black feminist/womanist thought in the United States. We will examine the social positions and writings of enslaved black women, post-Emancipation and late nineteenth-century black women, and twentieth-century black women to determine the extent to which they worked within and against the boundaries of race and gender to develop an ideology unique to their group. We will use Words of Fire: An Anthology of African-American Feminist Thought, edited by Beverly Guy-Sheftall, as our primary text. Slave narratives, excerpts from autobiographies, some fiction and some poetry, will supplement this. Time permitting, we will view excerpts from films and videos by black women filmmakers. Students will be required to write at least two medium-length essays and a final exam.

Women's Studies 263: Introduction to Women and the Visual Arts in Western Culture
Same as ARTHI 260.

Wood TuTh 12:00 - 1:15

Explores the complex interactions of women with the visual arts in Europe and North America from the classical era to the present, including the modes of artistic production and the representation of women in western society.

Women's Studies 286: Women in Popular Film and Television
Same as COMM 256. Lab section is a screening of the film to be discussed in class; attendance is optional if students can view the film on their own.

Kosovski MW 1:30 - 2:50
Lab Th 6:00 - 8:30

This course will introduce students to feminist film and television criticism. While women have been depicted in and targeted by media since its inception, the study of feminist issues in popular media is a relatively new field, finding a place within media studies within the last 25 years. Looking at exemplary popular films and televisions programs, we will approach both media from a variety of feminist cultural perspectives, investigating and analyzing depictions of women, constructions of sexuality, and masculinist narrative structures. We will also critically examine the usefulness of these interpretive frameworks in assessing the cultural work of popular media, as well as discuss the changes in and ongoing reconstructions of feminist media studies.

Women's Studies 290: Individual Study
Prerequisite: One course in Women's Studies; consent of instructor. May be repeated to a maximum of 6 hours. Students may register in this course more than once in the same term.

CONF ARR Ind. Study

Women's Studies 302: Gender, Relationships, and Society
Same as HDFS 302, SOC 302. Prerequisite: SOC 100 or HDFS 105; or 6 hours of anthropology, geography, political science, or sociology.

Oswald MW 11:30 - 1:00

This course examines the social construction of gender within personal relationships, and links interpersonal constructions to both social institutions and individual development. Also, looks at the intersection between gender and other identities and social positions.

Women's Studies 324: Gender and Race in Contemporary Architecture
Same as ARCH 324. Prerequisite: Junior standing or consent of instructor.

Anthony MW 9:30 - 11:00

The purpose of this course is to introduce students to an aspect of architecture that has all too often been overlooked: the role of women and people of color (i.e., African Americans, Latino/Latina Americans, Asian Americans, Native Americans, and others). As in many other fields, the work of white males has historically dominated architecture. Furthermore, due to the persistence of the "star system," the valuable contributions of women architects and architects of color, for the most part, have not been recognized. To a certain extent, this pattern can also be seen in the related environmental design professions of landscape architecture and urban design. This class calls attention to the work of both women architects and architects of color as consumers, critics, and creators of the environment (i.e., as clients and users, writers and researchers, design practitioners, educators, and students). Through your participation in this course, you will supplement both the body of knowledge and educational perspective traditionally conveyed across the architectural curriculum, and gain an understanding of some key issues in this rapidly emerging field.

Women's Studies 332: Women and Language
Same as LING 332, SPCOM 332. Prerequisite: A course in SPCOM or LING, or equivalent.

Mastronardi TuTh 2:00 - 3:20

Study of actual and perceived differences and similarities in the use of language by women and by men; emphasizes the social context of speech.

Women's Studies 335: Women's Health
Same as CHLTH 309. Prerequisite: CHLTH 100 or equivalent; or consent of instructor.

Gallagher MW 10:00 - 11:15

This course examines the cultures of women in relationship to their health. Study will be devoted to selected health care issues, developmental and physiological changes in the life cycle, health problems that affect women, and the maintenance of health.

Women's Studies 358: Social Issues Theatre
Same as THEAT 358. May be repeated in separate semesters to a maximum of 6 hours or 3 units. Repeat and graduate students will be required to develop additional projects to be approved and assessed by the instructor.

Glassman MWF 3:00 - 4:50

Research, writing, and production of original plays that address selected health and social issues on the UIUC campus in cooperation with the Counseling and Health Center. The course will emphasize training in acting and in the methods of peer education and discussion facilitation.

Women's Studies 396: Seminar in Women's Studies
Prerequisite: WS 111 or 112, and two additional courses in Women's Studies at the 200-300 level; junior standing or consent of instructor. May be repeated once as content varies. For independent study registration in this course, students should contact the department office. See below for sections.

Women's Studies 396 KA: Race and Gender in the Education of the Professions
Meets with EPS 490 E7. Graduate standing or consent of the instructor.

Alston W 2:00 - 4:50

This seminar will examine educational and public policy implications of demographic arrays within the professions. We will look at rates of change, differences in educational and other gatekeeping practices, and trends in the content of, status of, and barriers to professional education and the professions themselves. We will read various texts, including recent accounts of law, engineering, architecture, and higher education, among others.

Women's Studies 396 PG: The New Man? The Anguished Male in Recent Hollywood Cinema
Meets with COMM 291PG/490PG.

Gill M 5:00 - 8:00

This course investigates what appears to be a new subgenre of the melodrama, which I have dubbed "anguished male cinema." Beginning in the early nineties, there have been a number of significant films in which men are persistently uncomfortable with and uncertain about themselves. They suffer from a vague sense of dissatisfaction with their life and a nagging uncertainty about just who and what they are, or are supposed to be. The self-tortured protagonists of these films seem unable to identify precisely what it is they want, or need, or feel. At times, they are unsure if they ever truly want or need or feel. The larger genre of melodrama unfolds the problems of men and women in middle-class families, reenacting for society the persistent clash of moral polarities between, for example, personal desire and familial duty, individual values and social conventions, private concerns and public reactions, offering mystifying resolutions to social conflicts, always defining and exploring them in relation to personal. The subset of anguished male cinema rarely provides resolutions, mystifying or otherwise. This course will employ theories on film to analyze the issues of race, gender, and personal and cultural malaise address in these films, as well as to assess the social, political, and psychological implications of the production of visual narrative pleasure. The course will require students to undertake weekly theoretical readings, to write weekly response papers, and to view selected films. Films will include Bad Lieutenant, Falling Down, Leaving Las Vegas, Affliction, Boogie Nights, Your Friends and Neighbors, Fight Club, Bringing Out the Dead, 8MM, Magnolia, Baby Boy, and Lantana.

Women's Studies 460: Feminist Media Studies: Feminist Theory, the Media, and the Politics of the Popular
Same as COMM 460. Prerequisite: Graduate standing or consent of the instructor.

