WMST-L LOG9310D ========================================================================= Date: Fri, 22 Oct 1993 00:02:21 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Beatrice Kachuck Subject: Re: feminists who reject the label In-Reply-To: Message of Thu, 21 Oct 1993 15:53:00 EDT from there seems to be a defined set of feminist values. what are they? beatrice beabc@cunyvm.cuny.edu ========================================================================= Date: Fri, 22 Oct 1993 08:06:26 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Barbara J. Peters" Subject: Re: Cooperative learning Date sent: 22-OCT-1993 07:58:16 I assign group presentations in a few of my classes. The presentations are given three grades weighted, my grade being weighted heaviest. The presentations are graded by the entire class (they hand in a small slip of paper with the numerical grade), the group grades one another according to each members participation, and I give the whole presentation a grade. I then average the grades given by each member of the class, that is averaged with the average grade the individual student received from the other presenters and then my grade is averaged with that score. It has worked quite well with the students from the class giving comments on why they assigned the grade they did (which was not asked for). The students took the responsibility of assigning grades very seriously and I did not have any complaints from any of the students. This semseter they are presenting in pairs and the only problem that I have had to deal with has been with the team consisting of a disabled student who "speaks" using a spelling board and an able-bodied student. We worked through her being uncomfortable with him and the accompanying manifestations of his disabilities. She is still part of the team and they present today. BARBARA PETERS University of Wisconsin Oshkosh Dept. of Sociology Oshkosh, Wisconsin 54901 (414) 424-0848 Bitnet Address peters@oshkoshw.bitnet Internet Address peters@vaxa.cis.uwosh.edu ========================================================================= Date: Fri, 22 Oct 1993 09:46:12 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Irene Isley Subject: Re: coop test: update In-Reply-To: cooperative learning I have a variation on the collaborative learning grading schemes I've heard so far. I incorporate both group and individual papers into my composition courses. The writing of all types of papers (in this case, book reviews, movie reviews, reviews of the literature, comparison-contrast papers, arguments, and proposals) are first "sampled" in the group context. For example, the group writes a book review of a text the entire class has just read and discussed. Then, in a later assignment, the individuals in the class write their own reviews of books they read and researched by their own choice (this commitment is made the first week of class, so they've been keeping up with their individual tasks while also working on the group projects). Groups have 3-5 members, depending on add-drops and schedule conflicts (since students have to arrange time out of class, too, for their group work). Group papers receive 50 points while individual papers receive 100 points. Of the 50 points available for the group paper, I assign up to 40. The group members assign each other the remaining points, anonymously. So, if there are four people in the group, each person receives three point assignments, which I then average for an individual score and add to that person's group score in my grade book. Potentially, each group member could assign the others 10 points each. (But they never do.) I don't limit the number of points available and ask them to compete for the goodies. They can all do well, average, poor, etc. I give six group paper assignments and eight individual paper assignments in a fifteen week semester. I assign more points to the individual papers so that the students are satisfied that the bulk of their grade refers to their individual work, yet a significant percentage is from group work. I assign the group "sample" paper first so that the students do help each other grasp the format, the arguments, the standards for readability, etc. Individual papers are nearly always better after this sort of graded practice. I am comfortable with the arrangement now (after three years of trial) because while students do indeed need to learn to collaborate and to negotiate discourse in group settings and projects, they will not be with that group with that group's problems and blessings, so they need to be self-reliant as well as group responsive. I am occasionally troubled by the fact that, yes, I am the Great Grade Giver. However, this is a composition class, and I see it as a skills class, not a content class; so, I try to give them a variety of skills and strategies, ackowledging that these are mostly pragmatic: given that people have reading habits, if we want to be effective, we must accomodate those habits. . . . But what would I do in a lit. class . . . ? The furthest I've gone there is to have group presentation of textual explications, and those presentations were not graded. Sorry for the length. iisley@UWCMAIL.UWC.EDU ========================================================================= Date: Fri, 22 Oct 1993 10:16:22 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: ANN GOLUBOWSKI Subject: Re: Cooperative learning I would like to echo the concern about the exercise of power/authority in this manner. Someone (sorry, can't retrieve who) compared this to valuable cooperative work done by herself and colleagues. I wonder if this is a valid comparison. Presumable, when faculty collaborate, it is with someone THEY choose, because they know they are compatible on many fronts. A more apt comparison, it seems to me, would be: Imagine that as a condition for tenure, you are required to co-author a book with (let's say) Camille Paglia. How would YOU feel then? Ann Golubowski COncordia University Library goluban@vax2.concordia.ca ========================================================================= Date: Fri, 22 Oct 1993 09:22:12 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Caroline Brettell Subject: What do we call ourselves/feminism Who ever said that feminism was a narrow term and that it applied to a limited number of concerns such as abortion or comparable worth. To me it emphasizes euqal opportunities for women no matter what their "color", ethnic background. Some feminists may think all religions are patriarchal but there is nothing inherent in the term that specifies that thinking as apposed to any other. There are a range of positions within the feminism of the 20th century just as there were a range of positions within 19th century feminisme. I repeat the invocation of Sojourner Truth "And ain't I a woman"! Caroline Brettell/Anthropology and Women's Studies/SMU cbrettel@sun.cis.smu.edu ========================================================================= Date: Fri, 22 Oct 1993 11:06:43 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Kristin Carter-Sanborn Subject: Rejecting the feminist label In reply to Caroline Brettell and others: Whether or not women who call themselves feminists subscribe to a broader range of issues than equal worth and reproductive rights, the impression nevertheless remains with many women of color (and many young white women, for that matter) that "feminism" does not address their needs, experiences, demands. This impression must be coming from SOMEWHERE. And it's not just mass media perversions of the "true" feminist program that are the source. As a Latina I have often felt left out in the cold at feminist/women's studies gatherings, and find little space from which to voice my concerns in such a way that people are really hearing them. Many white feminists feel they already know what women of color want, but that's not always the case. Half the time I don't even know what *I* want from feminism, so there's no point in someone trying to speak for me. In any case, I'm proud to be a feminist, but I always take pains to let people know what that label means to me--not as a way of excusing myself to conservatives; in fact, just the opposite! If you want people to understand your beliefs, they have to know what those beliefs are. Snide "you just don't get it, do you?" comments will get us nowhere. Kristy Carter-Sanborn Amherst College English 413-542-2231 (kcartersanbo@amherst.edu) *these comments may not be exactly appropriate for this forum, but they do raise issues that should be of some practical concern to us as we decide how to present ourselves as feminists in the classroom, how to reach women of color and crypto-feminists (that's my favorite suggestion for what to call the Im-not-a-feminist-but crowd) without being condescending, etc.* ========================================================================= Date: Fri, 22 Oct 1993 12:48:17 -0400 Reply-To: Women's Studies List Sender: Women's Studies List Comments: W: TO field duplicated. Last occurrence was retained. Comments: W: TO field duplicated. Last occurrence was retained. Comments: W: TO field duplicated. Last occurrence was retained. Comments: W: TO field duplicated. Last occurrence was retained. Comments: W: TO field duplicated. Last occurrence was retained. From: Marnie Bullock Subject: Re: Feminism In-Reply-To: your message of Thu Oct 21 17:48:01 EDT 1993 I think it's an error to assume that "women who think 'feminist' thoughts but won't call themselves 'feminists'" are out there somewhere, oppressed, denying their oppression, etc. My goodness--what if they're on the WMST-list? I might serve as an example--I find that I call myself a feminist when I agree with the feminists being discussed; I may not call myself a feminist at other times, or if I do, I'll point out that I'm a different kind of feminist. Am I in denial? An anti-feminist? An emerging consciousness? A contrary and persnickety individualistic southern woman? Someone brought up Alice Walker. I think she's an interesting example. She uses the term "womanist." Would we accuse her of having a "false consciousness"? Of being a backlasher? Of being afraid of anything? I certainly wouldn't, though apparently others on the list would. Feminism is a wildly diverse movement. Part of that diversity includes women who don't call themselves feminists. Could we stop, at some point, engaging in the either/or dualistic error in thinking? I don't feel comfortable saying IF YOU DON'T AGREE WITH ME YOU'RE PART OF THE BACKLASH. I wish others weren't so comfortable implying it. This relates back, somewhat, to the discussion of why we call it