Gender and Women's Studies

Women's Studies Courses Spring 2002

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.

Flood (LectD. A), Tu Th, 10:00 - 11:20
Andersen (LectD. B), MWF, 11:00

This course examines a number of issues, including the construction of social identities, sexualities and the intersection of race/class/gender through a variety of humanities disciplines, including history, philosophy and theory, and literature. We will consider feminist practices and perspectives in both the US/western and international contexts, and will also consider masculinity, as well as femininity, and how their construction affects individual's lives and scholarly analyses.

Women's Studies 112: Introduction to Women's Studies in the Social Sciences
Same as HDFS 145, SOC 145. Section U1: for Unit One and WIMSE students through Dec. 10 or by permission of Unit One director.

Alston (Lecture), M W, 1:00
Disc. A, Th, 3:00
Disc. B, Th, 11:00
Disc. C, Th, 1:00
Disc. D, Th, 10:00
Disc. E, Th, 2:00
Disc. F, F,10:00
Disc. G, F, 11:00
Disc. U1, F,1:00

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 that 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
Please note that the days, time and location of this course have been changed; WS 114 will now meet on Mondays and Wednesdays in Room 223 DKH.

Colbert, M W, 1:00 - 2:20

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

Women's Studies 199: Undergraduate Open Seminar
May be repeated, 1 to 5 hours, independent study. For independent study registration in this course, students should contact the departmental office. See other sections below.

CONF, ARR, Ind. Study

Women's Studies (WS) 199 GC: Undergraduate Open Seminar
Topic: Women from a Global Perspective
This section of WS 199 is for students in Global Crossroads, or by permission of Unit One director, Howard Schein, h-schein@uiuc.edu. This section will meet 8 times over the semester and is graded S/U. First class meeting, January 22, 2002. Prerequisite: Consent of instructor.

Fadzillah, Th, 4:00 - 6:00 P.M.

This course explores in depth the lived experiences of women from around the world. Through academic articles, historical materials, personal narratives, and films students will be exposed to aspects of women's lives - including marriage, kinship, work, and sexuality - that differ across nations, ages, and generations. We focus upon the experiences and voices of women outside of the United States as well as on American women's lives, giving special attention to the diversity and contributions of writings on and by women of color in the United States. We also examine women's transnational experiences as a source for international labor in order to understand the similarities as well as the differences of life experiences of the current generation of global women. Initially the course is open only to Global Crossroads students. If it is not at capacity (20) two weeks before the semester begins, we will open it to WIMSE (Women in Math, Science, and Technology) students for a few days, and if space remains a couple of days prior to classes, Unit One students may enroll.

Women's Studies 199 U1: Undergraduate Open Seminar
Topic: The Construction of Female Identities
This section of WS 199 is for students in Unit One, WIMSE, Global Crossroads, or by permission of Unit One director, h-schein@uiuc.edu. This section will meet 8 times over the semester and is graded S/U. First class meeting, January 22, 2002. Prerequisite: Consent of instructor.

Fadzillah (LecD.), Tu, 4:00 - 6:00 P.M.

To understand how women perceive themselves and the world around them, one must first understand how female identity is constructed in different cultural and historical instances. This class will focus on the experiences of Asian American women in particular, to explore how the intersections of ethnicity, gender, and sexuality come together to create a rich and complex construction of self. We will break down traditional and stereotypical images of Asian American women, and then examine new ideas of Asian American female identity that have emerged in the most recent generation. The conflicts, confusions, and culture shock, which have developed along with these new ideas, are central to the understanding of this relatively new immigrant culture, and will be explored in class through assigned readings, movies, and in-depth discussion. Course Requirements: This course will require regular attendance, participation in class discussion, some weekly readings and short in-class writing assignments.

Women's Studies 199 SE 1: Undergraduate Open Seminar
Topic: Dodging Boulders: Women's Roles in Math, Science and Engineering
Section U1: This section of WS 199 is for students in WIMSE. Other students can only enroll with the consent of the instructor. This section will meet 8 times over the semester and is graded S/U.

Hodson (LecD.), W, 7:00 - 9:00 P.M.

This seminar will facilitate students in efforts to address the following questions: What are my areas of strongest interest and ability and what careers might take advantage of those? What do career paths for women in math, science, and engineering look like and what paths are open to me? What characteristics are common in scientific work places and how do those characteristics fit with my personal work style and preferences? What issues arise for women balancing work and personal obligations, and how might my values about that balance impact my career choice? Activities will include guest speakers, films, readings, discussions, interviews, visits, and writing assignments.

Women's Studies 201: Introduction to Feminist Theory

Frost, W, 3:00 - 5:50

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

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 220: Psychology of Gender
Same as PSYCH 240. Prerequisite: PSYCH 100 or equivalent.

Lect. A, MWF, 10:00
Lect. B, MWF, 11:00

Conveys a basic knowledge of current research and issues in the psychology of gender. A wide range of topics including biological, cognitive familial and societal influences on gender role formation and development will be examined.

Women's Studies 225: Women in Prehistory
Same as ANTH 225. This course fulfills the General Education Social Sciences requirement.

Soffer, MWF, 12:00

This course introduces students to gender issues in archaeology and in what archaeologists produce: stories about the past. We begin by considering the multiple ways of "knowing" the past and evaluate the potential biases in each. We then examine the history of gender studies in archaeology and the roles that women have played in archaeology. Next we consider the variety of approaches to engendering the past. Armed with these theoretical and practical insights, we then focus on how we can reliably identify the presence of women in the archaeological record and reconstruct both their lives and the roles that they played in a variety of prehistoric cultures around the world. We do this through focused case studies. This course will be run in a lecture/discussion format with extensive guided student participation. Texts: 1) Sorensen, M.L.S. 2000 Gender Archaeology (Polity Press, Cambridge); 2) additional readings TBA and on reserve in Department Library, Davenport Hall #193.

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.

Brun Michael, Tu Th, 11:30 - 12:50

Changing role of women in the labor market and the economy; supply and demand for women; nature, extent, and legal remedies for sex discrimination in employment; "earnings gaps" and variable employment costs, men versus women; new role of multi-earner families; and comparative use of women as a professional resource.

Women's Studies 261: Women in East Asia
Same as EALC 261. This course fulfills the Non-Western Social Sciences requirement.

Song, MWF, 3:00 - 4:00

This is an undergraduate course which covers interdisciplinary inquiry into the cultural and social patterns that have shaped women's lives in China, Japan, and Korea. This class is not devoted to knowing "facts" but rather to developing critical perspectives on historical and social-cultural contexts of women in East Asia. Students are expected to actively participate in this seminar-lecture course structured with student presentations, and with writing and rewriting assignments. Class materials include texts, literature, and film.

Women's Studies 273: Women, Men and Gender in American Society since 1877
Same as HIST 273. Fulfills the Gen. Ed. HP requirement.

Pleck, MWF, 10:00

The central premise of this course is that gender matters in history and that to understand women's history, one must appreciate the differences among women's historical experiences. The course will introduce students to the history of women's work, sexual definitions, and political lives in industrializing and modern America. Readings in primary sources and those written by women's historians will emphasize changes in women's life experiences in relation to larger historical changes in the U.S., such as economic change, race relations, and social movements. A major goal of the course is to show that women's history is a central part of American social history and a unique subject of historical investigation. Although the title of this course refers to women and men, most of the lecture and reading will concern the history of women.

Women's Studies 280 C: Women Writers
Topic: Caribbean Women Writers
Same as ENG 280. First-year Discovery Program course: enrollment restricted to freshmen. Students should enroll in only one Discovery course.

