Gender and Women's Studies

Women’s Studies Courses Spring 2001

Women's Studies 111: Introduction to Women’s Studies in the Humanities

Students must register for the lecture and one discussion section. Fulfills the General Education Social Sciences requirement.

LectD. A    Tu Th 10:00
LectD. B   M W F 11:00

This course examines the social construction of women and gender through representation, sexualities, identities, roles and relationships, covering both traditional constructions of women and alternatives presented by different groups of women. We will explore the "common differences" which define women – such as class, race, ethnicity, sexuality, and religion.
 
 

Women’s Studies 112: Introduction to Women’s Studies in the Social Sciences

Same as HDFS 145, SOC 145.

(Lecture) M 1:00
Disc. A M W 3:00
Disc. B M W 3:00
Disc. C Tu Th 1:00
Disc. D Tu Th 10:00
Disc. E Tu Th 2:00

What is Women’s Studies and what does it have to do with you? Or with the social sciences? This course introduces key ideas in Women’s Studies, encourages students to find links between their own lives and issues raised by feminist scholars, and maps some of the terrain of feminist scholarship in the social sciences. Discussions, readings, and lectures will explore the interplay of gender with other social categories such as race, sexuality, and class, through materials which come from a variety of disciplines including sociology, psychology, anthropology, economics, political science and history, as well as feminist theory.
 

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

Staff    Tu Th 9:00 – 10:20
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.  To arrange registration in this course, students should contact the department office.
CONF ARR Ind. Study
 
 

Women’s Studies 201: Introduction to Feminist Theory

King Tu Th 1:00 – 2:20
Using a range of historical documents and contemporary essays, we will study various formulations of feminist theory in order to identify the philosophical and historical underpinnings that have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.
 
 

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 P.M.
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 sexual deviance in relation to nationality, race, and gender; and innovations in practices related to sexual freedom.
 
 
Women’s Studies 235: Women in Politics
Same as POL S 235. Fulfills the Gen. Ed. Soc. Sci. requirement.
DiBello (Lect.) M W 11:00
Disc. A1 Th 9:00
Disc. A2 Th 10:00
Disc. A3 F 11:00
In this course we will examine women and politics in the United States since the emergence of the contemporary feminist movement(s), sometimes called "second-wave" feminism, in the late 1960s. Several questions inform this examination. For example: What does the "women’s movement" include? Why did the Equal Rights Amendment fail, and does it matter? What issues divide feminist organizations? Is there a "gender gap"? How do women and men elected to office differ in policy preferences? What does it take to elect women to national offices? Topics will include feminism(s) and antifeminism; political participation; women in elected office; the impact of "second-wave" feminism on public policy; and, drawing on cross-national comparisons, the effects of political institutions on women’s political participation.
 
 
Women’s Studies 240: Sex and Gender in Classical Antiquity
Same as C LIT 262, CLCIV 240. Fulfills the Gen. Ed. W LA requirement.
Parca (Lect.) Tu F 10:00
Disc. B F 10:00
Disc. C Th 11:00
Disc. D Th 12:00
Disc. E F 11:00
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 245: Women in the Labor Market
Same as ECON 245. Prerequisite: ECON 102 or equivalent. Credit is not given for ECON 245 if student has credit for or is enrolled in ECON 346.
Johnson M W 1:00 – 2:20
The objective of the course is to gain understanding of and insight into the present economic status of women. We will pursue this objective by exploring the current and past relationship among men, women and work in the labor market and the household.
 
 
Women’s Studies 260: History of Medicine
Same as HIST 250. Fulfills the Gen. Ed. W HP requirement.
Reagan W 1:00
            M 1:00 – 2:50
This course examines the history of medicine and public health in nineteenth and twentieth-century America through the lens of civil rights. 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, breast cancer, 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. We will also view and critique old public health films.
 
 
Women’s Studies 273: Women, Men, and Gender in American Society Since 1877
Same as HIST 273. Fulfills the Gen. Ed. HP requirement.
Holz (Lect.) Tu Th 9:00
Disc. N Tu 10:00
Disc. N1 Th 10:00
Disc. R Tu 1:00
Disc. R1 Th 1:00
This class will introduce students to some of the major topics in the history of women and gender in America from the late 19th century forward. We will examine the experiences of women and men and in turn the roles (which they both created and challenged) they were supposed to play as citizens, wage-earners, and family members. Central to our understanding of such matters is the recognition of the fluidity of femininity and masculinity. What it meant to be a woman and what it meant to be a man changed dramatically throughout this period, largely in response to the effects of industrialization, immigration/migration, urbanization, economic prosperity and decline, as well as wartime and peace. Throughout the semester we will investigate the following questions and others: How did race and gender influence anti-lynching campaigns? What was life like for the turn-of-the century immigrant girl who labored in the textile sweatshops? How did women finally get the right to vote? Was homosexuality always in the closet? When did modern assumptions about male heterosexuality emerge? What did women and men use to limit childbearing before the pill existed? What was so revolutionary about the sexual revolution of the 1960s? Requirements include attendance at weekly lectures and discussion sections, several short papers based on primary and secondary sources, as well as a midterm and final exam.
 
 
Women’s Studies 280 B: Women Writers
Topic: Writing in the Borderlands: Twentieth-Century American Women’s Fiction
Same as ENG 280. May be repeated to a maximum of 6 hours as topic varies. Prerequisite: Completion of the Composition I requirement.
Mohr M W F 9:00 A.M.
What does it mean to live in the borderlands? In this course, we will read fiction that depicts life on the borders between races, countries, and regions. We will first look back to the early twentieth century and consider the impact of imperialism and immigration on women’s art and literature, and, from this historical perspective, analyze border-crossings in contemporary women’s fiction. Our reading list will include novels by African American, Chicana, Native American, and Anglo-American writers. Requirements will include several response papers, a critical essay, midterm and final exam, and active participation. Texts may include the following: Willa Cather, The Song of the Lark; Maria Cristina Mena’s magazine fiction; Zitkala Sa, American Indian Stories; Nella Larsen, Quicksand and Passing; Leslie Marmon Silko, Ceremony; Gloria Anzaldúa, Borderlands/La Frontera; Sandra Cisneros, Woman Hollering Creek; Gloria Naylor, Mama Day. Films and critical essays will supplement course readings.
 
 
Women’s Studies 324: Gender and Race in Contemporary Architecture
Same as ARCH 324. Prerequisite: Junior standing or consent of instructor.
Anthony M W 11:00 – 12:20
The built environment reflects our culture, and vice-versa. The architectural profession must both reflect and address the needs of our diverse society. This course introduces students to a part of architecture that has all too often been overlooked: the role of women and people of color. It 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. It also analyzes how the built environment reflects social attitudes toward gender and race, especially in restrooms, housing, birth settings, work spaces and urban and suburban open spaces.
 
 
Women’s Studies 358: Social Issues in Theatre
Same as THEAT 358. May be repeated in separate semesters to a maximum of 6 hours or 2 units. Graduate students will be required to develop additional projects to be approved and assessed by the instructor.
Stephens M W F 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 380: Gender Roles in International Development
Prerequisite: One course in Women's Studies or one course in international, social, economic, or political development; or consent of instructor. For undergraduates, consent of instructor is required. Meets with HCD 495 A.
Summerfield Tu 12:00 – 3:00
This course focuses on analysis of the gendered dimensions of economic transformation policies since the 1970s. The impacts on people’s lives and the strategies that women have adopted worldwide to improve conditions for themselves and for their families are addressed.
 
 
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.
 
 
WS 396 B: Feminist Political Theory and the Social Contract Tradition
Meets with POL S 296 B.
Orlie Tu Th 2:30 – 3:50
This course interrogates gender as a foundational category in political theory and feminist theory. Specifically, we will examine whether the "social contract" is sexed – the "contract" conceived here as either the collective agreement that serves as the foundation of civil society or as a model of social, political, and legal relationships. Implicit in this query, "Are contracts sexed?," are questions about whether the social contract model provides tools for feminist politics – with its postulation of original freedom, inalienable rights, and universal equality – or whether it institutionalizes and legitimates political exclusion and oppression. The focus of this course will not be on seeking a definitive answer of our own to such questions. Rather, we will undertake close reading of modern and contemporary theorists in the tradition of social contract theory – Hobbes, Locke, Rousseau, Kant, Rawls, and Habermas – as well as articles by their feminist critics – including Carole Pateman, Linda Zerilli, Liz Wingrove, Drucilla Cornell, Seyla Benhabib, Nancy Fraser, and Iris Young. We will analyze the conceptions of gender and other political concepts such as justice, rights, freedom, and equality that underlie different feminist responses to this debate.
 