Treichler M 3:00 - 5:50

This course addresses major areas of theoretical debate or interest in the broad topic of "Feminist Media Studies," and looks in depth at a number of theoretical issues which define it. Students will develop an understanding of historical, psychoanalytic, interpretive, and social scientific approaches to the study of film and television texts, their reception and production. Readings are extensive and directed toward illustrating the range of theoretical and empirical approaches applied to addressing questions of central interest in the field. Viewings will focus on "popular" film and television and emphasize some lesser-known historical texts central to theoretical debates in the field.

Animal Sciences 231 &1/&A: Biology of Reproduction
Same as BIOL 231 &1/&A. Campus Honors Program.

Kesler MWF 9:00

This course is a study of the basic principles of reproduction of domestic and non-domestic animals as well as humans, including biotechnological methods of reproductive control, genetic and embryo manipulation, and cloning. Some of the greatest recent advances in natural sciences have occurred within reproductive biology. This course will not only focus on the basic principles of reproduction, but also on the legal, biosocial, and ethical aspects of these revolutionary advances. The laboratories will meet outside of lecture time at an arranged time and may be modified for the students enrolled in the class. In addition, research projects, including the effects of anabolic steroids on behavior and development, micromanipulation of embryos, and pregnancy detection, will be conducted by student teams. Students will also participate in group discussions on contemporary issue topics such as Propecia and pseudohermaphrodites, RU486 and contragestation, the control of wild animal populations, and more. This course will be taught using a problem-solving format to stimulate higher-level thought.

Anthropology 103: Introduction to Cultural Anthropology
Students must enroll in the lecture and one discussion section. See Timetable for discussion sections.

Lugo (Lect.) MWF 12:00

Cultural anthropology is the study of the various ways in which contemporary peoples create and are created by cultural processes. Cultural anthropologists have contributed to such a study by writing ethnographies, which are based, on fieldwork and on the comparative analysis of different societies from around the world. Thanks to its unique approaches, cultural anthropology offers a broad perspective on a wide range of important social issues such as language, gender, ethnicity, religion, identity, marriage, sexuality, economic systems, ecology, and politics-all from a cross-cultural perspective. Understanding these vital areas of human life is critical because their social consequences influence, ultimately, the well being of all human beings, especially in the multiethnic and multicultural world that we now inhabit. Consequently, this course 1) should help students understand and appreciate cultural variation in time and space; 2) should enhance their awareness of and sensibility to cultural diversity and culture change; and, finally, 3) should help them develop interpretive skills to better grasp the variety of socio-cultural phenomena with which we are all confronted today.

Anthropology 209 1: Food, Culture and Society
Same as SOC 209.

Manalansan (Lect. 1) TuTh 11:00 - 12:20

As American as apple pie!
Let's have a coffee break.
I can't eat any more - I have to fit into a bikini this summer.
A Thanksgiving dinner without turkey - impossible!
You have not eaten French haute cuisine? Oh you poor thing!
You can't be friends with them - they eat dogs!
Food is part of our daily life. More importantly, food goes beyond providing nutrition and biological sustenance. Food establishes relationships, meanings and practices that revolve around family, kinship, religion, gender, class, ethnic, national and other collective identities. It marks routine, important life events and special holidays. Food influences how we see ourselves against others. It is a medium for creating intimacy and for discriminating against people. The course introduces students to the anthropological and sociological study of food in order to better understand how food practices, culinary cultures and dietary rules are embedded in our individual and collective memories, desires, and struggles. Some of the themes to be explored in this class include: cookbooks and cooking shows; diet and gender; ethnic foods; haute cuisine and class inequalities; religion and food taboos; cannibalism, fast-foods and nationalism; McDonaldization and globalization; and world hunger. Selected required texts: Carol Counihan and Penny van Esterik (eds.), Food and Culture; Sutton, David, Remembrance of Repasts: An Anthropology of Food and Memory; Weismantel, Mary, Food, Gender, and Poverty in the Ecuadorian Andes.

Anthropology 268: Images of the "Other" in Anthropological Perspectives
Prerequisites: a prior course in history, cultural anthropology, or one of the other social sciences would be helpful.

Gottlieb TuTh 10:00 - 11:20
Disc. A F 12:00
Disc. B F 3:00

Are racism, sexism, and other stereotypical ideologies of the "Other" inevitable and universal, or do they have local histories and alternatives? In comparing a broad array of images of the "Other," the course will challenge you to interrogate the cultural and historical foundations of the widespread ideologies that define "other" populations. We deliberately examine many kinds of "other" groups - as defined by ethnicity, "race," gender, health, religion and other factors. In taking a broad sweep both historically and cross-culturally, the course aims to demonstrate the contingent nature of ideologies of "other" groups, and their embeddedness in social institutions ranging from family structure and religion to economy and polity. The course is divided into six sections. In the first part, we will explore three conceptual orientations that will help us theorize notions of the "Other." In the second section, we will survey a small selection of mainstream Western images of "other" groups from classic Greek times to late nineteenth century Europe and the U.S. In the third part, we will bring that study of Western images of the "Other" up to the contemporary era. In the fourth section, we will reverse our gaze to look at Western social traditions as "Other" - from the viewpoints of a variety of selected non-Western peoples during the era of European colonialism. In the fifth section, we will bring that study of non-Western peoples' images of the "Other" into the contemporary era. In the sixth part we conclude our intellectual odyssey and stand back to compare where we have been and what we have learned. All students will do a variety of written assignments and will keep a running diary of how images of various "others" operate in the popular media. Readings will include a course pack of articles plus the following books (tentative list): William O'Barr, Culture and the Ad; Robert Murphy, The Body Silent; Marshall Sahlins, Historical Metaphors and Mythical Realities; Keith Basso, Portraits of the "Whiteman."

Anthropology 366: Class, Culture and Society
Prerequisite: ANTH 103 and 230, or graduate standing.

Torres TuTh 1:00 - 2:20

This course examines anthropological studies of work, class, and gender in variety of sociohistorical and modern contexts. It addresses debates about the salience of class, particularly when we consider the global and (U.S. national) transformation of labor; the racialization, ethnicization and feminization of the manufacturing industry; and the importance of consumption. The course begins with an examination of slave, indentured, and free labor. We will then examine how these labor patterns were examined and interpreted by various theorists in the late nineteenth and early twentieth centuries. As such we will examine classical theories of class and how they inform contemporary theories about the gendered, racial and cultural dimensions of class via our critical analysis of ethnographic work. Readings will include: Brice Heath, Shirley, Ways with Words: Language, Life, and Work in Communities and Classrooms; Davis, Lloyd and Paul Thomas (eds.), Culture and the State; Gewertz, Deborah and Frederick K. Errington, Emerging Class in Papua New Guinea: the Telling of Difference; Joyce, Patrick (ed.), Class.