Castro, MWF, 10:00

This course focuses on novels and short stories by twentieth-century and contemporary Caribbean women writers. Hailing from a region whose inhabitants can trace ancestry to Africa, Asia, Europe, and, naturally, the Americas, these writers invite us to reflect on "New World" histories and the societies they have produced. Reading some works in translation, but focusing mainly on texts in English, we will ponder what commonalities exist among Caribbean nations that have been subject to different European colonial powers. What visions of cultural and racial "mixture" emerge from these works? How are histories of slavery and colonialism intertwined with sexual politics and gender expectations? Our recurring themes for discussion will include "discovery," migration, exile, diaspora, the legacy of slavery, growing up under colonialism, and the recovery of lost or repressed histories. Readings will include Jean Rhys, Wide Sargasso Sea; Maryse Condé, Hérémakhonon; Jamaica Kincaid, Annie John; Michelle Cliff, Abeng; Zee Edgell, Beka Lamb; Julia Alvarez, In the Name of Salomé, and selected works by Myriam Warner-Vieyra, Ana Lydia Vega, Rosario Ferré, and Edwidge Danticat.

Women's Studies 280 P: Women Writers
Topic: Renaissance Women Writers / Strange and Wonderful Monsters: Early Modern Women Writers
Same as ENG 280 P. May be repeated to a maximum of 6 hours as topic varies. Prerequisite: Completion of the Composition I requirement.

Gray, Tu Th, 11:00 - 12:15

Women writers of the sixteenth and seventeenth centuries pushed the limits of their culture in a number of ways. They were therefore often allegorized in popular literature as monstrous, threatening and strange - existing beyond the bounds of acceptable social and literary practice. Images of unruly women were even used to represent moments of political crisis, the reversal of gender roles becoming a potent sign of a world turned upside down in terms of social and political hierarchies. In this class, we will read some of these representations, exploring early modern images of women. We will spend most of our time, however, reading and thinking about the works of these monstrous women themselves. In what ways do women of very different backgrounds contest or affirm dominant familial structures and political ideas in their texts and self-representations? How do women respond to, collaborate with or critique the male writers who still dominate the literary scene during this period? Can we see anything so coherent as a female literary tradition emerging during this period? Course requirements include participation, response papers, two papers and a final exam.

Women's Studies 290: Individual Study
Prerequisite: One course in Women's Studies; consent of instructor. May be repeated to a maximum of 6 hours. Students may register in this course more than once in the same term. For independent study registration in this course, students should contact the department office.

Women's Studies 332: Women and Language
Same as LING 332, SPCOM 332. Prerequisite: a course in Speech Communication or Linguistics, or equivalent.

Suter, Tu Th, 9:30 - 10:50

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

Women's Studies 341: Applications of Sex Role Theory to Counseling
Same as EDPSY 341.

Ormerod, W, 2:00 - 4:50

This course will examine the relationship between gender and selected issues that clients bring to counseling and the practice of psychotherapy. It will present multiple feminist perspectives about the practice of psychotherapy, particularly but not exclusively, as they apply to women. Discussions will include gender stereotypes, body image, sexual victimization, psychopathology, and feminist therapy.

Women's Studies 358: Social Issues 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.

Glassman, MWF, 3:00 - 4:50

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

Women's Studies 375: Women and Society in Scandinavian Literature
Same as COMP LIT 375 and SCAN 375 G. Prerequisite: One college-level literature course or one course in women's studies, or consent of instructor. Readings and discussion will be in English.

Wright, M, 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. 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), Tove Ditlevsen (Early Spring), Kerstin Ekman (Witches' Rings), Marta Tikkanen (Love Story of the Century), Herbjørg Wassmo (The House with the Blind Glass Windows), and Gerd Brantenberg (Egalia's Daughters). Readings and discussion will be in English; two short interpretive papers are required.

Women's Studies 380: Gender Relations 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, 1:30 - 4:20

This course is multidisciplinary and policy-oriented in scope. We will focus on analysis of the gendered dimensions of globalization and socio-economic transformation policies, stressing the last few decades. The impacts on people's lives and the agency roles of women and men as they adopt strategies to improve conditions for themselves and their families are examined. The course will address conceptual tools for evaluating development policies based on different paradigms. Because the seminar is policy-oriented, key topics will change each year, influenced by current events, the themes of the WGGP program, and the interests of the students. This year's themes stress human security and the arts and social change; additional topics may be identified by the enrolled students. This course satisfies the core requirement for the graduate level GRID concentrations offered by the Women and Gender in Global Perspectives (WGGP) program in cooperation with departments and units across campus; for more information, check the WGGP web site at http:// www.ips.uiuc.edu/wggp/.

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 section.

Women's Studies 396 R: Latinas in Film, TV and Music
Meets with LLS 296R and COMM 291R.

Valdivia, Tu Th, 1:00 - 2:20

Using an integrated approach, which takes issues of popular culture, gender, and Latina/o Studies, we will be focusing primarily, but not exclusively, on film, television, and popular music to examine the roles, representations, construction, and consumption of Latinas in contemporary culture. We will be looking as much at prominent Latinas, such as Selma Hayek, Jennifer Lopez, and Jessica Alba, as at Latin forms of culture, such as particular forms of music and dance, as well as at the construction and struggle over Latinidad. Furthermore, the gendered aspects of Latinidad will be discussed. Finally, we will throughout pay close attention to Culture of Consumption issues such as the construction of identity through shopping for ethnicity.

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, 1:30 - 3:30

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.

Nou Leakhena, 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 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.

Barnett, Tu, 1:00 - 2:50

No course description available at this time.

Agricultural and Consumer Economics 255: Economics of Rural Poverty and Development

Allen, MWF, 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.

Bunzl (Lect. 1), MWF, 10:00

Cultural anthropology seeks to illuminate the diversity of the world's cultures with an eye toward sameness and difference. In doing so, it seeks to make the strange familiar, and the familiar strange. This course introduces cultural anthropology, placing it in the field of general anthropology and describing its methods and research problems. The course focuses attention on cultural anthropology's major research form, ethnography. It delineates its methodologies and significant research areas - culture, ethnicity, "race," language, religion, economic organization, political organization, marriage and kinship, and gender and sexuality. It places anthropology in the history of Euro-American social thought and expansion, and introduces the contemporary debates in the discipline through lectures and weekly discussions of a variety of cultural areas.

Anthropology 199/282: Undergraduate Open Seminar
Topic: Body, Personhood, and Culture

Orta, Tu Th, 9:00 - 10:20

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.

Anthropology 366: Class, Culture, and Society

Abelmann, Tu, 11:30 - 2:20

This course will primarily consider how anthropology (specifically ethnography as both practice and writing) has contributed to the social analysis of class and culture. The course does not offer a sustained review of the history of the social sciences on class, but rather focuses on the particular window that is afforded by close examination of key ethnographic works that have engaged class (and culture) over the last 25 years. The course is very ethnography-centered, with almost every week devoted to a single ethnographic monograph; for the most part. The ethnographies will be read in chronological order so that we can consider how anthropological and social scientific thinking on class has changed and in order to appreciate these shifts in the context of important transformations in the doing and writing of ethnography. We will see that over time ethnographers and theorists alike have come to appreciate that class, race, and gender are always articulated; as such the domain of the ethnographies we examine necessarily turns to these intersections. Several weeks will be reserved for the reading of supplementary articles and class-informed memoirs that enhance the ethnographic readings. My aim is that this class should be particularly helpful for those of you (undergraduates, please do not let this keep you away) who are interested in working with the construct of class in your own research design. The texts (subject to some alteration) include the following: Rubin, Lillian Breslow, Worlds of Pain: Life in the Working-Class Family; Willis, Paul, Learning to Labor: How Working Class Kids get Working Class Jobs; Frykman, Jonas and Orvar Löfgren, Culture Builders: A Historical Anthropology of Middle-Class Life; Dillard, Annie, An American Childhood; Rodriguez, Richard, Hunger of Memory: The Education of Richard Rodriguez; Reay, Diane, Class Work: Mother's Involvement in Their Children's Primary Schooling.