 
WS 396 C: Trans-Bodies and Politics
Cole M 3:00 – 5:50
This seminar is concerned with the historical and political significance of current models of, claims about, and contests for meaning surrounding "sex" and the human body. In general, our readings and discussions will be directed at the critical examination of the dynamics implicated in the ongoing making of nature and sexual difference as they are enacted and encoded on and through trans-bodies. We are using the term "trans" as a cover term for the multiple categories of bodies and identities that are not simply integrated into the dominant gender/sex/sexuality matrix (and that may or may not challenge the familiar heterosexual/homosexual division). We will use theoretical writings, empirical studies, and concrete exemplars to critically evaluate the durability of the dichotomies informing the essentialist/constructionist (nature/nurture) debate. That is, rather than viewing the debate as futile and/or outdated, our seminar aims to take the debate seriously. By focussing on concrete medical and scientific trans-related technologies and technologies as practices of classification, regulation, and order, we will investigate the formation of fundamental categories, the production of evidence, and the changing concepts, practices and relationships related to pathology, sex, and nature (particularly, Gender Identity Disorder). Examples will be drawn from case studies, clinical reports, and cultural commentaries, and will include work by academics of various persuasions, videomakers, laboratory scientists, health practitioners, activists, health policy makers, public figures, and performance artists. Ideally, several recent events will help organize our discussions throughout the quarter: San Francisco's Transgender Civil Rights Implementation; the Aurora/Zachery Lipscomb case; Littleton v. Prange; the academic (including recent research from the Johns Hopkins Children's Center) and public response to post-As Nature Made Him John Money; the International Olympic Committee's "sex testing" policy; ISNA's influence on paradigms of intersex surgery; and Transgender Health Projects. The concerns and issues raised through the specific case of transgender should help us think about a wide variety of empirical and theoretical issues. Thus, our discussions will be organized around the concrete medical and everyday, and, relatedly, the enabling and limiting aspects of feminist theory, queer theory, and their relationship. In sum, our readings and discussions will constantly move between the empirical and theoretical, research and culture, culture and science, sexuality and bodies, technologies and identities, and conceptual dynamics and ethics.
 
 
WS 396 D: Homosexualities Masculines
Readings in French. Lectures and discussions in English. Meets with FR 478 T and C LIT 478.
Schehr Tu 3:00 – 5:00
The seminar this semester will be devoted to an examination of the ways in which male homosexuality is inscribed in literary and cinematic works in several eras of the twentieth century. The first part of the course will be devoted to looking at the semiotics of homosexuality in high modernism: Eekhoud, Proust, Gide, and Cocteau. After that we will examine the liberatory texts of two writers from the middle of the century: Genet and Peyrefitte. Finally, we will look at works from the sexual revolution as well as contemporary AIDS narratives: Camus, Hocquenghem, Dustan, Guibert, Collard, and Borel. The course will focus on the articulations of desire, the systems of homosexual culture, and the ways in which language and representational systems are used as vehicles for that desire.
 
 

WS 396 E: Advanced Gender Relations in International Development

Research Methods
Same as HCD 495 GA. Prerequisite: WS 380.

Summerfield Th 12:00 – 3:00

This course satisfies the methodology requirement for the GRID Certificate for PHD students; it can be taken by others with instructor’s approval. The course explores problems in using both quantitative and qualitative statistical methods to examine gender and development issues. Topics include: the availability of data from United Nations; sources, methods of collecting one’s own data, translation, ethics, and focus groups. Students will present their dissertation research methods and discuss results. Course limit: 12.
 
 
Women’s Studies 396 F: Post-Soviet Society through Gender and Women’s Issues
Same as SOC 396.
Gapova W 2:00 – 4:50
This course, taught by Dr. Elena Gapova, visiting faculty at the Russian and East European Center, will explore the construction of gender and the impact of political change on gender relations in post-Soviet society. Discussion will focus on such issues as the emergence during perestroika of the new debate on women, family and intimacy, the decay of state-controlled social policy in the post-Soviet period, and post-communist women's activism. The course will combine approaches from several disciplines: sociology of gender and women's studies, anthropology, cultural studies, and political science.
 
 
WS 396 G: Gerontology
Meets with HDFS 304, REHAB 304. Prerequisite: Senior standing.
Armstrong M W 1:30 – 2:45
Introduces gerontology as the multidisciplinary study of human aging and examines its theories, research and application. Considers the contributions of women as participants in the aging process, as scholars and theory builders, as practitioners in aging-related professions. Examines aging and later life in the contemporary U.S. and incorporates global and cross-cultural perspectives. Open to any interested advanced undergraduate or graduate student. Projects based in the student’s major field are encouraged.
 
 
WS 396 H: Break the Silence: Global HIV/AIDS in Theory and Practice
Same as COMM 490. Seminar limited to 15 students (total for both WS 396 and COMM 490).
Treichler M 7:00 – 10:00 P.M.
The continuing international AIDS epidemic has been called "the downside of globalization." Examining the history and projected future of the epidemic, this seminar will seek to develop a broad picture of global AIDS in the year 2001. Using as a starting point Mann and Tarantola’s AIDS in the World II, we will learn about HIV/AIDS in specific geographical regions; conflicts and cooperative efforts between North and South; theoretical and practical approaches and interventions; the intersection of global, national, and local agendas (e.g., clinical drug trials, globalization); the differing epidemiology and politics of HIV/AIDS across the world; the role of race, class, ethnicity, age, gender, and religion in the epidemic; the historical evolution of the annual/biannual international AIDS conferences (with particular attention to the Durban conference of July 2000); and key proposals for deploying medical, moral, and material resources. Readings have been selected to represent a range of research studies, theoretical approaches, and social and scientific interventions. A cultural studies orientation means that, to a significant extent, we will read texts in terms of concrete language, representational work, and discursive foundations – thus treating as interesting and problematic the production, representation, interpretation, circulation, and material effects of texts. We will use these works, then, not only to learn about the Global HIV/AIDS epidemic but also about the function and range of contemporary scientific and medical discourses, about the complexity of current debates within science, medicine, and other domains involved in the AIDS struggle, and about the nature, explanatory power, and material implications of a number of central concepts in cultural studies and science studies (representation, ideology, hybridity, hegemony, identity, culture, theory, practice, postmodernism, postcolonialism, the media, and so on). Readings include Cohen, Boundaries of Blackness: AIDS and the Breakdown of Black Politics; Epstein, Impure Science; Farmer, Connors, and Simmons, Women, Poverty, and AIDS; Garrett, The Coming Plague; Hall, ed., Representation: Cultural Representation and Signifying Practices; Hooper, The River; Mann and Tarantola, AIDS in the World II; Treichler, How To Have Theory in an Epidemic; and readings on AIDS research, policy, and community work relating to selected regions of the world.
 
 
Women’s Studies 401: Feminist Scholarship in the Humanities: Theory and Method
Prerequisite: At least one graduate-level humanities course or consent of instructor.
Lyon Th 11:00 – 1:00
This course will address a range of issues and topics in feminist theory and gender studies, but its primary aim will be to describe, analyze and discuss the paradigms that inform influential feminist theories in the interrelated fields of literary studies, cultural studies, new histories, gay and lesbian studies, and studies in race and postcolonialism. The main focus will be on the ways academic feminism since the seventies has taken up and transformed literary criticism, marxism, psychoanalysis, cultural history, deconstruction, poststructuralism, postmodernism, and postcolonialism. The questions that we will explore will be in large measure determined by the interests of seminar members, but some questions that I will raise are: What is the relation between academic feminism and other politicized academic movements? How has feminism taken up and transformed various genres of cultural criticism? How do various feminisms construct the relation between theory and practice? How are political agendas and ethical judgments dealt with in feminist theories? What conceptions of identity and community inform different feminist theoretical paradigms? What is the place of feminism in light of recent theoretical emphases on the multiplicity and heterogeneity of subject positions, particularly those that emphasize the multiple determinants of gender, race, class, and sexuality?
 
