- Current reality: What is that feature — a course, program, or support service, for example — like at the present time?
- Ideal state: What would that feature look like if it were (more) women-positive — for example, how would it be designed, who would operate it, and how?
- Understanding the gap: Why is the present reality as it is? What factors are responsible for the gap between the current reality and what you see as the ideal state?
- Bridging the gap: Given your analysis of current reality vs. ideal state, what changes need to be made to bring this feature to the ideal state?
- Realistic action: What action(s) could realistically be taken, especially by you, given the political, resource, and time limitations that characterize your workplace?
Integrate feminist analysis, knowledge, and skills from the course, as well as pertinent theoretical and research knowledge in the proposal. As resources, you have your experience and the knowledge of your situation, as well as the readings from the course and other additional readings.
Course Texts and Booklets
• Briskin, L. (1994). Feminist pedagogy: Teaching and learning liberation. Ottawa, Canada: CRIAW/ICREF. (pdf)
• Burge, E. J., & Haughey, M. (2001). Using learning technologies: International perspectives on practice. London: Routledge/Falmer
• Jenkins, J. (1995). Producing gender sensitive learning materials. Vancouver, BC: Commonwealth of Learning. (pdf)
Unit 1 Readings
Women in Education
Morris, M. (2006, November). New federal policies affecting women’s equality: Reality check. Canadian Research Institute for the Advancement of Women (CRIAW), 8, 1-8.
• Why do some people question the need to pay particular attention to women’s education? Why is it important to do so?
• On average, women are paid less than men and are under-represented in doctoral studies, mathematics, sciences and technologies, as well as in positions of power in government and industries. On the other hand, Canadian women today comprise more than half of undergraduate students. How can we account for these two apparently contradictory perspectives?
Optional Reading: The Statistics Canada report below contains more detailed statistical analysis.
Target Groups Project of Statistics Canada (2006). Women in Canada: A gender-based statistical report. Ottawa, ON: Statistics Canada.
Bailey, B., Leo-Rhynie, E., & Morris, J. (1996). Why theory? In Commonwealth of Learning (Eds.), Theoretical perspectives on gender and development (pp. 1-18). Vancouver, BC: Commonwealth of Learning.
• Why do the authors think that theory is important?
• How would feminist theorizing differ from mainstream theorizing?
• Give examples of how assumptions have shaped and biased theory and research.
• How can feminist research and theory avoid the pitfalls of mainstream theory and research?
Gender and Development
Reddock, R. (1996). Why gender? Why development? In Commonwealth of Learning (Eds.), Theoretical perspectives on gender and development (pp. 19-44). Vancouver, BC: Commonwealth of Learning.
• How do feminist theories of development contrast with other post-1945 theories of development?
• What are the various understandings of gender?
• What is the value of considering gender in development? Are some understandings of the concept more useful than others?
• How do the division of labour and power relations differ from one society to another, and within each society?
• Are there some organizational categories that strike you as particularly important?
Post-Structural Feminist Pedagogies
Tisdell, E. J. (1998). Poststructural feminist pedagogies: The possibilities and limitations of feminist emancipatory adult learning theory and practice. Adult Education Quarterly, 48(3),139-156.
• How does the author differentiate between feminist pedagogy and critical pedagogy?
• How coherent and useful do you find her classification of feminist pedagogical theories?
• Why does the author insist that identity and feminism are important in spite of postmodern critiques?
• What are the four key elements of poststructuralist feminist thought? What are the central ideas in each of those elements?
• How does the author reconcile the contradictions in the idea of “voice” in feminist pedagogy?
Reconceiving Feminist Theory and Pedagogy
Fraser, J. M. (2002). Talking relevance: Reconceiving feminist theory and pedagogy. Guidance & Counselling, 17(4), 124-128.
• To what does the author attribute young women’s distrust of feminism, and how does she find that distrust problematic?
• What are the author’s critiques of the social construction of sexuality, on the one hand, and personal experience, on the other?
• How does the author suggest that both social construction of gender and personal experience can inform feminist theory?
• How does her constructionist approach fit with your understanding of people, research, and knowledge?