Anthropology 450 L: Seminar in Anthropology
Topic: Gender in Latin America

Lugo, W, 2:00 - 4:50

In this advanced seminar we will critically analyze a selected body of literature that examines the cultural politics of gender inequalities in Latin America. Our major purpose is to decipher the socio-political process through which gender, sexuality, class, and ethnic/cultural dynamics are interconnected and constructed in the Latin American context. We will explore the complicated relationships between historically specific ideologies and socio-economic systems of production and domination, and the respective privileged or unprivileged positions of women and men (as colonial subjects and/or citizens) under the colonialist, socialist, and capitalist states of Latin America. We will examine these issues through theoretical concepts provided by Latin Americanists active in such fields as cultural anthropology, history, critical sociology, and other relevant disciplines, with reference to specific ethnographic and historical studies.

Communications 490: Cultural Studies of Science and Medicine
This class is limited to 10 students.

Treichler, Th, 2:00 - 5:00

The cultural analysis of science and medicine is among the richest and most productive research areas of the last decade. In this seminar we will examine studies that are of theoretical, social, historical, and/or methodological interest. These address such topics as the U.S. health care system, scientific and medical professionalization and conduct, cancer, HIV/AIDS, cultural variation in health and disease, reproductive technologies, genetic medicine, sexuality, clinical drug trials, and imaging technologies. Generally speaking, these studies can be called "cultural" because they focus, to a significant extent, on the concrete languages, texts, and discourses of the issues they are investigating, thus treating as interesting and problematic the production, representation, interpretation, and circulation of scientific and medical texts even while pointing to the social contexts of their production. We can use these works, then, to learn something about the function and range of scientific and medical discourses, the complexity of current debates within science and medicine and the disciplines that study them, and about the nature and explanatory power of a number of central concepts in cultural studies and science studies (including ideology, hegemony, identity, body, language, code, culture, theory, practice, the media, and representation). Readings. Readings have been selected to represent a range of research studies, theoretical approaches, and social and scientific interventions. Required and recommended readings will be drawn from the following list: Allan M. Brandt, No Magic Bullet: A Social History of Venereal Disease since 1880; Lisa Cartwright, Screening the Body; Cathy Cohen, Boundaries of Blackness: AIDS and the Breakdown of Black Politics; Steven Epstein, Impure Science: AIDS, Activism, and the Politics of Knowledge; Cindy Patton, The Invention of AIDS in Africa; Bob Flanagan, special issue of RE/Search; Michel Foucault, Birth of the Clinic; Alan Petersen and Robin Bunton, eds., Foucault: Health and Science; Charlotte Perkins Gilman, The Yellow Wallpaper; John Grayson, Zero Patience; Donna Haraway, Primate Visions (or Modest Witness); Gerald Geison, The Private Science of Louis Pasteur; David Hess, Science Studies: An Advanced Introduction; Terri Kapsalis, Public Privates: Performing Gynecology from Both Ends of the Speculum; Daniel Kevles, The Baltimore Case; John LeCarre, The Constant Gardener; Betty MacDonald, The Plague and I; Harvey Pekar and Joyce Brabner, Our Cancer Year; Susan Reverby, ed., Tuskegee's Truths: A Documentary History; Richard Powers, The Goldbug Variations; Jackie Stacey, Teratologies: A Cultural Study of Cancer; Sandra Steingraber, Living Downstream: An Ecologist Looks at Cancer and the Environment; Paula Treichler, How To Have Theory in an Epidemic: Cultural chronicles of AIDS; Paula Treichler et al eds. The Visible Woman: Imaging Technology, Science, and Gender. A modest number of journal articles will supplement the book list.

Community Health 199 B: Campus Acquaintance Rape Education

Wantland, M W, 3:00 - 4:30

Why is it difficult to speak out against rape? Is anyone actually in support of rape? If the majority of perpetrators are men, why is it still seen as a "woman's problem"? This class explores the realities of sexual assault and its societal foundations. Students will have an opportunity to discuss and critically analyze the effects of culture, oppression, and socialization on sexual violence. Students acquire facilitation skills which allow them to work as peer educators with the C.A.R.E. program. For more information, contact Ross Wantland at 333-3137.

Community Health 206: Human Sexuality
See the Timetable for lecture and discussion times.

Williams

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: C.A.R.E. Practicum

Wantland, Ind., ARR

Students in this class will have the opportunity to explore specific issues not discussed in CHLTH 199B. Emphasis is placed on facilitation skill building and sexual violence education and prevention. Students meet twice a month as a group for in-services and trainings. For more information, contact Ross Wantland at 333-3137.

Comparative Literature 295: Eroticism East and West
Campus Honors Program seminar.

Blake, M T, 11:00 - 12:00

This interdisciplinary course examines representations of passion in a variety of discourses and suggests that in all such representations a culture is at work negotiating philosophical, ethical, and political questions about the body and its relations to the other. Chronologically organized readings survey dramatic shifts in the definition of passion in different cultures at different historical moments. In the course of this 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 renditions 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."

East Asian Languages and Cultures 392: Twentieth Century Japan: Negotiating Modernity
Topic: Labor and Gender in Japanese History
Same as HIST 392. Prerequisite: One course in Japanese history (EALC 150, HIST 170, 285, or 286).

Doak, Tu Th, 2:00 - 3:20

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: Back to the Sixties
Discovery course: enrollment restricted to freshmen.

Barnett, Tu Th, 8:30 - 9:50

This course offers students an opportunity to be introduced to and to examine the 1960s popular culture and socio-political historical times. The class will reflect on a generation of ideas, events, and issues (social, educational, political, cultural) expressed in fashions, fads, poetry, songs, music, and social movements, e.g., the African American civil rights/Black power, student/youth, anti-war/Vietnam protest, women's/feminist, Chicano/a, migrant farm workers, Native American, Asian American, gay-lesbian liberation, environmental, and alternative schools movements.

Educational Psychology 199 P: Undergraduate Open Seminar
Topic: Interpersonal Relationships in Development
Discovery course: enrollment restricted to freshmen. This course is offered the first eight weeks.

Cervantes, Tu, 1:30 - 3:30

This course explores the importance of different kinds of interpersonal relationships in development. It will examine how relationships with parents, siblings, close friends, romantic partners, roommates, and other peers contribute to personality and social development across life span. Discussion of relationships and development will focus on emotional intelligence, conflict management, intimacy issues, and gender issues. Class meetings will be held in seminar format; discussions will give students in introduction to developmental research and theory on relationships and an opportunity to relate their personal experiences to the topic. The readings will be drawn from academic and general audience books in psychology and education. Video analysis, personal narratives, and journal writing will be important components of the learning experience.

