WGS4087 | Gender, Place, and Culture Course Description -------------------------------------------------------------------- WGS 4087 (Gender, Place & Culture, 3 hours) also offered as GEOG 4087 & ANTH 4087): Through the lens of gender this course explores the geographices of everyday life to show how notions of maleness and femaleness influence how we understand and relate to the world around us, from our built environment, to the places we invest with meaning, and the very ways we live, work, travel and explore. Source LSU - Women's & Gender Studies http://www.lsu.edu/wgs/courses.html ==================================================================== Table of Contents -------------------------------------------------------------------- Course Description 00. Course Syllabus and Schedule 01. Introductions and Syllabus; What ARE gender, place, and culture? 02. The Home 03. Purdah and other gendered systems of movement 04. Education 05. Working in the West 06. EPZ Zones, Labor and Migration of those other people 07. The City 08. Migrating Women with Agency versus Trafficked Victims 09. Roaming About 10. Nationalism 11. The Environment 12. LIVE NUDE GIRLS UNITE! ==================================================================== 00. Course Syllabus and Schedule -------------------------------------------------------------------- Gender, Place, and Culture Anthropology 4087 (Geog 4087, WGS 4087) 6:40-9:30 pm Wednesday Office Hours : MW 3:30-4:30 Instructor: Angela R. Demovic ademovic@lsu.edu Office phone 578-3451 If you cannot attend my office hours, please feel free to ask for an appointment. I encourage you to meet with me if you have any questions or concerns. COURSE DESCRIPTION: A cross-cultural look at the geographies of everyday life showing how notions of maleness and femaleness influence how we understand and relate to the world around us, from our built environment, to the places we invest with meaning, and the very ways we live, work,travel, and explore. REQUIRED TEXTS: Putting Women in Place: Feminist Geographers Make Sense of the World. Domosh and Seager, 2000. London: The Guilford Press. Gendered Spaces. Daphne Spain, 1992. The University of North Carolina Press. Marianas in Combat. Ed. Mary-Alice Waters, 2003. Pathfinder Books. Women in the Global Factory. Fuentes and Ehrenreich. Boston: South End Press. COURSE REQUIREMENTS: This course is divided into a total of 400 points: Exams 200 points Final exam 100 points Research paper 100 points Exams: You will be responsible for two mid-semester exams and a final exam. Mid-semester exams (exam 1 and 2) will be taken during the first half of the class period, with lecture for the next section continuing after a brief break. Mid-semester exams will cover materials from only that portion of the course. The final exam will be in two parts; the first part will be for the third portion of the course, and the second part will be cumulative. All exams will consist of multiple choice, short answers and essay questions. Be prepared to answer questions based on assigned readings, lectures, discussions, films and handouts. THERE WILL BE ABSOLUTELY NO MAKE-UP EXAMS WITHOUT PRIOR CONSENT OF THE INSTRUCTOR. Research Paper: Each student is expected to write an in-depth paper on a topic of her or his choice relevant to the study of Gender, Place, and Culture. You will be expected to use library resources, including books and journal articles, in compiling information on your chosen topic. Paper topics must be approved in advance, and in writing, by the instructor. Papers are to be 10 pages in length, typed and double-spaced, using no larger than a 12 point font and using 1 inch margins. All papers are required to include a Works Cited page. Students will receive a handout that details the acceptable paper format later in the semester. GRADING: Letter grades will be assigned as follows. 90 100 % is an A 80-89 is a B 70 79 is a C 60-69 is a D 59 and below is failing I do not curve test scores. Rather, I encourage students who are concerned about their grades to see me for extra credit projects. You may do extra reading, watch and analyze appropriate films or television programs or do a short project to earn extra points. A student may accumulate up to 40 extra points during the course. This means that you can do enough extra credit to raise your grade by approximately 10%, or one letter grade. ONLY PROJECTS THAT HAVE BEEN APPROVED BY ME WILL BE ACCEPTED TOWARDS EXTRA CREDIT. Papers are due at the beginning of class on the due date. Late papers will be downgraded one letter grade (10%) for each day late. (Ex. Due Monday, turned in Wednesday, minus 20%). NO EXCEPTIONS. MAKE UP EXAMS WILL NOT BE GIVEN WITHOUT PRIOR CONSENT OF THE INSTRUCTOR, WHICH WILL REQUIRE DOCUMENTATION SUPPORTING EXTENUATING CIRCUMSTANCES (such as a doctors note, court slip, etc.) Any student whom I suspect of academic misconduct will be reported to the Committee on Student Conduct, in compliance with the Louisiana State University Code of Conduct. If it is determined that the student is in violation of the Code of Conduct, he/she will receive a grade of F in the course or other sanctions as determined. I cannot stress to you enough how serious I am about this. Please do take the time to review the LSU Code of Conduct at www.lsu.edu/deanofstudents Some words to the wise: Good students view the opportunity to do extra credit as insurance. Even if you are doing fairly well, those extra few points may cushion the blow or a poor score later in the semester. Keep a copy of everything you turn in. If it has been more than 2 weeks and you havent gotten something back, check with me to be certain that I received it. What you miss at the beginning of class due to tardiness or on missed days is your responsibility try to find out from classmates. Remember that the syllabus is subject to change, and that if I announce something in class you are responsible for the information even if your werent there. Ask me questions. People who actively participate in class discussions tend to have higher test scores than those who sleep. Additionally, adding informed questions and additions to our discussions will increase your class participation grades. COURSE OUTLINE: Attached is a tentative schedule of topics and readings. You are responsible for coming to class having done the readings assigned for that day. Please note that the rate at which we cover these topics may change. -------------------------------------------------------------------- Gender, Place and Culture Schedule (subject to change pending announcement during class or via email!) January 16 Welcome, Introductions and Syllabus What ARE gender, place, and culture? January 23 The Home D & S Ch 1 The Home Spain, Ch 2 The Mongolian Ger and the Tuareg Tent Spain, Ch 5 From Parlor to Great Room January 30 Purdah and other gendered systems of movement Growing Girls/Closing Circles: Limits on the Spaces of Knowing in Rural Sudan and United States Cities in Gendered Modernitites (on reserve) From The Bookseller of Kabul (on reserve) Billowing, Fluttering, Winding (p. 84-93) An Attempt (p. 181-193) Feb 6 NO CLASS MARDI GRAS February 13 Education Spain, Ch. 3 Ceremonial Mens Huts Spain, Ch. 6 Education February 20 EXAM I February 27 Working in the West D & S 2 Women and Work S Ch. 4 The Spatial Division of Labor S Ch. 7 The Nineteenth Century Workplace S Ch. 8 The Contemporary Workplace Abstract for Research Paper Due March 5 EPZ Zones, Labor and Migration of those other people Discuss Women in the Global Factory Global cities and Survival Circuits in Global Women (on reserve) You have left me Wandering About: Basotho Women and the Culture of Mobility in Wicked Women and the Reconfiguration of Gender in Africa (reserve) Americas Dirty Work: Migrant Maids and Modern-Day Slavery in Global Women (on reserve) March 12 The City D & S Ch 3 The City March 19 Spring Break March 26 Migrating Women with Agency versus Trafficked Victims Debt Bondage and Trafficking: Dont Believe the Hype in Global Sex Workers: Rights, Resistance, and Redefinition (on reserve) An International Perspective on Slavery in the Sex Industry in Global Sex Workers: Rights, Resistance, and Redefinition (on reserve) Women, Labor, and Migration: The Position of Trafficked