Gender and Women's Studies

Gender & Women's Studies Courses Fall 2003

Gender & Women's Studies 111: Introduction to Gender & Women's Studies in the Humanities
Studies in Women, Gender, and Sexualities
Students must register for the lecture and one discussion section. 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 2:00
Disc. B Th 1:00
Disc. D Th 9:00
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.

Gender & Women's Studies 114: Contemporary Issues in Gender & 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.

Gender & 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

Gender & Women's Studies 199 U1: Undergraduate Open Seminar
Topic: TBA
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 ARR

No course title or description available at this time.

Gender & Women's Studies 199 RW: Undergraduate Open Seminar
Topic: Fraternity Peer Rape Education and Prevention
Students must be members of fraternities and have permission of the instructor. To enroll contact Ross Wantland at wantland@uiuc.edu.

Wantland (LecD.) Tu 6:00 - 8:00 P.M.

Can fraternity men stop rape? This course seeks to answer this question by providing interested fraternity men with skills to become peer rape educators for their own chapters. In the fall semester, students go through an 8-week course that trains them to become peer rape educators. In the spring semester, students build on their existing facilitation skills, and develop, implement, and evaluate a series of presentations for their individual chapters. Students must be members of fraternities and have permission of the instructor.

Gender & Women's Studies 201: Introduction to Feminist Theory

Frost MW 10:00 - 11:20

Using a range of historical documents and contemporary essays, we will study various formulations of feminist theory in order to identify the philosophical and historical underpinnings that have structured the arguments for (as well as against) feminism.

Gender & Women's Studies 202: Women and Gender in Pre-Modern Europe
Same as HIST 202.

McLaughlin MWF 10:00

An introduction to some major issues in the history of women and gender from the fifth to the sixteenth century. Among the subjects to be discussed are the impact of class on gender roles, women's work and access to property, the relationship between the public and private spheres of life, women's roles in the conversion of Europe to Christianity and in the Reformation, and the connection between the misogynist tradition and pre-modern women's sense of self.

Gender & Women's Studies 221: Gender in Transnational Perspective
Same as SOC 221. Prerequisites: SOC 100, WS 112, or consent of instructor. GEN ED: SS.

Prasad MW 9:00 - 10:20

This course will examine how gender inequality is structured on an international level. The objectives of the course are: To demonstrate how the concept of gender and the processes of gender inequality are transformed when considered in global perspective. To identify and analyze some of the key aspects of globalization, which are currently altering, gender relations. To break down myths about women in both "first world" and "third world" societies, through a self-reflective viewpoint which explores our commonalities as well as our differences. To expand gender analysis to include both masculinities and femininities, and interconnections of race, class, sexuality, and nation on a global scale. The course is broadly divided in three sections. First, it will examine commonalities and differences in women's oppression worldwide, and the historical factors that have shaped them. Second, it will look at contemporary patterns of globalization which are shifting the dynamics of gender inequality, such as inter-governmental organizations, state governments, formal and informal global economies, entertainment industries, etc. The last section of the course will then look at women's resistance and international feminist movements. Overall, emphasis will be placed on the interactive relationship between various countries, and how globalization promotes racial, ethnic, sexual, and national hierarchies among women, both in developing countries as well as highly industrialized countries.

Gender & 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

An understanding of the place of women in ancient societies can be gained through the examination of the ways in which the ancients conceptualized sex and gender. The myths, religion, art, and literature of Greece and Rome, of Egypt and the Near East offer a wide array of representations of men and women, of their emotions, and of their social, legal, and political status and relations. Topics to be considered include: literary and documentary evidence about women in their domestic and public context; the structure of the ancient family; preconceptions about subordinate social groups (slaves, freedmen, women), their nature and function; the economic role of women; the place of women in religion and cult; the culturally biased - and scientifically limited - medical understanding and treatment of women; the cultural background underlying the classical Athenian institution of paederasty; and men and women facing the emergence of Christianity. Whenever possible the approach will be interdisciplinary, employing the evidence of literature, anthropology, social, religious, and art history, political philosophy and legal theory, and making use of the methods developed in each of those disciplines. Critical thinking will be fostered through class discussion of assigned readings and writing of analytical essays.

Gender & Women's Studies 260: United States History of Medicine
Same as HIST 250.

Reagan TBA

This course examines the history of medicine and public health in nineteenth and twentieth-century America. Topics include the history of the medical profession, nursing, and midwifery; the rise of the hospital; disease definition and control; and the patient experience. We will discuss public policy issues concerning health care that have generated conflict in the past (and present), such as quarantine, vaccination, social vs. individual responsibility for health and disease, the control of venereal disease, racial segregation in medical education and health care, birth control. Throughout we will analyze the relationship between medicine, politics, and economics as well as the ways that race, sex, and class have shaped the history of medicine in America. The class will include both lectures and regular discussion of assigned texts and original documents - such as diary excerpts, cartoons, and medical journal literature.

Gender & Women's Studies 272: Women, Men and Gender in American Society to 1877
Same as HIST 272.

Pleck MWF 9:00

This course aims to introduce students to changing ideals and life experiences of American women from the period just prior to the arrival of European explorers to the Civil War. The readings draw on primary sources and historian's interpretations to emphasize the work, family, and political activities of American women, within the context of larger changes in colonial America and the United States. These larger changes include colonialism and European settlement, the role of Enlightenment ideas, the growth of an industrial economy, the expansion of slavery, and the rise of nineteenth century reform movements. Students will learn to think critically about historical arguments and the use of evidence.