English 106 B: Literature and Experience
Topic: The Oprah Effect: Classes, Masses, and Public Spheres

Herring, MWF, 9:00

Perhaps one of the most powerful (and certainly one of the wealthiest) women working today, Oprah Winfrey exerts an almost unprecedented influence on contemporary American thought. With her talk show, cookbooks, films, magazines, self-help guides, and Book Club, Chicagoland's reigning princess has single-handedly fashioned a legion of followers who willfully mimic her image and likeness. But what seems, at first glance, to be an extension of a multimedia personality's empire is, in fact, much more. It's a participant in a third-wave African-American renaissance; a creation of a reading public with very particular tastes; and the newest, most successful reading campaign of the twenty-first century. That said, The Oprah Effect explores the nature of this strange beast by asking the following: How has Oprah altered the country's literary tastes? What precedents has Oprah set and borrowed from? What do we make of this rebirth in sentimental popular fiction? How has her Book Club transformed the ways in which a predominantly middle-class audience thinks about itself? What are the links between celebrity, a culture addicted to pop psychology, and the literary public sphere? To begin answering these questions, the class will tackle a number of beloved bestsellers Oprah herself has enthusiastically promoted as well as one nineteenth-century text that set the standard for literary mass consumption. We will then supplement these readings with a few articles on masses, classes, and reading groups in order to grasp the profound effects on national culture and national bodies that Harpo Productions has made over the last decade. Primary Readings: Edwidge Dandicat, Breath, Eyes, Memory; Jane Hamilton, A Map of the World; Wally Lamb, She's Come Undone; Toni Morrison, The Bluest Eye and Song of Solomon; Harriet Beecher Stowe, Uncle Tom's Cabin; selections from O Magazine. Secondary Readings: Articles by Lauren Berlant, Harold Bloom, Pierre Bourdieu, Jurgen Habermas, Jenny Hartley, Janice Radway, Jane Tompkins, Michael Warner, and Dr. Phil.

English 200 Q: Critical Approaches to Literature

Parker, Tu Th, 12:30 - 1:45

"How to Interpret Literature: An Introduction to Contemporary Critical Theory." Beginning with this year's freshmen, this new course will be required for English literature majors. We also hope it will appeal to students who are not required to take it. Literature students write, think, and speak literary criticism, and this course sets out to make that process much more interesting and - eventually - more fun. In the last half century, critics have repeatedly reinvented literary and cultural criticism in ways that can deeply influence how we interpret our reading and understand our daily lives. We will study such critical movements as new criticism, structuralism and narratology, deconstruction or poststructuralism, feminism, queer criticism, marxist criticism, new historicism, critical race theory, postcolonial criticism, and cultural studies. This course aims to help prepare students for future literature classes, but more to the point, it seeks to help us understand and question the whole enterprise of critical thinking and reading. Prerequisite: at least one 100-level English course or more advanced literature course. Requirements: attendance (which is crucial), probably two papers and several tests. (Because I continually watch for new textbooks, the list of books below is tentative.) Lois Tyson, Critical Theory Today: A User-Friendly Guide; Hans Bertens, Literary Theory: The Basics; William Shakespeare, The Tempest; Hisaye Yamamoto, Seventeen Syllables, ed. King-Kok Cheung; several additional (yet to be determined) literary texts; and a course reader.

English 202 D: Medieval Literature and Culture
Same as C LIT 253.

Barrett, MWF, 11:00

This course introduces students to the cultural variety of the Western European Middle Ages via a number of major medieval texts. The works we will read cover a range of places, times, genres, and themes: temporally, we will begin with an Anglo-Saxon Christian's attempts to imagine his nation's pagan Danish past, then spend some time telling tales outside Florence during the Black Death, and finally end with a middle-class English woman's quest to follow her spiritual calling in a fifteenth-century climate of heresy and terror. Along the way, we'll also descend into Hell, build a female utopia, visit the Cave of Lovers, and spend some time on the road to Canterbury. Our reading list includes the anonymous Beowulf, Gottfried von Strassburg's Tristan, Dante Alighieri's Inferno, the eponymous Book of Margery Kempe, Giovanni Boccaccio's Decameron, Christine di Pizan's Book of the City of Ladies, and selections from Geoffrey Chaucer's Canterbury Tales. With the exception of Chaucer (whom we'll read in his well-glossed Middle English glory), all of these texts will be read in Modern English translations. Student responsibilities will include regular attendance, frequent reading responses, several short essays, and a final exam.

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

Lampert (Lect.), MW, 10:00
(Disc.), F, 10:00 and 11:00

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

English 247 E & F: The British Novel

I. Baron, Section E, MWF, 1:00
Section F, MWF, 2:00

Ever wonder how the country that brought us William Shakespeare was also the same nation that produced Jane Austen, Winston Churchill and The Beatles? In this course, we'll examine the political and social elements that make Great Britain unique from its European counterparts, including its geography and cultural history. We'll explore how the rise of the novel as a literary genre helped to inspire everything from the genesis of modern feminism and the British welfare state to the development of British naval power and the British Empire to the media worship of Carnaby Street waif-like fashion models like Twiggy. We'll be exploring the novels we peruse from several critical viewpoints, focusing on such issues as national identity and colonialism, class and economic infrastructure, architectural symbolism, the industrial revolution and the environment, war and national security, and feminism, sexuality and sexual identity. We'll discuss a variety of fictional characters from the spirited Miss Elizabeth Bennett and the impoverished Leonard Bast to the bad hair days and male-deprived nights of Bridget Jones. Requirements for the course include two 5-8 page papers, several responses and a final exam. Regular class attendance and participation are expected. We will cover the following novels: Pride and Prejudice, Wuthering Heights, Tess of the D'Urbervilles, Howards End, Brideshead Revisited, Bridget Jones's Diary.

English 274 X: Literature and Society
Topic: The American Radical Novel
Discovery section: enrollment restricted to freshmen.

Maxwell, MWF, 12:00

This seminar will trace the development of a sometimes condemned, sometimes idealized, and always ambitious strand of American writing: the novel of radical protest that has flowered alongside social movements from abolitionism to feminism. With help from contemporary political documents and from fictions by authors as different as Harriet Beecher Stowe and James Baldwin, Upton Sinclair and Henry Miller, we will address questions including the following: Is the radicalism of radical fiction actually located in its hopes to expand the fields of literacy and the literary? Does the old distinction between art and propaganda remain useful in understanding the radical novel's formal traits and missionary self-conceptions? Has this novel in fact possessed the power to spark political action? Student sympathy for the various political projects of the readings is not required in the least. Mandatory, however, is a willingness to read with care, and to think hard about the relationship among American literature, American ideologies, and attempts to alter the latter through the former.

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

I. Baron, MWF, 11:00

For much of British history, women of all classes were expected to maintain the social hierarchy through marriage, and to fulfill their destiny through pregnancy and motherhood. This course will explore the evolution of women's marital choices, sexual practices and economic rights in England over a two hundred and fifty year period. We'll begin by examining the nuances of 18th-century marriages, how women regarded courtship and how the advent of the novel and the rise of the upper middle class began to change the rules about marriage in England. Then we'll see why in spite of their many accomplishments and a powerful female figurehead to lead the nation, Victorian women were barred from owning property, barred from voting, and forced into submissive marriages that could leave them either vulnerable and depressed or curiously satisfied with their constrained lives. Moving into the late 19th and early 20th centuries, we'll take a look at how women from varying social classes dealt with the changes that technology had on their vocations, marital choices and sexual practices, and how the culture at large regarded these women. We'll end the semester on a lighter note, focusing on the liberated late 20th century woman as she struggles to find just the right man, battles bad hair days, unwanted cellulite, poor career choices and non-committal boyfriends. Course requirements include 2-3 moderate length papers (7-8 pages), several responses and a final exam. Texts: Richardson, short selections from Pamela; Austen, Pride and Prejudice; Charlotte Bronte, Jane Eyre; Emily Bronte, Wuthering Heights; Hardy, Tess of the D'Urbervilles; Forster, Howards End; and Fielding, Bridget Jones' Diary. Films and essays will supplement course readings.