Anthropology 450 M: Queer Globalization: Race, Sex and Nation

Manalansan W 5:00 - 7:50

What does queer theory offer towards a critical understanding of globalization and transnationalism? How does globalization shape contemporary queer scholarship? Globalization has been popularly constructed in terms of homo-genization and the demise of the nation. This course interrogates these premises by centering the idea of queer sexualities, genders, and cultures through the prisms of race, class, and nation in a global context. This course examines ideas of citizenship, urban space, tourism and travel, intimacy and kinship, and public culture. The course proposes an interdisciplinary framework that encompasses cultural anthropology, critical theory, cultural geography, cultural studies, ethnic studies, political economy, and history. Selected required books: Bell, David and Jon Binnie, The Sexual Citizen: Queer Politics and Beyond; Patton, Cindy and Benigno Sanchez-Eppler, Queer Diasporas; Povinelli, Elizabeth and George Chauncey, Thinking Sex Transnationally (special issue of GLQ).

Art History 358: Surrealism
Prerequisite: ARTHI 112 or 241.

Mendelson MWF 9:00

This class will survey the major practitioners of Surrealism in the context of different artistic strategies and themes. While we will study the principal works of artists like Joan Miró, Salvador Dalí, René Magritte, Max Ernst and Yves Tanguy, we will also challenge any strict definitions of Surrealism by gender, medium, or national origin. Thus, in addition to the above artists, we will also be learning about Claude Cahun, Eileen Agar, Jindrich Styrsky, Oscar Domínguez and others. Students will gain a basic orientation to surrealist practice and scholarship, and at the same time develop a critical understanding of the historical specificity of the movement, its relation to definitions of modernism, and its relevance to issues of politics, mass culture, colonialism, and the limits between private and public. Many of these themes overlap and others recur time and again in different moments and locations. To clarify the development of Surrealism, our examination of these themes will be in a roughly chronological order, from the foundation of Surrealism in the mid-twenties to its expansion (and popularization) following World War II.

Community Health 199 B: Campus Acquaintance Rape Education (C.A.R.E)

Wantland MW 3:00 - 4:30

This class explores the realities of sexual assault and its societal foundations. Students acquire facilitation skills, which allow them to work as peer educators with the C.A.R.E. program.

Community Health 240 B2: C.A.R.E. Practicum
May be repeated once for credit. Offered for S/U grade only. Prerequisites: Completion of CHLTH 199 B and junior standing or consent of instructor. For permission to enroll, call Debbie Murphy at 333-3137.

Wantland TBA

This practicum class involves facilitating workshops with the Campus Acquaintance Rape Education (C.A.R.E) program throughout the semester. Students meet twice a month as a group for in-services and training.

Educational Policy Studies 199: Back to the 1960s
Discovery course. Enrollment restricted to freshmen.

McNair Barnett TuTh 8:30 - 9:50

This is a first year undergraduate discovery course that introduces and examines the 1960s popular culture and socio-political historical times from a sociological perspective. The class will have opportunity to reflect on a generation of leaders (such as Presidents John Kennedy, Lyndon Johnson, Richard Nixon, Betty Friedan, Martin Luther King, Jr.), ideas, events and issues (social, educational, political, cultural) often expressed in/by poetry, literature, television, movies, music/musicians, fashions, fads, scientific/technological advances, and social movements inside and outside of academia, such as student/youth, Vietnam war, peace, women's/feminist, African American civil rights, Chicano civil rights, Asian American civil rights, Native American civil rights, migrant farm workers, gay-lesbian liberation, environmental, and "alternative" schools movements. Events of the 1960s also to be examined from regional, national, and global lens.

Educational Policy Studies 314: Race and Ethnic Issues in Family Sociology and Education
Same as AFRO 314, HDFS 314, SOC 314.

McNair Barnett Th 1:00 - 2:50

This is a combined advanced undergraduate (juniors/seniors) and graduate level sociological examination of diversity in American families, with primary emphasis on race/ethnicity and attention to gender and class. Intensive weekly readings, cooperative group learning activities, and other course requirements explore: What are the historical backgrounds, patterns of migration, economic mobility, political participation, educational achievement, and other family patterns of various racial/ethnic groups (such as English, Irish, Italian, Polish, Greek, Latino/a, African, Asian, Native, Amish, Mormon, Catholic, Protestant, Jewish, Arab, Hindu, Muslim Americans)? What does it mean to go grow up in diverse families and to parent, teach, work, or live in society and the world with individuals/groups from diverse family backgrounds? How do systems of gender and socioeconomic class intersect race/ethnicity to create diversity and similarities among families in American society and the world?

Educational Policy Studies 399: Gender, Race and Class Diversity in Society

McNair Barnett Tu 1:00 - 3:50

This is a combined advanced undergraduate level (juniors/seniors) and graduate level seminar in sociological-historical analysis of gender, race, and class diversity in American society and to some extent in the global world-system and international division of labor, with the primary emphasis on gender and the diverse ways in which girls' and women's lives are intersected by socioeconomic class (poor/working, middle, upper) and race (esp., White European, Black African American, Latina, Asian, Native) at the micro level of everyday life and macro level of major institutions (especially, family, education, politics, economy, religion, etc). Intensive weekly readings will include White feminist, Black feminist, Multiracial feminist women of color, Global feminist, and other analysis of a gendered society within the context of class and race.

English 106 X: Literature and Experience
Topic: Ethnicity in the United States

Ortega MWF 12:00

The aim of this course is to study the variety of ethnic manifestations in contemporary American literature. We will read some of the most well known writers and learn how their ethnic background influences their work. We will analyze the texts taking into account the different stylistic devices and preoccupations of each author individually. But, in doing that, we will also attempt to re-define the traditional canon and find a common ground to characterize all of them as American writers. Identity, class, gender and community will be concurrent key terms that will serve us in our purpose. In the discussions, we will read these works in dialogue with each other and with our experience of American culture. We will relate the texts to modernist and postmodernist trends, and discuss how they respond to the most recent historical events in American history and the history of the world. Intended readings: Intro. to the course: E.L. Doctorow, Ragtime; Mexican-American: Rudolfo A. Anaya, Bless Me, Ultima and Sandra Cisneros, The House of Mango Street; Jewish-American: Philip Roth, Portnoy's Complaint and "Oedipus Wrecks," New York Stories (screenplay by Woody Allen); Asian-American: Hong Kingston, The Woman Warrior and Amy Tan, Joy Luck Club; Native-American: Louise Erdrich, Love Medicine; African-American: Toni Morrison, The Bluest Eye and Alice Walker, The Color Purple; Asian-Indian: Bharati Mukherjee, The Middle Man and Other Stories ; Muslim-American: Diana Abu-Jaber, Arabian Jazz.

English 204 M: Renaissance Literature and Culture
Same as C Lit 255.

Gray TuTh 9:30-10:45

The Renaissance is a period of literary and political rebirth, a time in which writers are exploring renewed ideas of art, society and of the self. In this class, we will investigate the way courtly writers such as Sidney, Spenser and Ralegh use this period of rebirth to generate complex neo-chivalric masculine identities for themselves. At the same time, we will contrast these dominant images of Renaissance masculinity with some of the marginalized others against whom these men define themselves. Reading a handful of writings by those excluded and even demonized by the neo-chivalric ethic, we will juxtapose courtly writings to the voices of women, lower class writers, and Protestant prophets, to give us a broader and more rounded sense of the multiple births defining this period of English literary history.