Women and Strategies for Support in Global Sex Workers: Rights, Resistance, and Redefinition (on reserve) From Thailand to Japan: Migrant Sex Workers as Autonomous Subjects in Global Sex Workers: Rights, Resistance, and Redefinition (on reserve) Selling Sex For Visas: Sex tourism as a Stepping-Stone to International Migration in Global Women (on reserve) April 2 EXAM II April 9 Roaming about D&S Ch. 4 On the Move Refugees Chapters from Vulnerable Bodies:Gender, the UN and the Global Refugee Crisis (on reserve) The Fragile World: Bosnia-Herzegovina Stones, Skulls, Bones: Rwanda April 16 Nationalism D & S Ch. 5 Nations and Empires Discussion of Marianas in Combat April 23 Gendering the Natural World D&S Ch. 6 The Environment April 30 Research Papers Due Spain Ch. 9 Degendering Spaces FINAL EXAM Wednesday, May 7 8-10 p.m. ==================================================================== 01. January 16 Welcome, Introductions and Syllabus; What ARE gender, place, and culture? -------------------------------------------------------------------- I. Gender A. A social construct as to what is masculine and what is feminie. B. Gender is NOT biological. C. Gender is culturally assigned to us at birth. D. Inter-sexed children are often "fixed" without their parents even knowing about it. E. We behave in gendered ways that our culture has taught us. F. Essentialist Views of Gender 1. The belief there is an innate difference between masculine and feminie. 2. The essentialist view assumes that gender is natural and not cultural. G. Gender Role 1. Is a behavior assigned to a culturally assigned gender. a. i.,e., manners of dress; clothing. b. Types of employment; i.,e., nurses, teachers, librarians. 2. "Report Talk" versus "Rapport Talk" a. Men tend to engage in report talk. 1) "One-up-manship" 2) Avoids disagreement or continuing the conversation. b. Women tend to engage in rapport talk. 1) Invites disagreement. 2) Encourages continuing the conversation. 3. Report talk and rapport talk are both examples of "Tacit Culture." H. Tacit Culture 1. "Elevator behavior." 2. Body language - kinesics. I. Explicit Culture 1. Report talk 2. Female attorneys J. Gender Roles depend upon the gender ideology of the group. K. Gender Ideology 1. Our beliefs about gender roles. 2. Examples a. Genesis b. Essentialist view. c. Family law, divorce and child custody issues. II. Place A. A place is a space that has meaning to a person or group. B. Space: a specific dimensional area. III. Culture A. Behavior shared by a group of interdependent people. B. Culture is shared and learned. C. Is based upon signals and symbols. 1. Signals are unlearned. 2. Symbols are things that mean something and are agreed upon. 3. Examples: nouns; language; signs; icons. 4. One symbol can carry many meanings. 5. Symbols enable human beings to exchange a lot of complex information. D. Is interpreted/integrated. 1. "Organic Model" a. Culture is an integrated system. 2. Example: South American tribal cultures. a. After the introduction of Christianity, there was a reduction on women's health and an increase in infant mortality. b. Cultural changes have a domino effect. E. Is adaptive, but it is also arbitrary. a. Example: pedagogy. b. Example: roaches as a food source. c. That which is most adaptive to the environment is not always adaptive to a culture. F. Culture is constantly changing. 02 January 23 The Home -------------------------------------------------------------------- I. D & S Ch 1 The Home A. Ortner Article on the segregation of dwellings by gender and the place of gender on social hierarchies. B. Nowhere is there a true matriarchy, but there are a lot of examples of patriarchy in: 1. Politics. 2. Economic Power. 3. "The Glass Ceiling." 4. Few "stay-at-home husbands." C. Gender-Egalitarian Societies 1. Women have: a. Power b. Prestige c. Wealth 2. Hunter-Gatherer Societies a. No one has power. b. All are equally powerless. c. Equal distribution of property in common. 3. Spiritual Powers a. "nu'um" b. Symbolic religion and the dis-empowerment of women. D. Article on patrilocality by Shan Shan Wahu. 1. Patriolcality strengthens patriarchy. 2. A health person is believed a part of a dyad. 3. "Chop sticks Only Come in Pairs" (2003) 4. Suggests we are looking for a utopian gender-egalitarian society. a. Groups in which husbands practice midwifery. 5. Suggests universality of gender hierarchy. E. "Sex and Temperament in Primitive Societies" Mead (1935) 1. First important text focusing on gender roles. 2. Suggests that gender roles are assigned by culture. 3. "Coming of Age in Samoa" suggests that expectations of adolescence are culturally constructed. F. Physical Theory: "The Second Sex" deBeauvior (1949) 1. Tries to explain why women are seen as "the second sex" or "the other." 2. Examples: a. Maleness is the "normal" state in medicine. b. The female is considered "the prey of the species." G. "Species Life" suggests that: 1. Women are more involved in species life. 2. " A woman only exists for the egg." = disequilibrium. 3. Women have often died in childbirth. 4. Men don't have the same investments in species life. H. Cultural Theory: "Is Female to Male as Nature is to Culture" Ortner (1974) 1. Underlying logic behind the idea: culture is a way to transcend nature. a. Implies that culture is an improvement over nature. b. Considers a human universal that culture is better than nature. 2. Biosocial events: a. Biological events to which a society attaches a lot of social significance. b. Women have a lot more biosocial events than men. 1) Menstruation 2) Menstrual taboos 3) Species life c. Societies tend to affiliate women with nature. 3. Womens' involvement with child care. a. Is a cross-cultural phenomenon. 4. Acculturalization: the process of learning one's culture. 5. Cultures elabrate on species life. 6. Issue of culture versus nature in food producing societies. 7. !Kung believe themselves as a PART of the material/natural world and lack a binary view of culture/nature and male/female. I. Developmental Theory: Nancy Chodorow 1. Based upon child-rearing, we imagine maleness superior to femaleness. 2. Child-rearing remains as part of the feminie sphere. 3. Masculinity is seen as a little boy moving away from his mother and her feminine sphere as a matter of development. 4. Vertical Integration versus Horizontal Integration a. Vertical: women, mothers, grandparents and children. b. Horizontal: men, social and same-age groups; street gangs. J. Marxist Feminism (Engels) deals with: 1. Marriage and property. 2. Capitalism. 3. Inheritance. 4. Ownership of a wife's labor. II. Spain, Ch 2 The Mongolian Ger and the Tuareg Tent A. Use of space in the home is related to gender stratification. B. Written knowledge is kept on the male side of the tent. C. Exception: the Navaho 1. Spatial hierarchy by age. 2. Spaces are equally divided to both genders. D. The "auntie" an un-married, childless woman. E. Victorian Era spaces were gendered. F. The "tomboy" enjoys upward mobility. G. The "sissy" suffers downward mobility. III. Spain, Ch 5 From Parlor to Great Room A. Heteronormativity 1. Power structure that assumes a "normal" household consists of one male and one female and their offspring. 2. Examples: a. Furniture and its placement. b. Dormitories 3. Based upon hegenomy, implies tacitly what is masculine and what is feminine, what are male spaces and what are female spaces. 4. One is forced to accept either one of the two gender roles. B. Hijira: "third gender" in India. 1. In Indian aceticism, a "third gender" is needed to do certain gendered jbs C. Berdeche: "two spirits" among the Plains Native Americans. 1. Berdeche are used as mediators with other tribes and peoples. D. Balinesian Households have gendered spaces. E. Peter Murdoch created an ethnographic database that assigns each culture a number. 1. Ethnography - one culture. 2. Ethnology - universal culture. 3. Where there is no segregation, women have greater power in relationships and kinship networks. 4. Gender segregation is related to a woman's lack of power. F. Friedl's Hypothesis 1. !Kung versus Inuit Women don't control economic resources that are useful outside of the home. 2. Culture is integrated. G. Moshe & Seeger Article: Spatial Symbols and Cognitive Processing, and Child-Care Compatability Theory 1. Women live closer to their jobs than do men. 2. Safety: lighted spaces are a symbol of safety in our society even though a person is just as apt to be harmed by another in a lighted space than if they were in a dark space. 