Green, J. R. (2000). 1. In Straight Lick : The Cinema of Oscar Micheaux (pp. 1-30). Bloomington, US: Indiana University Press. Recovered from http://www.ebrary.com.libproxy.nau.edu Movie chief and creator Oscar Micheaux's works are thoroughly analyzed to contemporary producer D.W. Griffith's film, Birth of a Nation. Micheaux's film, Within Our Gates, similar to Griffith's film, glorifies an upbeat middle class couple, yet the social complexities and foundation accounts of these couples are altogether different. Griffith's character Elsie Stoneman is a special and fragile white northern lady who later grasps prejudice and experiences passionate feelings for a Klu Klux Klan part who saved her. Micheaux's Sylvia is a blended African American lady who does not originate from an advantaged family and is exceptionally autonomous. She begins to look all starry eyed at Dr. Vivian, not on the grounds that he protected her, and fund-raises for an underprivileged dark school. Micheaux's tale, The Forged Note: A Romance of the Darker Races, outlines Michaeux's philosophical control contrasted with Griffith's undaunted Manichean state of mind. The creator takes note of that Griffith's goals to clashes normally included power; Micheaux's goals were practiced by training. Micheaux's depiction of compensation is two sweethearts at long last combining as perfect partners. Griffith's compensations are vengeance and reimbursement. Both Micheaux and Griffith endeavored to depict the perfect average American culture, however with essential contrasts between the two depictions. Griffith needed this unspoiled symbol to stay with the racial oppressors and to keep up racial virtue. Micheaux needed others to have the capacity to get to the white collar class life. The creator relates that Micheaux's perspectives were from the base turning upward as underprivileged individuals endeavoring to end up white collar class, while Griffith's perspectives were starting from the top, depending on high society to develop the working class. Green, J. R. (2000). 8. In Straight Lick : The Cinema of Oscar Micheaux (pp. 123-136). Bloomington, US: Indiana University Press. Recovered from http://www.ebrary.com.libproxy.nau.edu The creator examines in detail the stereotyping and personification of African Americans as managed by Oscar Micheaux in his movies and especially the characters in his preparations. Micheaux's principle center in life was to inspire others, however stereotyping and personifications were frequently barricades for him. The creator considers the film The Exile by Micheaux and relates the battles of the movies characters Jean, Jango, and Edith to the greater social issues of African American generalizations among whites. The contention among Edith and Jango about instruction is contrasted with the contemporaneous supposition that African Americans amid the time of Prohibition were regularly overeducated for the employments they were performing. The creator features Micheaux's worries of the debasement of the nobility of African Americans by participating in occupations of ill-conceived business amid Prohibition. The film The Darktown Revue, the main show film by Micheaux, gives both positive pictures and negative racial generalizations which the creator portrays as intelligent contentions by Micheaux to represent the issue of African American twoness. Alain Locke's course of events of African American music intently coordinates Micheaux's own melodic encounters and can be utilized to distinguish Micheaux's movies from both a melodic and political point of view. The creator clarifies the word darktown as a dark network, yet additionally shows a more profound significance, that of a haven for African American minstrel performers getting away from the ethnic exaggerations of their stage exhibitions. These minstrel performers endured an obscured line between dread of disappointment or analysis and dread of damage or even passing. Green, J. R. (2000). 9. In Straight Lick : The Cinema of Oscar Micheaux (pp. 137-156). Bloomington, US: Indiana University Press. Recovered from http://www.ebrary.com.libproxy.nau.edu Oscar Micheaux's film The Darktown Revue is examined from the point of view of how Micheaux dealt with the many negative personifications of African Americans and correlations are attracted to the Fisk Jubilee Singers. The creator relates how the Fisk Jubilee Singers from the dark Fisk University in Nashville visited the eastern US amid the 1870's and were a triumph both monetarily and politically. This gathering of dark entertainers is uncovered as the gathering which made ready for future dark melodic theater and furthermore attempted to elevate the cartoon of Black Americans as saw from the prevalently white open. Examinations are attracted to G. D. Pike's account of the Fisk Singers and Micheaux's film The Darktown Revue as both utilized common personifications to impact change in their gatherings of people. The creator takes note of how the racial atmosphere in Micheaux's years was much more savage than the season of the Fisk Singers about sixty years sooner. Exaggeration in Micheaux's time was seen as a barricade for African American development. The creator clarifies the two demonstrations of the Darktown Revue and the cartoons exhibited. Micheaux's utilization of structure in the film is paradigmatically clarified as switching back and forth among positive and negative figures, depicted by the theme speaking to white collar class African Americans and the exhibitions including changed racial cartoons, individually. The cutting look of Micheaux is clarified as his focus on negative pictures. Differences to the Fisk Singers and Micheaux are noted as the Fisk Singers essentially utilized just positive pictures. The creator safeguards Micheaux's point of view on exaggerations and compliments his soul.>GET ANSWER