Gender & 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 (Lect. E) MW 1:00 - 2:20
Lab Y1 W 6:00 - 8:30 P.M.
Dubrofsky (Lect. X) TuTh 12:00 - 1:20
Lab Y2 Th 6:00 - 8:30 P.M.

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.

Gender & Women's Studies 290: Individual Study
Prerequisite: One course in Gender & 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. Sections listed below.

CONF ARR Ind. Study

Gender & Women's Studies 290 B: Hispanic Women's Words in English
Meets with SPAN 244 and C LIT 244. Readings and lectures will be in English; no knowledge of Spanish necessary.

Tolliver TuTh 9:00 - 10:15

Study of the representations of women's experiences in modern female-authored literary texts of the Spanish-speaking world, including works from Spanish America, Spain, and the U.S.

Gender & 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.

Gender & Women's Studies 303: Women in Muslim Societies
Prerequisite: A course in Islam or the Middle East, or consent of the instructor.

Hoffman TuTh 1:30 - 3:00

This course examines the gender ideologies and social realities affecting the lives of women in various Muslim countries. We will begin with the ideological foundations, paradigmatic female figures, and historical precedents of early Islam, as well as the status of women in Islamic law and the potential for reinterpretation of Islamic law. From there we move to ethnographic studies and first-person accounts of contemporary women in several countries, the processes of social change and emergence of feminist movements, the rise of political Islam, and the challenges posed to women's human rights in the Muslim world.

Gender & Women's Studies 317: Women, Autobiography and History
Same as HIST 317.

THIS COURSE HAS BEEN CANCELLED.

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

Staff TuTh 1:00 - 2:15

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.

Gender & 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.

Staff MWF 1:00 - 2:50

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.

Gender & Women's Studies 375: Women and Society in Scandinavian Literature
Same as C LIT 375, SCAN 375.

Wright Tu 3:00 - 4:50

Readings and discussion will focus on how women and their social roles are portrayed in Scandinavian literature from the 1830s to the present, with particular emphasis on works that question the status quo or propose alternatives to it. Both female and male authors will be represented, though women dominate; there will be examples of prose fiction, drama, and poetry, with strong emphasis on prose. Among the themes and motifs we will consider are gender roles within marriage; women and madness; women and abusive relationships; and the female child. At least one work that has become part of mainstream Western literary tradition - Ibsen's A Doll House - will be included, but we will also consider lesser-known texts by Camilla Collett (The District Governor's Daughters), Amalie Skram (Constance Ring, Under Observation), Selma Lagerlöf (The Löwensköld Ring), Moa Martinson (My Mother Gets Married), Tove Ditlevsen (Early Spring), Kerstin Ekman (Witches' Rings), Märta Tikkanen (Love Story of the Century), Herbjørg Wassmo (The House with the Blind Glass Windows), and Gerd Brantenberg (Egalia's Daughters). Readings and discussion in English; two short interpretive papers and an essay final.

Gender & Women's Studies 396: Seminar in Gender & Women's Studies
Prerequisite: WS 111 or 112, and two additional courses in Gender & 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.

Gender & Women's Studies 396 A: "In the Looking Glass:" Studies in Gender and Representation
Meets with C LIT 341 A.

Kaganovksy TuTh 8:30 - 9:50 A.M.

Why do wicked stepmothers ask the mirror for advice? Why did Alice want so much to get to the Looking-Glass House? If Kim Novak already plays two roles in Vertigo, why do we need to see her reflected in multiple mirrors? Do we watch her "transformation" in a mirror? Does she? Brontë's Lucy Snowe recognizes herself in the mirror with a "pang of regret." Freud "thoroughly dislikes" his appearance when he catches a glimpse of himself in the mirror. Whatever Emma Bovary sees there brings tears to her eyes. Through novels, short stories and films, we will construct, reconstruct, and deconstruct the mirror image, looking for the "other" who looks out through the looking glass.

Gender & Women's Studies 396 B: The Media and the War on Drugs: Policing Race, Gender and the Nation
Meets with COMM.

Cole & Gill W 4:00 - 7:00

This course will employ feminist and cultural theories on the media to examine ways in which representations of race and gender are aligned with national fears of drug use and drug dealing. In the past twenty years, media constructions of and attacks on drugs have implicitly and, at times, explicitly, pitted notions of nation, family, and gender against perceived assaults by outsiders, characterized as racial or ethnic, impoverished, and alien. The most recent media campaign against drugs ran concurrent with new "homeland security" initiatives, addressing many of the same fears, relying on many of the same assumptions. Individual drug users are held responsible for promoting and maintaining terrorist activities, not only endangering family values and the American way of life but undermining national security. Through a close examination of the media's framing of the drug problem, in campaigns, news accounts, documentaries, films, and television programs, this course assesses the construction of the enemies - drugs, drug users, and drug dealers - paying special attention to the ways in which assumptions of race, gender, sexuality and nationality figure in elaborations of both the drug problem and suggested solutions. Weekly screenings, weekly response papers, class presentations.

Gender & Women's Studies 401: Feminist Scholarship in the Humanities: Theory and Method

Projansky M 2:00 - 5:00

This course will explore a wide range of questions in feminist theory and interdisciplinary gender studies, particularly those that have influenced and been shaped by the fields of cultural studies, film studies, critical race theory, queer and sexualities studies, postcolonial studies, literary studies, and social and cultural history. The first part of the course will focus retrospectively on key developments in various feminist theories and approaches; the second half will focus on the most recent scholarship in the field. The particular emphasis of our discussions will be shaped in large part by the interests of seminar participants, as well as by such questions as: How do various feminisms construct the relation between theory and practice? What models of identity and the body inform various feminist theoretical paradigms? What are the stakes of feminist theory in the context of recent theoretical interest in intersectionality and the heterogeneity of subject positions, especially those that emphasize the multiple determinants of gender, class, race, sexuality, age, and nationality?