3. The driver's seat of an automobile is often a gendered space reserved for men. 4. In hunter-gatherer societies, men often leave the group to go out and hunt for food while women stay in the area and gather food from plants and trees. 5. It is suggested that men are more expendable in all cultures. ==================================================================== 03. January 30 Purdah and other gendered systems of movement -------------------------------------------------------------------- I. Purdah: Islamic Seclusion A. For many, Islam is a chosen religion. B. Hijab: to cover (everything) C. A form of modesty in covering everything except the hands and face. D. Abaya: long black dress designed for hot desert weather. E. Burka: a long black veil worn specifically in the Middle East, worn of choice by Muslim women. 1. May be used as a symbol of status. 2. May be used as a political statement. F. Muslim women practicing purdah want to be seen and recognized as human beings first. G. Also involves the use of space and choices on the part of men and women. 1. Men's spaces. 2. Women's spaces. H. Can include covering for a community as well as covering for a religion. I. Covering for Purdah is very much a chosen decision and part of a chosen life. J. Purdah decreases sexual objectification. K. Nibob: the veil that covers a woman's face. L. Is used as a public "comfort zone." M. May be understood from the essentialist point of view: the belief that men and women are of different natures. N. May be practice for the sake of being fashionable. O. Helps a Muslim woman to limit her audience by using modesty garments. R. In the Muslim home, a woman makes all the decisions and also a majority of rules. II. Growing Girls/Closing Circles: Limits on the Spaces of Knowing in Rural Sudan and United States Cities in Gendered Modernitites (on reserve) A. Deep Metaphors are pervasive in cultures. 1. Feminine Metaphors a. Clean b. Safe 2. Masculine Metaphors a. Unclean b. Unsafe B. "Wombs and Alien Spirits" C. Invisible workers in gendered societies. D. Economics of Islamic Relationships. 1. Muslim women in purdah often do a lot of productive work, can and use birth control. 2. A Muslim woman in purdah keeps all the money she makes and there is no "household money." 3. Muslim women are allowed to own property. 4. Arranged marriages have lower rates of divorce than those who choose their own partner. 5. Polygamy is allowed in Islam and has advantages for Muslim women. 6. Purdah has grown along with industrialization and the urbanization of society. 7. If a woman doesn't marry, her brother supports her. 8. Because a woman is not expected to support a family with her money, women's wages overseas are quite miserable. III. From The Bookseller of Kabul (on reserve) Billowing, Fluttering, Winding (p. 84-93) An Attempt (p. 181-193) A. Harem 1. Is a synonym for "family." B. Nietzsche: when a woman turns to scholarship (or learning), there is usually something wrong with her. (from "Beyond Good and Evil") C. Rasch: "Sometimes it's better to be ignored." D. Mernissi suggests that in the Muslim view. 1. Women should occupy private spaces. 2. Men should occupy public spaces. 3. Odalisque: "woman of the room" 4. To the western imagination, harems are groups of female slaves. 5. Islamic art portrays a more realistic interpretation of men and women wearing gender-neutral clothes. 6. Mernissi's point is that we tend to invent the world around us. E. Immanuel Kants View: 1. Women are beings of beauty. 2. Men are beings of intelligence. III. The Home as a Place that Reflects Status. A. Iroquois Long House 1. Metaphor for political and spiritual life. 2. Is: a. Matrilocal b. Matrilineal c. Communal 3. One doesn't need to be married to live in a long house. 4. There is no isolation and adequate child care. 5. There is little domestic violence as family members are there to intervene. 6. There are no private spaces. B. Chinese House 1. Patrilocal and generational community arranged around a central courtyard that is used as a private space. 2. Men form a cohesive unit of cooperation with an unmarrying spouse treated as a guest. 3. The structure forms a material display of "family face" that symbolizes strong family cohesiveness. C. Masai boma 1. A ring of hearth-holds within a walled community. 2. Designed for preservation of scarce resources in a hostile environment. 3. Valuable livestock and goods are kept in an inner hearth-hold. D. Barbara B. Smuts: Sex and Friendship in Baboons 1. Male baboons who try to establish friendships with females are more likely to sire children than those who demonstrate dominance. E. Sally Slocum: Woman the Gatherer: Male Bias in Anthropology 1. The first tools were likely carrying baskets. 2. Anthropologists and archaeologists should be looking for basketry over pottery and stone tools. 3. Suggests we should look at the en-cephalization process. ==================================================================== 04. February 13 Education -------------------------------------------------------------------- I. Spain, Ch. 3 Ceremonial Mens Huts A. Age Sets among the Nuer in Sudan 1. Formed exclusively among men. 2. Empower men by forming a non-centralized political system in a non-state-level society. 3. Child --> Warrior --> Adult --> Elder 4. Involve clear rites of passage. (Van Gennet) a. Occur in a universal pattern. 5. Include horizontal integration. (Chodorow) 6. Correlates with women's power. 7. Are studied from the idea of strength theory in older styles of warfare. 8. Are available for men, but not for women. 9. Enable men to unite into a tight community. 10. Are more important than residency in men's huts for determining gender inequality. B. Gar - Circumcision Ritual Three Phases 1. Separation from status. a. Example: Head-shaving in military service. b. Example: Gar cutting session. 2. Liminal phase. a. Difficult tasks. b. Example: Native American vision quests. 3. Reincorporation of new status. a. Example: Graduation march. C. Victor Turner - "communitas" 1. A fraternal sense of community that forms during the liminal phase of a rite of passage. 2. A feeling of brotherhood among those after the liminal phase of a rite of passage. 3. Is the desired result of "hazing" among many fraternities. D. Malinowski - "Kula Rings" 1. Male-dominated trade among islanders. 2. Critics argue that Malinoski was observing only trade between males and should have also been observing trade in baskets and skirts. E. Max Weber - Different cultures have different social structures. a. "Some men remain women." F. Friedl - Yoruba Women a. Looked at valuable income outside of the home. b. Yoruba women were the marketers. G. Residence Practices 1. Patrilocality: occurs when a couple live with the husband's familly after marriage. a. Women who divorce have to leave the community. b. She doesn't belong to the lineage. c. Along with age-sets, results in the disempowerment of women. 1) age-set: political system. 2) patrilocality: residency system. 2. Matrilocality: occurs when a couple live with the wife's family afer marriage. 3. Ambilocality: occurs when a couple decide themselves where they will live after marriage. a. Is the most gender-egalitarian of residence practices. 4. Neolocality: occurs when both spouses leave their families. a. Is the nost flexible of residency patterns for which people are not tied to a specific location. b. Includes nuclear families and hunter-gatherer societies. a. Most hunter-gatherer socieites are either neolocal or ambilocal. c. In primitive societies, often does not include ownership of private property. 1) ownership of private property leads to the hierarchy of gender roles (Max Weber). 5. Matriline: line of descent from a female ancestor. a. Avuncolocal: describes a couple that move around a lot after marriage in a matriline. b. Inheritance comes from the mother. c. Matrilines can exist within patrilocalities. 