Women's Studies. During that discussion several suggested that what we mean is "Feminist Studies." I doubt if we all mean that, when we don't all seem to mean the same thing by feminism.... Call me what you want, I call myself Marnie Bullock Assistant Professor of English University of Wisconsin Center Richland Center, WI 53581 (608) 647-6186 mbullock@uwcmail.uwc.edu P.S. I think Brett Butler is a hoot. ========================================================================= Date: Fri, 22 Oct 1993 13:00:56 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Marnie Bullock Subject: Re: Name for it I think it's an error to assume that "women who think 'feminist' thoughts but won't call themselves 'feminists'" are out there somewhere, oppressed, denying their oppression, etc. My goodness--what if they're on the WMST-list? I might serve as an example--I find that I call myself a feminist when I agree with the feminists being discussed; I may not call myself a feminist at other times, or if I do, I'll point out that I'm a different kind of feminist. Am I in denial? An anti-feminist? An emerging consciousness? A contrary and persnickety individualistic southern woman? Conservative? Somehow unconsciously a fundamentalist Christian? Someone brought up Alice Walker. I think she's an interesting example. She uses the term "womanist." Would we accuse her of having a "false consciousness"? Of being a backlasher? Of being afraid of anything? I certainly wouldn't, though apparently others on the list would. Feminism is a wildly diverse movement. Part of that diversity includes women who don't call themselves feminists. Could we stop, at some point, engaging in the either/or error in thinking? I don't feel comfortable saying IF YOU DON'T AGREE WITH ME YOU'RE PART OF THE BACKLASH. I wish others weren't so comfortable implying it. This relates back, somewhat, to the discussion of why we call it Women's Studies. During that discussion several suggested that what we mean is "Feminist Studies." I doubt if we all mean that, when we don't all seem to mean the same thing by feminism.... Call me what you want, I call myself Marnie Bullock Assistant Professor of English University of Wisconsin Center Richland Center, WI 53581 (608) 647-6186 mbullock@uwcmail.uwc.edu P.S. I think Brett Butler is a hoot. ========================================================================= Date: Fri, 22 Oct 1993 10:12:13 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Harold Frank Subject: David Code's joint testing David Code's recent posting requesting experiences grading more than one student with the same or joint exam came at a time when the issue was being discussed in the context of peer systems of evaluation in one of my classes. The consensus of the (graduate public administration class in organization behavior) was that the instructor ought to create incentives which encourage students to: (1) help each other learn and (2) develope evaluation standards and measures perceived as fair. In the former case one interesting suggestion was that if people in a study group earned collectively a higher average grade for having collaborated during the study procedure, then each of their individual exam grades were deserving of a bonus .. e.g +5-10%. Of 36 students, 15 are female. 82 % of the class favored individual vs joint grading and there was no diference between men and women in this regard. If David is still out there please contact me for more info. -- +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ + Dr. Hal Frank hfrank@bcf.usc.edu + + University of Southern California Phone: (213) 254-1022 + + P.O. Box 41992 FAX: (213) 740-0001 + + Los Angeles, CA 90041-0992 + ****end*****end******end******end******end*******end*******end******* ========================================================================= Date: Fri, 22 Oct 1993 13:10:15 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: "Lynda G. Lippin" Subject: women's studies texts I am a philosopher who will be teaching Intro to Women's Studies for the first time next quarter. I am looking for a text/reader that is interdisciplanary and somewhat multi-cultural. Any suggestions, along with the publisher so that I can call my reps and get some desk copies to look at, would be deeply appreciated. Lynda G. Lippin v1757g@templevm or vm.temple.edu ========================================================================= Date: Fri, 22 Oct 1993 12:20:00 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Lois Self Subject: Southeast Asian Women's Studies -- NWSA Conference I should have included more information for those who wish to respond to my call for anyone interested in arranging a program for the NWSA conference on the subject of development of women's studies programs in southeast Asia. My address is Lois Self, Women's Studies Program, Northern Illinois University, DeKalb, IL 60115. Phone: 815-753-1038. BITNET: TW0LSS1@NIU This is my first time doing this, so I hope it works! Thanks. ========================================================================= Date: Fri, 22 Oct 1993 13:54:17 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: jim boyce Subject: Using, Not Refusing, Labels A Problem? In-Reply-To: <9310221701.AA23762@mach1.wlu.ca>; from "Marnie Bullock" at Oct 22, 93 1:00 pm > Feminism is a wildly diverse movement. Part of that diversity includes women > who don't call themselves feminists. Could we stop, at some point, engaging > in the either/or error in thinking? I don't feel comfortable saying IF YOU > DON'T AGREE WITH ME YOU'RE PART OF THE BACKLASH. I wish others weren't so > comfortable implying it. good point. i've often talked to my women friends about this aversion to being labelled a feminist. what seems evident to me is that on the one hand feminism is touted as being diverse, yet on the other hand many who call themselves feminists want to control that diversity by labelling anyone who disagrees with them as anti-feminist. for instance, some of my female friends consider camille paglia a feminist yet paglia is constantly being labelled the opposite. perhaps this is part of the reason for the aversion: why should you consider yourself a feminist when those you admire are being called "anti-feminist"? my friends in women's studies [just to make this relevant to this list!!!!] have similar concerns. when they're told you should be a feminist, there is an automatic reaction against being controlled. no one likes to be forced to *be* anything, they like to *become* it or even be it without the label. as elliott butler-evans wrote in a related message "behaviour is far more important than labels." anyone can call themselves a feminist but this does not make them one! final point (i promise!). nothing seems to irritate people more than people who call themselves "feminist" and then act in the most unegalitarian ways. these so-called feminists remind me of christians who lead the most un-christian lives but believe if they show up to church on sunday they will be going to heaven. just as the hypocrisy can make many otherwise christian-thinking people averse to that movement, so too can so-called feminists make people averse to the feminst movement. in other words, the problem may not be those who do not call themselves feminists as it may be those who do! j. boyce ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The alternative media, Jerry. ~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ That's where you hear the truth." ~~~ ~~~~boyc5031@mach1.wlu.ca~~~~~~~~~~~ Kramer on Seinfeld ~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ========================================================================= Date: Fri, 22 Oct 1993 14:53:41 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Rosie Subject: Feminism The important thing here is perception. No matter what you think, if those who reject the label of feminist do so because THEY PERCEIVE the movement as white and focussed on narrow concerns, then your definition is irrelevant insofar as it will not convince them to identify themselves with it. I am not convinced that there is a canon of feminism, and I think that when one considered where resources go, the priorities of mainstream feminism can be seen as being fairly white and mainstream. ========================================================================= Date: Fri, 22 Oct 1993 15:14:39 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Sherry Linkon Organization: Youngstown State University Subject: Cooperative learning I'm enjoying reading everyone's ideas about how to balance individual & group grading. Onemore point to add: as facilitator but non-participant, I usually hae a lot of time to OBSERVE the groups in process (in my classes, I try to give students a lot of time to get group work done during class -- it's a commuter school with mostly non-traditional students, so they simply won't get together enough outside of class). Part of my evaluation is based on that and part on students evaluations of each other. Of course grading entails the use of power, and I don't see that as necessarily contradictory to cooperative learning. I do like the idea of getting students involved in the grading process in many ways, though, that aren't necessarily related to power. I do usually give students the power to choose their own groups. This also gives them more control, and I haven't seen any problems with this. --Sherry, fr122601@YSUB.YSU.EDU ========================================================================= Date: Fri, 22 Oct 1993 12:59:13 +0800 Reply-To: Women's Studies List Sender: Women's Studies List From: West Joan Subject: Re: Feminism In-Reply-To: <9310220317.AA16548@umd5.umd.edu> I would hope that this discussion of "is there a name for it" is not patronizing. Rather the efforts of women who call themselves "feminist" (in US, white woman cultural terms) trying to approach women of other cultures whose assumptions and activities are different in order to establish a friendly and fruitful dialog on issues that concern them both. Personally, I'm looking for ways that will open the broadest possible dialog. And if truth be told, my second motive (beyond the first, which is my own enriched understanding) is to try to establish a bridge between cultures precisely because I have observed that too many of my US colleagues do not stop often enough to consider that pro-active women in other cultures do *not* define their activities and attitudes by the US term "feminist". Nor should anyone expect them too. And that this is not bad, nor a reason to ignore them. All in all I find current efforts at evolution and definition of whatever "feminism" is