Gender & Women's Studies 493 A: Problems in Comparative Women's History
Topic: Readings in U.S. Women's and Gender History
Same as HIST 493.

Pleck M 3:00 - 4:50

The purpose of this course is to introduce graduate students in history and gender & women's studies to recent scholarship in U.S. women's and gender history. The course will emphasize readings that examine the intersection of gender, race, class, and sexuality. The course welcomes students doing a preliminary field in Comparative Gender History as well as students who have a general interest in this subject. The readings will include some classics as well as major recent works. Students will become familiar with some of the major historiographical debates in the field. Among the readings for the course will be Nancy F. Cott, Public Vows; Mary Beth Norton, The Devil's Snare: The Salem Witchcraft Crisis of 1692; and Joanne Meyerowitz, How Sex Changed: A History of Transsexuality in the United States.

Animal Sciences 231 &1/&A: Biology of Reproduction
Same as BIOL 231 &1/&A. For Chancellor's Scholars. Others may enroll with the consent of the instructor and the director of the Campus Honors program.

Kesler MWF 10:00

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 2:00

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; and Sutton, David, Remembrance of Repasts: An Anthropology of Food and Memory.

Anthropology 209 &RS: Food, Culture and Society
Same as SOC 209; for Chancellor's Scholars only. Others may enroll with the consent of the instructor and the director of the campus honors program.

Schurman MW 3:30 - 4:50

Hamburgers and a Coke, rice and beans, collard greens, wonton soup, crème brulee. What meanings and feelings do these foods conjure up, and for whom? Where are their key ingredients produced? Who prepares these dishes, and who eats them? This course is built on two key premises: first, that the production, distribution, and consumption of food involves relationships among different groups of people, and second, that one can gain great insights into these social relations and the societies in which they are embedded through a sociological analysis of food. Among the themes this course will explore are: the different cultural and social meanings attached to food; food, gender and body image; the "geography" of food production and consumption; work and workers in the food industry; the industrialization of the agrofood system; and the current debate over biotechnology in agriculture.

Anthropology 223 H: Memoirs of Africa
For Chancellor's Scholars. Others may enroll with the consent of the instructor and the director of the Campus Honors program.

Gottlieb TuTh 10:00 - 11:20

If you've read little or nothing about the continent that is the cradle of humanity, this course will offer you a user-friendly introduction to Africa, which is so often (mis)represented in stereotypic terms in Western mass media. The texts are a combination of memoirs written by African men and women (about their childhood experiences growing up in various regions of Africa), sometimes written in conjunction by a Western visitor to the continent. In looking back at their engagements with Africa, the authors of these books weave individual, society and history in complex tapestries, affording multiple windows into what might appear as distant historical eras and cultural settings, making the exotic approachable while still retaining a sense of the extraordinary. We will read books in pairs, to compare and contrast two experiences that are in some ways related. In encountering these works, the class offers you approaches into the daily lives of individuals whose leaders may make newspaper headlines but whose own daily struggles and joys alike are largely invisible to the wider world. Readings will include Marjorie Shostak, Nisa: The Life and Words of a !Kung Woman; Mark Mathabane, Kaffir Boy: The True Story of a Black Youth's Coming of Age in Apartheid South Africa.

Anthropology 368: Religions in Africa
Same as REL ST 368. Prerequisites: Graduate standing, or at least one prior course either in cultural anthropology, religious studies or African studies.

Gottlieb Tu 2:00 - 5:00

Fetishism - witch doctors - superstition - primitive - juju . . . Western images of African religions abound. What do these images say about Western stereotypes and racist ideologies? And (how) do they speak to actual African traditions? In this course, we explore a rich selection of religious acts, beliefs and experiences as they relate to a variety of issues. Engagements between religion and the nation-state, commodity capitalism and other aspects of modernity; cosmological definitions of the life cycle; gender norms and markers in religious practices; ritual aesthetics and performance; religious definitions of personhood and their ramifications for social relations - these will be among the many topics we'll explore in this course. We will emphasize religious traditions originating in sub-Saharan Africa, but we will also give some consideration to local experiences of Christianity and Islam. And toward the end of the semester, we will briefly explore some diaspora experiences of African religious traditions transplanted to contemporary Europe and North America. Readings will include: Benjamin Ray, African Religions: Symbol, Ritual and Community; E. E. Evans-Pritchard, Witchcraft, Oracles and Magic among the Azande.

Anthropology 383: Self and Society in Japan

Kelsky TuTh 11:00 - 12:20

This course provides an overview of contemporary Japan. In the first part of the course we will sketch the contours of mainstream society, exploring the traditional family structure and its continuing impact on contemporary families, and branch out from there to consider the organization of households, communities, educational institutions and men's and women's workplaces. In the second half of the course, we complicate this picture by addressing people and groups outside the mainstream, looking at the gay community, ethnic minorities and migrant workers, and "alternative" groups devoted to anti-nuclear activism, environmentalism, and other causes. Throughout this course, we will focus on questions of Japanese nationalism and constructions of national and racial identity in a rapidly globalizing world, and consider changes Japan is confronting in the face of ongoing economic downturn, gender transformations, and a rapidly aging society.