 
Women’s Studies 402: Feminist Scholarship in the Social Sciences: Theory and Research
Same as SOC 425. Prerequisite: Undergraduate statistics; at least one graduate-level course, or permission of instructor. A graduate-level course in social science research methods is strongly recommended.
Fitzgerald W 3:00 - 5:00
This course engages students in an examination of the process and (to some degree) content of various social and behavioral science disciplines from a feminist perspective. Emphasis will be given to the ways in which an androcentric perspective has influenced the social construction and acceptance of knowledge in the various disciplines. Priority will be given to students with some coursework or background in either feminist theory or women’s issues from a variety of perspectives, e.g., psychology, sociology, and education.
 
 
Women's Studies 451: Women, Society and Social Welfare Issues
Same as SOC W 451. Prerequisite: SOC W 351 or consent of instructor.
Haight Th 1:00 – 3:50
We will consider how cultural belief systems related to gender are instantiated through the differential treatment of females and males in educational, mental health, welfare and health care systems; and the consequences of such practices. Then we will consider innovative policies and practices which support women.
 
 
Afro-American Studies 272 E 1+: Minority Images in United States Film
Same as ENG 272 E1+.
Curry/Ramachandran M W 1:00 – 2:50
REQUIRED film lab Tu 7:30-9:30 p.m.
This writing-intensive course explores how a range of films made in the U.S. over the last 80 years (both "Hollywood" movies and independently-produced works) have represented diverse ethnicities and cultures in relation to each other and to dominant American media conventions and social ideals. The course earns four hours credit and counts for General Education for Advanced Composition (Comp. II) and designated arts and cultural studies categories. Taking a comparative approach, the course examines how the films shown variously employ racial and gender stereotyping narratively and cinematically, what historical and economic circumstances may have yielded those particular films, and what reception the films have found over time among different audiences [e.g., Birth of a Nation (1915); Salt of the Earth (1953); Sweet Sweetback’s Baadasssss Song (1971); The Joyluck Club (1993); and Smoke (1998)]. While it addresses materials on a range of U.S. ethnic groups, the course is not a survey, but rather aims through carefully studying (extensively reading, viewing, writing about, and discussing) selected cases to teach critical, historical thinking about representational practices and media institutions. Two 2-hour class meetings a week, as well as a required two-hour weekly film screening scheduled as an evening lab. Among the requirements are absolutely regular attendance and active class participation; several short essays (some written in-class as "micro-themes") that focus on readings, films, and issues being addressed; a research paper on a selected film or television program; and a final exam. The course is co-taught by two film scholars of different ethnic/cultural backgrounds.
 
 
Afro-American Studies 314: Race and Ethnic Issues in Family Sociology and Education
Same as EPS 314; HDFS 314; SOC 314. Prerequisite: SOC 100, a 200-level SOC course, or consent of instructor. Contact the Educational Policy Studies Dept. for more information.
McNair-Barnett M 10:00 – 11:50
No course description available at this time.
 
 
Agricultural and Consumer Economics 255: Economics of Rural Poverty and Development
Allen M W F 10:00
Examines poverty and development issues with particular attention to current anti-poverty policies and programs and alternative policies. Includes discussion of family size and structure, sex discrimination in education and the labor market, welfare reform and child-support enforcement.
 
 
Anthropology 103: Introduction to Cultural Anthropology
This course fulfills the Social Perspectives Gen. Ed. requirement. Credit is not given for both ANTH 103 and 104. Students must enroll for the lecture and one discussion section. See the timetable for discussion sections.
Daniels (Lect. 1) M W F 10:00
Cultural anthropology is the study of the various ways of living and thinking in the human community by means of fieldwork and comparative analysis. Thanks to its unique approaches, cultural anthropology offers a broad perspective on a wide range of important social issues. These issues are important because their consequences are determinative to the survival and well-being of all human societies which are increasingly interdependent. In this introductory course, after briefly introducing what anthropology as a discipline is about and how anthropologists work, we will examine topics such as culture, language, gender, ethnicity, race, marriage and the family, social organization, economic systems, religion, ecology, globalization of the world system, etc. This course should help you understand and appreciate cultural variation in time and space from a global perspective, enhance your awareness and sensitivity of cultural diversity and change in your living environment, and develop your interpretive skills for a variety of cultural phenomena. Texts: Keesing, Roger M. and Andrew Strathern, Cultural Anthropology: A Contemporary Perspective; Lansing, Stephen, The Balinese; Stack, Carol, Call to Home: African Americans Reclaim the Rural South; Hart, C.W.M., Arnold R. Pilling and Jane C. Goodale, The Tiwi of North Australia.
 
 
Anthropology 199/282: Undergraduate Open Seminar
Topic: Body, Personhood, and Culture
Orta Tu Th 1:00 – 2:20
Many anthropologists travel to other places to better learn about "culture," but they need not look farther than their own bodies to observe this basic anthropological concept. In this course we will explore the anthropological concept of culture through an examination of the human body as a site of sociocultural processes. From fashion and bodily adornment, to gender and sexuality, to debates about pornography, to concerns to specify the beginning and end of human life, to the ethical challenges of research on human genetic material, to the basic premises of human rights and notions of individualism, these facets of social life --some hotly contested, others rarely drawing our attention-- rest upon and help shape fundamental understandings of the human body and its connection to social personhood. The course will engage classic discussions in the social and behavioral sciences regarding the relationship of the individual and society, and of nature and culture. We then turn to examine in closer detail the issues of body, personhood, and culture in a variety of Western and non-Western contexts. The final section of the course brings this comparative perspective to bear on a set of issues of contemporary debate or concern. Requirements include bi-weekly reaction papers, an ethnographic project, and a final paper or final take home essay exam. In addition to a course packet, readings for the class will likely include: Andrew Strathern, Body Thoughts; Don Kulick, Travesti. Sex, Gender, and Culture Among Brazilian Transgendered Prostitutes; Catherine Lutz, Unnatural Emotions: Everyday Sentiments on a Micronesian Atoll and Their Challenge to Western Theory; Jessica Mitford, The American Way of Death Revisited; Elizabeth Haiken, Venus Envy: A History of Cosmetic Surgery; Faye Ginsburg and Rayne Rapp, eds., Conceiving the New World Order: The Global Politics of Reproduction.
 
 
Anthropology 260: Peoples of the World: Introduction to Ethnography
This course fulfills the Gen. Ed. Social Sciences requirement.
Phillips M W F 2:00
This course will explore many facets of the practice of ethnography the detailed and long-term study of diverse cultures around the world. We will take a historical approach, starting the semester with Margaret Mead, one of the most popularly known and influential American anthropologists. We then investigate more recent ethnographic works, exploring ways in which ethnographic fieldwork and writings have changed since Mead's time. By examining ethnographies that cover a wide geographic spectrum and a broad range of topics, we will examine the multidimensionality of ethnography in cultural anthropology. Students will read seven ethnographies written by anthropologist who work in different parts of the world on various topics of crucial importance to anthropological inquiry: religion, gender, language, identity, aging, health and the body, political economy, modernity, and transnationalism. Geographic regions covered include Oceania, Southeast Asia, the United States, the Caribbean, North Africa, West Africa, and Eastern Europe. We will discuss the problems and pitfalls of fieldwork and ethnographic writing, and especially the complex ethical dilemmas involved in ethnographic inquiry and interpretation. The course will also introduce students to ethnographic film. Texts: Mead, Margaret, Coming of Age in Samoa: A Psychological Study of Primitive Youth for Western Civilization; Myerhoff, Barbara, Number Our Days; Farmer, Paul, AIDS and Accusation: Haiti and the Geography of Blame; Abu-Lughod, Lila, Writing Women's Worlds: Bedouin Stories; Ries, Nancy, Russian Talk: Culture and Conversation during Perestroika; Piot, Charles, Remotely Global: Village Modernity in West Africa; Cannell, Fenella, Power and Intimacy in the Christian Philippines.
 
 
Communications 220: Communications and Popular Culture
Same as JOURN 220. Prerequisite: Registration in the College of Communications or consent of the college.
Staff Tu Th 1:00 – 2:20
This course approaches the study of popular culture from a theoretical perspective based on feminist multicultural studies. We begin by exploring the basic debates about popular culture, gender, race and class studies. We proceed by focusing on particular media and media forms which include (though not exclusively) film, television, pornography, advertisements, and women’s magazines.
 