English 296 &E: Honors Seminar, I
Topic: Provincetown Playwrights: Glaspell and O'Neill

Walker, M, 1:00 - 2:50

For years, the literary critical tradition has held that Eugene O'Neill was the first important dramatist to write for the American theatre. From his early expressionist plays The Emperor Jones and The Hairy Ape to his exploration of myth in Desire Under the Elms and Mourning Becomes Electra to his perfection of psychological realism in The Iceman Cometh and Long Day's Journey Into Night, O'Neill's importance is uncontested. But recently, scholars have begun to question this narrative of exceptionalism, rethinking O'Neill's career in light of the artistic, intellectual and cultural ferment of the early 20th century. In this course, we will reconsider O'Neill's work by recontextualizing his plays within American cultural history and by reading them next to those of fellow Provincetown playwright, Susan Glaspell. The author of Trifles and The Verge, Glaspell was rediscovered by feminist scholars in the 1980s and has been the subject of vigorous critical attention ever since. By examining her work next to O'Neill's, and by understanding both in light of the preoccupations and concerns of Greenwich Village bohemia in the nineteen-teens, students in this course should develop a broader and deeper sense not only of each playwright's career but also of American dramatic modernism. Assignments: two short analytical papers reviewing literary critical scholarship, two short creative papers discussing production and staging choices, one longer final paper examining either playwright's work as a whole or comparing/contrasting thematic or stylistic elements in both playwrights' work.

English 300 D: Writing about Literature
Topic: Love in the Middle Ages

Lartigue, MWF, 11:00

Dante and Beatrice, Troilus and Criseyde, Lancelot and Guinevere, and Heloise and Abelard - the literature of the Middle Ages made these lovers famous. This course will explore secular and sacred love in medieval writings from England and the continent. We'll consider the roles for men and women in medieval love, how men and women writers work within the medieval love tradition, and how these authors express their love, longing, and loss. We'll also evaluate claims that medieval love is the basis for modern attitudes about romantic love and consider possible connections between attitudes of "courtly love" and misogyny. Readings will include Andreas Capellanus's instruction manual for lovers, Marie de France's Lais, one of Chretien de Troyes's Arthurian romances, Dante's Vita Nuova, various lyrics and short tales, and Chaucer's masterpiece Troilus and Criseyde. We'll also look at some depictions of sacred love - Julian of Norwich's mystical visions of Jesus, Heloise's letters to Abelard, and a poet's struggle to come to terms with his grief for a lost loved one in Pearl. All readings will be in modern English translation, except for Troilus and Criseyde which we'll read in the original Middle English; no previous experience reading Middle English is expected, however. Requirements: active participation in class; 2-3 short (2 pg.), focused papers; a research paper (12-15 pgs.); weekly one-page responses to readings; take-home midterm; final during scheduled exam period.

English 300 E: Writing about Literature
Topic: Literature and Reproduction in the "American Century"

Castro, MWF, 1:00

The metaphorical equation of literary production with human reproduction - texts as babes, offspring, children - is a commonplace. This course examines writings that showcase human reproduction, or the absence of it, in light of such reproductive figurations of writing. What identities, histories, and social arrangements are replicated, repeated, "passed on," multiplied, or generated in our texts? What "breeding" problems seem to arise? Our readings are drawn from U.S. literature of the post-Reconstruction period through the end of the twentieth century - a span that roughly coincides with what some historians have dubbed "the American Century," for its association with the United States' rise to prominence on the world stage. We will examine how our texts reflect on notions of "Americanness." We will focus also on the presence of evolutionary and eugenic thought in our readings, and consider its relationship to contemporary debates on genetic research. Possible texts include: Henry James's Daisy Miller; Mark Twain's The Tragedy of Pudd'nhead Wilson, Kate Chopin's "Desirée's Baby," Sui Sin Far's "In the Land of the Free," Nella Larsen's Quicksand and Passing, Zora Neale Hurston's "Color Struck," selected essays by W.E. B Du Bois and Alain Locke, Edith Wharton's "Roman Fever," William Faulkner's Light in August, J. D. Salinger's "The Laughing Man," Gayl Jones's Corregidora, and Toni Morrison's Beloved, among others.

English 300 F: Writing About Literature
Topic: Writing Film Criticism
Prerequisite: At least one college-level film/cinema studies course. This prerequisite is strictly enforced: students who do not already meet it should NOT enroll for this section of ENG 300.

Curry, M W, 2:00 - 3:15

This "Writing Film Criticism" course offers students who meet the particular prerequisite for this topic under English 300 and who are committed to writing (and rewriting) cogent short essays analyzing films an opportunity to practice being film critics. The course is designed primarily for English Dept. majors who have a serious interest in film and Cinema Studies majors/minors who have a serious interest in writing criticism. Women Studies minors who meet the course prerequisite may be particularly interested in the attention the course gives to female film critics and filmmakers and/or to the opportunity to practice writing for a broad readership about gender representation in popular culture. The course departs from the premise that one learns best to write engaging, persuasive film reviews through broad, attentive reading of lucid, insightful film analyses of varied styles and approaches; equally broad and always attentive film viewing; and regular writing, with multiple revisions understood an integral part of the process. Accordingly, we shall read many reviews by leading film critics whose work has appeared in wide-circulation periodicals sources over the past 60 years and discuss a number of associated films (which students must watch outside class time.) Each student will write five original reviews of varying length and projected readership, about diverse types of films, receiving editorial feedback from peers and professor through several drafts. Small writing teams (approximating participants being departmental colleagues at a newspaper or journal) will foster the (re)writing process, as will use of an class conferencing website. Alongside autonomous film viewing and frequent writing and revising, each student must do substantial assigned reading and conduct research into how film criticism operates as a popular, institutional, economic and political discourse; give several in-class presentations; pay scrupulous attention to deadlines for all assignments, including revisions and final "copy"; and participate reliably and helpfully in writing groups. The course, which requires two writing texts and an extensive course packet of film criticism, grants General Education Advanced Composition credit.

English 300 M: Writing about Literature
Topic: Post-1945 American Women Writers

Watts, Tu Th, 9:30 - 10:45

American women have been writing creative and original literature since the seventeenth century. This course will concentrate on the vibrant and diverse poetry, drama, and fiction written by American women since 1945. These works provide provocative material for a variety of ways to write about literature. There will be four papers of different lengths. Writing strategy will be stressed. This course fulfills the Advanced Composition requirement. Texts: Julia Alvarez, How the Garcia Girls Lost Their Accents; Gwendolyn Brooks, Selected Poems; Louise Erdrich, Love Medicine; Rebecca Gilman, Boy Gets Girl; Lorraine Hansberry, A Raisin in the Sun; Denise Levertov, Sands of the Well; Toni Morrison, Tar Baby; Sylvia Plath, Ariel; April Sinclair, Coffee Makes You Black; Amy Tan, The Kitchen God's Wife; Alice Walker, Meridian; and Wendy Wasserstein, Uncommon Women and Others.

English 300 Q: Writing about Literature
Topic: Shakespeare II
Shakespeare Requirement.

Neely, Tu Th, 12:30 - 1:45

We will read 5 or 6 plays from the second half of Shakespeare's career: problem comedies like All's Well that Ends Well, tragedies like King Lear, and romances like The Winter's Tale. We'll investigate how the plays functioned in Shakespeare's time and how they work for us today. We will focus especially on representations of identity, of gender, class, and sexuality, of parent-child relations and wider social relations. We'll explore the plays through different lens: their poetic language, their theatrical structures and performance possibilities, their historical and critical contexts. The purpose of the course is to enable you to become a more resourceful and creative reader and writer with a repertoire of writing strategies at your command. Coursework will emphasize writing with at least 4 short paper assignments, each peer and/or instructor edited and revised, culminating in a longer final paper which will undergo complete revision, and a final exam. Previous experience of Shakespeare is not assumed, but welcome. Texts: Gibaldi, MLA Handbook 5th edition; paperback editions of plays to be determine; readings packet.