Art History 248: Spanish Art from the 1890s to the Present

Mendelson MWF 9:00

This survey examines the major artists, movements, and institutions that shaped the course of Spanish art from the end of the nineteenth century to the end of the twentieth. Centered around some of Spain's most prominent artists and architects, including Antonio Gaudí, Pablo Picasso, Joan Miró, Luis Buñuel, Maruja Mallo, Salvador Dalí, Antoni Tàpies, Equipo Crónica, and Pedro Almodóvar, we will explore such issues as: the reception of the European avant-garde, the debate between "pure" and "social" art, the use of history and myth in the construction of national artistic styles, center and periphery, and the role of academies, galleries, exhibitions, and cafés in the formation of artistic identities. No reading knowledge of Spanish is required, though it is helpful. The class is a combination of lecture and discussion. Textbooks are: Jo Labanyi & Helen Graham, eds., Spanish Cultural Studies: An Introduction; Temma Kaplan, Red City, Blue Period: Social Movements in Picasso's Barcelona, and a pack of selected readings.

Art History 441: Seminar in Modern Art
Topic: War in Print: Traumatic Photography and History

Mendelson W 2:00 - 3:50

What is a traumatic photograph? How has the history of photography accommodated images that are made in moments of extreme violence, and how have photographers directly participated in the creation (and publication) of their work for public consumption? Roland Barthes argued in "The Photographic Message" (1977): "the more direct the trauma, the more difficult is connotation." Barthes recognized that truly traumatic images (ones that suspend language) are rare, but indicated that the category of images that belong to the traumatic are "shock-photos," ones in which there is "no value, no knowledge." In the history of photography it would be difficult to find a "shock-photo," in part because most wartime photographs have appeared in print with a context to guide the viewer's reaction. It is the purpose of this seminar to look at the producers and publics of these kinds of photographs - traumatic, violent, mythic - in order to better understand the mechanisms through which they enter the public sphere. We will consider how photographic and printing technologies have impacted the way war is pictured, published, and received. Students will be asked to consider the place of print culture in creating both histories and memories of war and conflict. Our primary sources will be the photographic books and illustrated magazines that featured wartime photographs. Many of these books are located in the Main Library or the Rare Book Room. We will also read current theoretical perspectives on the problem of war and representation as well as biographical and historical accounts of the photographers involved in making these images. Case studies will include, but are not limited to, the American Civil War, the Crimean War, World War I, Spanish Civil War and World War II and photographers like Roger Fenton, Felice Beato, Alexander Gardner, Gerda Taro, Margaret Bourke-White, Cecil Beaton, Edward Steichen, Lee Miller and Roman Vishniac. Students will conduct their own research on a photographer or event of their choice and present their findings to the class.

Campus Honors Program 295 &A: The Politics of Eroticism East and West
For Chancellor's Scholars. Others may enroll with the consent of the instructor and the director of the Campus Honors program.

Blake TuTh 1:00 - 2:30

In the course of the semester we will be exploring some of the most enduring myths of eroticism including the Tristan and Isolde legend in the medieval versions and in Wagner's opera. We will also attempt to come to terms with Eastern versions of erotic passion in the Tale of Gengi from feudal Japan and the Hindu Kalika Purana. We will then turn to more contemporary rendition of the themes. Some of the questions we will be asking are: is there a necessary link between the erotic and the forbidden? Do cross cultural studies reveal any universal elements in erotic experience? What does the portrayal of passion tell us about a society's value system? Art and literature speak to us of the unspeakable in the erotic experience which is often inseparable from the religious notions of taboo and sacrifice. Thus eroticism brings into play the very basis of the sacred and is traditionally linked to the mysteries considered fundamental to each culture. Do thinkers closer to us shed light on the phenomenon? According to Freud love is a "short psychosis." While twentieth century French philosopher Georges Bataille defines eroticism as "assenting to life up to the point of death."

Communications 490 P: Race, Masculinity and Cultural Practice

Rustin Th 11:00 - 12:50

This course will build on emerging efforts to create a theoretical framework and/or conception of history treating masculinity as a site for analysis within gender and sexuality studies, race studies, and cultural studies. The work of the course will be to examine how categories of masculinity are produced and contested historically and to develop a critical analysis of culture and race in the process. Ranging through historical, sociological, literary, psychoanalytic, feminist, queer, philosophical, comparative, and linguistic approaches to the study of culture and agency, the readings for this class will introduce students to the major problems within the field of masculinity studies.

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 206: Human Sexuality
Some seats reserved for Community Health majors through April 30. Students must enroll in the lecture and one discussion section. See timetable for discussion sections.

Carden (Lect.) MW 1:00 - 2:15

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 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.

Comparative and World Literature 151: The Color of "Love:" Interracial Relationships in the Americas

Ortega TuTh 12:00 - 1:20

This course will explore the anxieties as well as the fascination that mixed-race relationships, intermarriage, and miscegenation have provoked since the first encounters of Natives and Europeans in the Americas to more contemporary interactions among the many groups that map the continent today. Looking at great variety of texts (films, short stories, plays, novels and early accounts of the conquest of America) written by Canadian, American, Latin American and Caribbean authors, we will examine the concepts of race and ethnicity and the role that sexuality plays in their literary construction. We will look particularly at the notions of difference and sameness and at the representation of racial identities as they are constructed and challenged in the texts. Finally, we will consider how the anxieties of crossing racial boundaries problematize our sense of identity and destabilize the "self."

Comparative and World Literature 334: Mashrek and Maghreb Literature of French Expression
Same as FR 379.