English 209 D: English Literature from the Beginning to 1798
Students must enroll in lecture and one discussion section.

Lampert (Lect.) MW 11:00
Disc. F 11:00 and 12:00

This course surveys English literature from Old English through the eighteenth century. We will be looking at Beowulf, Chaucer's Canterbury Tales, Sir Gawain and the Green Knight, Spenser's Fairie Queene, Marlowe's Dr. Faustus, Milton's Paradise Lost and Swift's Gulliver's Travels. We will also examine selections from medieval lyric and drama, Kempe, Donne, Jonson, Herbert, Herrick, Marvell, Dryden and Pope. Lectures will discuss these texts and their cultural, social, political and religious contexts, with special attention to issues of gender and sexuality. Course requirements will include a midterm, final exam and two essays. Text: Norton Anthology of English Literature, vol. 1.

English 247 C: The British Novel
Discovery section. Enrollment restricted to freshmen.

Sullivan MWF 10:00

We will study seven or eight novels from the late l8th to the late 20th century through which we will explore how the English novel explores a range of questions about identity, difference, and gender as issues around which English culture defined itself. Kipling's mother is reputed to have said "What do they know of England who only England know"? In considering how the English narrate self, family, "Englishness," and its others, we will also see what happens to that narrative when it goes overseas or gets complicated in empire and the empire writing back. Texts: Jane Austen, Pride and Prejudice; Charlotte Brontë, Jane Eyre; Charles Dickens, Great Expectations; E.M. Forster, A Passage to India; Rudyard Kipling, Kim; Virginia Woolf, To the Lighthouse; Jean Rhys, Wide Sargasso Sea; Michael Ondaatje, The English Patient (or Sam Selvon, The Lonely Londoners).

English 281 X: Women in the Literary Imagination
Topic: The Evolution of Marriage, Sexuality and Economics in British Fiction

I. Baron MWF 12:00

For much of British history, women of all classes were expected to maintain the social hierarchy through marriage, and to fulfill their destiny through pregnancy and motherhood. This course will explore the evolution of women's marital choices, sexual practices and economic rights in England over a two hundred and fifty year period. We'll begin by examining the nuances of eighteenth-century marriages, how women regarded courtship and how the advent of the novel and the rise of the upper middle class began to change the rules about marriage in England. Then we'll see why in spite of their many accomplishments and a powerful female figurehead to lead the nation, Victorian women were barred from owning property, barred from voting, and forced into submissive marriages that could leave them either vulnerable and depressed or curiously satisfied with their constrained lives. Moving into the late nineteenth and early twentieth centuries, we'll take a look at how women from varying social classes dealt with the changes that technology had on their vocations, marital choices and sexual practices, and how the culture at large regarded these women. We'll end the semester on a lighter note, focusing on the liberated late twentieth-century woman as she struggles to find just the right man, battles bad hair days, unwanted cellulite, poor career choices and non-committal boyfriends. Course requirements include 2-3 moderate length papers (7-8 pages), several responses and a final exam. Texts: Richardson, short selections from Pamela; Austen, Pride and Prejudice; Charlotte Bronte, Jane Eyre; Emily Bronte, Wuthering Heights; Hardy, Tess of the D'Urbervilles; Forster, Howards End; and Fielding, Bridget Jones' Diary. Films and essays will supplement course readings.

English 296 &R: Honors Seminar, I
Topic: African American Women Novelists: The Right to Fiction
English Honors Seminar. To enroll in the Honors English Program, students simply sign up for an Honors English seminar in Room 200 of the English Building. Written permission is not needed, except for students who do not have a 3.25 average. Students do not need to be part of the Campus Honors Program or any other honors program to enroll in Honors English seminars or the Honors English Program. For more information about the Honors English Program, see the flyers in Room 200 English Building..

Castro Tu 1:00 - 2:50

Audre Lorde reflected that when she was a child, "telling stories and not getting whipped for telling untrue was the most marvelous thing [she] could think of." Throughout this semester, as we consider a century-and-half-long tradition of African-American women's fiction, we will ask, What have African American women writers chosen "telling untrue" to do? We will begin with pioneer antebellum storytellers Harriet Wilson (Our Nig, 1859) and Frances E.W. Harper ("The Two Offers," 1859), who claimed their right to fiction when the predominant literary mode open to African Americans, the slave narrative, was one whose true-to-life reliability publishers were at pains to certify. We will proceed to post-Reconstruction fiction of the "nadir," the time of "second slavery," when writers such as Harper, Alice Dunbar Nelson, and Pauline Hopkins wrestled with both literary conventions of sentimental fiction and questions of self-determination and "uplift." The anti-lynching stories of the outlying Washingtonian Angelina Weld Grimké will serve as a transition to women's participation in the Harlem or New Negro Renaissance, with its promise of an "art solution to the Negro problem." The relatively neglected work of novelist Jessie Fauset, the literary editor of the prominent NAACP journal The Crisis who was dubbed a "midwife" to the Renaissance, will takes its place alongside her now more well-known contemporaries Nella Larsen and Zora Neale Hurston. From there, we will consider the mid-century trailblazers Anne Petry's The Street (1946), excerpts from Gwendolyn Brooks's Maud Martha (1953), and Paule Marshall's Brown girl, Brownstones (1959), before ending with another renaissance at century's end: the 1970s "boom" in African American women writers from which many of our prominent contemporary writers emerged. With the advantage of our newly gleaned perspective, we will place luminaries Toni Morrison and Alice Walker in the company of their peers: Toni Cade Bambara, Gayl Jones, Ntozake Shange, and Goria Naylor. Throughout, we will focus on the historical specificity of our texts while seeking to trace the conversations that may emerge between them. In addition to dutiful reading and active class participation, student responsibilities include two short papers, a class presentation, and a longer final research paper.

English 300 D: Writing about Literature
Topic: Gender, Sexuality, and the Body in American Indian Literature
Prerequisite: Completion of campus Composition I General Education requirement; one year of college literature or consent of instructor.

Chris Nelson MWF 10:00

Every day we're surrounded by images, whether gas station figurines or Chief Illiniwek that define "Indians" in bodily terms. While most people would claim some awareness of the devastating historical consequences of the equation of these highly stereotyped images of "redskins" with American Indians, few recognize how this equation continues to operate in mainstream American culture and how it perpetuates the common perception of the vanished Indian. And literary criticism of works by and about American Indians, rather than addressing how those Indians continue to be defined by physical features and practices, tends to ignore the body as an unintended side-effect of the struggle to define a generic, identifiably "Indian" identity and voice. In contrast, this class adopts a bodily focus as a way to approach questions of cultural representation by foregrounding more individual, idiosyncratic contexts. We will consider, among other things: how Indian literature variously resists, accepts, or transforms Western patriarchy; how sources of "feminine" and "masculine" power are configured; and how images of beauty, desire, and sex-whether drive, act, identity, or orientation-are constructed and exchanged. Finally, we will ask if American Indian literature offers a mind-body relation distinct from the Cartesian mind-body split that has dominated Western culture since the Enlightenment-an increasingly significant question, given the surge in popularity of a New Age spiritualism that appropriates Native American cultural practices. We will read a wide range of short fiction, novels, poetry, and criticism, including Louise Erdrich, Joy Harjo, Wendy Rose, Janet Campbell Hale, Thomas King, James Welch, Paula Gunn Allen, Sherman Alexie, Gerald Vizenor, and many others.