English 311 E: Chaucer

Lampert, MWF, 1:00

In this course we will read Chaucer's major poetry in Middle English, including Troilus and Criseyde, The House of Fame and selections from The Canterbury Tales. The course will attempt to situate Chaucer's work within historical, cultural and literary contexts, with special attention paid to issues of gender and sexuality and how they inflect Chaucer's poetics and politics. No prior experience reading Middle English is required. Graded work will include two papers, occasional reading quizzes, a Middle English recitation, a mid-term and a final. Text: The Riverside Chaucer, gen.ed. Larry Benson.

English 335 P: Nineteenth-Century British Fiction

Saville, Tu Th, 11:00 - 12:15

By the early nineteenth century, fiction, and in particular the novel, was becoming one of the most popular forms of literary discourse in Britain. Taking up our study in 1819 with the publication of Sir Walter Scott's Ivanhoe, we will study a range of popular forms such as the "triple-decker," serial publication, the novella, and the short story. Our aim will be threefold: first, we will study dominant aesthetic features of the genre and develop a working vocabulary for discussing issues such as narrative voice, plot structure, and modes of characterization. Second, we will consider the novel as a cultural artifact, and focus on the human agencies, cultural processes, and social structures by which it was shaped and which it in turn helped to influence or even invent. For instance, beginning with the question of how the novel became implicated in the construction of a "national literature," we might consider the idea of the author as a national hero, and the role of woman both in the definition of "Englishness" or "the British," and in the building of empire. We will consider how it is that women become such prominent authors, subjects, and readers of fiction in the nineteenth century, and how fiction-writing influenced subsequent developments in the perception of "the manly hero." Third, we will consider fiction as a commodity produced by and participating in a particular market economy, and take into account the pressures imposed on aesthetic form by the economic decisions of publishers and authors. Be warned: the reading load for this course is heavy. You will need to cover an average of 150 pages of fiction and 30 pages of critical reading per week for the duration of the semester. Texts: Sir Walter Scott, Ivanhoe; Anne Brontë, The Tenant of Wildfell Hall; Charles Dickens, David Copperfield; George Eliot, Silas Marner and "The Lifted Veil;" Thomas Hardy, The Mayor of Casterbridge; a course reader including short fiction and critical materials.

English 350 M: American Literature, 1865-1914

Foote, Tu Th, 9:30 - 10:45

This course will look at American literature from the late nineteenth and early twentieth centuries, concentrating specifically on how it helps commodify identity, gender, and social space. We will cover and theorize the major genres of realism, naturalism, and regionalism, looking at texts in which previously stable literary and social categories of identity become multiplied and/or fragmented, and in which new social realities and cultural formations become visible. The focus of this class will be gender, particularly the ways in which competing social realities in industrialized US culture allow men and women to renegotiate public and private spaces, definitions of gender, access to political and social agency, and access to authorship and cultural authority. Course requirements include three five to seven page papers, a presentation, and a ten page final paper. In addition to the required texts, I will also supply students with a fair amount of secondary historical and theoretical reading. Texts may include: Edith Wharton, The Age of Innocence; Charlotte Perkins Gilman, The Yellow Wallpaper and selections from Women and Economics; Louisa May Alcott, Little Women; Elizabeth S. Phelp Ward, The Silent Partner; selections from Ida Tarbell and Emma Goldman; Nella Larsen, Passing; Henry James, The Bostonians; the stories of Mary Wilkins Freeman; Sarah Orne Jewett, The Country of the Pointed Firs; Frank Norris, McTeague; selections from Thorstein Veblen; George Washington Cable, The Grandissimes; Kate Chopin, The Awakening.

English 355 X: Major Authors
Topic: Willa Cather in Context

Doherty Mohr, MWF, 12:00

This course will consider the major works of Willa Cather, including her well-known novels, O Pioneers! and My Antonia, as well as less familiar but equally important works, such as The Song of the Lark and the Pulitzer Prize-winning One of Ours. We will place this work in a literary and historical context, considering the intertwining influences of regionalism and cosmopolitanism. As we read Cather's novels and selected short fiction, we will examine the significance of regional and national identities in her work, and address the controversies surrounding the roles of racial representation and sexual orientation in her fiction and biography, respectively. Critical analyses by Toni Morrison, Eve Sedgwick, and Sharon O'Brien, among others, will inform our discussions. Requirements include active participation in group discussions, response papers, three critical essays, and a final exam. Texts may include: Willa Cather's O Pioneers!, The Song of the Lark, My Antonia, One of Ours, The Professor's House, and Death Comes for the Archbishop, Toni Morrison's Playing in the Dark: Whiteness and the Literary Imagination, Mark Twain's Huckleberry Finn, Henry James's Daisy Miller, and Sarah Orne Jewett's Country of the Pointed Firs. Additional short fiction and critical essays may also be assigned.

English 355 S2: Major Authors
Topic: Gerard Manley Hopkins and Oscar Wilde

Saville, Tu Th, 2:00 - 3:15

Gerard Manley Hopkins (1844-1889) was a Jesuit recluse whose rhythmic innovations in a small corpus of finely crafted poems baffled his contemporaries. He only gained recognition after the posthumous publication of his poems in 1918, but since then, has been acclaimed as a vibrant revitalizing influence on both British and American poetry. Oscar Wilde (1854-1900) was a flamboyant socialite, wit, and ruthless slayer of Victorian sacred cows whose work ranges from subversive comic theater, to children's fairy tales, to elegiac autobiography. In 1895, he became the focus of sexual scandal that crystallized shifting perspectives of male sexuality in the West at the turn of the century. Although Hopkins and Wilde might therefore seem to be literary chalk and cheese, both were Oxonians; both were students of Walter Pater and were intrigued by their tutor's odd brand of subtly homoerotic aesthetic theory. Grounding our studies in a careful consideration of Victorian attitudes to male sexuality, we will explore the aesthetic forms, political positions, moral opinions, private pleasures, and personal pains that earn Hopkins and Wilde the status of "major authors" in British literature. Texts: Gerard Manley Hopkins Ed. Catherine Phillips (The Oxford Authors); The Complete Works of Oscar Wilde (Harper & Row); Robert Pinsky, The Sounds of Poetry: A Brief Guide; a course reader of xeroxed supplementary materials.

English 361 S: Topics in English and American Literature
Topic: Lesbian Literary Traditions in the United States

Foote, Tu Th, 2:00 - 3:15

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

English 373: Documentary Approaches in Cinema and TV
Prerequisite: junior, senior or graduate student standing and a previous college-level film or literature course (or instructor permission.)

Curry, Tu, 1:00 - 2:50 Armory 100
Th, 1:00 - 2:50 English 59A

For many contemporary film and television viewers, the term "documentary" may initially evoke thoughts of rather dull "PBS-style" programs assigned for high school history classes. This new topics course will explore a panoply of film and tv documentary forms that will reveal how limited such perceptions are and how pervasive and influential documentary approaches in media have been and continue to be. While tracing the historical emergence of specific documentary styles (including poetic portraits, cinéma vérité', ethnographic film, docudrama, and staged or even mock documentaries), the course will focus on "documentary" as a shifting set of cinematic (and televisual) conventions and a mode of audience address. Among specific topics we will study are the historical understanding and functions of propaganda, ethical issues in making documentaries, and the workings and popular appeal of current "reality tv" shows. Screenings, readings, and discussions will emphasize the expectations that viewers bring to a work they consider a documentary and the various social and political uses to which documentary films and tv programs have been put. Assignments include very substantial reading, some out-of-class viewing supplementing the weekly in-class screenings, several short critical essays, a term paper, and a final.