6. Matrifocal Households in the Carribbean (Prior) a. Include women, mothers, children and sisters. b. Include consentual marriages and late unions. c. Adulthood in women is determined by motherhood. 1) women often "borrow" children to attain adulthood. d. Include the shuffling of children to help young women reach adulthood by being "mothers" in helping to raise children. e. The "house-yard" is the residential unit. f. In matrifocal households, Carribbean women are more empowered than otherwise. g. Gender-segregated living in this form of residency pattern is that for which women are more empowered. 7. Households versus Hearthholds a. Residental patterns of the Asante of West Africa. b. Households serve as corporate units. 1) a distinct economic and political unit. 2) the nuclear family is a corporate unit. 3) include joint checking accounts. 4) are based upon an American idea. c. Can contain a number of hearthhold units. 1) each function as separate economic unit. 2) each function as a corporate unit. d. The introduction of colonialism in West Africa increased differences by exporting patriarchy into the Asante household and led to the impovertization of women and children. H. Study of the Palauans of Micronesia 1. Council of Women 2. Female attendants in men's clubs. a. Sexual services for cash incomes. 1) economic empowerment. b. Are they there forcibly or voluntarily? 1) trafficking 2) migrant workers a) women voluntarily offering sexual services for cash incomes can be executed in some Asian countries. d) to avoid execution, some migrant sex workers might claim they were trafficked across the borders agains their will. 3. Is lacking in data and male actvities for comparison. 4. Louise White's study of women offering sexual services. I. Heuristic Devices 1. Short-cuts in thinking. 2. Can lead to misinterpretations in this article. 3. Lead the writer of this article to assume polygamy and the oppression of groups of women. 4. Were mis-used in the writing of this article. II. Spain, Ch. 6 Education A. Gender-Segregated Schools (Women-only colleges and universities) 1. Studies indicate those females enrolled in women-only colleges and universities were twice as likely to earn PhDs and degrees in the mathematics and sciences, suggesting: a. More person-to-person contact with faculty. b. More community involvement and integration. c. Circle-type seating arrangements allow for higher participation and self-esteem. Feminist paradyne for teaching. d. Less sexual tension and competition. e. The more expensive women-only colleges and universities are more likely to enroll young women from those families who have more resources to provide for a better education for her. f. Are more likely to receive large endowments from successful alumni to provide generous scholarships to young women. g. Provide more opportunities for networking after graduation. h. Are more likely to be very selective in recruiting. B. Pedagogical Devices 1. School Uniforms are intended to reduce social stratification, distractions and sexual selection from the classrooms. C. Cognitive Reasons 1. Gendered differences in human behaviors. 2. Include male dominance in old-world primates and the behavior of chimpamzees on the Ivory Coast (Boesch and Boesch). 3. Studies indicate that women in military service are more inclined to become superior marksmen and armored tank drivers, but we won't like see females in these roles in our armed forces. D. Ways of Communincating in Academia 1. Many classroom settings are disadvantageous to females. 2. Report talk versus rapport talk. a. Men tend to engage in report talk. b. Women tend to engage in rapport talk. c. Women attending mostly male academic communities are a disadvange over their male classmates. d. The preferred communication style in academia is report talk, which puts women at a disadvantage and explains the greater rate of success among women. e. The reason why report talk is prominient in academia is that academis is still male-dominated with few women faculty present in most colleges and universities. 3. Explicit versus Tacit Communication 4. Gender differences in communication styles are perceived as "real." E. Gendered Divisions in Schools 1. Enrollment versus success (graduation). 2. Study of school attendance in Zanzibar. a. Boys attend roll call and then leave during the tourist season to participate in the tourist economy. b. Girls are warehoused and kept inside to maintain purdah. 3. Boys were economically active in the tourist trade and more successful in learning the English language. 4. Zanzibar maintains a strong value in one keeping their opinions to themselves. 5. The results of this study suggest that attendance/enrollment is not all that counts in terms of success. F. American Universities - Enrollment versus success. 1. Is education unhealthy? (Spain, Ch. 6) 2. Assumes the female leaves the educational environment. 3. "Species life" - Simione de Beauvior. 4. Today: delayed marriages and family life. ==================================================================== 05. February 27 Working in the West -------------------------------------------------------------------- I. Domosh and Seager: Chaper 2: Women at Work A. What is Work p. 38 B. What Counts p. p. 41 1. Reproductive Labor: the work of maintaining a household a. Having and maintaining a household. b. Bearing and raising children. 2. Productive labor involves bringing outside income into the hold. a. Women in productive labor creates a more egalitarian society. 3. Hochschild (1990) the Second Shift a. Emotional Labor 4. Work of Status Enhancement a. Volunteer work in wealth families on the part of wives of wealthy husbands. 5. Work of Morale and Integration. 6. Work of Worrying 7. Exchange value work.: production of goods or commodities for sale in the marketplace for monteary or exchange value. 8. Informal Work: not listed in labor statistics. a. Babysitting: a clear extension of reproductive labor. b. Prostitution. c. Food vending. d. Captialism in the post industrial era in the US assumes that each paid earner has an unpaid earner. e. The family wage ideology: the premise that any male worker is head of a household and he must earn enough to support a wife and family. 1) That has led to the continuation of the wage gap in the United States and womens incomes being considedred secondary to a man's income in the united states. 9. Formal: listed in labor statistics. a. Work that generates goods or money. 10. Spatial Construction of Patriarchary a. Suburbian construction supports gender segregation. b. Preschool wages very low and leads to high turnover and developmental issues with children. A childcare system that re-creates patriarchy by forcing childcare back into the home. 11. Formal Equity Versus Substance Equity are both legal terms. a. Formal Equity 1) Suggests there are no special meaures taken depending on a workers gender. a) Example: the Equal Rights Amendment b) Example: no materity leave with job security. b. Substantiative Equity 1) Equal treatment does not necessarily lead to equal outcomes. 2) Based upon the idea that both genders are equal. 3) Example: maternity leave with job security. 4) Focuses trying to redress the effects of past gender discrimination and on biological differences between the genders. 5) Keeps women out of certain positions in military service. 12. Without exception, all socieites have a sexual division of labor. a. If you can find an exception, write an extra-credit paper on it. b. Look for media items that suggest "appropriate" men and women places in society. 13. Socio-Biological Point of view on the gender division of labor. a. Strength Theory: we are a sexually dimorphic species in that men are stronger and have a greater aerobic work capacity. 1) Often cited in anthropological stuides, but doesnt explain all patterns of behaivor, especially why men create musical instruments. 2) Women are greater endurance athletes. b. Childcare Compatability Theory assumes that women perform tasks that are compatible with childcare. 1) Carrying water compatible with childcare. c. Economy of Effort Theory: says that sometimes it may be more advantageous for a particular group who started a job, should finish the job. 1) Can explain why men who are lumbering make musical instruments or make boats and women who carry water can do laundry is another example. d. Horizontal Segregation Theory: occupational segregation by gender; acknowledging there certain jobs that are pink-collarjobs. 