English 323 P: Milton

Gray TuTh 11:00 - 12:15

Milton begins his famous defense of freedom of speech, Areopagitica, with a fable of books as mythical dragon's teeth, which magically produce armed men ready for battle. This image suggests Milton's abiding belief in the militant potency of the written word, a potency that is both potentially liberating and threateningly dangerous. In this class, we will explore Milton's sense of the power of language, focusing in particular on the role female characters play in his texts as testing grounds for the pleasures and dangers of the word. We will also explore both Milton's almost daunting sense of his own poetic vocation and his works' active engagement in the political turbulence and social upheaval of the British Revolution. Throughout, we will build a complex picture of Milton's often contradictory relations to art, politics and gender, as he attempts to carve out a new niche for himself as a Revolutionary Puritan intellectual.

English 326 D: Literature of the Restoration and Early Eighteenth Century

Pollock MWF 11:00

This course will examine English literary culture from 1660 to the 1740s, and will focus on the issue of "genre" in at least four senses. First, what formal characteristics, thematic preoccupations, cultural roles, and ideological implications define the period's major literary genres and sub-genres (poetry, drama, narrative fiction, and philosophy)? Second, how do these texts construct or destabilize differences of sex and gender - increasingly contested terms during a period, which saw the development of both the "domestic woman" ideal and the professional woman writer? Third, how do these texts imagine kinship and affiliation along cultural and national lines? What models of national identity do these texts promote during the expansion of English colonialism and the advent of imperial Great Britain? Finally, we will consider the broader issue of categorical distinction in the period: how did authors police or challenge categorical boundaries - those between elite and mass culture, virtue and vice, geniuses and hacks - in an era whose "free" press enabled an explosion of printed matter and public debate? We will read poems by Rochester, Dryden, Pope, Swift, Montagu, Killigrew and Finch; plays by Dryden, Wycherley and Rowe; novels by Behn, Defoe and Haywood; and philosophical texts from Hobbes to Hume. Requirements: participation, short presentations, journals, two essays, and two exams.

English 334 P: Victorian Poetry and Non-Fiction Prose

Saville TuTh 11:00 - 12:15

To the uninitiated, the rubric "Victorian Poetry and Non-Fiction Prose" might invoke hours of dry reading and pedantic argument. This course aims to change that perception and show participants the intellectual fascination of the many political, philosophical, moral, and aesthetic questions with which Victorian poets and prose-writers engaged. Among other things, we may consider the lively interaction between the sister arts - poetry and painting - and the new genre of Victorian museum poems that emerges in response to the opening of British art galleries and exhibitions to the general public. We may compare poems that protest factory conditions and child labor in Victorian England with Henry Mayhew's accounts of displaced persons in the slums of London. We shall study various poets' engagements with religious politics, some exhibiting a devout religious consciousness (John Keble), others criticizing ecclesiastical hypocrisy (Robert Browning), and still others rejecting the very possibility of a god (A. C. Swinburne). We shall explore the ways women poets such as Elizabeth Barrett Browning and Augusta Webster break away from the constraints of parlor poetry to establish an effective poetic voice of their own. And in contrast, we shall trace the various strategies adopted by male poets and essayists (Alfred Tennyson, Walter Pater, Gerard Manley Hopkins, and Oscar Wilde) to develop new styles of "manliness" in Victorian England.

English 351 Q: American Modernist Literature, 1914 to 1945

Somerville TuTh 12:30 - 1:45

This course explores the range of poetry, fiction, and non-fiction prose that constituted various American literary modernisms in the era between WWI and WWII. We will consider the relationships between modernist writers' representational strategies and the social and political contexts in which they wrote, the contours of which were shaped by such factors as urbanization, technological change, the proliferation of new sexual and gender identities, and popular culture. The course will bring into focus a number of locations and movements defined through or against modernism, such as imagism, the Harlem Renaissance, internationalism, "sapphic" modernism, and proletariat literature of the 1930s, among others. The syllabus will feature authors including (but not limited to) Gertrude Stein, Langston Hughes, T.S. Eliot, Alain Locke, Jean Toomer, F. Scott Fitzgerald, Nella Larsen, Djuna Barnes, Zora Neale Hurston, William Faulkner, Americo Paredes, and Richard Wright. Requirements include active participation in class discussions, two papers, several in-class writing assignments, and a final exam.

English 355 P: Major Authors
Topic: Toni Morrison
Prerequisite: One year of college literature or consent of instructor.

Castro TuTh 11:00 - 12:15

This course explores the work of the United States' most recent Nobel Laureate. Our primary focus will be on close readings of a heavy sampling of Morrison's fiction (her novels The Bluest Eye, Sula, Song of Solomon, Beloved, Jazz, Paradise, and one of her few short stories "Recitatif"), but we will also seek to evaluate Morrison's vision and influence as a cultural actor more generally. Thus, we will read several of her essays and lectures, including her literary study Playing in the Dark: Whiteness and the Literary Imagination. To contextualize Toni Morrison's emergence as a novelist in the early 1970s, we will consider the historical circumstances - the wake of the civil rights movement, the emerging feminist movement, and the Black Power/Black Arts movements - that converged at the inception of what would be a late-twentieth-century boom in African American women's writing. Finally, as part of our project to examine how Morrison's work shapes and illuminates our cultural landscape, we will consider Morrison's influence as an editor - not simply after fame found her, when she lent her imprimatur to collections of essays on the Hill-Thomas and O.J. Simpson affairs, but earlier, when she worked comparatively behind-the-scenes at Random House. We will read selections by authors she fostered (Toni Cade Bambara, Gayl Jones) and compare her editorial contribution in ushering the publication of primary historical source material in The Black Book to her own engagement with U.S. history in her novels. Throughout, we will ask, What vision of literature emerges from Morrison's corpus? What does her work add to our visions of American society? Student responsibilities will include two short papers, group presentations, a longer paper requiring secondary research, and a final.

English 361 D: Topics in English and American Literature
Topic: Twentieth-Century Lesbian Print Culture in the U.S.