English 437 R: Seminar in Victorian Literature
Topic: Victorian Character
Prerequisite: A college course devoted entirely to an aspect of Victorian studies, or consent of instructor.

Goodlad, Th, 3:00 - 4:50

In this course we will attempt to reconcile "character" - the Victorian era's most prevalent concept of individuality-with ongoing critical and historical interest in the processes of subject-formation. What can a historicization of "character" do for the study of identity and its overlapping determinants in ideologies of class, gender, race, nationality and ethnicity? How do poststructuralist emphases on power and discourse help us (or fail to help us) to understand what the Victorians understood to be an anti-materialist category of selfhood, undergirded by Protestantism, Romantic philosophy, and Britain's classical-republican civic traditions. To answer these questions we look at various theorists of modern identity (e.g., Foucault, Bhabha, Habermas) in relation to nineteenth-century writing on character. We consider prose works by J. S. Mill (including The Subjection of Women), Ruskin ("The Nature of Gothic"), Arnold (including Culture and Anarchy), and Wilde ("The Soul of Man Under Socialism"), as well as novels by Dickens (David Copperfield), Gaskell (Wives and Daughters), Trollope (Phineas Finn), and H.G. Wells (The New Machiavelli). Coursework will include oral reports, a short paper or book review, and a full-length research paper.

German 472: Studies in Early Modern German Literature
Prerequisite: GER 370 or graduate standing.

Wade, M, 3:00 - 4:50

This course examines canonical works from the sixteenth, seventeenth and early eighteenth centuries through the lens of women's and gender studies. German works ranging from Sebastian Brant's Narrenschiff through Daniel Caspar Lohenstein's Cleopatra and the poetry of Zäunemann and Ziegler provide the literary focus, while texts from a variety of disciplines provide the critical and theoretical framework against which each of the literary texts will be read. In additional to examining the portrayal of women and gender in canonical texts, we will also examine the emergence of female authorship and how publication reflected cultural anxiety over shifting social and gender boundaries. Women and texts from the court, city, and town will be examined as representatives of class and gender. We will also concern ourselves with the material aspects of early books and how books functioned in early modern German culture.

History 296 C: Special Topics
Topic: Women, Men and Gender in African Society since 1800

Allman, Tu Th , 10:30 - 11:50

This course looks at the ways in which gender relations have been produced, reproduced, and transformed through the everyday actions and activities of African women and men. Our focus is both on agency and on structures of power, as we move from a consideration of gender relations after the nineteenth-century jihad of Uthman dan Fodio to the problems of love and marriage in late twentieth Ghana. Among the topics we will explore are: "wicked women" and reconfigurations of gender; domesticity and the colonial encounter; mothering and fathering; colonialism, capitalism and domestic economies; nationalism and the women's question. We have no comprehensive text upon which to rely. Our sources reflect the diversity of the continent itself, as we explore, with a critical eye, the works of historians, political scientists, anthropologists, missionaries, colonialists and novelists, and as we listen to the voices of African women and men. This is a participation-intensive seminar which meets twice a week. There are no lectures. Students do not simply consume historical knowledge, they are responsible for producing it, as well. Most sessions are devoted to critical discussion of a given theme based upon assigned readings. Several sessions and portions of others have been set aside for films and for addressing the specific problems raised by your papers.

History 298 G: Undergraduate Research and Writing Seminar
Topic: Race, Gender and Ethnicity in Colonial Latin America
Prerequisite: Junior standing; 14 hours in history; or, with consent of instructor, 14 hours in the social sciences or humanities.

Dominguez, Tu, 10:00 - 11:50

The multi-racial societies of contemporary Latin America have their origin in the three centuries of colonial Iberian domination, tempered by the survival of indigenous peoples and the formation of mixed social and cultural orders. Formally segregated, Indians and Spaniards, the latter served by African slaves, formed a dynamic mixing of cultures and bodies. However, this sort of "melting pot" perpetuated social and gender inequalities, and was organized around contested notions of racial domination. The complexities of ethnic self-identification and racial and gender ordering in colonial Latin America have been a topic long sparking important research among historians, anthropologists, and ethnohistorians. Its fascinating developments in the last two decades have changed our understanding of Latin American identities. The underlying conceptual framework guiding this course focuses on the contradictory notions of race mixture ("mestizaje") and racial hierarchies, the two poles that have dominated Latin American racial orders since the sixteenth century. Thus, the seminar will necessarily have a comparative character, as these processes of identity development were not uniform or automatic. The main topics of the course are: Amerindian, Iberian, and African backgrounds; Conquest societies: new and old elites, gender, and alliances; the legal fiction of the Two Republics; Iberian immigration; American born Spaniards; the identity of the rural Indian communities; the mix-blood problem; African mixtures; cities and mining centers as "melting pots"; race and order in the Bourbon century. The course two interrelated goals are: to guide students in the production of a serious research paper (20 to 25 pages) based on printed primary sources available in English, and to engage them with recent literature on colonial Latin American racial orders, ethnic identity formation, and the construction of gender roles. The reading requirements include five key books on ethnicity, race and gender in colonial Latin America, plus a Course Reader of selected book chapters and journal articles from the rich scholarly diversity of this topics in Latin American studies.

History 298 I: Undergraduate Research and Writing Seminar
Topic: Modern American Manhood: From the 1920s to the Present
Prerequisite: Junior standing; 14 hours in history; or, with consent of instructor, 14 hours in the social sciences or humanities.

E. Miller, Th, 3:00 - 4:50

What does it mean to be a man? The answers to this question have varied throughout American history. At times men have based their gender identity on roles such as breadwinner, soldier, athlete, or father. These definitions of manhood are not fixed but are constantly being reshaped and renegotiated in response to historical forces. Moreover, masculinity takes many forms as race, class, and sexuality influence the experiences and expectations of men. This course explores the changing gender history of American men throughout the twentieth century. We will examine the ideals and experiences of masculinity in relation to the social, cultural, economic and political forces of modern America. The course is designed to give students experience in analyzing historical interpretations and developing their own. In the weekly readings, students will examine both primary and secondary sources. As a class, we will discuss what these sources reveal about changing definitions of masculinity in modern America. Throughout the semester, students will not only examine and critique historians' use of primary sources, but will also learn to interpret and use historical documents on their own. Students will test their own ability to use both primary and secondary sources by writing a 15-20 page original research paper.

History 489 A: Problems in African History
Topic: The Social History of African Women
Same as AFR ST 489.

Allman, Tu, 1:00 - 2:50

This course explores the social history of African women from 1850 to the present. It is concerned both with the historical forces which have shaped women's everyday lives and the ways in which African women have been active agents in the making of their own histories. The course begins with a discussion of the kinds of sources available for reconstructing African women s history. We will explore the race and gender bias of many primary sources and the importance of life stories and personal narratives to the reconstruction of women s pasts. Among the themes we will address during the semester are: gender and slavery; women, capitalism and migrant labor; women and the colonial state; the missionary encounter; colonialism and domesticity; the sexual politics of colonialism; women in the city; women and the struggle for liberation; poverty and subordination in independent Africa; and the politics of emancipation. This is a participation-intensive seminar which meets once per week. Seminar sessions are devoted to discussions of our readings and the broader issues, theoretical and comparative, raised by those sources.

Human Development and Family Studies (HDFS) 110: Introduction to Family Studies
Fulfills the General Education Social Sciences requirement.

Jarrett (Lect.), Th, 9:00 - 10:50
Disc. A, M, 11:00
Disc. B, M, 12:00
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. Fulfills the General Education Social Sciences requirement.