Accad W 1:00 - 2:50

The course will be a survey of the historical development of modern Francophone North African and Middle Eastern literatures. Serious consideration will be given to the problems of colonialism, independence, post-independence, the Algerian revolution, the Arab-Israeli conflict, and the Palestinian problem. Reflections of these questions will be studied in the writings of Aba, Chraibi, Dib, Djebar, Faraoun, Haik, Mammeri, Memmi, and Yacine, Boudjedra, Fanon, etc. A portion of the course will be devoted to the role of women. Problems of the Arab woman based on anthropological and sociological sources will be presented. They will then be compared to the ones expressed in the works of the writers already mentioned, plus the ones by women writers: Bittari, Djebar, Chédid, Adnan, Khoury-Ghata, Amrouche-Taos, Tuéni, and Accad. Comparisons will be made between the works by women and those by men writers, as well as between Eastern and Western models. Attention to the style, the structural devices and the narrative techniques will be paid. We will set a theoretical framework by reading critical approaches of Third World texts.

Comparative and World Literature 481 A: The Double Death of Eurydice:
Psychoanalytic Theory and Contemporary Culture

Blake W 3:00 - 4:50

Reading the products of cultural discourse, fiction, film, drama or visual art, in the light of psychoanalytic theory and reading theory as a cultural production, this seminar will attempt to question four topos that have occupied intellectual history in recent years: Hysteria and the definition of the feminine; Obsessional neurosis and masculinity; Perversion and the problematics of gender; and finally the Ideological and philosophical implications of these theoretical constructions. Readings from Freud, Riviere, Lacan, Deleuze and Guattari, Catherine Millot, Slavoj Zizek. Artistic illustrations include Alice Munro, Marguerite Duras, Wong Kar Wai, Rainer Fassbinder, Pedro Almodovar, Neil Jordan, David Cronenberg.

Dance 451 FC: Feminist Choreographies: Women In and Making Dance in North America
Prerequisite: Graduate standing in Dance.

Oliver TuTh 11:00 - 12:30

Placing women's choreography at the center, this course will examine the contemporary conditions under which women create and perform dance works, their relationships to the material they create, and the subject matter they choose. We will consider the social, political, economic, and historical climate under which their works are made and the ways in which gender remains a critical part of the equation between dance performance, production, promotion, and audience reception. With women populating the dance world in massive numbers, their rise to notice and or celebrity is significantly diminished when compared to men of the field. This course will consider why men dominate the most visible sector of the field; and how gender, sexual orientation, socio-economic, racial and political realities determine the aesthetic, direction, and development of artists' works. These issues will be explored centrally through the choreographies of contemporary women artists from ballet makers to contact improvisers. We will make historical moves as they apply to current works and conditions to ultimately consider how the performances of women map a specific social history.

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 B: Gender, Race and Class Diversity in Society

McNair Barnett Tu 10:00 - 11:50

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 247 &P: The British Novel
Campus Honors course.

Sullivan TuTh 11:00 - 12:15

We will study seven or eight novels from the late l8th to the late 20th century through which we will explore questions of narrative form, culture, identity, and gender. We will consider how the English narrate self, family, and "Englishness" at home and abroad against the others they encounter overseas and see what happens to that narrative when it gets complicated in migration, colonization, and war. Do these novels merely reflect or do they also complicate and contest the gendered categories, stereotypes, norms and ideologies of their time? Required texts: Jane Austen, Pride and Prejudice; Charlotte Brontë, Jane Eyre; Charles Dickens, Great Expectations; Joseph Conrad, Heart of Darkness; Rudyard Kipling, Kim; Virginia Woolf, To the Lighthouse; Jean Rhys, Wide Sargasso Sea; Michael Ondaatje, The English Patient. Please use only the editions at the Illini Union Bookstore and Course Packet at Notes & Quotes.

English 281 C: Women in the Literary Imagination
Topic: You've Come a Long Way Baby: Dating, Sex and Motherhood in the Age of Bridget Jones
Prerequisite: Completion of the Comp. I requirement.

I. Baron MWF 10:00

In 1996 the best seller Bridget Jones's Diary was published. Here author Helen Fielding relates her amusing tale of the ditzy thirty-something Bridget Jones, as she battles bad hair days and badly behaved boyfriends through her exploits and sexploits in late 20th-century London. As we read the diary entries, we see just how difficult it is for Bridget to balance hardcore feminism with the ever pressing demands of Cosmo culture such as searching for the perfect outfit, the perfect leg wax and the perfect husband. Yet Fielding often takes us beneath the comic dimensions of the novel to explore the limitations that women must face in a post modern universe as we enter the workforce in greater numbers and still hope for a union with just the right guy, a house in the suburbs and the obligatory 2.5 children to grace us with the joys of motherhood. In this class, we will explore why this type of comic confessional novel has recently gained the immense popularity it has, and why so many other female writers have borrowed this genre from Fielding to pen knock-offs of the Bridget series. We'll learn about the beauty myth of the late 20th-century, the mythos of the perfect woman and why women still feel that they must achieve both economic and romantic success to be socially acceptable. Through our fictional and non-fictional readings, we'll also cruise the dating scene in contemporary England and America and discover how hard it is for single women to navigate through the rough waters of love and sex in order to find fulfillment in marriage and motherhood. And finally, we'll discover why motherhood and marriage are still so highly venerated in Western culture in spite of the ever rising divorce rate, and why for women, success in the boardroom is so often equated with failure at home and in the bedroom. Written work includes 2-3 responses, 2-3 papers and a final exam. The fictional reading list includes: Bridget Jones's Diary, Bridget Jones and the Edge of Reason, Jemima Jones, Mr. Maybe, Dating Big Bird, Animal Husbandry, The Nanny Diaries, and I Don't Know How She Does It. Supplemental readings will include a packet with short excerpts from Reviving Ophelia, The Beauty Myth, Men Are From Mars, Women Are From Venus, Bachelor Girl, The Bitch of the House, The Price of Motherhood and Wifework.