fascinating and exciting. ========================================================================= Date: Fri, 22 Oct 1993 14:28:08 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Diane Price Herndl Subject: Re: Cooperative learning In-Reply-To: <9310221502.AA16526@umd5.umd.edu> On Fri, 22 Oct 1993, ANN GOLUBOWSKI wrote: > Imagine that as a condition for tenure, you are required to co-author a book with (let's say) Camille Paglia. How would YOU feel then? OK, besides tapping into the worst nightmares of untenured assistant professors, there does seem to be a point here. But there are two others that make this analogy particularly not apt. First, a grade on (presumably) one assignment of several in class IS NOT equal to a requirement for tenure--no career is on the line, and scarcely even a significant part of the final grade for that one class. Second, we need to recognize that our students are most likely NOT going to be academics and while academics have the luxury of choosing who they are going to collaborate with, in most non-academic writing situations, one does not. It seems to me better for our students to learn how to write and work with a group of people when something like 10% of the grade in one class is on the line, rather than let them wait until it is their job. By NOT using collaborative work in classes, we are setting them up for having to" write for tenure with Camille Paglia," without any practice at it at all. Diane Price Herndl NMSU ========================================================================= Date: Fri, 22 Oct 1993 13:37:22 -0900 Reply-To: Women's Studies List Sender: Women's Studies List From: JOY F MORRISON Subject: Re: dissertation defense Hey GEorgia! Way to go girl! Congratulations and please send me an abstract of your dissertation. Joy Morrison, JB Dept, 106 Bunnell, Univ of alaska Fairbanks, Fairbanks, AK 99775 ========================================================================= Date: Fri, 22 Oct 1993 13:50:56 -0900 Reply-To: Women's Studies List Sender: Women's Studies List From: JOY F MORRISON Subject: PBS program "Campus Culture Wars" PBS aired a controversial program nationally on October 10 which featured a case study from the University of Washington, Seattle. This depicted a a very negative way an Intro to Womens Studies course and an incident with a male student and several graduate student instructors. I would be interested to hear if there has been any local reaction to this particular case, as it has really reinforced the already negative image of womens studies here at the University of Alaska Fairbanks. And it wasnt even aired here, as I was allowed to preview it in a womens studies class and we decided that it shouldnt be seen! I am interested to hear from others, as I understand that some comments were made on Larry king but havent heard anything else, and I thought I would see tons of reaction on this network! Please respond directly to Joy Morrison, ffjfm@alaska. Thanks. ========================================================================= Date: Fri, 22 Oct 1993 18:12:32 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Olmsted Subject: Re: Cooperative learning In message ANN GOLUBOWSKI writes: > I would like to echo the concern about the exercise of power/authority in > this manner. Someone (sorry, can't retrieve who) compared this to valuable > cooperative work done by herself and colleagues. I wonder if this is a valid > comparison. Presumable, when faculty collaborate, it is with someone THEY > choose, because they know they are compatible on many fronts. A more apt > comparison, it seems to me, would be: Imagine that as a condition for tenure, > you are required to co-author a book with (let's say) Camille Paglia. How > would YOU feel then? > Ann Golubowski > COncordia University Library > goluban@vax2.concordia.ca Actually it would be pretty grim having to write a book with my best image of a nightmare (not that that would have to be Paglia), but I disagree that this is like what happens in a class when a group of students work together on a project. I've been on several committees that I did not select, and in several instances our task was to come up with a report or proposal. In one instance, our proposal for a WS minor was a collaboratively written project, and a great experience. (Note: it's possible I missed a posting or two, and perhaps A.G. is responding to a particularly authoritarian example of cooperative work (whatever that might be. If so, sorry. Jane Olmste olmst001@maroon.tc.umn.edu P.S. My most successful cooperative assignment is a grant proposal. I require it of my advanced composition students, all social scientists (well almost all). > ========================================================================= Date: Fri, 22 Oct 1993 19:44:24 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: arabella the arthropod Organization: University of Canterbury, NZ Subject: Re: What do we call ourselves/feminism While I have met women who say that they have always thought of themselves as feminist, we already know that many others become feminist. If women, who after considering the available information in their environments relating to what feminists write/say/do, choose to accept the 'label', then presumeably their definition of 'feminist' fits with their definition of themself - so, if a woman who fits my definition of feminist vehemently rejects the label, then either our definitions differ, or she has not yet picked up the issue of working through 'what is a feminist'. Debra. D.Boyask@csc.canterbury.ac.nz ========================================================================= Date: Fri, 22 Oct 1993 20:10:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: dr70 Subject: Re: Cooperative learning In-Reply-To: <9310220615.AA01603@umd5.umd.edu> >In my technical report writing class, I ask my students to form teams of >two or three students. They analyze a problem and write a report which >recommends solutions. When I gave blanket grades, they complained about >the lack of fairness, they gossiped about one another, and, in general, >did not address the problem in an adult way because I had not suggested >that to them. > >Now, for the past 5 years or so, I use a "self-evalation" sheet. When the >team completes a project, they then fill out the evaluation sheet. There >are 8 criteria to judge who did the least, most, and "in the middle." >Criteria include: writing, meeting deadlines, innovative thinking, typing, >etc. I use a blinded system of points to add up and assign weight to each >of the group members. Most often this works out to equal grades, but it >does catch the slackers and work to encourage them to "get with it." > >I also coach in class on team dynamics. For example, the "tit-for-tat" >mentality and the notion that all members of a team will have strengths >and _allowable_ weaknesses. I also offer my ongoing support and >counseling for groups who experience problems. > >It's a lot of work, but it is the way the real world works. They need to >know that. > >Anyone interested in handouts should mail me privately. Thanks > >Melody Hi Melody, Thanks for your info. about group projects and evaluations for group work. I'd very much like to see your handouts and evaluation forms, plus a description of the grading process. My students are working on group projects in the class I teach--Intro. to WMST: Women, Art, and Culture. I'd love a really FAIR way to evaluate their group work, as I have stated that they will be graded on their group process and involvement. My mailing address is Donna Rowe Women's Studies Univ. Of Maryland-College Park 1102 Mill Building College Park, MD 20742 or of course my e-mail address at dr70@umail.umd.edu I'm looking forward to your materials. Thank you so much for offering your perspective on this issue. Donna > ========================================================================= Date: Fri, 22 Oct 1993 20:17:48 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: "Marlen R. Hancock" Organization: Emory University - Atlanta, Georgia, USA Subject: LABELS Regarding the use or non-use of the title or label feminist, I DON'T NEED any more labels. I'm working hard enough trying to maintain a number of others I have voluntarily acquired. Please don't expect me to accept or defend one so ambiguous as feminist. Thanks, Marni Hancock (R.N., M.S.N., Doctoral Student, Nursing supervisor, wife, mother, etc., etc.) ========================================================================= Date: Fri, 22 Oct 1993 09:22:43 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: SUE MANSFIELD Subject: Re: feminists who reject the label Beatrice, As a historian I do not think there is a single "defined set of feminist values"....yet when I began (years ago) to structure a course on the "history of western feminisms," I needed some kind of broad definition which could be used across countries/centuries/class/ race, etc. - and distinguish certain groups from others. I decided, for purposes of historical analysis, I would define as a feminist any individual or group concerned to promote "the greater freedom, equality, and dignity" of women. The issue of whether they used the term of themselves is irrelevant from this perspective since many of the women (i.e., Christine de Pisan) lived long before the word or even the concept was articulated. We also, incidentally, look at others - like the suffragettes or the womanists who might consciously reject the label, yet fall within the broad definition I have set up. Not much help in dealing with the question being addressed by the list - except to suggest that those who reject the label (for whatever reason) are probably dealing with a very narrow (and possibly cariacaturized) definition. By the end of the course, on the other hand, all of my students (including the men) seem to have found some "branch" of feminism with which they identify. Sue Mansfield SMANSFIELD@BENSON.CLAREMONT.EDU ========================================================================= Date: Fri, 22 Oct 1993 16:52:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Christine Smith Subject: Re: Feminist but not the label Kathryn Cirksena asked whether any research was done on predictors of the feminist label. I am currently doing such research with Irene Frieze. Here are some preliminary results. In our college sample, 38.5% of European-American women and 45.5% of African-American women labelled themselves as feminists. For African-American women, wanting a high level of education, having a highly educated mother, taking women's studies classes, and being raised as a Christian were all predictors