1) Feminized versus masculinized jobs. 2) When jobs move into the professional realm, they become masculinized. e. Vertical Segregation Theory: pink collar fields within occupations. 16. Extra-credit paper on insurance comapnies and male physicians and women patients. 17. Ideological Devices to Genderize Work a. Work is highly undesirable to work. We have to work. ==================================================================== 06. March 5 EPZ Zones, Labor and Migration of those other people -------------------------------------------------------------------- I. Fuentes and Ehrenreich: Women in the Global Factory A. Globalization B. Feminization of Poverty 1. Is a cross-cultural phemonenon in which women represent the global poor. C. Ann Markusen (1980) Patriarchy and Capitalism 1. Both patriarchy and capitalism benefit from gender segregation. 2. Both are dependend on male wages. D. Leacock (1972) Changes in Economics 1. Hunter-Gatherer (horticultural) Societies a. Are more egalitarian b. Promote communities c. Are reciprocal d. Are societies for which a woman and her children are not dependent upon men for sustenance. 2. Key moments when women lost their autonomy and became an oppressed group: a. Ownership of private (as opposed to community) property. b. Introduction of monogamous marriage. c. Class-levelled societies. 3. Capitalism and mysogyny are cited as elements that influence the creation of a subordinate status for women. E. Morgen (2003) Statistics on the Global Poor 1. 40% of the global population are severly poor. 2. 60 - 70 % of that 40% who are severely poor, are female. 3. Women are over-represented among the global poor. 4. Reasons Cited: a. Global Capitalism b. Racism c. Gendered relationships 5. Mentioned are the global poor in the Southern Hemisphere. 6. Corporate control of globalization results in social services being replaced by corporate services. F. Bolles 1. Male immigrants replaced by females. G. Export Processing Zones (EPZ) / Free-Trade Zones 1. Also called, "free-trade zones." 2. Use offshore labor. 3. Use exported labor from 3rd world countries. a. Mexico b. Taiwan c. S.E. Asia 4. Places where women are portrayed as the ideal flexible labor source. a. Young, unmarried women who are assumed not to become the primary wage-earner of a house-hold, working for a short time in their lives. b. Provide a continuious source of recruits for disposable labor. 5. Are constructed to avoid national and international labor laws. 6. Racism and Gender Stereotyping in Export Processing Zones. a. Stereotypes of Asian women are useful for assembling computer parts. 1) Small fingers 2) Bright; articulate; complacent 3) Attention to detail b. Include the belief that some jobs are "natural" (essentialism) for women and a given ethnicity. 7. Examples of Export Processing Zones a. Ciudad Juarez 1) "Performing the Border" by Urusla Biermann a) The border is a place because it's performed. b) The border is a discursive space. 2) Maquiladoras: foreign-owned assembly plants for electronic parts. 3) 80% of the employees are women. 8. Reasons for Export Processing Zones a. 3rd World Labor Rates b. Freedom from national and international labor laws. c. No taxes, social security or customs. 9. Are often places with lots of prostitution. 10. Foster a culture of services for women. 11. Are places with a lot of public sexual violence. 12. Gloria Evangelina Anzalda - Borderlands/La Frontera: The New Mestiza a. Mestiza Consciousness b. Unstable identities c. Owners are U.S. males d. Workers are Mexican females. e. Racial and gendered power structures are breaking down family structures. f. Women are now becoming wage-earners. g. Crossing the border makes the borderlands transient. 13. The entertainment industry is beginning to cater to the female factory workers in Export Processing Zones. 14. Profound sexual violence results from the dehumanization of female factory workers in Export Processing Zones. 15. Women are often alluded to as machines. 16. Serial killings in Ciudad Juarez are linked to the dehumanizaton of female factory workers. 17. Export Processing Zones are not just about capital. H. Domestic Work 1. Rural Areas - Rural Lands 2. Stable 3. Home Lands 4. Traditionally Feminine I. Factory work in Export Processing Zones 1. Borderlands a. "Mestiza Consciousness" 2. Transient 3. Trangressive 4. Dehumanizing J. Iwa Ong. The Family Romance of Mandarin Capital 1. About textile mills in Malaysia 2. Racism and essentialism. 3. "Factory daughters." 4. Confucian idea of fillial piety used as a metaphor in the factories. a. Factory superfisors are always a generation older than the female factory workers working the assembly line. b. The Confucian family structure is manipulated by the factories to control their female workers. 5. A culturally acceptable way for women factory workers to rebel against their supervisors or employer is a possession by a Jinn (a mischevious spirit that possesses a person). II. Sassen: Global Cities and Survival Circuits A. Focuses on the migration of female labor from rural ares to urban centers of production. 1. Global Cities 2. Survival Circuits a. The means by which indebited countries attempt to service their debt by demanding remittances from female factory workers. B. Capital Flow 1. From the female factory worker to, 2. The entrepeneur. 3. The lender. 4. The lender's country. C. Example: Seaweed farming in Zanzibar. D. We - as American consumers - are directly tied to the cash flow. III. Zarembka: America's Dirty Work: Migrant Maids and Modern Day Society A. Is about the exploitation of women who posses domesitc VISAs in the United States B. Is the result of a gendered class system along with the idea of reproductive labor. C. Is an issue of 3rd-Wave feminism. D. Reveals that the patterns of abuse are so cross-culturally similar, researchers often wonder if there exists an international handbook on how to abuse trafficked female labor. ==================================================================== 07. The City -------------------------------------------------------------------- I. You have left me Wandering About: Basotho Women and the Culture of Mobility A. Place where laborers come to work in the diamond mines. A. DeBeers wants to prevent women from coming in to the area. B. Leads to a complete absence of marriageble men, because they're all working in the mines. C. Women are "wandering about" without purpose in following men to the areas where the mines are. II. "Gold Widows" A. Wandering about without purpose. B. Set up work in the border towns during the early 1990's. III. "Performing the Border" A. Questions women as naturally maternal beings. B. Nancy Shepard Hughes' study of selective mortal neglect in Brazil. C. Biosocial events resulting in high rates if infant mortality in Brazilian slums. IV. D & S Ch 3 The City A. This article questions the binaries of: 1. Renissance Cities. a. Male planned spaces. b. City that has borders. 