 
Communications 221: Film Culture: Interpretation and Theories
Topic: Film Noir
Students must enroll in both the lecture and one discussion section. See the Timetable for discussion sections.
Gill (Lect.) M W 1:00
This course will examine a certain category of film, from its inception to recent imitations and reworkings. Although class discussions will involve discussions of other (types of) film, our screenings will be only of those films classified as film noir. Certain American films made between 1942 and 1958 reflected what some critics thought to be a darkly pessimistic postwar mood. Almost always set in a violent and corrupt urban landscape, the films featured a worldly, disillusioned hero who was both a part of and at odds with this degenerate universe. Often the hero's unspoken principles were challenged by a seductive, morally ambiguous woman, a femme fatale who made apparent the impossibility of the hero's efforts to reconcile his desire with his self-conception. The course will not employ the notion of auteurism, chart the progression in a great director's oeuvre, nor discuss film assessments that rely on the taste and sensibilities of individual professional critics. By looking at exemplary selections of this genre, the class will examine the general themes of film noir, assessing the historical significance of the films as well as their attempts to come to terms with new, acute challenges to gender and social identities, challenges that were accompanied by a fading sense of ethical and moral compunction.
 
 
Community Health 199 B: Campus Acquaintance Rape Education
Most seats reserved for freshman-junior status through November 19, 1999.
Murphy M W 3:00-4:30
This class explains the societal foundations of a rape culture and trains students to become peer educators with the CARE program.
 
 
Community Health 206: Human Sexuality
See the Timetable for lecture and discussion times.
Leary
This discussion-oriented course is offered to students who want to obtain a broader perspective on, and increase their own understanding of, the topics and issues associated with sexuality. Content areas such as communication in relationships, sexual behavior, conception and contraception, pregnancy and childbirth, sexual orientation, sexual health and coercive sex will be covered.
 
 
Community Health 240 B2: CARE Practicum
Murphy Ind ARR
This practicum is for students who have completed CHLTH 199 B. Students enrolled in this course will have the opportunity to conduct CARE workshops. For permission to enroll, contact Debra Murphy at the Office of Women’s Programs, 333-3137.
 
 
Comparative Literature 201: Introduction to Francophone Literature
Topic: Writing from the Border
Same as FR 219. Readings and discussions in English. Students from the Department of French will be encouraged to write their weekly responses in French.
Hamil Tu Th 11:00 – 12:20
French is an official language in more than two dozen countries outside France. Many of these Francophone countries have vibrant literatures written in French. In this course we will acquaint ourselves with major works by women writers from the Maghreb (Morocco, Algeria, Tunisia), Sub-Saharan Africa (Senegal), and the Caribbean (Guadeloupe, Martinique). For reasons of scale, the course will address fiction only, not poetry or drama. We will investigate the major concerns and stances of writers whose gender, linguistic, educational, religious, and cultural backgrounds place them on the margin of dominant cultures. We will address such issues as colonization and its effects on oral cultures and languages, cultural identity, woman’s experience and agency, patriarchal oppression and polygamy. Students will read excerpts from critical texts, turn in weekly responses, and write a long paper integrating some of the central themes or concerns of the course. Each student will also assume responsibility for introducing the readings to the class as a whole on one particular week. Readings for this course are as follows. From the Maghreb, Malika Modaddem, The Forbidden Woman, and Nina Bouraoui, Forbidden Vision. From Sub-Saharan Africa, Mariam Bâ, So Long a Letter; Sow Fall, The Beggars’ Strike; Ken Bugul, The Mad Baobab Tree; Anne-Marie Adiaffi, A Mortgage Life. From the Caribbean: Maryse Conde, I, Tituba, and Simone Schwartz-Bart, The Bridge of Beyond.
 
 
East Asian Languages and Cultures 392: Twentieth-Century Japan: Negotiating Modernity
Same as HIST 392. Prerequisite: One course in Japanese history (EALC 150, HIST 170, 285, or 286).
Smith M F 1:00 – 2:20
Labor and Gender in Japanese History. This class, focusing on issues of class, gender and ethnicity, will examine changes in labor relations, the labor movement, and working class life in Japan. After a brief examination of the Tokugawa period (1600-1868), we will focus on the past 130 years. There are no prerequisites, but students without some background in either labor or Japanese history may find the class hard going. The course will be conducted as a seminar, so students should plan to be active participants.
 
 
Educational Policy Studies 199: Affirmative Action in Education
Discovery course; for freshmen only.
Parker Tu 10:00 – 11:50
This course will examine recent federal court and legislative decisions affecting affirmative action and their implications for the opportunities of underrepresented women and minorities to attend college. The course will trace the origins and evolution of affirmative action and assess its impact on contemporary U.S. higher education.
 
 
English 218 D: Introduction to Shakespeare
Prerequisite: Completion of the Comp. I requirement.
Newcomb M W F 11:00
This course is a general introduction to Shakespeare’s plays for non-majors. We will read six or seven plays, including Midsummer Night’s Dream, Hamlet, Othello, and Two Gentlemen of Verona (to be performed at Krannert this spring). Class discussion of the plays will emphasize their flexibility in performance and their explorations of class, race, gender, and sexuality.
 
 
English 218 M: Introduction to Shakespeare
Discovery course; for freshmen only.
Klein Tu Th 9:30 – 10:45
This course is designed primarily for first-year students who want to develop a more focussed and concentrated appreciation of Shakespeare's writing. Students will read works by Shakespeare from across the canon which deal especially with issues of gender, marriage, and society, perhaps "The Rape of Lucrece," four or five sonnets, The Taming of the Shrew, The Merry Wives of Winsdor, Romeo and Juliet, Much Ado About Nothing, Othello, and The Winter's Tale. The class will look at some of these works in the light of short excerpts from the writings of important sixteenth-century authors such as Vives and Erasmus as well as modern interpretations of the plays on film and videotape. In the process, the class will consider ways in which Shakespeare appears to revisit, even to rewrite, many of the period's social values and moral principles. The class will also assess the importance of these plays for themselves and their own century. Students will engage in discussion, some performance activities, and informal writing on the course web site. In addition, they will write a short, more formal, essay, several brief quizzes, a midterm and a final exam.
 
 
English 281 G: Women in the Literary Imagination
Topic: The Unruly Woman in Early Modern Drama
Klett M W 3:00 – 4:15
Early modern English dramatists created a wide variety of interesting female characters, who have often been characterized as "unruly" or "disorderly" by literary critics because they transgress social, personal, and political boundaries. In this course, we will be examining the construction of female subjectivity in twelve plays written by both male and female playwrights in the English Renaissance. The course is divided into three units, which explore both generic and thematic aspects of the plays. Unit One is devoted to comedies; the plays in Unit Two explore the intersections of racial identity with gender; and Unit Three presents a series of heroines who meet tragic fates, the implications of which are contested and disturbing. Some questions that we will be asking throughout the term include: How do these texts produce, redefine, and perhaps question female stereotypes? Are these "unruly" women characters truly subversive? How do these texts represent female desire? How do they construct the female speaker? Are the strategies of female authors distinct from those of male authors? Texts will include: Shakespeare, As You Like It and Antony and Cleopatra; Middleton and Dekker, The Roaring Girl; Jonson, Epicoene; Massinger, The Renegado; Mary Sidney, The Tragedy of Antonie; Elizabeth Cary, The Tragedy of Mariam; Webster, The White Devil and The Duchess of Malfi; Middleton, Women Beware Women; Middleton and Rowley, The Changeling; Beaumont and Fletcher, The Maid’s Tragedy.
 
 
English 296 &R: Honors Seminar I
Topic: Gender and Power in Seventeenth-Century Comedy
Kay Th 1:00 –2:50
Women in seventeenth-century England were at a disadvantage in relation to men because of a lack of educational and vocational opportunities, a marriage system in which dowries and arranged marriage limited freedom of choice and masculine ideology proclaimed husbands the head of the household, and a double standard of sexual morality that allowed men license but demanded chastity from women. Nevertheless, gender roles were the subject of lively negotiation in the period immediately before and after the English civil war, and the new commercial theater of the late 16th and early 17th century capitalized on the interest in the balance of power between men and women by staging examples of assertive and independent women. Moreover, in the Restoration, the innovation of women actresses expanded the role of women in drama and made their parts more equal. We will examine power relations between men and women in seventeenth comedy, exploring how attempts at male dominance or sexual conquest are challenged by female assertiveness and wit and considering whether the scope allowed to female characters is genuine or subtly qualified.
 