Yazedjian (Lect.), Tu, 9:00 - 10:50
Disc. A, W, 11:00
Disc. B, W, 12:00
Disc. C, W, 3:00
Disc. D, W, 4:00

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.

Umana-Taylor, 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.

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, Th, 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.

Kinesiology 249: Sport and Modern Society
Same as SOC 249. Contact the Department of Kinesiology for more information.

Staff, M W, 11:00
Disc. D1, F, 10:00
Disc. D2, F, 11:00
Disc. D3, F, 12:00
Disc. D4, F, 1:00

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

Labor and Industrial Relations 466: International Human Resource Development

Lawler, M W, 1:00 - 2:20

Deals with human resource management practices in global companies. Primary emphasis on the selection, training, assessment, and compensation of employees in international (expatriate) assignments. Relevant GRID material would include cross-national differences in culture as these relate to work, roles of women and also family life, the issues confronting women international assignments, gender-based employment discrimination in international assignments, and marital and family issues related to expatriation and repatriation.

Latina/Latino Studies 242: Topics in Latina/Latino Culture: Women's History, Literature, and Iconography
Taught in English. Lecture sections are taught separately. Discussion sections X1 and X2 meet together on Monday and are taught by Professor Romero.

Romero (Lect.), M, 12:00 - 1:50
Harris Fonseca (Lect.), M, 12:00 - 1:50
Disc. X1 and X2, W, 12:00

The aim of the course is to study the iconographic figures that appear in Chicana/Chicano culture, such as La Malinche, Sor Juana Inès de la Cruz, the Virgin of Guadalupe, and the Aztec deity representing the Moon, Coyolxahuqui. The course allows the students to understand how U.S. Latina feminism constructs its historical narratives based on women's contribution to culture. Additionally, the course provides a solid background on U.S. Latina/Latino twentieth-century history and literature, and it also aims to develop the students' skills in writing.

Natural Resources and Environmental Sciences 109: State of the Planet: A Realistic Assessment of Global Environmental Issues
Section F is a Discovery section: enrollment restricted to freshmen.

Ellsworth (Lect.D. F), M W, 2:00 -3:20
Ellsworth (Lect.D. S), Tu Th, 2:00 - 3:20

In this course, we discuss a wide variety of global environmental issues, and gender issues is an important one that comes up rather frequently throughout the semester. This class engages in debate and discussion, and when gender issues are raised, the debates get rather passionate and always enlightening, especially the varied perspectives that come up. These are topics that strike a chord with many. With regard to gender issues, the focus in the past has been on how environmental attitudes are often mirrored in terms to our regard for others, including those who are different (gender, race, culture, etc.). Also, we discuss gender issues with respect to opportunities for education, birth control options, small loan and employment opportunities, poverty cycles and how these issues relate directly and indirectly to environmental degradation.

Philosophy 421: Contemporary Problems
Topic: Philosophical and Political Themes in Two Literary Classics

Wagner, M, 3:00 - 4:50

The classics are Sophocles' Antigone and Goethe's The Elective Affinities, both of which will be read in translation, with reference to the original texts as needed. The main themes are familiar from current literary theory and political philosophy: gender, power, rationality, empire. We will also pursue some subtle questions of self and motivation in Antigone, and about the connections between art, aesthetic theory, and politics in Elective Affinities. The agenda is not rigid, though; the class will approach the books as art works and be open to any perspectives that might illuminate them. As for the pairing of these works, it's certainly not random. E.g., Goethe was intensely concerned with Greek tragedy, and several of his works either use or - interestingly - parody the themes of tragedy. But specific connections will emerge during the course. Sophocles' other Theban plays (Oedipus Tyrannos and Oedipus at Colonus) will be read in conjunction with Antigone. A background in German literature is not required, but if you haven't read Faust, why not do that early in the term? (Part II is particularly relevant.) Concerning Antigone, we will use various pieces of criticism, including an exegesis by Hegel (which I find wrongheaded… but which has influenced everyone) and Judith Butler's recent Antigone's Claim. Although this is not a classics course, I am serious about using the scholarly tradition (Jebb, Know, Benardete, Nussbaum, many others) to constrain and guide our interpretations. For Elective Affinities, one main source of illumination will be F. Schiller's Letters on the Aesthetic Education of Humanity; another will be Walter Benjamin's famous essay. One similarity between the works is that they have given rise to wildly divergent interpretations. Thus our collective investigation is likely to produce something new.

Physiology 199: Discovery in Reproductive Biology
Discovery course: enrollment restricted to freshmen.

Sherwood, MWF, 2:00

This course will introduce the class to recent advances in reproductive biology that have profound economic, social and/or ethical consequences. The class will read articles on topics such as cloning and other advanced reproductive technologies, estrogens and breast cancer, androgens and prostate cancer, environmental pollutants and their effects on reproduction, human population growth, and maintaining threatened species. Several professors who are reproductive biologists on this campus will present topics, and the course may include one or more field trips.

Rhetoric 133 P2: Principles of Composition
Topic: Writing About Gay-Lesbian-Bisexual-Transgender Experience

Staff, Tu Th, 11:00 - 12:15

Principles of Composition provides intermediate instruction in academic writing, with an emphasis on analysis and argumentation. This particular section will feature academic writing about lesbian-gay-bisexual-transgender (LGBT) 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 LGBT "culture"? How is the LGBT movement changing our thinking about the world in which we live? How are LGBT people represented in art and the media? What does it mean to be LGBT in the Age of AIDS? In addition to addressing these questions, we will also take up related topics and ideas according to student interest. Questions? Please contact jhhudson@uiuc.edu.

Sociology 223: Social Stratification

Kluegel, Tu Th, 9:00 - 10:20

This course will provide an overview of conflicting perspectives on the nature, causes, and consequences of social inequality in U.S. society. It is hoped that students will come away from the course with a solid grasp of the contemporary U.S. social structure: how it is constituted and maintained and what forces for change exist; and how race/ethnicity, class and gender interact to produce the kinds of cleavages that currently prevail. In general terms, social stratification refers to the hierarchical arrangement of groups of people based on the unequal distribution of wealth, status and power. The course will analyze theories that explain the origin and development of social classes. Particular attention will be given to the classic statements by Marx and Weber. Theories that posit the functional necessity of inequality will also be examined. Since schooling plays a pivotal role in the structuring of (in)equality, a significant portion of the discussion will focus on this institution.

Sociology 317: Sociology of Law
Gen Ed: ACP.

Marshall, Tu Th, 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.

Spanish 442 G2: Seminar in Special Topics of Hispanic Literature
Topic: Gendering Twentieth-Century Mexico

Romero, Th, 3:00 - 4:50

No course description available at this time.

Speech Communication 350: Gender and Rhetoric

Finnegan, MWF, 11:00 - 11:50

This course examines how the roles of women and men in the United States have been constructed in and through rhetorical practice. By analyzing a series of historical and contemporary rhetorical documents and events, we will consider the relationship between gender and rhetoric in American public discourse. Specific topics include: movements for social change (including suffrage, temperance, pacifism, civil rights, women's liberation); changing views of home, work, and family; "public" vs. "private" spheres; and gendered rhetorical styles in politics. This course is discussion-driven and writing intensive.

Urban and Regional Planning 394: Ethics and Multiculturalism

Donaghy, Tu, 6:00 - 8:50 P.M.

The course has to do with the challenges of making ethical decisions when cultural viewpoints conflict. Eight faculty members from four departments lead discussions on such issues as religious tolerance, the universality of human rights, female genital mutilation, post-colonial perspectives on curricula, affirmative action and employment, society's treatment of the aged, and conflicted discourses of abortion and environmental problems.