Foote MWF 11:00

This class has as its aim the study of two interrelated phenomena. First, we will look at the twentieth century's increased attention to sexuality as a category of identity. How did the idea of identity become privileged as an object of inquiry? How are the emergence of gay and lesbian sexual identities implicated in twentieth-century political and social movements around feminism, civil rights, AIDs and pornography? What kind of place does sexual identity have in the "major" texts of United States literature? What counts as lesbian literature anyway? But as we ask these questions, we will also turn our attention to the field of publication itself, looking at the emergence of new presses to publish literature dealing specifically with sexual difference and lesbian concerns. What relationship do alternative press venues have to more established presses? How did the production of lesbian pulp influence the development of press lists? What does it mean that so many lesbian texts reference "classic" lesbian novels, or that so many autobiographical essays discuss the reading of lesbian texts as a pivotal element in coming out? How have some narratives of lesbian literature wished to interpellate readers into an idealized community? How has the emergence of what Danae Clark has called "commodity lesbianism" - the increased visibility of lesbians as a consumer group and as a fetish social identity - changed the literary field? Texts may include: R. Hall, The Well of Loneliness (not American, but yes, we have to read it); selection of nineteenth-century American regionalists; fiction from The Ladder; Gertrude Stein, Tender Buttons; Ann Bannon, Odd Girl Out and Beebo Brinker; Jane Rule, The Memory Board; Clare Morgan, The Price of Salt; Rita Mae Brown, Rubyfruit Jungle; Sarah Schulman, People in Trouble; Leslie Feinberg, Stone Butch Blues; short stories by Dorothy Allison, Jewelle Gomez, and Audre Lorde; Alison Bechdel, Spawn of Dykes to Watch Out For; Joan Nestle, A Restricted Country; selections from butch/femme autobiographical readers including work by Minnie Bruce Pratt; a packet of material on the history of alternative presses in the US and selected texts of queer theory and history; selections from Liz Kennedy and Madeline Davis, Boots of Leather, Slippers of Gold.

English 361 S: Topics in English and American Literature
Topic: American Narratives of Passing

Somerville TuTh 2:00 - 3:15

Critical and theoretical work on identity has drawn attention to the phenomenon of passing, that is, the movement from one identity to another, across lines of race, gender, sexual orientation, and/or class. We will study a range of texts that have portrayed or enacted various kinds of passing in the United States, including fiction, autobiography, and film. Our guiding questions throughout the course will include: To what extent does the act of passing reinforce or unhinge seemingly natural categories of race, gender, or sexual orientation? What are the connections or disjunctions between closeting and crossing the color line? How might literary texts themselves pass? How do different historical and political contexts shape passing narratives and their reception? To what extent does passing across one axis of difference unsettle other categories of identity? Required texts will include recent critical and theoretical inquiries into identity, performativity, and passing (from fields such as queer studies, feminist theory, and African American Studies); literary works (such as Charles Chesnutt's The House Behind the Cedars, Leslie Feinberg's Stone Butch Blues, John Howard Griffin's Black Like Me, James Weldon Johnson's Autobiography of an Ex-Colored Man, and Nella Larsen's Passing); and films (such as Imitation of Life, Gentleman's Agreement, Boys Don't Cry, and Gattica). Requirements include active participation, two essays, and one class presentation.

English 405: Writing Studies, I: Social Contexts and Functions of Writing
Same as C & I 463, SPCOM 405.

Hawisher Tu 3:00 - 5:00

This course seeks to provide an overview of the field of writing studies by focusing on various historical and theoretical developments during the past century. Although the readings tend to concentrate on the field's development since the early sixties, you are expected to do independent research on the various historical strands that continue to inform the study of writing. In addition, we'll look at current topics in the field, including issues of gender and race; critical pedagogy; postmodernism and writing studies; the problems of basic writers; discourse and authority; and consensus and difference in collaborative writing. Highlights of the semester include presentations by writing studies faculty on their own scholarship, as well as your own presentations on research you've worked on during the semester. Finally, we'll scrutinize the role of electronic technology in relation to our field of study and examine the implications of recent computers and composition research for our own thinking and teaching. The class will culminate in an online portfolio and web site that each of you will construct over the course of the semester. Active participation in class discussions-online and face-to-face-is expected. Texts will include writings by Andrew Feenberg, Questioning Technology; Helen Fox, "When Race Breaks Out": Conversations about Race and Racism in College Classrooms; Anne Herrington and Marcia Curtiss, Persons in Progress; Lester Faigley, Fragments of Rationality; Susan Jarratt and Lynn Worsham, In Other Words: Feminism and Composition; Joseph Harris, A Teaching Subject; Sharon Crowley, Composition in the University; Paul Prior, Writing/Disciplinarity; Jacqueline Jones Royster and Jean Williams, "African American Presence and Narratives of Composition Studies;" Cathy Prendergast, "The Water in the Fishbowl: Historicizing Ways With Words;" Peter Mortensen, "Reading Material;" Stephen North, Refiguring the PhD in English Studies; Debra Hawhee, "The Three Rs of Sophistic Pedagogy" (forthcoming); William Spurlin, Lesbian and Gay Studies in the Teaching of English; and Hawisher and Selfe, Passions, Pedagogies, and 21st Century Technologies and Global Literacies and the World Wide Web.

English 484 G: Topics in Discourse and Writing Studies
Topic: Critical Theory and Writing Studies
Same as C & I 469.

Hawhee W 3:00 - 4:50

This course will examine the ways in which scholars in writing studies take up various texts, tenets, or points of critical theory. Rather than being organized around proper names, or even around "-isms," though, this seminar will articulate itself around concepts. In What is Philosophy?, Gilles Deleuze and Felix Guattari attend to concepts as jagged-edged, many-sided entities that can be sketched only in relation to other forces - other concepts, bodies, practices, discourses. Following this "logic," then, the class will attend to six key concepts: writing, culture, power, performativity, technology, and ethics. These concepts will, of course, constantly open onto issues of gender, discourse, and identity. The seminar will move between primary theoretical or philosophical texts and appropriations of this theoretical work under the rubric of writing studies. Students will write weekly response papers, and prepare a conference-length paper to present to the class. This conference length-paper should be drawn from/turn into a seminar-length paper on a topic chosen in consultation with the professor.

French 443: L'écriture féministe

Accad W 1:00 - 3:00

La critique féministe en France est différente de la critique féministe anglo-saxonne. Elle ne s'élabore pas sur la dichotomie Masculin/Féminin et sa réduction par le concept d'androgynie, mais elle cherche à définir la différence de la féminité telle qu'elle s'enracine dans la différence biologique: le corps féminin et son rapport au langage sont les problèmes explorés en priorité. Le but de ce cours sera d'analyser les textes critiques les plus importants dans cette pensée féministe en cours d'élaboration pour en comprendre et évaluer les principes. La seconde partie du travail envisagé dans ce cours sera consacrée à la lecture de romans sur lesquels les étudiants pourront éprouver les théories des textes critiques. Nous pourrons alors constater que l'écriture féministe d'aujourd'hui est issue de la crise du Nouveau Roman et de l'évolution de la psychanalyse: qu'elle est une forme originale d'écriture millitante et qu'elle est radicalement différente de l'écriture féminine antérieure. Textes: Benoîte Groult: Ainsi soit-elle; Marguerite Duras et Xavière Gauthier: Les parleuses; Hélène Cixous: Catherine Clément: La jeune née; Julia Kristeva: Des Chinoises; Marguerite Duras: L'amour; Nathalie Sarraute: Tropismes; Chantal Chawaf: Le soleil et la terre; Hélène Cixous: Portrait du soleil; Monique Wittig: Le corps lesbien; Xavière Gauthier: Rose saignée; Luce Irigaray: Ce sexe qui n'en est pas un.

