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Women Studies Senior Projects June 2007

Women Studies Senior Projects June 2007

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Women Studies Senior Projects June 2007

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  1. Women Studies Senior Projects June 2007

  2. Re-visioning Secondary History Education: Integrating Women’s Studies, Global Cultures, and Multicultural Education By Lauren Gunn

  3. Thesis • This research project analyzes the ways in which women's studies, global cultures, and multicultural education can be integrated into high school history classrooms. • Although acknowledging the limitations and challenges posed by such a proposition, I argue that it is not only possible but necessary to the future education of students.

  4. Goals and Inadequacies of Current History Curriculum

  5. Integrating Conceptual Frameworks • Women’s Studies • Relationship of Knowledge and Power • Intersectionality • Multiple Perspectives • Global Cultures • Global Perspective • Themes of Globalization • Multicultural Education • Multiculturalism

  6. Curriculum Must reflect the multiple voices of history, rather than presenting history as an ultimate “truth” from a single perspective Rewriting of textbooks Additional resources Teacher Necessity of facilitating discussions which provoke critical thinking and analysis of complexity Adequate teacher preparation programs Collaboration of teachers within and across districts Restructuring Secondary History Education Restructuring the curriculum is not enough! Must be supplemented with…

  7. Conclusions • The interdisciplinary academic fields of women’s studies, global cultures, and multicultural education offer conceptual frameworks which are integral to the education of democracy and global, justice-oriented citizenship in a history class setting. • Through incorporating such, students will be able to expand their analytical skills and gain greater insight into historical and contemporary events, issues, and processes. • Although traditional goals of education aim to prepare students for national citizenship, in the context of this increasingly globalized world, educational standards need to expand and aim to prepare students as global, multicultural citizens. • With a strong foundation in understanding globalization, students will be better prepared as open-minded, well-rounded future citizens of this nation and the world.

  8. Banging Tools: The Search for the Elusive Queer Asian American Female Subject Crystal Hwang Spring 2007

  9. “Do Fanon!” – Prof. Kang, Office Hours April 26, 2007 • My initial aim: Look at processes of subject formation for queer Asian American subjects in our U.S. social context. • Research question: How do queer Asian Americans selectively choose, reject, and rework existing discursive figurations created by hegemonic culture into their own formations of queer self-identity? What did I come across…

  10. very different modes of articulating queer subjectivity: • Anthologies! Anthologies! Writing by Asian American lesbian and bisexual women —The Very Inside • Cultural Studies modes of deconstructing how various cultural products (films, literature, music, etc.) reproduce certain identities —Gayatri Gopinath’s Impossible Desires • Hybrid (both theoretical and personal) modes of analyzing discursive figurations —Patricia Duncan’s “Identity, Power and Difference: Negotiating Conflict in an SM/Dyke Community” —JeeYeun Lee’s “Why Suzie Wong is Not A Lesbian: Asian and Asian American Lesbian and Bisexual Women and Femme/Butch Identities”

  11. Interesting tidbits to chew on: • The risks of creating a knowable, fixed, identifiable queer Asian American female subject • Defining queer female subjectivity as an impossibility, an elision, or a conceptual illegibility • Dominant images of Asian American/Asian women make their racialized gendered bodies unreadable as “lesbian”

  12. Conclusion… • The quest is not yet over! • Do we need a psychoanalytic account for the subject formation of queer Asian American female subjects?

  13. By: Yun soo Kim

  14. Performing Gender:Men Who Wear Corsets By: Leslie Nelson

  15. The History of Sexuality Part I DISCOURSE CONSTITUTES THE SUBJECT INCREASED DISCOURSE = INCREASE IN SEXUALITIES A NEW SUBJECT IS BEING PRODUCED TODAY Michel Foucault

  16. Don KulickTravesti • Travesti are male Brazilian prostitutes • Travesti live as women but do not identify as women • Travesti consciously construct their own gender

  17. Judith Butler Is Kinship Always Already Heterosexual? • Spheres of Legitimacy and Illegitimacy • Legitimate sphere: Hallowed domain of the State • Illegitimate sphere: No intelligibility

  18. Men who wear Corsets: Subjectivity • Are new subjects created by a socially constructed discourse of intelligibility • Perform and construct gender through contemporary discourses of style • Are queer subjects that lie outside the spheres of legitimate/illegitimate

  19. Men who wear Corsets: Sexuality • Are not universally gay: 80% of my subjects identify as heterosexual • Are not universally straight: 20% of my subjects identify as bi-sexual • The object of desire is mostly heterosexual • The aim of desire is vastly different among subjects

  20. Men who wear Corsets: Gender • These men perform traditional masculine behavior when not in corsetry • Golf, football, spitting, race cars, boating and more are their usual activities • Discourse constitutes subject revisited: while in corsets these men perform feminine gender; whereas, when in typical male attire they perform masculine roles

  21. Intersecting Needs withinDomestic Violence_____________________ By Narysa Sardari

  22. Things to Consider • Intervention strategies designed to address domestic violence continue to ignore the significance of poverty, racism, and gender subordination, which contribute to oppressive structures in the lives of African-American Women, Women of Color, and Indigenous Women.

  23. Dimensions of Race and Gender Violence African-American and Women of Color Experience • Through their own experiences, African-American women and women of color are subjected to intersecting patterns of racism and sexism. • Kimberle Crenshaw proposes the concept of “intersectional identities”, to describe the convergence of race, gender and class battered women of color and African-American women face. • Within intersectionality, the experience of African-American women and women of color have resided within two subordinated groups, antiracism and feminism, which both offer conflicting political agendas.

  24. The Strategy of Navajo Peacemaking • An informal process where a “Peacemaker”, who is knowledgeable about the Navajo law, helps guide disputes between people and help form a resolution. • “Peacemaking” addresses issues such as societal and family support for the battering, by confronting family denial of the batterer’s harm, confronting the abuser for his actions, and by having the victim and her family present, thus making it difficult for the batterer to deny what he has done. • “Peacemaking” also provides a mechanism for transferring material resources to the victim, which helps reduce her economic vulnerability.

  25. The Strategy of Navajo Peacemaking • Many feminist scholars and anti-domestic violence activists are extremely skeptical of this process because informal methods of adjudication overlook domestic power hierarchies which assist the batter’s violence and intimidation. • Although there is no universal intervention strategy that will work for all women, it is important to measure the effectiveness of intervention strategy by its ability to change the material and social conditions that promote battering.

  26. “Separation Assault” -Martha Mahoney • The time of “separation” is a key moment for violence to happen. This occurs when a woman attempts to separate from the batterer. • During this process, the batterer’s quest for control becomes most violent. • No legal doctrines or cultural names have been formulated which are especially designed to refer to the particular assault on a woman’s body in the batterer’s attempt to block her from leaving, or to end the separation with force. • “Separation Assault” is something that any woman can experience despite her race or class.

  27. Representing Comfort Women: After Years of Silence Presented by: Kimiya Sohrab

  28. Thesis • This paper explores the different ways of remembering the history surrounding comfort women. I will analyze six various forms of representation: 1) testimonies by the “comfort women”, 2) a documentary film, 3) a oral history book, 3) a historical study by a Japanese scholar, 4) American newspaper articles, and 6) a Public Hearing Report. Although, I found some aspects of the documentary problematic, after analyzing various modes of representation, I found the documentary to be the most insightful representation of comfort women.

  29. Documentary Film: Silence Broken • Dai Sil Kim-Gibson director of this film uses certain filming techniques when recounting the experience of the comfort women.

  30. Oral History by Dai Sil Kim-Gibson

  31. Historical Scholarship by Yuki Tanaka