English 296 &P2: Honors Seminar, I
Topic: Masculinity and Enlightenment
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.

Pollock Th 11:00 - 12:50

In this seminar, we will study the complicated transformations of masculinity in European literary culture from the period of the English Restoration to the later nineteenth century. How can we view differing conceptions of masculinity in the Enlightenment (and after) as articulations of or responses to specific social and ideological crises? We will begin by examining the figure of the libertine as a peculiar English (and French) index of secularization and the waning of traditional structures of authority in European culture. We will then read eighteenth-century texts which attempt to contain the disruptive force of libertinism by offering "reformed" versions of masculinity - the conscientious merchant, the well-mannered spectator, the sentimental father, and the penitent rake - as different ways of stabilizing an increasingly bourgeois, mercantile social order. We will try to account for the cultural significance of economic and affective bonds between men in the Enlightenment by studying the often gender-exclusive institutions of commodity exchange, coffee-house clubs, colonialist seafaring, and the new ideal of sympathetic, manly friendship. Finally, we will read two later texts which reflect upon these Enlightenment models of masculinity: Mary Shelley's Frankenstein and Joseph Conrad's Heart of Darkness. Throughout the semester, we will ask how these ideas about masculinity develop in relation to specific notions of femininity, sexuality and national identity. In addition to the aforementioned authors, possible texts include plays by Behn, Etherege and Lillo; prose fiction by Steele, Defoe, Haywood, Mackenzie and Laclos; philosophical texts by Hobbes, Rousseau, Wollstonecraft, Sade and Kant; and poems by Rochester and Baudelaire.

English 300 D: Writing about Literature
Topic: Zora Neale Hurston
Prerequisite: Completion of campus Composition I General Education requirement; one year of college literature or consent of instructor.

Deck MW 3:00 - 4:15

This course will examine the life and writings of Zora Neale Hurston. The emphasis will be on how Hurston's representation of the folk voice in her anthropological work, autobiography and fiction expanded the idea of what counts as literature; specifically, how it reframes the relationship between spoken and written verbal art, high versus low culture. As this is a 300-level English class, there will be a large amount of secondary readings in literary criticism, Hurston's correspondence and her essays. Students will be required to write several papers (weekly personal responses of 1-2 pages, a 5-7 page essay and a final 10 page research paper) and take a mid-term exam. Class participation is expected of everyone. To ensure this, an oral presentation (in a group or independently) will be required as part of the final grade. Required readings: Mules and Men, Tell My Horse, Jonah's Gourd Vine, Their Eyes Were Watching God, Moses Man of the Mountain, Seraph on the Suwanee, Dust Tracks on a Road and numerous short stories and essays.

English 300 P: Writing about Literature
Topic: Literary Bodies
Prerequisite: Completion of Comp. I requirement; one year of college literature or consent of instructor.

Hawhee TuTh 11:00 - 12:15

This course will engage "the body" as it is produced in literary and cinematic texts. We will consider literature and film where the body seems particularly central, reading these texts alongside scholarship culled from the emerging area of inquiry loosely categorized as "body studies." Such scholarship raises a host of questions we will ask, answer, and reformulate, e.g.: Do we know what a body is? How do bodies in these texts link up with machines, drugs, art, sports, other bodies, etc.? How do identity practices (race/class/gender/sexuality) become articulated with and on these textual bodies? The class will be organized in five three-week segments: Freaks and Geeks, Identity and Difference, Changing Bodies, Jock Bodies, and Machinic Bodies. Literary genres will include novels, short stories, and memoirs. Texts will include Geek Love (Katherine Dunn), "The Metamorphosis" (Franz Kafka), Pretty Good for a Girl (Leslie Heywood), Endzone (Don DeLillo), Bad as I Wanna Be (Dennis Rodman), Do Androids Dream of Electric Sheep? (Philip K. Dick), Herculine Barbin (Michel Foucault); short stories by A.M. Homes, Toni Morrison, Jonathan Lethem, and Flannery O'Connor. Films will include SLC Punk, Freaks, Being John Malkovich, and eXistenz.

English 318 F: Shakespeare I
Prerequisite: One year of college literature or consent of instructor.

Neely MWF 2:00

We will read some sonnets and 6-8 of Shakespeare's plays before 1600: comedy, tragedy, and history, including The Taming of the Shrew, Titus Andronicus, Romeo and Juliet, Henry IV, Part I and Part II and Twelfth Night to investigate how they functioned in Shakespeare's time and how they can work for us today. We will focus especially on representations of identity and sexuality, courtship and marriage, and violence and nation-building. We will look at different plays through different lens: at, for example, their poetic structures, their theatrical origins and qualities, their historical contexts, their critical receptions, their use today in popular culture. We'll also read them in relation to critical articles from different theoretical perspectives, to a film or theater version, to historical documents and will perform parts of them in class. The object of the course is to help you to become a more resourceful, creative, and enthusiastic reader of Shakespeare and learn about different ways his works can be taken about and understood. Coursework will include shorter and longer writing assignments, group activities including brief performances, maybe a film showing or a theater performance, a longer final paper and a final exam. Previous experience of Shakespeare is not assumed.