2. Organic Cities. a. Female planned spaces. b. City that allows for growth. B. Meesa Landau on hunter/gatherer societies. C. When we assign gender to a space, we create a place. ==================================================================== 08. Migrating Women with Agency versus Trafficked Victims -------------------------------------------------------------------- Debt Bondage and Trafficking: Dont Believe the Hype in Global Sex Workers: Rights, Resistance, and Redefinition (on reserve) An International Perspective on Slavery in the Sex Industry in Global Sex Workers: Rights, Resistance, and Redefinition (on reserve) Women, Labor, and Migration: The Position of Trafficked Women and Strategies for Support in Global Sex Workers: Rights, Resistance, and Redefinition (on reserve) From Thailand to Japan: Migrant Sex Workers as Autonomous Subjects in Global Sex Workers: Rights, Resistance, and Redefinition (on reserve) Selling Sex For Visas: Sex tourism as a Stepping-Stone to International Migration in Global Women (on reserve) -------------------------------------------------------------------- Prostitution and the movement of women, whether it is voluntary or they are coerced into being trafficked. Laws are constructed in a such a way as to control the behaviors of individuals. The way that laws are constructed concerning prostitution, whether they are coerced into being trafficked, has less to do with these ladies rights and more to do with whether or not this is acceptable behavior. What is prostitution? Bodies as a space that can be mapped and has cultural significance. Biosocial events: biological processes that have social meanings. Rape is a biosocial event. Rape in the context of date rapemeans a particular thing different than in a Bosnian rape camp to out-breed. Rape is seen in the U.S. as a power event, instead of sex. Comfort womenin military camps - has a different kind of social meaning. Rape in the context of marriage in the U.S. Is prostitution cross-culturally relevant? Prostitution tends to increase rapidly in times of rapid social change. French Revolution Industrial Revolution Economic Crises - women first hired, first fired. Status of female prostitutes inversely related to the status of women in general. Opposite status to prostitutes in colonial Nairobi. Myths about Prostitution Most prostitutes work for pimps. Prostitutes tend to migrate a tremendous amount for business. It has always included a lot of migration. Prostitutes in the U.S. spend a lot of time in hotels and in temporary housing for which the management controls the behaviors of the resident prostitutes. Forced Prostitution. Third Party More frequent in developing countries. Economic Force. Sex workers identity of the person. There are many identities for people seeking an income. This is where we think of prostitutes as being different. Mary Douglas. Dirt is matter out of place. Prostitution is considered dirtyand prohibited. Theme of Women in Public Places A streetwalker is much more likely to be arrested than those kept in brothels. Feminine sexuality has a very limited space in Western culture. Sex is considered an anti-commodity. Text: Somehow the laws that are used to control trafficking persons for ANY OTHER REASON dont apply to prostitutes. Women from places where prostitution is LEGAL are barred from citizenship for a year. Prostitutes are limited from traveling in countries where they are considered criminals. The laws don t seem to be protecting the people they re trying to protect. Example: children forced into prostitution and runaways practicing survival sexin the United States. The system of labeling people based upon their arrest indicates the label aggravates the repeat of the behavior that got them arrested in the first place. Child Prostitution in the United States Stings are done by adult decoy officers. The customer is not arrested, but the provided IS. The Johns in the event is much less likely to be arrested, but the case is different in the case of Internet events. The real perpetrator isn' t even pursued for arrest. This issue reflects a lot about discrimination in our society and the patriarchical nature of our legal system. 85 - 90 of arrests are street walkers. There are 8x more clients than providers, but hey make up only 20% of arrests while 80% of the arrests are the providers who are 8x less than the providers. Street walker arrests are an easy way to make arrest quotas. Pimps Not as big a part of the reality of prostitution. When there is a crackdown in prostitution, it is quickly followed by an increase in petty crime because of dependents on prostitutes seeking another way to get money. Prostitutes complain about laws about pimp, because the laws tend to criminalize the relationship. The laws cause the arrest for those men with whom the prostitutes might otherwise be a normal relationship. Because they are known criminals, it is difficult for a prostitute to get assistance in regards to protecting her from domestic violence. It is illegal for a prostitute to have a dependent son or significant other. Globalization =increased participation in different sectors of economic activity. =increase in movement of women is frightening to patriarchy. Doezema: article on debt and bondage. Voluntary Versus Forced Dichotomy is an way to deny migrant workers their rights. Contagious diseases act in Britain. Repealed by the actions of Josephine Butler. Took a regulationist view to dealing with prostitution in the same way as Nevada. Suggested that any women identified as a prostitute can be taken in for an immediate examination for sexually-transmitted diseases and not done very well. Those suspected of having STD were held against their will in special hospitalsand the women were regarded as disease vectors. These laws were dangerous to ALL women, including goodwomen on their way home from their jobs and marketing. Butler insists these laws are a violation of womenss civil liberties. Example: Story-ville in New Orleans Control of prostitution and the military-industrial complex in the United States related to current sex-tourism in former red-light districts. Prostitution on Nevada Are considered self-contracted Cannot enter a casino alone. Kathleen Barry Global issues where feminists are completely divided: Neo-abolitionists Consider prostitution to be exploitation a violation of human rights Are like the regulationist in that they find it unimaginable that these prostitutes have AGENCY, that they can act for themselves. Are considered paternalistic. Considers prostitution as non-consensual sex. Some of the greatest complaints against neo-abolitionists are prostitutes, themselves. Global Alliance against trafficking in women. Laws lead to the harms against prostitutes. Instruments that combat trafficking. Decriminalization view of prostitution. OK to be the provider, but not OK to be the John. McKinnon Legally trained anthropologist. 1979 U.N. CDAW Convention makes a distinction between prostitution and the exploitation of prostitutes. As a system , prostitution is damaging to women. US Secretary of State on statistics in Thailand. Voluntary versus Forced Prostitution Voluntary Western Prostitutes Idea of Agency Construction of criminals not eligible for protection Forced Third-world and Developing Countries Forced Construction Innocent Victims of crime. Construction of innocent, naive and complacent. Asian stereotype of the complacent female, suggests the sex worker did n t have agency. Women in debt bondage situations were prostitutes BEFORE they were debt bondage. Voluntary prostitutes are either condemned or ignored by the law. Murray Article: Kadar Toy Company fire. 2900 female workers killed. Workers where locked in the building. We differ in our regards to trafficked prostitutes than with migrant workers who are exploited in other ways. Why is it difficult to make complaints about being trafficked woman? HIV-;positive women sent back to Burma face a virtual death-sentence in a country where there are no medical facilities for their condition. Montgomery on Child Prostitution Children were engaged in prostitution to support their families (filial piety) Children interviewed described themselves as not being victims. Adultery highly stigmatized in this culture, because it did not support the family. going out for fun with foreigners catching foreigners Children viewed their behavior as a way for paying for their families support. They identified themselves as dutiful and much-loved family members. Real Issue: children are not exploited by prostitution , but by poverty. This goes against Barry s notion. ==================================================================== 09. Roaming about -------------------------------------------------------------------- I. D&S Ch. 4 On the Move p. 110 A. Introduction p. 110 B. The Body in Space p. 110 C. Getting Around: First Principles p. 113 D. Keeping Women in their Place p. 115 E. Roaming and "Homing" p. 118 F. Breaking the Bonds of Space and Sex p. 122 G. Auto-Masculinity p. 123 H. Global Migration p. 129 I. Refugees p. 134 J. The Sex Trade p. 136 II. Chapters from Vulnerable Bodies: Gender, the UN and the Global Refugee Crisis A. Chapter 4. The Fragile World: Bosnia-Herzegovina p. 97 1. Introduction p. 97 2. Historical Background p. 98 3. Conflict, Displacment, and Identity p. 102 4. The International Community: Before and After Dayton p. 108 5. The Bosnian Women's Initiatve p. 112 6. Transforming Gender Relations? p. 120 a. Individual Beneficiaries p. 120 b. Women's Organizations p. 123 c. UNHCR p. 127 7. Conclusion p. 130 B. Chapter 5. Stones, Skulls, Bones: Rwanda 1. Introduction p. 131 2. Historical Background p. 132 3. On Gender and Ethnicity p. 135 4. International Failures p. 141 5. The Rawandan Women's Initiative p. 144 6. Conclusions p. 153 ==================================================================== 10. Nationalism -------------------------------------------------------------------- I. D & S Ch. 5 Nations and Empires p. 140 A. Introduction p. 140 1. World Columbian Exposition; Chicago, 1893 a. How is the women's building unique? b. The theme of the Exposition is that imperialism is progress and is inevitable, while the theme of the displays in the women's building parallels the development of civil and women's rights. c. The building was essentialist in construction and women had their own building that was separate from the rest of the Columbian Exposition. d. Epistemology (ways of knowing) 1) Imperialist epistemology is very hierarchical racially, and gender-based. 