Summer 2012 WGST Courses

Examines the historical and contemporary relation between women, gender, and Islamic cultures in different parts of the world. We will consider the role and rights of women in Islam, historical and literary representations of Muslim women, and the historically changing constructions of gender and sexuality in Muslim societies. In addition, we will critically explore the construction of Muslim women in western discourses, including liberal feminist discourse, and ask whether the representation of Muslim women in these discourses achieves or undermines ends that we might consider “feminist.” In attending to the wide range of Muslim women’s lived experiences in Islamic communities and cultures, as well as the self-representations of Muslim women
themselves, our readings will urge U.S. to reexamine our presumptions about piety, secularism, modernity and feminism. Prereq., WMST 2000, 2050, or 2600.

Examines the positionality of women in terms of gender, race, ethnicity, class, and power relations in a global context. Approved for arts and sciences core curriculum: contemporary societies.

Explores the experiences, perspectives,
and status of American Indian women in historical and contemporary contexts. Examines representations of indigenous women in mainstream culture. Emphasizes the agency of American Indian women-their persistence, creativity, and activism, especially in maintaining indigenous traditions. Prereq., WMST 2000, 2600 or ETHN 2001 or 2003. Restricted to sophomores/juniors/seniors. Same as ETHN 3213. Approved for arts and sciences core curriculum: human diversity.

Explores diverse cultural forms such as film, popular fiction and non-fiction, music videos, public art, websites, blogs and zines which are shaped by, and in turn shape popular understandings of gender at the intersections of race, class, ability, religion, nation, and imperialism. Approved for arts and sciences core curriculum: human diversity.

It comes as no surprise that the mediated world in which we live is awash in Disney products. From theme parks to films to a television channel to a global media presence, Disney’s reach is extensive. Disney’s media products are, for the most part, uncritically accepted as good, clean entertainment and, most importantly, good for children. Indeed, Disney-branded productions are seen as a kind of media “safe haven,” praised both for not pandering to the sex and violence crowd and for offering content that provides positive role models for young girls, introduces audiences to important moments in history, and offers culturally diverse characters.
In this course we will examine these assumptions. Working from the perspective of media literate consumers looking through a feminist lens, we will take a critical look at a representative sample of Disney’s animated films, paying particular attention to Disney’s representations of gender, race, class and sexual orientation. Too, we will examine some of the practices of the corporation itself in order to better understand the Disney phenomenon in its totality.
May be repeated up to 6 total credit hours for different topics. Prereq., WMST 2000 or 2600.

Introduce students to debates surrounding migration and race in contemporary Germany, including comparison to other Western European countries. Emphasis on reading texts in historical and sociopolitical context using tools of cultural studies analysis, integrating analyses of gender, race, nation, and sexuality. Texts may include film, literature, television shows, popular magazine images, etc. Topics include: questioning “multiculturalism,” self-representation, integration debates, Islam, citizenship, violence, public space, youth culture, racism and nationalism. Taught in English. Approved for arts and sciences core curriculum: human diversity.