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

Markley TuTh 11:00 - 12:15

This course will examine English literary culture from 1660 to the 1740s, and introduce students to some of the major male and female writers of this period. Restoration and eighteenth-century literature often receives a bad press from non-specialists who usually emphasize its supposed preoccupation with "manners" and "reason." Nothing could be further from the truth. To combat such generalizations, we will pay particular attention to the sexual, satiric and sensationalist aspects of the literature of this era. We will concentrate on the ways in which literature participates in seventeenth and eighteenth-century redefinitions of selfhood, gender roles, socioeconomic order, and national identity. The century between 1660 and 1745 was politically and economically turbulent, and literature was seen as an important aspect of public life as well as private contemplation. Great Britain was almost always at war, preparing for war, or negotiating an end to hostilities. Political corruption was rife, and produced as a byproduct some of the great moral satires in literature as well as imaginative dreams of a return to a "golden age." As Englishmen and women addicted themselves to the consumption of tea, sugar, tobacco, and rum, literature of the period played a crucial role in allowing Englishmen and Englishwomen to redefine a national identity in world that was dominated by issues of trade, colonization, and commercial rivalry. The authors we will read, in a variety of ways, policed or challenged boundaries between elite and mass culture, between virtue and vice, between serious literature and commercial junk, and between the proper domestic woman and the professional woman writer. Our reading will focus on major works by men and women in a variety of genres: poetry, drama, the novel, and non-fiction narrative. We will read on poems, many of them satiric, by the Earl of Rochester, Aphra Behn, John Dryden, Anne Finch, Alexander Pope, and Jonathan Swift to explore the ways in seventeenth and eighteenth-century verse became a vehicle for social criticism as well as personal reflection. The drama between 1660 and 1700 was a lucrative but controversial form of entertainment, and we will examine comedies by Aphra Behn, William Wycherley, and George Etherege which test and redefine the limits of sexual convention. By the end of the seventeenth century, the growth of print culture and literacy had created an insatiable market for prose fiction, and we will read some of the most popular and influential novels published before the mid-eighteenth century by Behn, Daniel Defoe, and Eliza Haywood. For every work of fiction published during the period, there were fifteen or so non-fiction texts published, and many of these found a wide readership as they challenged, circumvented, or defied censorship restrictions to discuss issues ranging from the rights of citizens to overthrow the government John Locke to the need for women to reject marriage. Our readings in this genre will include excerpts from some of the most important of these writers, including John Locke, Mary Astell, and David Hume.

English 355 S: Major Authors
Topic: George Eliot
Prerequisite: One year of college literature or consent of instructor.

Garrett TuTh 2:00 - 3:15

Marian Evans was a prominent Victorian intellectual before she began writing fiction as George Eliot, and her tales and novels grow as much from her ideas and convictions as from her personal and historical experience. From Scenes of Clerical Life (1857) to Daniel Deronda (1876), she is centrally concerned with the disrupting effects of modernity and modernization, with the loss of the traditional religious beliefs that had grounded moral values and the loss of the traditional pre-industrial way of life that had provided a sense of community. Those concerns lead to her ethical humanism, her efforts to reground values in personal and social obligation, as well as her artistic realism, which was part of her effort to reestablish community by promoting sympathy. "Art is the nearest thing to life," she wrote; "a mode of amplifying experience and extending our contact with our fellow-men beyond the bounds of our personal lot." In pursuing those efforts, she wrote some of the greatest and most complex fiction of the nineteenth century, distinguished by both its social and historical scope and its psychological depth and ranging in style from the enclosed Gothic nightmare of "The Lifted Veil" to the sweeping social panorama of Middlemarch. Following the course of her development will offer us many opportunities to appreciate those artistic achievements as well as to probe the cultural conflicts she tried to resolve. Required texts: Selected Essays, Scenes of Clerical Life, Adam Bede, The Mill on the Floss, Silas Marner, "The Lifted Veil," Felix Holt, Middlemarch, Daniel Deronda.

History 298 A: Undergraduate Research and Writing Seminar
Topic: The Body in Western Christianity

McLaughlin W 1:00 - 2:50

Does the body have a history? And what, if anything, does that history have to do with religion? This course will explore changing ideas about physical pain and pleasure, eating and fasting, bodily emissions of various kinds, sexualities, reproduction, death and resurrection within Christian communities in Western Europe and America, from the beginning of the Common Era through the Middle Ages and into Modern Times.

History 298 K: Undergraduate Research and Writing Seminar
Topic: Educating Women in Late Medieval and Early Modern Europe

Michalove W 9:00 - 10:50

"The single most powerful investment we can ever make in life is investment in ourselves, in the only instrument we have with which to deal with life and to contribute." - Stephen R. Covey. The purpose of History 298 is to transform history majors from consumers of history into producers of history by practicing the methods used by professional historians - reading, writing, discussion, debate, and the formal presentation of research - in order to create a historical product. However, the intent is far from a sterile exercise. The research, critical thinking, communication (written and spoken) and analytical skills honed in this course are useful for students, whether they continue on to graduate school, professional programs, or into the job market. The education of women was meant, like that of men, to socialize them. The goal was to produce women who would be competent wives and mothers. Most women were expected to marry and their educational attainments were patterned on a model similar to that of their mothers. Stress was laid on mother's education their daughters to be moral, virtuous women. A well-educated woman knew how to run a large household, knew the rules of courteous behavior so as to be able to fit into court society, and was expected to nurse the sick, dispense patronage, and, perhaps most importantly, create a proper religious environment for her family. Women were to be competent and self-reliant, but compliant. Their training was to make them good helpmates to their future husbands. This seminar, which will look at a variety of women from the late medieval well into the early modern period, will illuminate opinions on what education meant for women of various classes, how they were educated, and what various men and women thought about the idea of educating women. The women range from the religious like Margery Kempe and Julian of Norwich, to the professional writer Christine de Pizan, to the humanistically trained Anna Maria van Schurman. For male opinions, Henricus Agrippa and Juan Luis Vives' ideas will be considered.