of feminist self-labelling. For European-American women, currently endorsing no special religion, taking women's studies classes, and planning a high level of education were predictors of feminist self-labelling. As for feminist beliefs (rather than the label), we found that no differences for race, age, or parental level of education (which tend to be related to social class). Hence, in our college sample, feminist beliefs did not seem to be related to being white or middle-class. As for the label, more African-American women than European-American women labelled themselves as feminists, although that difference may not be statistically significant. These are college students from the University of Pittsburgh. These results are preliminary and may or may not be generalizable to other samples. Christine Smith csmith@vms.cis.pitt.edu ========================================================================= Date: Fri, 22 Oct 1993 21:01:14 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Rachel A. Kartch" Subject: Women's Studies resources on the Internet Hello everyone -- As a graduate student at Syracuse University's School of Information Studies, I've been assigned to put together an Infoguide for people looking for resources relating to women's studies available through the Internet (the topics were randomly assigned and I couldn't be happier about what I ended up with!). While I've found a number of useful things -- particularly listservs such as this one -- they all seem to address women's studies in a largely higher-education context. Right now I'm hitting a wall when it comes to finding resources addressing women's studies or gender issues in an elementary or secondary school environment (which makes a lot of sense to me, but this Infoguide is supposed to be addressed to K-12 educators). If anyone has ideas on where to find such resources, I'd love to hear them. Thanks, Rachel Kartch School of Information Studies Syracuse University rakartch@mailbox.syr.edu ========================================================================= Date: Fri, 22 Oct 1993 20:38:23 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Lisa Auanger Subject: feminism (drivel The discussion about whether or not persons call themselves feminists has an amusing parallel: among persons who study antiquity there some- times is concern about whether or not to call themselves "philologists." In this rather more traditional discipline, the approach to the problem has been, from what I have seen of late, to find out how the `great' men of the past two centuries defined the term. The approach does seem to be somewhat effective, but I'm inclined to think that description of 'feminism,' what it means, even without names, dates, etc. would be a very useful writing assignment. There are those who just call themselves feminists, wear `cool' clothes, seem totally apolitical and lazy with regard to matters of concern to women; but there are also those who, not assuming the "label `feminist," can explain clearly why issues such as breast cancer (e.g.) ,must be regarded seriously, nationwide. When I hear them, I like to think "Now that's what I call a feminist." Does anyone know perchance if the first family consists only of feminists? Lisa Auanger c513024@mizzou1 (P.S. Can university professors call themselves feminists?) ========================================================================= Date: Sat, 23 Oct 1993 00:20:06 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Arnie Kahn Subject: who is a feminist I've found the discussion on feminist who won't label themselves as such fascinating. I've taught women's studies courses since 1973 and served in important positions in women's studies organizations for over two decades, including secretary-treasurer of the psychology of women division of the American Psychological Association, associate editor of the journal, Psychology of Women Quarterly, and program chair for the Iowa Women's Studies Association convention. At the Am. Psych. Asso. meetings in August this past year I had the opportunity to have dinner with three radical lesbian feminists from England, along with other psychologists, including members of WMST-L. The conversation turned, somehow...I don't remember...to whether a man could be a feminist. The women from the UK, the editor and two frequent contributors to the journal, Feminism and Psychology, argued vehemently that as a man I could not be a feminist, that one had to experience societal reaction to being a woman before I could claim that label. Men, they argued, because they are men have a certain status and privilege that gives them advantages and precludes the label, "feminist." So, I wonder, does it matter whether I am a feminist or not? And likewise, does it matter whether a lot of women who work for "feminist" causes do not call themselves, "feminist?" It seems to me the issues are more important than the labels. Arnie ******************************************************************************** Arnie Kahn, Psychology, JMU, Harrisonburg, VA 22807 (703) 568-3963 - day fac_askahn@vax1.acs.jmu.edu (703) 434-0225 - night fac_askahn@jmuvax (703) 568-3322 - fax ******************************************************************************** ========================================================================= Date: Sat, 23 Oct 1993 00:32:06 LCL Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Ginzberg Organization: Philosophy Dept., Wesleyan University Subject: Real Feminists Don't Eat Men Why is the question, "Who's a Real Feminist?" such a persistently fascinating question? I find it uninteresting, and (frankly) increasingly annoying. Every time I teach a feminist philosophy course I have the students keep intellectual journals (as do I). I feel as though I work hard to make available a huge assortment of readings, standpoints, issues, information and in-class experiences which, it seems to me, couldn't HELP but provoke a wide variety of responses & reactions. But when I read students' intellectual journals, instead of the interesting outpouring of diverse responses and reactions that I keep HOPING for, I rather find myself reading a boring and repetitious drone of person after person struggling with the question of "Am I really a feminist?" I may be getting mean and cranky in my advancing institutional enmeshment, but I'm sorry: I just find myself having less and less patience with listening to folks' angst over this issue. Out of all the possible issues deserving of folks' physical, intellectual, political & emotional energies & attention, I cannot imagine a lifeworld in which this genuinely is the most pressing issue from amongst those competing for our attention. The amount of individual & collective energy focused on this question in its various forms and guises seems (to me) like either the self-centered ruminations of the collectively overpriviliged, or else like a desperate attempt to avert our gaze from more important things which are too painful to see (in ourselves or our world), or else like we are allowing those who deliberately wish to sabatoge our ability to transform the world to win -- via the tactic of creating confusion & infighting amongst us. Is this issue REALLY what WE most want to focus our energies on? Or is this someone else's agenda, not ours? (And, no, I'm *NOT* going to define who I mean by "we" -- for purposes of this post, let it mean "me and anyone else who has read this far, here, now.") ------------------------------------------------------------- Ruth Ginzberg /^ ^\ Philosophy Department / 0 0 \ Wesleyan University V\ Y /V Middletown, CT 06459-0081 / - \ (203) 347-9411 x2268 / | rginzberg@eagle.wesleyan.edu V__) || ========================================================================= Date: Sat, 23 Oct 1993 02:16:15 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Anna Agathangelou Received: from UMDD.UMD.EDU by UMDD.UMD.EDU (Mailer R2.10 ptf000) with BSMTP id 9689; Sat, 23 Oct 93 02:13:47 EDT Date: Sat, 23 Oct 93 02:13:47 EDT From: Network Mailer <$MAILER@UMDD.UMD.EDU> To: AMAGATHA@SUVM.BITNET Subject: mail delivery error Batch SMTP transaction log follows: 220 UMDD.UMD.EDU Columbia MAILER R2.10 ptf000 BSMTP service ready. 050 HELO SUVM 250 UMDD.UMD.EDU Hello SUVM 050 TICK 0175 250 0175 ... that's the ticket. 050 MAIL FROM: 250 ... sender OK. 050 RCPT TO: 250 ... recipient OK. 050 DATA 354 Start mail input. End with . 554-Mail not delivered to some or all recipients: 554 No such local user: WSMT-L 050 QUIT 221 UMDD.UMD.EDU Columbia MAILER BSMTP service done. Original message follows: Received: from SUVM (BITMAIL) by UMDD.UMD.EDU (Mailer R2.10 ptf000) with BSMTP id 9688; Sat, 23 Oct 93 02:13:47 EDT Received: by SUVM (Mailer R2.10 ptf000) id 0175; Sat, 23 Oct 93 02:13:07 LCL Date: Sat, 23 Oct 1993 02:07:11 EDT From: AMAGATHA@SUVM To: WSMT-L@umdd.bitnet Subject: Just curious I am a graduate student and I have just finished my PH.D. comprehensives. One of my professors asked me the following question: Are there feminist epistemologies? I have been challenged by this question. I said that ther e are feminized and masculinized epistemologies. I was not satisfied with my answer and thus I am hoping for a response to this question from anyone on the women's list. Any suggestions for books or articles on this subject will be greatly appreciated. ___________________________________________________________________________ Anna Agathangelou Political Science Department Syracuse University amagatha@suvm.acs.syr.edu ========================================================================= Date: Sat, 23 Oct 1993 04:19:55 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Jo Freeman Subject: Re: request for info In-Reply-To: Message of Tue, 19 Oct 1993 14:25:00 EDT from The textbook, WOMEN; A FEMINIST PERSPECTIVE contains an article on "Sexism in t he English Language" by Karen Adams and Norma Ware with material on this topic. The footnotes are an excellent bibliography for further research. ========================================================================= Date: Sat, 23 Oct 1993 04:56:30 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Jo Freeman Subject: Re: Is there a word or concept? In-Reply-To: Message of Wed, 20 Oct 1993 10:46:51 -0700 from The "I'm not a feminist but..." has been around since the beginning of the move ment, and probably before. Jane Mansbridge, Political Science, Northwestern, i s examining the survey data which asks one to lable oneself as a feminist or no t. About a third of respondents do so. Down from one half. Write her directl y for more info. ========================================================================= Date: Sat, 23 Oct 1993 07:43:40 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Olmsted Subject: Re: Cooperative learning In message Jane Olmsted writes: Well, it looks like I wrote nothing! What happened, I wonder? The system didn't like my response? I'll try once more, though I notice someone else has already responded, saying a couple of things that I said [not]. I think having to write a book with one's worst nightmare would be grim, no doubt (whether it's Paglia or not depends on the nightmare host, I suppose). I don't think this is what happens for students though (students aren't normally placed with their best friends but nor are they placed with enemies...I usually ask for a private note if there's someone a student doesn't want to work with). Also, co-writing books is not the only cooperative work academics (or other professionals) do. I have been on several committees where we were asked to produce a report or recommendation, and in one case, a proposal for a women's studies minor (now in existence) at Berea College in Kentucky. That proposal was a truly cooperative venture, requiring lots of rewriting and discussion/arguing/mulling. My most successful cooperative assignment is a group grant proposal, which I ask my students to do in my advanced comp class, writing in the social sciences. I come up with the same small problems others have mentioned, but overall it's a very good experience for them. I hope this works this time! Sorry about my gross invisibility last posting! Jane Olmsted olmst001@maroon.tc.umn.edu > In message ANN GOLUBOWSKI writes: > > I would like to echo the concern about the exercise of power/authority in > > this manner. Someone (sorry, can't retrieve who) compared this to valuable > > cooperative work done by herself and colleagues. I wonder if this is a > > valid > > comparison. Presumable, when faculty collaborate, it is with someone THEY > > choose, because they know they are compatible on many fronts. A more apt > > comparison, it seems to me, would be: Imagine that as a condition for > > tenure, > > you are required to co-author a book with (let's say) Camille Paglia. How > > would YOU feel then? > > Ann Golubowski > > COncordia University Library ========================================================================= Date: Sat, 23 Oct 1993 09:32:00 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Leslie Bender Subject: Re: your mail In-Reply-To: <9310230618.AA24321@mailbox.syr.edu> Anna, Studying here at syracuse, you should direct your question to one of the nation's leading experts on feminist epistemologies, Professor Linda Alcoff, who with Elizabeth Potter, just published an anthology on that very topic: Feminist Epistemologies. When you were asked the question, was Linda there? Leslie Bender *************************************************************** Leslie Bender email: lbender@mailbox.syr.edu Professor of Law or: lbender@suvm.bitnet Syracuse U. College of Law telephone: (315) 443-4462 Syracuse, NY 13244 USA fax: (315) 443-5394 *************************************************************** ========================================================================= Date: Sat, 23 Oct 1993 09:18:21 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Stephanie Riger Subject: women in management texts Recently I queried wmst-l for resources for a course on women in management. The following is a compilation of responses from the list and a library search. Since the wmst-l archive contains an excellent bibliography on Women in Management, I won't list articles. I also don't list pop, self-help type books such as Games Mother Never Taught You or Paths to Power since there is a good list of such books in the wmst-l archives in the addendum to the Women in Management bibliography. Here are some books (most are recent and one is a classic) that might be useful as texts in a course on women in management, listed in no particular order. I haven't reviewed them sufficiently to make recommendations. I would appreciate hearing from anyone who has used any of these in classes. Many thanks to all who responded. Stephanie Riger Univ of Il at Chicago. Bitnet: u29322@UICVM; Internet: Stephanie.Riger@uic.edu Fagenson, E. A. Women in management: Trends, issues, and challenges in managerial diversity. Thousand Oaks, CA: Sage, 1993. Powell, G. Women & men in management (2nd ed). Thousand Oaks, CA: Sage, 1993. Kanter, R. M. Men and women of the corporation. NY: Basic Books, 1977. Mikalachki, D., Burke, R. T., & Mikalachki, A. (1992). Gender Issues in Management. McGraw-Hill Ryerson Ltd, 1992. (a casebook) Crosby, F. Juggling: The unexpected advantage of balancing career and home for women and their families. NY: Free Press, 1991. Carr-Ruffino, N. The promotable woman: Advancing through leadership skills (2nd ed). Wadsworth, 1993. Marshall, J. (1984). Women managers: Travellers in a male world. Chicester: Wiley. Cantor, D. Women in power: The secrets of leadership. Houghton Mifflin, 1992. Morrison, A. et al., Breaking the glass ceiling. Reading, MA: Addison-Wesley, 1989. Mulqueen, M. On our own terms: Redefining competence and femininity. Albany: SUNY, 1992. Reskin, B. F. & Roos, P. A. (1990). Job queues, gender queues: Explaining women's inroads into male occupations. Philadelphia: Temple University Press. Reskin, B. F. & Hartmann, H. Women's work, men's work: Sex segregation on the job. Washington, DC: National Academy Press, 1986. Gutek, B. A. (1985). Sex in the workplace. San Francisco: Jossey-Bass. Hearn, J. Sheppard, D. L. Tancred-Sheriff, P. & Burrell, G. (Eds.) The sexuality of organization. Newbury Park: Sage, 1989. Grossman, H. Y. & Chester, N. L. The experience and meaning of work in women's lives. Killsdale, N. J.: Earlbaum, 1990. Haslett, B. , Geis, F. L., & Carter, M. R. The organizational woman: Power and paradox. Norwood, NJ: Ablex Pub Corp., 1992. Jackson, S. E. & Associates (Eds), Diversity in the workplace: Human resources initiatives. NY: Guilford Press, 1992. Firth-Cozens, J. & West, M. Women at work: Psychological and organizational perspectives. Philadelphia: Open University Press, 1991. Betz, N. E. & Fitzgerald, L. F. The career psychology of women. Boston: Academic Press, 1987. Gerson, K. (1985). Hard choices; How women decide about work, career and motherhood. Berkeley: Univ of Ca Press, 1985. Sage publishes an annual review series on Women and Work (of which the Fagenson book, above, is the most recent edition). ========================================================================= Date: Sat, 23 Oct 1993 09:26:22 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Stephanie Riger Subject: gender, race and classroom dynamics books Can you suggest titles on gender, race and classroom dynamics? (My own suggesti on is Multicultural Teaching in the University, ed by Schoem). Thanks in advan ce, Stephanie Riger Univ of Il at Chicago Bitnet:u29322@UICVM Internet: Stephanie.Riger@uic.edu ========================================================================= Date: Sat, 23 Oct 1993 11:22:27 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Joya Misra Organization: Emory University - Atlanta, Georgia, USA Subject: Re: quiet, sympathetic men In-Reply-To: Message of Wed, 20 Oct 1993 21:40:07 -0500 from Thanks Arnie, for your advice. I've passed along your words to Irene, and I imagine they'll make her feel less uncomfortable with the situation. As always, you're a great net-colleague. Joya ========================================================================= Date: Sat, 23 Oct 1993 10:38:21 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Mindy Fiala Subject: Re: comedic novels by women sought Anything by Francine Prose. Mindy ========================================================================= Date: Sat, 23 Oct 1993 17:50:06 +0200 Reply-To: Women's Studies List Sender: Women's Studies List From: naomy graetz Subject: Re: wifebeating bibliography In-Reply-To: <9310231534.AA12940@umd5.umd.edu> I finally learnt how to upload but not how to download yet; so here is my alphabatized list. If you wish to add to the list, please do. Naomi WIFE-BEATING IN LITERATURE Alcott, Louisa May. Work, a Story of Experience Allison, Dorothy. Bastard out of Carolina Atwood, Margaret. Lady Oracle ----------------- Power Politics (poetry) ----------------- Surfacing ----------------- Handmaid's Tale Banks, Russell. Affliction Bronte, Anne. Tenant of Wildfell Hall Bronte, Emily. Wuthering Heights Brownmiller, Susan. Waverly Place Dworkin, Andrea. Mercy Faulkner, William. "Spotted Horses" (short story) Goldsmith, Olivia. First Wives Club Hadin Elgin, Suzette. Judas Rose Hurston, Zora Neal. Their Eyes were Watching Lee, Tanith. "Wolfland," Red as Blood: Tales from the Sisters Grimmer Morrison, Toni. Bluest Eye --------------- Sula Naipaul, V.S. A House for Mr. Biswas Shakespeare, William. The Taming of the Shrew --------------------- Othello (Iago-Emilia) Smedley, Agnes. Daughter of Earth Smith, Lee. Fair and Tender Ladies ----------- Black Mountain ----------- Breadkdown ----------- Oral History ----------- Family Linen Tan, Amy. The Kitchen God's Wife Turner, Tina. I, Tina Walker, Alice. The Color Purple -------------- The Third Life of Grange Copeland. -------------- Possessing the Secret of Joy Williams, Tennessee. Streetcar Named Desire. Wollstonecraft, Mary. The Wrongs of Woman, or Maria Compiled by Naomi Graetz (graetz@bgumail.bgu.ac.il) With the Assistance of Women's Studies List (wmst-l@umdd.umd.edu) ========================================================================= Date: Sat, 23 Oct 1993 11:57:46 EDT Reply-To: Women's Studies List Sender: Women's Studies List Comments: Converted from OfficeVision to RFC822 by PUMP V2.2X From: "Linda Lopez McAlister, ed. HYPATIA: A Journal of Feminist" Subject: Film Review Added: The Beverly Hillbillies On Saturday, October 23, 1993 I reviewed "The Beverly Hillbillies" on "The Women's Show" a weekly feminist radio magazine on radio station WMNF (88.5) in Tampa, FL. That review is now available on WMST-L's o FILM FILELIST. To obtain a copy of this review send the following message to LISTSERV@UMDD (Bitnet) or LISTSERV@UMDD.UMD.EDU (Internet): GET FILM REV92 FILM To obtain a list of all the film reviews available, send a message to the same listserv address that says: INDEX FILM To get more than one review, put each command on a separate line: GET FILM REV6 FILM GET FILM REV14 FILM GET FILM REV39 FILM The opinions expressed in these reviews were mine when I wrote the review and represent one woman's opinion at a particular time.We have over 1800 subscribers to WMST-L so there are probably 1799 other views. If you would like to