 
English 300 D+: Writing about Literature
Topic: Borderlands: The Textual Intersections of Nation, Race, and Gender
Mohr M W F 11:00
In this course, we will analyze racial, national, and regional border-crossing in twentieth-century American women’s fiction. As we read challenging and provocative texts by African American, Chicana, Native American and Anglo-American writers, we will examine the construction of physical and ideological borders in the U.S. over the course of the twentieth century. As we study the impact of borders and border-crossing from historical and literary perspectives, we will address imperialism and immigration in the early twentieth century, passing during the Harlem Renaissance, and representations of "the borderlands" in contemporary fiction. With contemporary critical essays providing a guideline for reading across borders, we will find new ways to talk about differences when writing about literature. The comparative approach of the course requires engaged reading and active discussions as we build a critical framework that encompasses diverse perspectives. Coursework will include weekly responses to reading assignments, three critical essays, a midterm and final exam. In-class writing exercises and opportunities for revision will further develop critical and literary writing skills. Texts may include the following: Willa Cather, The Song of the Lark; Maria Cristina Mena’s magazine fiction; Zitkala Sa, American Indian Stories; Nella Larsen, Quicksand and Passing; Alice Walker, Meridian; Leslie Marmon Silko, Ceremony; Gloria Anzaldúa, Borderlands/La Frontera; Sandra Cisneros, Woman Hollering Creek; Gloria Naylor, Mama Day. Films and critical essays will supplement course readings.
 
 
English 300 S+: Writing about Literature
Topic: Literary Bodies
Hawhee Tu Th 2:00 – 3:15
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: Gods and Monsters, 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; additional readings by Donna Haraway, Susan Bordo, and Jean Pierre Vernant. Films will include SLC Punk, Freaks, Being John Malkovich, and eXistenz. Requirements include regular attendance, reading for each class, frequent short response papers, three formal essays, and one revision.
 
 
English 319 B & C: Shakespeare, II
Smith (Lect. Disc. B) M W F 9:00
Smith (Lect. Disc. C) Tu Th 11:00 – 12:15
This course is designed to introduce you to seven of the plays in the second half of Shakespeare’s career, including tragedies, problem plays, and Romances. To help us set the plays in their historical context, we will also read supplementary information about the early modern period which will help us think about how the plays define and unsettle gender, race, politics, and nation. We will also practice reading and applying critical approaches to the study of Shakespeare including feminist, historicist, cultural studies, and performance. Assignments include several short papers, a longer final paper (7-9 pp.), a midterm and a final. Texts: The Norton Shakespeare, Greenblatt, ed.; Russ McDonald, The Bedford Companion to Shakespeare.
 
 
English 326 H: Literature of the Restoration and Early Eighteenth Century
Prerequisite: One year of college literature, or consent of instructor.
Kaul M W 4:00 – 5:15
Students in this course will learn not only about important literary texts from late seventeenth- and eighteenth-century Britain, but also about the critical categories and terms literary historians use to describe the major genres and socio-cultural movements of this period. We will read a "heroic drama" by John Dryden and a "comedy of manners" by William Congreve in order to understand cultural values, and the "sex/gender system," important to the "Restoration." We will read an early novella by Aphra Behn and two other prose narratives by Daniel Defoe, in order to think about the overseas locations and domestic concerns that made possible the "rise of the novel." We will also read poems by Alexander Pope, Stephen Duck, Mary Collier, Oliver Goldsmith and George Crabbe, in order to follow the "growth of consumer culture" in this period and to understand the different ways in which writers "fetishized women’s bodies." Duck and Collier will teach us about the concerns of "working-class poets," and Goldsmith and Crabbe will debate for us the social impact of "enclosure" and the growth of large land-holdings, as well as detail for us the pitfalls of poets who would write poems of social protest. We will also consider the ways in which these texts enable us to understand the culture of "Great Britain," that is, the culture of an imperial nation. We will also read a variety of critical materials as guides to help us develop our own precise sense of the argument and idiom of compelling literary criticism.
 
 
English 334 M: Victorian Poetry and Nonfiction Prose
Prerequisite: One year of college literature, or consent of instructor.
Saville Tu Th 9:30 – 10:45
In poetry studies, the term "Victorian" is often thought of as applying to a diffuse transitional period bridging the gap between Romanticism (Wordsworth, Shelley, Keats) and Modernism (T. S. Eliot, W. B. Yeats). Our task in this course will be to challenge that view and to explore the possibility that the importance of Victorian poets has been underestimated because the particular nexus of problems they addressed was too multifaceted to be easily resolved into a coherent and charismatic manifesto. Yoking poetic texts with treatises, essays, and letters, we will study some of the many political, philosophical, moral, and aesthetic problems that dogged Victorian poets. We may, for instance, compare William Barnes’s dialect poetry with working-class songs and 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, Matthew Arnold, Walter Pater, Gerard Manley Hopkins, and Oscar Wilde) to develop new styles of "manliness" in Victorian England.
 
 
English 355 Q1: Major Authors
Topic: Emily Dickinson and Hart Crane
Prerequisite: One year of college literature, or consent of instructor.
Dean Tu Th 12:30 – 1:45
Dickinson and Crane, two of the greatest innovators in U.S. literary history, were not contemporaries, and the connection between them is less apparent than that between either of them and Walt Whitman. Dickinson wrote almost two thousand poems, yet saw only a few printed; Crane produced a comparatively small canon of work and his epic poem, The Bridge, was judged a failure during his lifetime. How did these eccentrics, conventionally unsuccessful in their own times, become two of our greatest poets? Dickinson never married and spent most of her life in her New England family home; Crane made no attempt to hide his homosexuality, promiscuity, and drunken exploits throughout New York, California, and the Caribbean. Dickinson lived a reclusive existence; Crane died a spectacular suicide. Despite their manifest differences, both were consummately dedicated poets and hugely prolific letter writers. And both were committed to forms of poetic difficulty that this course will attempt to investigate by reading as many of their poems and letters as possible. Although we will acquaint ourselves with these poets’ biographies, we cannot understand their writing in biographical terms. We will try to grasp how they both, in different ways, wrote not from experience but against lived experience. We will attempt to ascertain how they both twisted the lyric genre to make poetry something other than self-expression. We will try to take the measure of their different forms of difficulty, and we will consider the relation between aesthetic difficulty and social marginality. We will also explore whether these poets count as "queer," and, if so, what queerness means and how it might be connected with difficulty and with a vexed relation to publication. We will be reading lots of hard poems and asking hard questions of those poems. Our reward for the effort will be spending time with two world-class poets. Texts include the complete works of both poets. Students will be required to write two college-level papers on poetry and to participate actively in classroom discussion.
 
 
English 355 Q2: Major Authors
Topic: Jane Austen
Prerequisite: One year of college literature, or consent of instructor.
Dussinger Tu Th 12:30 – 1:45
While reading all six of her completed novels, our attention will be on Austen’s comic genius in implying cosmic significance in a miniaturized world. As in Mozart’s comic operas, Austen’s laughter barely conceals the violent, even demonic, psyche at work in a male-dominated society that confined the young woman of the leisured class mainly to the difficult choice between marriage and spinsterhood. Close readings of Austen’s work will involve two major emphases--her ironic view of life in Regency England and her innovative dialogical language. Besides the hourly and final examination students will be expected to give brief class reports and to write a term paper (about 12 pages) on a subject deriving from our readings. Texts: Austen, Sense and Sensibility, Northanger Abbey, Pride and Prejudice, Mansfield Park, Emma, Persuasion; Mary Lascelles, Jane Austen and Her Art; Critical Essays, Southam, ed.
 
 
English 360 G: The Literature of American Ethnic and Racial Minorities
Topic: America at the Nadir: Race, Gender, and Representation, from Twain to Hurston
Prerequisite: One year of college literature, or consent of instructor.
Wright M W 3:00 – 4:15
This course will explore the perceived role, or "place," of blacks and other marginalized groups (including women and the poor) in American society as it was represented in popular forms of expression, such as literature, film, theater and music at the turn of the twentieth century. We will begin with cultural production from after Reconstruction and progress through the Harlem Renaissance, exploring such themes as identity and representation; "black face" minstrelsy, past and present; "manifest destiny" and modernity; etc. Students will do daily writing as well as two critical papers and one oral presentation. Authors will include Twain, Chesnutt, James Weldon Johnson, Treadwell, Eliot, Hemingway, Van Vechten, Hurston, and others. We will also view Griffith’s Birth of a Nation and Joplin’s ragtime opera Treemonisha.
 