History 298 F: Undergraduate Research and Writing Seminar
Topic: The Sixties: Gender Relations and the Sexual Revolution

Pleck M 1:00 - 2:50

The reemergence of feminism and a sexual revolution occurred at the same time during the l960s. These were separate "revolutions," sometimes coinciding (as in abortion politics), sometimes clashing (as in criticism of Joan Baez for her statement, "Girls who say yes to guys who say no.") There will be a few shared readings and then students will begin primary source research projects. Suggested possible sources are newspapers, magazines, advertisements, and the Playboy archives. The shared readings will include Beth Bailey, Sex in the Heartland and David Hajdu, Positively 4th Street: The Lives and Times of Joan Baez, Bob Dylan, Mim Baez, and Richard Farina.

History 298 G: Undergraduate Research and Writing Seminar
Topic: The Long 1960s: Radicalism in Modern America

Flood Th 10:00 - 11:50

This course is designed to probe the question, "what is so special about the 1960s"? Today, conservative political pundits insist that radicalism, as associated with the leftist social movements prevalent in the United States during the late 1960s and early 1970s, is a destructive concept, responsible for the devastation of the moral fabric of contemporary society. Moderate and/or left-leaning commentators insist that the political potential of radicalism as defined through sixties social movements is not destructive, but instead bemoan the possibility that the spirit might be dead. They suggest that the only way to "save" American politics is to recapture this activist impulse. The "long 1960s" - a period of activist reform lasting from roughly 1954 (with the Supreme Court decision Brown v. the Board of Education which legally prohibited racial segregation in public schools and led to the acceptance and success of grassroots activism which challenged segregation more broadly) to 1974 (when the hated enemy of the New Left, Richard Nixon, resigned from the presidency) represents a dynamic period in history of U.S. social movements and deserves historical consideration on its own terms. This topic is designed to broaden our understanding of modern American social and cultural history through an examination of various radical reform movements not, perhaps, entirely unique in American history, but arguably exceptional in their tactics, political implications, and the media/public response to them.

History 337: American Working Class History, 1780 to the Present
Same as LIR 337.

Barrett MW 10:00 - 11:20

The course analyzes the social history of working-class men and women and their families. Main themes will include: working-class culture, industrial organization, and politics; work and community life; labor-management relations; changing patterns of working-class protest and accommodation; and a special emphasis on race, ethnicity, and gender in the process of working-class formation and fragmentation. Readings will consist of 4 or 5 books, including a novel, and a selection of articles and essays. Assessment will be made on the basis of a midterm exam, a final, and a short reading paper or other project. Lectures and discussions integrate texts, visual images, music, and other sources to represent the character of workers' thought and culture. Graduate students will meet a few times separately to discuss additional readings and will write a more ambitious historiographical paper. Students from various majors are welcome, but the course may be of special interest to those in history, economics, sociology, industrial relations, and political science. The course assumes some background in American history.

History 341: Modern Britain, the Victorian Era, 1815-1900
Prerequisite: One year of college history.

Burton TuTh 1:00 - 2:20

This course combines a discussion of the social and political developments of the Victorian era with an examination of Britain's role as a global imperial power over the course of the long nineteenth century. The constitutional reforms of 1832, 1867 and 1884 are just a few among the high political events shaped by officials who had one eye on metropolitan concerns and the other on colonial economic interests. More specifically, we will be tracking the ways in which imperial expansion, Irish nationalism and the rhetoric of the civilizing mission all helped to shape the terms of parliamentary debate, as well as to re-confirm the white male character of democracy in Britain. English women's attempts to participate in political reform, to vote and to run as members of parliament and to participate in Britain's imperial reform projects will be dealt with throughout, as will the presence of colonial people in the metropole itself in this period. Special attention will also be paid to the impact of empire on the daily life, cultural attitudes and consumption practices of Britons in this, Britain's so-called "imperial" century.

History 478 C: Problems in European History Since 1789
Topic: Themes in the History of Women, Gender and Sexuality, 1945 to the Present

Matheson W 1:00 - 2:50

Recent historical scholarship has frequently argued that the terms "women," "gender" and "sexuality" must be understood as unstable categories through which historical identities are produced within a plethora of social and discursive contexts. In this course we shall be seeking to develop a working knowledge of the methodological and historiographical issues currently shaping the field of contemporary gender history. Our focus shall be both chronological and thematic in scope. Taking the history of post-1945 Europe as our canvas, from the rise of the Cold War and the emergence of the welfare state, to decolonization and the social protest movements of the 1960s and early 70s, from resurgent nationalisms, to mass consumerism, new technologies, and globalization, we shall examine the construction of modern European identity as produced through the prism of gender and sexuality. Thematically, we shall investigate such topics as gender and the state, second wave feminisms, homoeroticism and consumer culture, race, gender and postcolonialism, ecofeminism, postmodernism and sexual transgression, and sexuality, science and technology. Using film, music, and television as well as text-based sources, our aim throughout shall be to tease out the rich relationships between social, political, and cultural change and the "gendering" of modern European identity during the second half of the twentieth century.

History 492A: Problems in Comparative History
Topic: Religion and Gender: The Case of Christianity

McLaughlin W 1:00 - 2:50

The history of religion has been transformed within the last twenty years by the integration of feminist perspectives into the study of many traditional religious topics, as well as by the introduction of new research questions and agendas by feminist historians of religion. Scholars are now examining such topics as the role of gender and sexuality in the construction of religious symbols, the impact of sex segregation on religious institutions, and the relationship between embodiment and religious practice. This course is designed to provide students with a foundation for comparative work on these and similar subjects, by examining theoretical work from a variety of disciplines on gender and religion, as well as historical studies of gender in early (1st through 5th century), later medieval (11th through 15th century) and modern (20th century) American Christianity.

Human Development and Family Studies 214: Introduction to Aging
Same as CHLTH, LEIST, PSYCH, REHAB 214. Prerequisite: HDFS 105 or 3 hours of social science.

Armstrong MW 10:00 - 11:15

This course provides a comprehensive introduction to the human experience of aging and examines ways in which the personal, social and cultural levels of life interact to shape the experience of aging and later life. The focus is on aging in the contemporary U.S. but we look at the meaning and circumstances of aging in other times and places to provide comparative perspective. The course is open to any interested undergraduate students. It fulfills a requirement for the campus Minor in Gerontology.

Human Development and Family Studies 315: Critical Transitions in Families
Prerequisite: Six hours of HDFS courses or consent of instructor.