2) Women are caught in the middle between white males and non-white males and females. 3) The egalitarian nature of the display in the women's building undermined the imperialist epistemology of the Columbian Exposition of 1893. 4) The introduction to this chapter is about the accidental undermining of a system of oppression. e. Sandra Harding - Feminism and Science 1) Western epistomologies are, a) Masculine b) Hierarchical c) Competitive f. Josephine Butler 1) Opposed the "Contagious Diseases Act" in Great Britain. 2) Became an advocate of, and activist for, the oppresd groups of sex workers in her country. g. The nature of how they set up the display in the women's building the women of the Columbian Exposition of 1893 have de-constructed their own oppression. h. Where to these epistomologies come from? 1) Blunt a. Masculine b. Feminine 2) Chodorow - vertical versus horizontal integration. a) Vertical - feminine world-view. b) Horizontal - masculine world-view. 3) Tanner - rapport talk versus report talk. a) Rapport Talk - feminine - helps maintain equality. b) Report Talk - masculine - avoids the "one-down" position and aids to find a "one-up position." 2. Unlineal Theory of Evolution (Morgan and Tylor) a. Lines up all the world's cultures by, 1) Technology 2) Marriage Practices 3) Religion b. Three main categories: 1) Savagery 2) Barbarianism 3) Civilization c. Savagery and barbarianism have sub-categories, but Civilization has none, as if it were the eventual goal of unilinear evolution. d. Morgan is American and Tylor is British, with both the US and Great Britain at the apex of Civilization. e. Ethnocentric Theory f. Science and technology are products of political culture. g. "White man's burden" the burden to "civilize." B. Victorian Lady Travelers p. 143 1. British women were used as symbols of British nationalism in an attempt to try to civilize the local indigenous populations of their colonies. a. They were to be the carriers of British morality. b. In their writings of their travels, the Victorian lady travelers differed from their male counterparts in that, 1) They were more concerned with women's issues. 2) Their writing style was more personal. 3) They were less involved in an objective gaze of their surroundings. c. The above suggests the Victorian lady travelers were involved in a early form of participant observation. d. Blunt - two different epistomologies. 1) Feminine 2) Masculine 2. While the Victorian lady travelers were symbolizing one thing, they were actually experiencing and portraying something else. They were not being the kinds of symbols for which they were intended to be. C. Women and Colonial Space p. 146 1. Domestic Space on the Frontier p. 147 Frontier Masculinity North Dakota Sample a. Men were portrayed as symbols of home-steading behavior, for which nature was under the control of the white male and women were not depicted. b. In reality, many homesteads were run by single women. c. The homestead was a workplace for the production of necessary goods and services for not only the homestead but for other homesteads, too. 1) Women were producing in their own homesteads, necessary goods for other homesteads. 2) Producing goods and services inside the home for sale or consumption by others who don't live there is NOT reproductive labor. 3) Therefore, - conclusion indicator - the labor women do in these homesteads were not always reproductive labor. e. Attempts to balance frontier and feminine space by means of a "parlor organ." 2. Domestic Space in the Colonies p. 150 a. British Spaces versus Nature Spaces 1) Hill Stations 2) Female Spaces? 3) Masai on the lawn. 3. Bringing the Imperial Space p. 152 D. Feminism and Imperialism p. 156 E. Gender and Nationalism p. 160 1. Native American imagery in American households as a symbol of masculinity. 2. Frontier masculinity increased the patriarchical tendencies of the Plains Indians. 3. The realm of politics is considered masculine. a. Aggression against others. 4. The realm of protecting/nurturing is considered masculine. a. Defense from others. 5. Large murals of farmers depicted during the Great Depression lionized the farmers as national heroes while in reality, there was very little farming as a suitable price could not be had for crops and nearly all of the Midwest had become a "dust bowl" from destructive farming practices a. Murals predicted the ideal image. b. The reality was quite different. F. Women in Nationalist Movements p. 168 G. Nationalisms and Sexualities p. 170 II. Mariana s in Combat A. Cuban Revolutionary Forces B. Breaks the stereotype that women generally don't participate in war-making. C. Women are often invisible in military policy-making. D. Van Allen - "sitting on a man." (1929) 1. Aba Riots = The Ibo Women's War 2. "Mikir-i" women's political groups. a. Are completely invisible to the British colonists. b. "Sitting on a man." 1) A way for the Mikir-i to influence men and empower women in their political group. 2) No man is killed from being sat upon. 3) Sat upon the British warrant chief. = Aba Riots a) House of the Warrant Chief is burned down. b) The British colonials responded with fatal violence and a number of women were killed. c. Now we have more patriarchy in the country than before British Rule. E. Impact of War on Women 1. As direct casualties. a. More and more civilians are killed during war from the Second World War, the 1980s to the 1990s. b. Concept of Total War a. A strategy that ends a distinction between civilians and combatants. 1) More civilians killed means less factory workers to make weapons and supplies for waging war. b. Targeting civilians is seen as a demoralizing effort. 1) More and more wars are fought in less-developed nations. 2) War-makers tend to be the more 3) The United States is the major supplier or arms to developing countries. developed countries. c. Gender, race and class figure today in wars as they are in less-developed countries. 3. As refugees a. 80% are women and young girls in lesser-developed nations. b. 46 million total. 1) 23.5 million in Africa 2) 12.6 million in Asia/Middle East 3) 2 million in Latin America 4) 6 million in Europe c. Problem of the abuse of young girls in refugee camps = gendered abuse. f. Problem of refugee women as the sole caretakers of their children. 1) Women are much more likely to give up food to feed children than men = well-fed men in the same camp is under-nourished women and her children. g. Wartime gendered violence 1) Idea of the meaning of rape. a) Political prisoner torture. b) Political prisoner punishment. c) Sexual violence upon women as an attack on the men of an enemy. d) "Comfort Women" in World War 2. e) Rape during the Vietnam war. f) Ethnic cleansing in Bosnia by means of "rape camps." i) Ethnicity ii) Gender iii) Idea of a woman as the "basis" of ethnicity. 2) Mackinnion on Pornography a) Rape as performance. b) Rapes were filmed. c) Films used to encourage other men to enlist. d) An attack of the masculine upon the feminie. 3) Brownmiller a) Fight to protect women from the other ethnic groups. b) Notion of the female body as a battle field. c) One ethnic group fighting another ethnic group. 