 
English 424 G: Seminar in Seventeenth-Century Literature
Topic: Popular Culture in Early Modern England
Prerequisite: A college course devoted entirely to an aspect of Renaissance studies, or consent of instructor.
Newcomb W 3:00 –4:50
We now know that print pervaded popular experience in early modern England, a circumstance that challenges traditions of historiography that treat popular culture and print culture as enemies. It is time to think seriously about England’s printed texts for non-elite audiences: about their readerships and reputations, and about their capacities for shaping class and occupation; gender and sexuality; and regional, national, and racial identity. This seminar considers some texts from the period 1580 to 1700 that have been identified as popular by historians and literary scholars: plays from the popular theaters; pamphlets arguing over the nature of woman; manuals for servants, farmers, and housewives; ballads, chivalric romances, chapbooks, women’s sectarian pamphlets, and Restoration criminal biographies. We’ll weigh the usefulness of claiming these early modern genres as popular literature, either for understanding early modern English culture specifically, or for theorizing and historicizing popular literature more broadly. We’ll also test the recurring generalization that early modern popular literature was highly segregated by gender. We’ll work hands-on with our library’s fabulous resources in rare books and on-line full-text databases (previous experience with early modern texts is not assumed). Students’ individual work may address how popular texts claim their audiences (or are disclaimed); how they shape readers’ social and sexual expectations; and how they reproduce strictures, fears, and fantasies. Students will write biweekly responses to the readings; lead discussion of one primary and one secondary text apiece; and share research findings and problems leading into a seminar paper. Texts (tentative): Nigel Wheale, Writing and Society: Literacy, Print and Politics in Britain 1590-1660; Chandra Mukerji and Michael Schudson, Rethinking Popular Culture; Anthony Fletcher, Gender, Sex, and Subordination in England 1500-1800; Clare Brant and Diane Purkiss, Women, Texts and Histories 1575-1760; William Shakespeare, Midsummer Night’s Dream, Hamlet, and The Winter’s Tale; Francis Beaumont, Knight of the Burning Pestle; Ben Jonson, Bartholomew Fair.
 
 
English 437 R: Seminar in Victorian Literature
Topic: Marriage and Gender in Victorian Poetry
Prerequisite: A college course devoted entirely to an aspect of Victorian studies, or consent of instructor.
Saville Th 1:00 – 2:50
Marriage in Britain in the early decades of the nineteenth century was an institution seriously in need of amendment. Still largely shaped by the needs of a feudal, agricultural society, the legal terms of the marriage contract had yet to be revised to suit a modern, industrial democracy. Through debates in Parliament, the national press, and intellectual circles, the term "marriage" came to mean much more than the socially sanctioned union between a man and woman. It took on the function of a trope of harmony in which the settling of domestic conflicts between the sexes could represent a national capacity for liberal compromise claimed to be a special trait of Englishness. As the century progressed, this figurative function expanded and shifted. While tropes of adultery and failed marriage represented fantasies of national disorder, the harmony and productivity formerly associated with marital union were claimed for an array of heterodox alliances. The aim of this course will be to study this shifting trajectory in the field of Victorian poetry, where marriage, both as theme and trope, is peculiarly diverse and prolific. Texts to be covered may include: Robert Browning, The Ring and the Book; Elizabeth Barrett Browning, Aurora Leigh; Arthur Hugh Clough, Amours de Voyage; George Meredith, Modern Love; Coventry Patmore, The Angel in the House; Alfred, Lord Tennyson, The Princess and Idylls of the King; as well as selected short poems by Mary E. Coleridge, "Michael Field," Gerard Manley Hopkins, Amy Levy, Charlotte Mew, William Morris, and Augusta Webster.
 
 
English 453 R: Seminar in Later American Literature
Topic: American Fiction from the Early National Period, 1790-1830
Prerequisite: A college course devoted entirely to an aspect of American studies, or consent of instructor.
Baym Tu 1:00 –2:50
The seminar will read a dozen or so works of fiction produced in the earliest years of U.S. national existence, a period characterized by both marked instabilities of national self-definition and considerable fluidity in fictional form; fiction was still a marginal genre and the paradigmatic high Victorian social-realistic-moralistic novel had not yet come into existence. The course will focus on these instabilities and fluidities as they are registered in some important texts, with additional attention to questions of audience and gender. There will be secondary reading in cultural/historical material. Students should be prepared for the challenge of a heavy schedule of reading in largely unfamiliar texts (i.e., texts that probably won't have been encountered in other classes). The format of the class – involving some kind of notebook preparation – is meant to elicit class participation from all students, and you should commit to attending regularly, doing the readings on time, and keeping up with the journals (which will be collected and reviewed by me at three points during the semester). A final project of some sort (but not a formal term paper) will be assigned. The course would be especially useful for concentrators in American literature or those with a special interest in fiction, but all are welcome. Probable texts: William Hill Brown, The Power of Sympathy; Hannah Foster, The Coquette; Susanna Rowson, Charlotte Temple; Charles Brockden Brown, Wieland; Hugh Henry Brackenridge, Modern Chivalry; Tabitha Tenney, Female Quixotism; Washington Irving, The Sketchbook; Lydia Maria Child, Hobomok; Catharine Maria Sedgwick, A New England Tale; Sedgwick, Hope Leslie; James Fenimore Cooper, The Pioneers; Cooper, The Last of the Mohicans.
 
 
English 463 E: Seminar in Literary Themes and Movements
Topic: Gender, Sexuality and Colonialism
Prerequisite: One year of graduate study in literature or consent of instructor. May be repeated as topics vary.
Loomba M 1:00- 2:50
This inter-disciplinary course will explore how ‘race’, sexual identities and gender roles are constructed, represented and challenged in imperial and post-colonial histories and literatures. While it has become routine to speak of "race, class and gender" working together, the precise ways in which they intersect is often not clear to many of us. Are "race" and "gender" analogous? Do they simply reinforce each other? Precisely how did their intersection work in different parts of the world? Our aim is to develop a fuller understanding of these questions by examining the histories of science, medicine, psychiatry, the family, law, and custom, as well as reading a variety of literary texts. One of the aims of this course will be to discuss the relationship between literature and material practices. Literary, historical and critical texts will include both well known and lesser known work such as E M Forster’s Passage to India, M. Butterfly, Aidoo’s Our Sister Killjoy, John Master’s Deceivers, Shani Mootoo’s Cereus Blooms at Night, Shyam Selvadurai’s Funny Boy, and Tayeb Salih’s Season of Migration to the North, as well as selections from Sigmund Freud, Frantz Fanon, Sander Gilman, Judith Butler, David Arnold, Megan Vaughan, Gayatri C. Spivak, Peter Hulme and others. Course packets and reading lists will be available well in advance and interested students are advised to get them before the winter break.
 
 
English 481 T: Seminar in Literary Theory and Criticism
Topic: Queer Theory: From Freud to Foucault and Beyond
A college course devoted entirely to criticism, or consent of instructor.
Dean Tu 3:00 - 4:50
This course examines the founding philosophical, psychoanalytic, and critical texts of the new, heterogeneous field of study known as queer theory. We will begin by considering the premise that queer is more than a catchall term or synonym for gay and lesbian, and we will proceed by taking seriously the various critiques of identity that emerged in France during the past half century. This is not a course in lesbian and gay studies, neither is it a course in cultural studies or popular representations of sexuality, though we will try to consider the full range of contemporary erotic practices. In order to trace a genealogy of the concept of queerness, we will return to the nineteenth century and the basic texts of psychoanalysis, in which Freud develops his theories of perversion and the unconscious: The Interpretation of Dreams and Three Essays on the Theory of Sexuality. We will also examine one or two of Freud’s case studies, such as that of Schreber or "Psychogenesis of a Case of Homosexuality in a Woman," in which homosexuality is understood toplay a determining role. From Freud we will move to Michel Foucault and his political critique of discourses of sexuality. We will read not only the introductory volume of The History of Sexuality, but also his later work on sexual ethics and the care of the self. Regarding both Freud and Foucault, we will attempt to grasp their basic concepts and these concepts’ mutations. We will pay attention to popular misconceptions of their work and to various critical attempts to bring Freud and Foucault together for the purposes of queer critique. By considering post-Freudian rearticulations of psychoanalysis in the work of Lacan, Laplanche, Deleuze and Guattari, and Hocquenghem, the course will double as an introduction to both psychoanalytic theory and Foucaultian philosophy. Topics for discussion include: "gay" versus "queer"; the historical emergence of the concept of sexuality; techniques of normalization; the authority of experience; politics beyond identity politics; the aesthetics of self-formation, self-care, self-replication, and self-dissolution; polymorphous perversity; psychoanalytic versus psychological concepts of unconscious fantasy and desire; transgender phenomena; intergenerational sex; the range and limits of queer critique. In addition to books by Freud and Foucault, reading includes work by the following contemporary critics and theorists: Lauren Berlant, Leo Bersani, Judith Butler, Arnold I. Davidson, Tim Dean, Samuel Delany, Jonathan Dollimore, Teresa de Lauretis, Elizabeth Grosz, Eric Santner, Eve Kosofsky Sedgwick, and Michael Warner. We might also read Allan Stein, a recent novel by Matthew Stadler.
 