share yours, please do NOT do so on the WMST-L itself, but send your messages to me personally at the addresses below. I have appreciated the feedback I've received. Thanks. Linda *************************************************************** HYPATIA:Journal of Feminist Philosophy Linda Lopez McAlister, Editor dllafaa@CFRVM.CFR.USF.EDU or mcaliste@CHUMA.CAS.USF.EDU ========================================================================= Date: Sat, 23 Oct 1993 12:28:14 EDT Reply-To: Women's Studies List Sender: Women's Studies List Comments: Converted from OfficeVision to RFC822 by PUMP V2.2X From: "Linda Lopez McAlister, ed. HYPATIA: A Journal of Feminist" Subject: Film Review Added: The Piano My review of Jane Campion's film "The Piano" will appear in the November, 1993 issue of a new monthly feminist newspaper"Hers." I'm posting it to the WMST-L, InforM, and WIRE in advance. "Hers" is published by a group of women led by two sisters, Susan Fernandez and Diane Mason, well-known in feminist and women's studies circles. Susan was the editor who started the women's studies list at Indiana o University Press. Diane is an award-winning journalist who was a staff writer for the "St. Petersburg Times" specializing in stories and columns about women. Published in Longboat Key, FL, "Hers" will have a number of nationally-known feminist writers contributing to its pages including Lillian Robinson and Mary Kay Blakely. To obtain a copy of the review send the following command to Listserv GET FILM REV93 FILM To obtain a list of all the film reviews available, send a message to the same listserv address that says: INDEX FILM To get more than one review, put each command on a separate line: GET FILM REV6 FILM GET FILM REV14 FILM GET FILM REV39 FILM The opinions expressed in these reviews were mine when I wrote the review and represent one woman's opinion at a particular time.We have over 1800 subscribers to WMST-L so there are probably 1799 other views. If you would like to share yours, please do NOT do so on the WMST-L itself, but send your messages to me personally at the addresses below. I have appreciated the feedback I've received. Thanks. Linda *************************************************************** HYPATIA:Journal of Feminist Philosophy Linda Lopez McAlister, Editor dllafaa@CFRVM.CFR.USF.EDU or mcaliste@CHUMA.CAS.USF.EDU ========================================================================= Date: Sat, 23 Oct 1993 12:55:36 EST Reply-To: Women's Studies List Sender: Women's Studies List From: L Musgrave Subject: Earhart documentary -----------------ANNOUNCEMENT: 10/27 PBS DOCUMENTARY-------------------- This coming Wednesday, October 27, the PBS series "The American Experience" will kick off its season premiere with a documentary about Amelia Earhart. The documentary is produced by Nancy Porter Productions from Boston, directed by Nancy Porter, co-directed by Jane Feinberg. It will air at 9 p.m. (check local listings for your area to confirm time). As a grad student in Philosophy/Lit/WS at Purdue, I had the good fortune of helping Jane Feinberg do research here at the Purdue archives on Amelia. The documentary focuses on her life and contributions therein, rather than re-hashing the speculation about her disappearance: thus, I felt those interested in women's studies & the re-claiming of history about pioneer women in various fields would be interested in the documentary, which is very well done (also narrated by Kathy Bates). In light of the recent posting requesting that PBS devote more time to groups and issues sorely under- represented in film and documentaries, it seemed to me that films such as the one airing Wed. night about Amelia are a start in the right direction and need to be publicized. We had a sneak preview of the documentary here at Purdue this past week, and the finished product is wonderful-- Amelia is too often portrayed as being completely manipulated by her husband, G.P.Putnam, and the film tries to alleviate this image and explore her own ideas, motivations, ambitions, etc. She's an extremely intriguing character in history, and if anyone is interested,the archival collection at Purdue houses the collection that Putnam left to Purdue of her journals, photos, poetry, telegrams, etc.... there's a resource library at Radcliffe College that has a smaller collection, as well. I'm really interested in feedback on the film, as far as views on the way Amelia is portrayed... please mail me privately with opinions/ responses to the video at musgrave@sage.cc.purdue.edu . Though I only worked very briefly with Jane on the project, it was riveting, especially when producers rarely spend untold amounts of $$$ and a 2-year period of time trying to give an honest account of any woman's life and legacy. A small drop in the bucket, indeed, but a drop nonetheless! -- again: Wed., October 27, PBS, 9pm (but check local listings to make sure): Amelia Earhart Documentary -- **************************************************************************** L. Ryan Musgrave "The question which one asks oneself begins, at last, musgrave@sage.purdue.edu to illuminate the world, & become one's keys to the experience of others. One can only face in others what one can face in oneself. On this confrontation depends the measure of our wisdom and compassion." --James Baldwin ***************************************************************************** ========================================================================= Date: Sat, 23 Oct 1993 15:04:22 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Iana Pattatucci Subject: Parents who are also lesbian Is anyone aware of research being done in the area of the non-birth mother parent in lesbian couples choosing parenthood through artificial insemination? iana "iana@glib.org" ========================================================================= Date: Sat, 23 Oct 1993 16:47:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: cynthia herman Subject: Western literature request A collleague of mine in the English Dept. of George Mason University is planning to teach a sophomore-level course on the literature of the American West. She is interested in examining images and representations of women in literature and film about the West, as well as in finding critical essays by women that might critique "the western." One of the questions that she is considering is whether there remains a single uniform ideal of "the pioneer woman." If anyone on this list can suggest either works for her students or background for her, she and I would both appreciate it. Unless there is demand for the citations to be made to the list, please send them directly to her, Ashley Williams. Her e-mail address is AWILLIAM@GMUVAX.GMU.EDU. If there is interest, I will post a compilation of responses later this fall. Thanks for any help you can provide. Cindy Herman ========================================================================= Date: Sat, 23 Oct 1993 16:52:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Allan Johnson Subject: The WELL I'd appreciate hearing privately from anyone who can tell me how to subscribe to the network/list known as the WELL. Allan Johnson (aljohnson@uhavax.hartford.edu) Department of Sociology Hartford College for Women ========================================================================= Date: Sat, 23 Oct 1993 17:12:06 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "C. Margaret Hall" Subject: Naomi Wolf lecture at Georgetown University Women's Studies, Georgetown College, and American Studies are sponsoring a lecture by Naomi Wolf on Wednesday, Nov. 3, at 6:30 p.m. in Gaston Hall, Healy Building, on the main campus of GU at 37th and O Street, N.W. (Gaston Hall is on the 3rd floor of Healy Building). Naomi Wolf (author of THE BEAUTY MYTH) will talk about her new book, FIRE ON FIRE (forthcoming). As this is short notice for our lecture, I would appreciate you help in getting the word out. All are welcome free of charge. For more information call Leslie Byers (202-687-3117), or send e-mail back to me individually. Many thanks, Margaret Hall "HALLCM@GUVAX.bitnet" or "HALLCM@GUVAX.GEORGETOWN.EDU" ========================================================================= Date: Sat, 23 Oct 1993 17:27:22 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Scott Winkler Subject: gender, race and classroom dynamics I also highly recommend Multicultural Teaching in the University. An older book about classroom dynamics that focuses on gender, but includes articles on race in regard to women is Gendered Subjects: The Dynamics of Feminist Teaching edited by Margo Culley and Catherine Portuges. (Routledge and Kegan Paul, 1985.) Also diverse articles in Radical Teacher, Women's Studies Quarterly, etc. barbara.winkler@um.cc.umich.edu ========================================================================= Date: Sat, 23 Oct 1993 17:07:12 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Tania Ramalho Subject: Re: Political Philosophies of Women's Lib In-Reply-To: <9310201944.AA26578@triton.unm.edu> from "Raewyn Whyte" at Oct 21, 93 08:43:37 am Whenever I have wanted to introduce feminist perspectives to groups I have required the reading of Allison Jaggar's "Political Philosophies of Women's Liberation" classic article. Now I believe I need an updated version that includes recent developments in feminist philosophies/major issues. Is there one out there so packed with information, s o encompassing? I hope so, but I do not know where. Has Jaggar herself written a new one? I am going to use this article in a cohort of educational administrators who are doctoral students in an innovative program at UNM. Many of them are men who have not been exposed to feminism before, except, of course, through the usual media bashing portrayal. I am also going to use an article by Bob Connell (UC-Santa Cruz, Sociology) entitled "Men and the Women's Movement," short, informative, to the point. I found it in the Social Policy journal of the Union Institute, Summer 1993. FYI. If you can help me with the Jaggar's substitute and/or with other articles on related topics which can clearly explain feminist concerns, I will be grateful. Repond privately, of course: tania@triton.unm.edu Tania Ramalho University of New Mexico College of Education ========================================================================= Date: Sat, 23 Oct 1993 20:26:33 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Hale Bolak Subject: Re: gender, race and classroom dynamics books one article I use to set groundrules is "Fostering positive race, class, and gender dynamics in the classroom. " by Lynn Weber