LaTaillade (Lect.) TuTh 9:00 - 10:20
Discussion A1+ Tu 12:00
Discussion B1+ Tu 1:00

One major objective of this course is to explore the life changes and transitions experienced by families during the course of normal development. A phenomenological approach will be utilized to understand and appreciate the impact of specific critical transitions by describing the actual experiences of individual family members. We will then move beyond an individual perspective to ascertain how critical transitions affect dyadic relationships as well as the family system as a whole. We will pay particular attention to issues of cultural diversity, gender, and the contribution of socioeconomic factors to family development. Our quest will be guided by theoretical models of family development and resilience to stress.

Kinesiology 249: Sport and Modern Society
Same as SOC 249. Section D4 is a Discovery course, enrollment restricted to freshmen. Contact the Department of Kinesiology for more information.

Cole MW 10:00
Disc. D1 F 10:00
Disc. D2 F 11:00
Disc. D3 F 12:00
Disc. D4 W 2:00

This course focuses on concepts of power, ideology and hegemony in sporting practice. Intersections between gender, race and social class receive considerable attention, as each has a direct relationship to sporting practice. The complexity and contradictions of these intersections are closely examined.

Latina/Latino Studies 342: Latina Literature and Iconography
Prerequisite: At least one previous course in U.S. Latina/Latino studies or women's studies, or consent of instructor.

Romero TuTh 3:00 - 4:20

This course systematically addresses contemporary Latina feminism, its contexts and its origins, through the study of influential cultural icons from the sixteenth century to the present. This critical approach allows contemporary Latina feminism to construct historical and cultural narratives based on women's contributions to culture. Students will also learn how contemporary theoretical approaches - postcolonialism, gender studies, nationalism, etc. - influence the study of Latina identity.

Music 199 B: Women and Music
Discovery section. Enrollment restricted to freshmen.

Von Gunden CONF ARR

A music appreciation course that will focus upon women's roles as composers, performers and patrons from the baroque era to the twentieth century. The course will include readings, listening to music, and class discussions. Students will be required to prepare several projects, including discographies, reports about women composers, and reviews of selected concerts.

Philosophy 201: Philosophy in Literature

Wagner MWF 11:00

Books: Dante, Inferno (various translators); Dante, Purgatorio (trl. Merwin); Allen Mandelbaum et al., Inferno: A Canto-by-Canto Commentary; Toni Morrison, Beloved; Toni Morrison, Jazz; F. Scott Fitzgerald, The Great Gatsby; Lois Tyson, Critical Theory Today: A User-Friendly Guide. Our main readings will be the Dante and Morrison works. These are parallel, since Beloved and Jazz are the first two volumes of a trilogy recently completed by Morrison's Paradise. (Ideally we'd read this too, along with Dante's Paradiso, but there's not time.) The Great Gatsby is included for two reasons, apart from its intrinsic quality. First, it's the illustrative text for Tyson's very helpful book on reading styles and strategies (i.e., on marxian, feminist, post-colonial, deconstructive, new-critical approaches). Second, it bears clear thematic relations to Inferno and Jazz. (Besides, it's about class, love, money, illusion, and betrayal. What more do you need?) I have no set interpretive line. I combine an interest in classical philosophical themes (justice, motivation, the self) with an interest in power and gender shaped by feminist and marxian criticism. Obviously, race and memory are central themes for Morrison. They do not visibly figure in Dante at all; nor does Morrison seem close to Dante's concerns with sin and a hierarchical theology/theocracy. The tension generated by these seeming contrasts will be among our topics. The exact format and requirements will depend on class size. But this is not primarily a lecture course. I look for exchanges among students from diverse areas (philosophy, English, women's studies, various language and literature programs, politics, nonspecialists who like to read . . . ); I will probably assign short papers to help prepare you for discussion.

Russian 360: Studies in Russian Literature and Society
Topic: Women's Writing in Russia
Same as C LIT 340. No Russian required.

Murav TuTh 2:00 - 3:15

Explores autobiography, fiction, poetry, and essays written by women in Russia from the eighteenth century to the present, using a wide array of critical perspectives. Work by scholars in Russian studies and feminist critics will provide the necessary historical and comparative contexts. Some attention will be given to the representation of women in Russian literature generally; Russian cinema, including work by a woman director, to be considered briefly. Examines the construction of gender in relation to the image of the nation and its heritage, the problem of language and voice, the intersection between women's writing and politics--including the national upheavals of revolution, Stalinism, and the collapse of the Soviet Empire. How does writing by Russian women imagine the fragile possibility of community? Autobiographies will be selected from: Ekaterina Dashkova, The Memoirs of Princess Dashkova; Nadezhda Durova, The Cavalry Maiden; Sofya Kovalevskaya, A Russian Childhood; Nadezhda Mandelshtam. Poetry includes Anna Akhmatova and Marina Tsvetaeva. Prose fiction includes: Karolina Pavlova, A Double Life; Alexandra Kollontai, Love of Worker Bees; Lidia Chukovskaia, Sofia Petrovna; Grekova; Nina Gorlanova, Confessional Days: In Anticipation of the End of the World; Liudmila Petrushevskaia, Our Crowd. Films: Moscow Does Not Believe in Tears and Brief Encounters. Critical works may include: Virginia Woolf, Shari Benstock, Carolyn Heilbrun, Mary Jacobus, Helena Goscilo, Judith Vowles, Beth Holmgren.

Sociology 131 DR: Special Topics
Topic: Constructing Identity: Race, Class, and Gender

Rodriguez MW 12:00 - 1:20

In this course we will be addressing systemic inequality in the areas of education, work, law, policy, family, the media, language, culture etc. Through lectures, articles, class discussion, debates, film, poetry and short stories we will be examining various contemporary social justice issues. Examining various contemporary social justice issues such as: images and representation in the media, pay inequity, domestic violence, affirmative action, and poverty, we will discuss critically how social structures have impacted our beliefs and challenge course material, ourselves as well as others. While much of the course is based on the discipline of sociology, this course also draws on a variety of disciplines including: anthropology, cultural studies, history, media studies, race-based theory and women's studies. The course is intended to encourage reading, discussions, and analyses and incite thought provoking ideas beyond the classroom. Questions we will address in the course are: How does structural inequality (racism, classism, sexism and homophobia) impact us as individuals and collective groups? What are the processes that create inequality and how can we address change? How does power and privilege impact us? How do our personal experiences give us insight into how these inequalities impact our daily lives?

Sociology 396 KM: Special Topics
Topic: Minorities in the Mass Media

K. Marshall TuTh 4:30 - 5:50

This course will critically examine the role of the media in the social construction of race, ethnicity and "otherness" in society. We will view, critique and deconstruct a wide variety of media sources - television, movies, print advertisements, etc. - to see how the stereotypes created by the dominant media contribute to the social construction of "otherness" and perpetuates the dominance of the privileged and marginalization of those defined as others. Special attention will be given to the evolution of imagery over time and attempts by alternative media producers to counter prevailing stereotypes. The course is broad in scope and will consider images of race and ethnicity (African Americans, Latina/o, Asian Americans, Native Americans, etc.) as well as images of cultural otherness (gays, lesbians, the obese, the poor, Southerners, the elderly, nerds, etc.).