4) Enloe a) Rape as a form of socialization. b) Rape as a form of male bonding. c) Vietnam war example. d) Rank in the US Army reflects racial and ethnic differences and rape negates these differences according to Enloe. e) Idea of building solidarity. 4. Prostitution a. Negavitve effect on women in war. b. Occurs around military bases. c. Rape as a solidarity-building phenomena. d. Becomes a viable option in a war-torn area. e. The military-industrial complex is Ok with prostitution around military installations. 5. Wartime domestic violence. a. Media propaganda endorses violence as an acceptable means of resolving differences. b. Domestic violence tends to increase when a society is at war. c. Belgrade agency for domestic violence. 1) Increase in the attacks against mothers by sons. 2) Increase in the use of military weapons in domestic violence. 3) Increase in the consumption of alcohol. 4) War comes to the house. 6. Loss of family. a. Essentialist notion of gender. 1) Ecofeminism. 2) Presumes women are more naturally attuned to the environment around them. b. Loss of economic support. c. Loss of social legitimacy. d. Notion of the mothering of a soldier as a patriotic duty to produce cannon fodder. 7. Environmental Destruction a. Gulf War - purposeful distraction on both sides of the conflict. b. El Salvador - scorched earth tactic. c. Women in horticultural society provide most of the food for most of that society. d. Peasant Communities - Erika Wolf - suffer from environmental destruction. 8. Impact of military spending. a. Displaces monies that would have otherwise been used to provide social services. 1) Sivard (1996) spending percentages. b. Social service jobs are cut when there is increased military spending. 1) Mostly Feminine jobs. c. Military jobs increase. 1) Mostly Masculinize d jobs. F. Responses to War 1. Economic a. World War 1 munitions in war. b. Warfare provides some jobs for women. c. Women as soldiers - Mariana s in Combat 1) Gender segregation in the US military. a) Even if they are sharing the same "space." b) Army nurses. c) Even if both are doing the same job in the same place, a male soldier can earn a medal but a woman cannot. d. Mothering through combat occurs during civil or liberation forms of combat where the violence is in one's neighborhood. e. Gendered manipulation of gender role expectations during house-to-house confrontations. 2. Soldiers f. Ethnicity and socio-economic status represented in the U.S. military. g. Feminist perspective on gender and political power: Military service as a stepping stone to political office. h. Feminist perspective that the military is "not good" for women in a male-centered system of military training. 1) Cadences 2) Intense denigration of the feminine. 3) Explicit forms of sexism. i. PBS Documentary "Carrier" 3. Reproducing/Sending/Mothering a. Abortion was outlawed in Yugoslavia during the war. b. US propaganda of the "real mother" of a soldier. c. We explicitly celebrate only a certain kind of soldier's mothers. 1) Veterans' preference points require a mother to be married to the veteran's father. 2) Illegitimate parents' don't get veteran's preference points. 3) Most families with children entering the military are matrilocal families - mother-headed households with no father present. 4. Mourning the death of soldiers. a. Cueca solo for the "disappeared." G. Notion of Militarization - Enloe 1. We are militarize d to a deep extent. 2. The military-industrial complex has permeated our culture. a. Fashion b. Status vehicles c. Militarize d pattern Kids in school lined up as if in military formation. d. Reenactment - paint-ball e. Children's' toys as part of the enculturalization process. . Video and Computer Games. ==================================================================== 11. Gendering the Natural World -------------------------------------------------------------------- D&S Ch. 6 The Environment I. Mothers and Forces of Nature p. 174 A. Sherry Ortner says that women are closer to nature and better environmentalist s, while men are better culturalists. B. In developing nations, women perform: 1. 85% of all horticulture 2. The carrying of water C. Harding 1. Looked at problematics, which ask the questions: a. What to study? b. What is the "real" problem? 2. Found that men's issues are more heavily invested in the scientific community. D. The idea of Earth as a "mother" is a damaging assumption. p. 177 1. "Mom-will-pick-up-after-me" assumption. II. Control p. 179 A. Shiva - research on how forests are treated in India - the kind of thing a person thinks a tree "is" determines how they would manage it. p. 181 Results, 1. Men tended to think a tree is a commodity for consumption. 2. Women tended to think a tree is a living part of an integrated ecosystem. B. The creation of commodities leads to increasing environmental degradation when land is converted from the growing of food crops to cash crops. C. The comodification of nature has led to the Ethiopian famine, a man-made ecological disaster. p. 182 D. Ecological disasters increase the work-load on women in developing nations. 1. Water is harder to find and women have to travel farther to get it an carry it back. 2. Horticulture is more difficult is desertification - usually due to man-made circumstances - increases. E. Dams for river control and generating electricity has resulted in [ital] schistosomiasis in dam-contained waters. p. 182 F. Flood-control projects have resulted in massive flooding in 1993 and loss of life in 2005. p. 183 G. Concrete and Macho Ethos. bottom of p. 183 1. Is by no means a thing of the past. III. Encounters in the Environment p. 184 IV. Studying Nature p. 186 V. Environmental Perception p. 188 A. Western notion of binaries versus to that of the hunter-gatherer societies. B. Epistemological Privilege. 1. Movie, "Spang-lish" 2. The privilege of knowing the dominant and one's own subordinate culture. 3. When one is a member of an oppressed group, one also learns the dominant culture. 4. Bi-culturalization by virtue of being in an oppressed group. C. Masculine World-View 1. Species-ist 2. Horizontally Integrated 3. Hierarchical point-of-view. D. Participant Observation 1. Primatologists' a. Jane Goodall b. Diane Fossey 2. Victorian Lady Travelers' style of writing. VI. Environmental Actvisim and Eco-Feminism p. 188 ==================================================================== 12. LIVE NUDE GIRLS UNITE! -------------------------------------------------------------------- I.m sorry I won.t be able to be in class tonight. In lieu of a fabulous lecture, I.m asking you to watch the film .Live Nude Girls Unite!. and think about the following questions. If you are so inclined, you can write a short extra credit essay (worth 10 points) as a response to one of these questions. That essay will be due at the beginning of our next class. Whether or not your choose to write this essay, the issues brought out in this film are fair game for your upcoming exam. Please remember, your PAPER IS DUE next week at the beginning of class. No, you may not email me papers. No, there are no late papers accepted. Yes, the paper is extra credit, and is worth a maximum of 30 points. 1. These women are involved in a type of work here in the U.S. that we have thought and read about in the context of other societies and other nations. How is their situation similar or different from those women? 2. Does our society accept these women as a category of workers? How are these workers treated differently by the legal system in the U.S. than other workers? Are labor laws gender neutral? Are labor laws free of morality judgements? 3. How do American notions of .race. intersect with labor rights in this example? Is this different or the same from other work in the United States? 4. What about the American family? Do these women have a specific social positioning in their families because of their work? Do they experience family relations in the same way other women do? -------------------------------------------------------------------- | Use your browser's [BACK] button to return to the previous menu. | -------------------------------------------------------------------- LAST UDPATED Wed Aug 13 00:55:19 CDT 2008