History 325: Southern Africa: Race and Power

Allman MW 1:00 - 2:20

This course provides an historical survey of southern Africa from the 17th century to the present, although primary emphasis is placed on the 19th and 20th centuries and the consolidation of white settler rule. The course highlights the social, cultural and economic dynamics of both African and settler societies as it explores the historical processes which culminated in the emergence of South Africa as a major industrial and military power after the Second World War. Our primary thematic focus will be on the ways in which race, gender and class have historically shaped the daily lives of people in southern Africa. This course devotes equal time to lecture and discussion. Course requirements include a leading discussion, a book review, a midterm, a short midterm paper, and a 15-page final bibliography essay.

History 338: History of Biology
Same as BIOL 338 and IB 394.

Burkhardt TuTh 9:00 - 10:20

A selective survey of the development of biology from antiquity to the Human Genome Project, stressing not only conceptual developments but also how the concepts and practices of biology have related to particular social and institutional contexts. Topics include: biology and the mechanical philosophy of the 17th century, Darwin and Darwinism, genetics and eugenics, the science and politics of animal behavior studies, women in biology and biologists' assessments of "woman's place in nature," and the politics of modern biotechnology.

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 472 A: Seminar in History of Medicine
Topic: Science, Medicine and Gender in Europe and America, 1870 - 1920

Micale M 3:00 - 4:50

This graduate seminar will explore the interaction of gender and the biomedical sciences during the exceptionally rich and eventful period of the late nineteenth and early twentieth centuries in both Western Europe and North America. Topics include: women and Anglo-American evolutionary theory; German and British sexology; medical debates about women's higher education; gender and "the healthy body;" madness, hysteria, and nervousness; "criminal anthropology" in France and Italy; gender and the discourse of degenerationism; early psychoanalytic theory; female prostitution and male criminality; biomedical models of homosexuality and lesbianism; gender and Jewishness; psychosexual trauma and the American medical profession; and the beginnings of reproductive endocrinology. The course will address equally issues of femininity and masculinity, and it will examine visual as well as written sources. Readings include Mill, Darwin, Maudsley, Wilcox, Mitchell, Lombroso, Carpenter, Krafft-Ebing, Ellis, Freud, Weininger, and Hirschfeld in addition to a selection of the best, recent scholarship in historical gender studies.

Human Development and Family Studies 214: Introduction to Aging
Same as CHLTH, LEIST, PSYCH, REHAB 214. Prerequisite: HDFS 105 or PSYCH 100 or SOC 100.

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: HDFS 110.

Staff (Lect.) TuTh 9:00 - 10:20
Discussion A1+ Tu 11:00
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.

Human Development and Family Studies 423: Ethnic Families

Jarrett Th 9:00 - 11:50

No course description available at this time.

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

Staff 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.

Russian and East European Studies 450: Methods and Problems in the Study of Russian Culture and Literature
Topic: From Dandies to Men of Steel: Gender, Sexuality, Masculinity and the Body in Russia, 1830-1930

Kaganovsky M 3:00 - 5:00

The goals of the course are to provide students with an introduction to gender, sexuality, masculinity, and the body in Russian history and culture from 1830 to 1930, with particular focus on critical and theoretical methodologies and interpretations. The course combines the study of theoretical works with the study of historical texts, literature, philosophy, film, and visual art. A range of scholars from such disciplines as anthropology, history, and literary studies have detailed the ways in which the body functions metaphorically in relation to the body politic, in particular, noting the parallels between such issues as boundaries and boundary crossings, attitudes toward the upper and lower bodily regions in relation to the upper and lower classes, and a host of other issues. Problems of national identity are often coded in terms of changing valuations of the masculine and the feminine, and changing definitions of gender roles. Thus the body and sexuality, masculinity and gender are deeply intertwined with problems of politics and the nation. By concentrating on key moments of transition in the Russian past, this course strives for both depth and for a multidimensional and interdisciplinary consideration of the 1830s, the fin-de-siècle, and the emergence of Stalinism. The course is a new and experimental team-taught seminar led in successive sessions by pairs of faculty from the Department of Slavic Languages and Literatures and from the Department of History: Richard Tempest and John Randolph on the 1830s; Mark Steinberg and Harriet Murav on the turn of the century; and Lilya Kaganovsky and Diane Koenker on the 1930s. (For graduate students seeking the regular topic of REES 450 -- introduction to the interdisciplinary study of Russia and Eastern Europe - this will be offered next year; students can take both courses.)

Sociology 317: Sociology of Law
Prerequisite: SOC 100 or six hours of anthropology, social geography, political science, or sociology.

Marshall TuTh 10:30 - 11:50

This course examines law and legal institutions in their social context. The course begins with theoretical approaches to the role of law in society, including critical race and feminist theories. The course will then review the law and society literature on criminal and civil law processes and the role of law in everyday life. Examining the operation of the legal system, we will pay close attention to its actors and institutions, particularly the legal profession and legal education. Finally, the course will consider the relationship between law and social change.