 
French 443: French Studies
Topic: L'Ecriture féministe
Accad Tu 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.
 
 
German 260: The Holocaust in Context
Same as Comp. Lit. 260. Prerequisite: Completion of the Comp. I Gen. Ed. requirement. This course fulfills the Comp. II requirement.
Wade (Lect.) M W 11:00
Disc. D1+ F 11:00
Disc. X1+ F 12:00
This course covers Jewish writers of German literature, especially those works which treat the Jewish experience in German-speaking lands. The course is, by necessity, interdisciplinary, treating the social and literary status of Jewish German writers in historical and cultural contexts. The course treats writers of the seventeenth through the twentieth centuries, and particular emphasis is placed on writers of the nineteenth century who experienced the growing emancipation of Jews and the concomitant problems of social integration, a subject often treated in their literary works. Contemporary works treating the Holocaust comprise 50% of the course. Film is also included. Fundamental questions of literary history, literary criticism, and the establishment of a canon of national literature provide the basis for this course. Two impediments have contributed to the unjustified peripheral position of Jewish writers of German in literary history. Few Jewish authors excised from German literary history in the 1930's have been restored to the present canon of German literature, and many have disappeared entirely from the literary horizon. With the notable exceptions of Heine and Kafka – whose Jewish background is frequently ignored--the reputation of Jewish authors and their contributions to German literature have been marginalized to the point of invisibility by relegating them to the categories of "non-relevant," "journalistic," and "amateurish." On the other hand, the tendency to deny the aesthetic significance of Jewish contributions to German literature – even today – presents great difficulties. If one goes beyond National Socialist aesthetics, one finds, however, that Jewish writers of German contributed to the German literary and cultural scene at all levels, were read by Jews and non-Jews alike, and flourished until they were catastrophically silenced. Since Jewish women writers suffer twofold discrimination, there is also a strong feminist component to the course. We read two full-length works by women--the memoirs of a seventeenth-century business woman from Hamburg, The Memoirs of Glueckel of Hameln, and a Holocaust novel, Ilse Aichinger's Herod's Children. Women poets of the Holocaust, Rosa Auslaender and Nelley Sachs also figure prominently in this course. Women's issues and perspectives inform the discussions in this course at every point.
 
 
History 298 GG+: Undergraduate Research and Writing Seminar
Topic: Race, Gender, and Class in South Africa, 1880-Present
Prerequisite: Junior standing; 14 hours in history; or, with consent of instructor, 14 hours in the social sciences or humanities.
Allman W 1:00 – 3:00
Over four days in April, 1994, millions of Black South Africans stood in endless lines to vote in national elections for the first time. The result was a resounding victory for the African National Congress, the ascendency of Nelson Mandela to the Presidency and the end of white minority rule in South Africa. By focusing on the complex historical dynamics of race, gender and class in South Africa over the past 120 years, this course is aimed at understanding the development of segregation, apartheid and racial capitalism, as well as the emergence of multiple forms of resistance to counter white minority rule. Topics include white settler expansion and the defeat of the African peasantry; the rise of mining capital and the emergence of a racially-divided working class; the origins of African and Afrikaner nationalisms; migrant labor and the subordination of African women; and the prospects for a non-racial, non-sexist democracy in a unified South Africa. This is a research course, organized on a seminar basis. Our common readings, as well as your individualized research, will focus largely on primary sources - newspapers, personal narratives and archival documentation. You will be asked not simply to "consume" South African history, but to think it and write it. Requirements include regular attendance at and full participation in seminar discussions and several small writing assignments (3-5 pp.) which will culminate in a 20-25 pp. final research paper to be presented to the class.
 
 
History 298 II+: Undergraduate Research and Writing Seminar
Topic: Oprah, the Tycoon
Prerequisite: Junior standing; 14 hours in history; or, with consent of instructor, 14 hours in the social sciences or humanities.
Walker Th 3:00 – 5:00
This course will examine the phenomenon of Oprah Winfrey, the world's leading television talk show host, as an both an entrepreneur and an American cultural icon. Beginning with "The Oprah Winfrey Show" in 1985, Oprah built a financial empire in the mass media and high tech telecommunications industries. By the year 2000, Winfrey, the television tycoon, had emerged not only as one of the nation's 400 wealthiest people, but also as the richest black person in America. Moreover, in the post-industrial mass media culture, Winfrey reflects the extent to which the celebrity, as a phenomenon in America life and culture, has a voice as influential, if not more so, than other ideological institutions in influencing not only the market in a global economy, but also societal practices. The emphasis in this course, then, is to examine Winfrey's activities in the building of her entertainment empire within the context of the impact of a multiplicity of societal and economic factors in the post-modern Information Age propelled by a new technology. As a basis to understanding the factors that can account for Oprah's economic success, this course considers Oprah's business activities from several perspective, beginning with the history of African American business and entrepreneurship in America, proceeding, then, from an interdisciplinary perspective as a basis to consider both her financial success and emergence as a cultural icon not only within the intersection of race, gender, class, but also within the context of transnationalism in the globalization sale of African American culture in post-Civil Rights America. As Oprah Winfrey would say, "You go, girl!"
 
 
History 472 A: Seminar in History of Medicine: Selected Topics from Antiquity to the Present
Topic: Science, Medicine, and Gender in Europe and America, 1870-1920
Micale M 3:00 – 5:00
This new 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; the anti-masturbation craze; 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.
 
 
History 492 A: Problems in Comparative History
Topic: Gender and Colonialism
Meets with ANTH 450 P.
Burton W 1:00 – 3:00
This course provides a thematic overview of the intellectual questions, methodological challenges and historiographical innovations that arise when gender as a category of historical analysis is brought to bear on colonialism as a world-historical phenomenon. Among the subjects under consideration are the civilizing mission; the subaltern subject; conjugality; the materialities of culture; tourism; newly imagined geographies of sex and race; the future of the nation/state; and the fate of feminism itself. We will be operating from the assumption that colonial regimes are never self-evidently hegemonic, but are always in process, subject to disruption and contest, and therefore never fully or finally accomplished. As we shall see, the gendered and sexualized social orders produced by such regimes are equally precarious, and hence offer us unique opportunities to see the incompleteness of colonial modernities at work. In this sense the course is not simply about gender and sexuality as self-evident categories, but about their capacity to interrupt, thwart, and sometimes reconfirm modernizing colonial regimes -- in part because they are not simply dimensions of the socio-political domain, but represent its productive and uneven effects. Whether this phenomenon appears to be more discernible in the context of colonialism than elsewhere – and if so, why and how -- is one of the open-ended questions driving the course.
 
 
History 492 C: Problems in Comparative History
Topic: Gender and Religion: The Case of Christianity
McLaughlin M 1:00 – 3:00
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) and later medieval (11th through 15th century) Christianity.
 
 
Human Development and Family Studies (HDFS) 110: Introduction to Family Studies
Discussion sections C & D are for HDFS majors only.
Jarrett (Lect.) Th 9:00 - 10:50
Disc. A M 9:00
Disc. B M 10:00
Disc. C F 9:00
Disc. D F 10:00
This course is an overview of family development, including courtship, marriage, parenting, the aging family, and family crisis; it emphasizes the application of research findings to individual decision making.
 