Cannon, published in a special issue on pedagogy of Women's Studies Quarterly, 1/2, 1990. I have other titles on handling "difference" and feminist pedagogy for those who are interested. Hale Bolak hcbolak@cats.ucsc.edu/ hcbolak@cats.bitnet ========================================================================= Date: Sat, 23 Oct 1993 23:46:47 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Margaret Susan Thompson Subject: Re: who is a feminist I was disturbed by the assertion of the British feminists who told Arnie Kahn that one "has to experience societal repression as a woman" (or something like that) in order to "earn" the title of feminist. First, does that mean that all those women who experience this oppression but don't acknowledge (or recognize or claim) it are automatically feminists??? Second, as a historian, I am in a discipline that is founded on the conviction that one CAN understand that which one does not--CANNOT-- experience directly, since most of those we write about are dead.... Thus, just as all women under oppression (i.e., all women probably) aren't feminists, one does not require direct experience in order to identify with or understand something.... Peggy Margaret Susan Thompson thompson@maxwell.syr.edu Dept. of History, 320 Maxwell Hall Syracuse University Syracuse, NY 13244-1090 315-443-5882, 443-2210 ========================================================================= Date: Sun, 24 Oct 1993 08:48:38 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Elza Subject: Re: Using, Not Refusing, Labels A Problem? In-Reply-To: <9310222047.AA03546@umd5.umd.edu> A core set of beliefs for feminists seems to be: the personal is political ie there's no clear division between the private and public spheres; male domination exists world wide and this is a situation that is not to the advantage of women; male domination (discrimination, patriarchy, sexism) has lead to an unrealistic view of women which must be corrected (overthrown) before women can gain their full potential; gaining their full potential means gaining equality (in law, social activities, religion, income-however equality may be defined by Marxist, Liberal, and Radical Feminisms.) Feminism is, in fact, the study of these tenets, pro and con. A feminist, no matter what she calls herself/himself, would be someone who accepted these positions, but these positions give lots of leeway for differences. One of the reasons people don't want to be called feminists is that it is associated in their minds with the women's movement. To be a feminist is to engage in public, political activity, not to believe per se in equal rights. Thus the political agenda of the women's movement in its various phases defines who or who is not a feminist in media presentations. Indeed, political/social activity may be one of the tenets of feminism since feminism takes the position that consciousness is raised by action, the click experience, and rejection of male dominance. That was discussed on the list when I first joined. Have we as feminists lost our roots, become to intellectualized now that wmst is a discipline? One should also remember that the women's movement, when it began, was, by definition, a minority position, an Other, outside the mainstream. Who wants to be associated with those who are excluded, ridiculed in the press, and scorned by authority figures? Of course, one says, I agree with their ideas but not their methods, not their leadership, not this specific goal. The same phenomena showed up among blacks and whites during the Civil Rights Movement. It is to the credit of both movements that they have attained the acceptance they now have, which isn't, of course, mainstream yet. ========================================================================= Date: Sat, 23 Oct 1993 09:21:50 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Temma Berg Subject: Re: PBS program "Campus Culture Wars" I saw that PBS program and I am very disturbed by Joy Morrison's statement that after viewing it, several feminists decided it should not be seen. I think it is a terrible show, but I think it would be fascinating to analyze for its ideological bias. As a feminist I have often been accused of ideological bias. Guilty as charged, but so are other seemingly "objective" presentations of the "facts." I almost think that show is too easy to analyze, but I'll have to find that out once I've used it. My son happens to be dating the editor of the program and she said that she tried very hard to tone down the bias. The five different parts of the program were done by five different people with five very different sets of ideas about what they hoped to accomplish with their segment, as, as editor, she had a very hard time putting the whole thing together. I would be very interested in hearing what other people have to say about this program. Temma Berg Department of English Gettysburg College Temma.F.Berg@gettysburg.edu ========================================================================= Date: Sun, 24 Oct 1993 11:25:21 CST Reply-To: Women's Studies List Sender: Women's Studies List From: AMY KASTELY Subject: Consent forms for classes showing pornography On October 14, David Asutin posted a draft "consent form" to be used in courses that include the showing of pornography. Soon thereafter Harold Frank wrote that professors should first check with attorneys because the form might not prevent a lawsuit. One of my responsibilities is to teach Contract Law at a law school. This form plays out one of my recurrant nightmares. I am horrifed to think that professors seek to avoid responsibility in this way. I want to take apart the decision to show pornographic material (which I take to be material recording and illustrating eroticized degradation of women) in a class: First you need to decide what is your purpose in showing these materials (and I assume that any purpose other than educational would not be legitimate in this context -- women have persuasively argued that the harm caused by showing pronography is not worth the value it may have for the purposes of feminist political persuasion, so I assume that you must justify its use with some additional purpose). Then you should consider what other ways are available to achieve this purpose Then what are the harms likely to be caused by each alternative Then whether the harms caused by showing the pornographic material instead of using some other approach to your course design are outweighed by the increased educational value of showing these pornographic materials. Then, if you do decide that you are willing to cause the harms in order to achieve your purpose, you should take responsibility for causing those harms (isn't this right?). The "consent form" appears to be an attempt by you to avoid the last step in this process. Once you have decided to cause harm, then this form will somehow allow you to avoid responsibility for it. The only other reason for this form that I can see is as a device that might avoid or reduce some of the harm that you foresee. If this is its purpose, then it need to be evaluated for its effectiveness. Clearly Mr. Frank did not see it has having this purpose and I imagine students would not either. As drafted, the form appears designed to avoid responsibility. The signature line and required ID number surely would convince students that they are bound by it, that they may not complain and if injured, they may not seek recourse against you in any way. If they are harmed from these materials after signing the form, it is their own fault. What a neat trick! Ah the magic of contract law! What are the harms that will be caused by your showing pornographic materials? The form informs students that the material "may have distinctive effects" and then footnotes quotations from students saying that it was "horrible" or "upsetting" or made one vomit, but in each case the student testifies that seeing the material was worth it after all. Where did you get these materials? What about the harm to women and subordinated men caused by your financial support of the sex industry? What about the woman who one of your male students "asks" to act out the pornography? What about the woman in your class who feels she cannot seek help when a man requires this of her? what about the woman student who has been raped as a child or as an adult and is presently struggling a life-survival attempt to believe that the world is not filled with men who rape or would .... What about the energy, the rational attention paid by every woman to the possibility of such a world and the conclusion that some women make that it is not safe to go to the grocery store, to walk on the street, to leave her own bedroom? What about the woman student who, ten years after your class, finally succumbs to depression, finally loses to self-doubt brought on by living as a woman in the world, in a world that includes, among other tings, men who see the degradation of women as an interesting topic for academic investigation. And what about the male student in your class who, as a supervisor, protects a male employee who has harassed a female co-worker because "sure pornography is a problem but it is everywhere, just a fact of life. and women need to be tough enough to bear it." I have taken much space already and so will end this list, but I hope you get the point. When these things happen do you want your students and the people they effect to reread the "consent form" and say "oh, I agreed, so it was my fault." Or if one is so bold as to tell you that the materials have caused her pain will you reach into your drawer and whip out the form and say "it was your own fault."