 
HDFS 210: Comparative Family Organization
Same as ANTH 210.
Oswald (Lect.) Tu 9:00 – 10:50
Disc. A W 11:00
Disc. B W 11:00
Disc. C W 12:00
Disc. D W 12:00
This course emphasizes the link between economic organization/change and family organization/change. We look at family life in both historical and cross-cultural perspective. It is required for all HDFS undergraduates, and satisfies a social science general education requirement for others.
 
 
HDFS 310: Contemporary American Family
Prerequisite: HDFS 210 or consent of instructor; and 6 hours of social science.
Salamon Tu Th 9:00-10:30
Examination of the variety of forms families assume in the United States; families are compared in the areas of kinship, family organization, patterns of interpersonal relationships, socialization, values, and integration with the larger society.
 
 
HDFS 330: The Family in International Settings
Prerequisite: HDFS 210 or consent of instructor.
Wilson Tu Th 1:00 – 2:30
This course will provide a cross-cultural examination of households (the domestic groups that organize daily life) "families" (culturally-specific ideas and values about how people should organize intimate life and kin relations), and gender. A basic premise of the course is that "family life" revolves around production (organizing labor and human effort to meet the material needs of life) and reproduction (organizing around the needs of children). Although "families" and households are consistently the groups that perform these tasks, they are managed differently in different cultures, different relationships are emphasized, and different constellations of people come into play in meeting these ends. By the end of the semester you should be sufficiently familiar with the empirical, theoretical, and practical evidence about how people organize intimate life in diverse settings, and with this knowledge you will be able to critique much of the professional and popular debate about "the demise of the family" and "the erosion of family values." The central issue being: the degree to which the "family" is causal in many of the social problems this country and the world faces, and the degree to which cause must be located elsewhere in society.
 
 
HDFS 370: Family Conflict Management
Prerequisite: HDFS 210 or 310 or equivalent.
Kramer Tu Th 11:00-12:30
Examines processes of conflict management in family and community disputes; emphasizes communication, collaboration, and mediation as modes of dispute settlement.
 
 
HDFS 419: Seminar in Family Research and Theory
Prerequisite: HDFS 310 or consent of instructor.
Oswald Tu 2:00 – 4:50
This course emphasizes systems theory but we also cover symbolic interactionism, exchange theory, and family discourse/ideology as important conceptual frameworks in the family field. Feminist theory is used to inform our use and critique of each framework. It is intended for HDFS graduate students, but may also be relevant to those in sociology, social work, psychology, education, speech communication and nursing.
 
 
Latina/Latino Studies 242: Topics in Latina/Latino Culture: Women’s History, Literature, and Iconography
Taught in English.
Romero Tu Th 11:00 – 12:15
This course focuses on the iconography that allows feminism to construct a historical narrative based on women’s contributions to culture. Students in the course will read Chicana fictional works by Ana Castillo, Estela Portilla Trambley, Elena Poniatowska, Alicia Gaspar de Alba, on such feminist icons as Sor Juan Ines de la Cruz, Frida Kahlo, La Virgen de Guadalupe, and La Malinche.
 
 
Latina/Latino Studies 335: Latina/Latino Families and Children in the United States
Prerequisite: HDFS 105 or equivalent.
Moreno M 3:00 – 5:30
Course explores a variety of topics and provides a basic overview of issues relevant to the understanding of Latina/Latino families and children in the United States. The class examines recent demographic changes in the U.S. population and its implications for the socialization and education of Latina/Latino children and their families. Course content looks at such areas as who are Latina/Latino families; how are these families different from others; what are the similarities and differences within Latinas/Latinos; how do acculturation and language fit into our understanding of these families; and what are the implications for the educational success of current and future Latina/Latino children.
 
 
Liberal Arts and Sciences 110: (B)Ending Gender: Gender as a Social Category and as an Identity
Registration limited to Allen Hall residents until Nov. 17, but open to all students after that date.
Class limited to 15 students.
Haber M 4:30-6:00 P.M.
What does it mean to be a man or a woman in this society? Is there a difference between being male or female and being masculine or feminine? How do these categories attain all of their various meanings? Where are the boundaries between man/woman or masculine/feminine? What happens when we deviate from the expected behaviors of these categories or cross boundaries? How fluid are those boundaries? What power dynamics occur as a result of gender systems and what gender systems occur as a result of power? Topics include: gender and biological sex, the social construction of gender, gender as performance, the semiotics of gender, gender boundaries and gender crossings, transgendered identities, gender reassignment surgery, cross-dressing, gender and sexuality, gender and power. The sources we will draw upon include fiction, poetry, theory, and films. Some writers we may read are: Leslie Feinberg, Judith Butler, Michel Foucault, Minnie Bruce Pratt, Kate Bornstein, and Joan Scott. Students are expected to come to class with an open mind, a willingness to participate in discussions, and a desire to learn more. Students will be expected to lead a class discussion and to do assigned reading.
 
 
Philosophy 105 P: Introduction to Ethics
This course counts toward the campus-wide General Education Humanities and the Arts requirement.
Baron Tu Th 1:00 – 2:20
This course will focus on ethical issues, with attention both to ethical theory and to less abstract issues. Students will read John Stuart Mill On Liberty as well as most of his Utilitarianism and some of his The Subjection of Women (19th-century works). The remaining readings will be recent articles, mainly by philosophers. Among the questions to be taken up in connection with Mill’s works are: What sorts of actions is it permissible to prohibit, and punish, with the force of law? What criteria must be met for this sort of action to be permissible? Other topics to be addressed concern race, gender, and sexual orientation; what justifies punishment; whether politeness is overrated; civil disobedience; justice; and economic distribution.
 
 
Philosophy 280 R: Current Controversies
Topic: Abortion
Contact Philosophy Dept. for more information.
 
 
Rhetoric 133 F1+: Principles of Compostition
Topic: Writing About Gay-Lesbian-Bisexual-Transgender Experience
Staff M W F 2:00
Principles of Composition provides intermediate instruction in academic writing, with an emphasis on analysis and argumentation. This particular section will feature academic writing about gay-lesbian-bisexual-transgender (GLBT) issues and experience. We will seek evidence for our analyses and arguments in publications that take history, politics, and culture as their subjects. Our writing and reading will enable us to explore a number of key questions: What effect does homophobia have on our lives and our writing? What do we mean by "out"? What is it to "come out" and to "be out"? How do gender, race, class, and age intersect with sexual identity? Is there such a thing as GLBT "culture"? How is the GLBT movement changing our thinking about the world in which we live? How are GLBT people represented in art and the media? What does it mean to be GLBT in the Age of AIDS? In addition to addressing these questions, we will also take up related topics and ideas according to student interest. If anyone has questions or needs additional information, please contact jhhudson@uiuc.edu or jhhudson65@home.com.
 
 
Sociology 131 WP: Debating and Deconstructing Gender
Discovery course; for freshmen only.
Poster Tu Th 2:00 – 3:20
This course will analyze topical debates about gender in American society from a sociological perspective. Students will consider issues such as reproductive rights (Viagra, abortion), cultural images of women and men (Dennis Rodman, Hilary Clinton), and gender-based social movements (Promise Keepers). In each case, students will examine popular views in support and opposition, and re-evaluate what these views mean for women and men in terms of race, class, and sexual inequalities.
 
 
Sociology 482 AM: Recent Developments in Sociology
Topic: Gender, Law, and Society
Marshall Th 2:00 – 4:20
This course will examine gender and inequality in theoretical and empirical work on law. In the face of inequality, law is often conceptualized as a tool for reform, a source of domination or a means of resistance. In the first part of the course, we will examine different conceptualizations of inequality and difference in feminist legal theory and other feminist theories of the state. In the second part of the course, we will examine the relationship between law, gender, and inequality in specific contexts, including families, the regulation of sexuality, reproductive rights, work, rape and prostitution. Finally, we will consider law and gender in a transnational context, focusing on human rights as a site of struggle. Texts: Bartlett and Kennedy, Feminist Legal Theory; Brown, States of Injury; Cornell, The Imaginary Domain; Fineman and McClusky, Feminism, Media and the Law; Smart, Feminism and the Power of Law. There will also be a course packet.
 
 
Spanish 442 G2: Seminar in Special Topics of Hispanic Literature
Topic: Gendering Mexico City
Romero Th 2:00-4:50
No course description available at this time.