? If your purpose is to protect yourself from complaints, from responsibility for your choice, I strongly urge you not to use the form. If your purpose is to reduce the harm by having people not take your class, then fine, why not just choose different materials so they can take the course? And if your purpose is to give "prior warning" to those "tough enough" to still take the course, will this warning really reduce the harm to them? I don't think so, but surely you will never know, because the form will be very effective in silencing their complaints. Amy Kastely amy@vax.stmarytx.edu kastely@uhunix.uhcc.hawaii.edu ========================================================================= Date: Sun, 24 Oct 1993 11:19:53 PDT Reply-To: Women's Studies List Sender: Women's Studies List Comments: W: CC field duplicated. Last occurrence was retained. From: "L. Roise" Subject: gay/lesbian/bisexual/transgendered studies curriculum design? In-Reply-To: <9310240402.AA02009@umd5.umd.edu> (message from Automatic digest processor on Sun, 24 Oct 1993 00:00:03 -0400) I am interested in connecting with others who may be engaged in the creation of courses on sexual minorities, either as part of a Women Studies or Ethnic Studis curriculum or as a stand-alone course or course series. I would be particularly interested in subscribing to, or creating, an e-mail list with this focus. _______________________________________________________________________________ Linda Roise | Internet: roise@seattleu.edu roise@eskimo.com Seattle University | roise@u.washington.edu roise@glaids.com North Seattle C.C. | America Online: LINDAROISE _____________ Prodigy: JXCX33A ========================================================================= Date: Sun, 24 Oct 1993 11:35:40 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Karen Anderson Subject: Re: gender, race and classroom dynamics books It would be useful if titles on handling "difference" and feminist pedagogy could be posted to the list. I am particularly interested in information on handling the preconception that feminist faculty are engaged in "male-bashing" when they offer feminist analyses of gender differences. Karen Anderson karena@ccit.arizona.edu ========================================================================= Date: Sun, 24 Oct 1993 15:27:01 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Georgia NeSmith Subject: cooperative learning I teach courses in public relations, and one of the most important job skills required for success in the field (as well as most others in the "real world) is the ability to work as a team member. Consequently most of the primary assignments for the courses require students to work on team projects. One of the ways I have dealt with the problem of giving credit where credit is due is that I insist that they organize their reports on their projects in such a way that each person on the team has a clearly defined area of responsibility, for which they receive an individual grade. Each person also receives a team grade on their final projects, part of which involves how well the different parts fits together. In addition, each receives an individual grade on "teamwork" (something that is often, tho' not always, relatively easy to determine by the end of the semester, by observation). I have a whole set of grade sheets with criteria established for each aspect of their projects, so that it is relatively clear what they are being graded on. I have not yet attempted any kind of collaborative work in my women's studies classes, primarily because I'm new at it and I find it easier to use "traditional" evaluation means until I get a better handle on the course material and the classroom dynamics. The fact that the ability to work on teams is a highly rated skill in the "real world" job market has usually been enough to convince my students (well, by the end of the course at least) that team projects are the way to go. One of the things I tell my high achievers who complain about the "laziness" of other group members is that a good manager is one who is able to get the group to work together toward a common goal. Moreover, a good manager is also one who is able to delegate responsibility, rather than take charge of everything. Consequently, what they will learn in the process of trying to get others in the group to meet their responsibilities will be an invaluable lesson -- one worth $$$$$ in the long run, with one of the first rewards being in the letter of recommendation I will write to future employers about my perceptions of that person's potential as a manager. Occasionally I have had to step in as the "CEO" of our public relations "firm" in order to warn a particularly unproductive student, but usually I don't have to, since in most cases the team members end up resolving the problems among themselves. I must point out that in addition, because I am trying to simulate a "public relations agency" and "real world" environment, I make it possible for team members to "fire" a member for cause, of course only after they have brought the problem to my attention and given the student a chance to respond. So far one has been fired, tho' a few have come close. How well any of that would translate into other classes, I don't know. Of course, some of my "simulations" in fact simulate a world I would prefer didn't exist. There are aspects of this that I would not include in a women's studies class as they would probably be counterproductive for my goals and go against the grain of my values . . . which is one of the reasons I am trying to get out of having to teach public relations!!!! One more thing: a very large chunk of the students' grades is based on their final project. That is submitted to me 3 weeks in advance of the date of their final, and I return it with substantial criticism and recommendations for revision (which they grumble and gripe and moan about, of course). So each member as well as the whole team has ample opportunity to revise for a substantially better grade -- that's when the REAL teamwork starts to happen. Georgia NeSmith Communication Dept. SUNY Brockport Brockport NY 14420 gnesmith@acspr1.acs.brockport.edu P.S. Incidentally, for those who may remember my dissertation defense announcement and are curious, the defense was a success. ========================================================================= Date: Sun, 24 Oct 1993 13:48:35 -0900 Reply-To: Women's Studies List Sender: Women's Studies List From: JOY F MORRISON Subject: Re: PBS program "Campus Culture Wars" In response to Temma Berg's comments on this PBS video I think I shoulld elaborate on a confusion. The local public television program director gave me a copy of the show and asked me to view it for my opinion. I watched it and was intrigued by all five cases. I decided to show it to my womens studies class and asked them what they thought. All the students, male and female, were so horrified by the UW Womens Studies class that was featured that they - these 30 students - suggested that this program not be shown as there is such a negative of womens studies on this campus, and we are hardly a collection of radical lesbian feminists as was depicted in the program. I gave my opinion to the TV station and I am not sure if they will air it or not. I agree that wmst needs to be able to stand the glare of this kind of exposure, and I did not recommend personally that the program not be aired. My colleagues in the womens studies minor will be seeing the program at a private showing at my home this week, and will have an opportunity to decide if they think our station should air it or not. The decision will not howerver be ours, but that of the station. Joy Morrison, University of Alaska Fairbanks. ffjfm@alaska ========================================================================= Date: Sun, 24 Oct 1993 18:02:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Bonna Boettcher Subject: re suggestions for music style analysis course Recently, I requested suggestions for "easy" readings to assign graduate students in a music style analysis seminar--to give them some background before they attempt the music-specific readings. The following list includes suggestions I've received; if you think of any others, I'd be delighted to hear about them. Thanks. Abbate, Carolyn. "What the Sorcerer Said" Cusick, Suzanne. "On a Lesbian Relationship with Music," in _Queering the Pitch_ de Lauretis, Teresa. _Feminist Studies, Critical Studies_ Hebdige, Dick. _Subculture: The Meaning of Style_ Kassabian, Anahid. "The Sounds of Feminism," in _Ms._, Sept/Oct. 1992 Kuhn, Thomas. _The Structure of Scientific Revolutions_ McClary, Susan. various writings Radway, Jane. _Reading the Romance: Woman, Patriarchy, and Popular Literature_ Tompkins, Jane. _Reader-Response Criticism: From Formalism to Post- Structuralism_ Weedon, Chris. _Feminist Practice and Poststructuralist Theory_ recent writings on world music ================= ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Bonna J. Boettcher PHONE: (419) 372-2307 Head, Music Library and FAX: (419) 372-7996 Sound Recordings Archives INTERNET: bboettc@andy.bgsu.edu Bowling Green State University or bboettc@opie.bgsu.edu Bowling Green OH 43403-0179 BITNET: bboettc@bgsuopie ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ========================================================================= Date: Sun, 24 Oct 1993 18:21:48 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Anna Agathangelou Subject: Western literature request In-Reply-To: Your MAIL dated Sat, 23 Oct 1993 16:47:00 EST You recently wrote me: >A collleague of mine in the English Dept. of George Mason University is >planning to teach a sophomore-level course on the literature of the American >West. She is interested in examining images and representations of women >in literature and film about the West, as well as in finding critical essays >by women that might critique "the western." One of the questions that she >is considering is whether there remains a single uniform ideal of "the >pioneer woman." > >If anyone on this list can suggest either works for her students or background >for her, she and I would both appreciate it. Unless there is demand for the >citations to be made to the list, please send them directly to her, Ashley >Williams. Her e-mail address is AWILLIAM@GMUVAX.GMU.EDU. > >If there is interest, I will post a compilation of responses later this fall. > >Thanks for any help you can provide. > >Cindy Herman Cindy, I will be interested for a compilation of responses. Thanks Anna Agathangelou Syracuse University amagatha@suvm.acs.syr.edu ========================================================================= Date: Sun, 24 Oct 1993 18:23:41 PDT Reply-To: Women's Studies List Sender: Women's Studies List From: Victoria L Herring Subject: Feminists and Labels I have to agree with a number of the posts - (1) Feminism, like may titles or labels, can run a gamut of positions and some will be the middle class white type and some of color, etc. (2) it IS much more important to judge by the nature of one's actions not one's title (otherwise we would all be in a monarchy and happy about it, right?) and (3) I truly believe that part of the disaffection for the term "feminists" comes from the Rush and conservative bashing that "feminists" have had - when a word is used as a dirty word by a good part of the media and persons using the label are attacked (justifiedly or not) for actions and beliefs then it is harder for some persons to use the label - I like to call myself a Democrat with a capital D, a Feminist with a capital F and a Liberal with a capital L and tough beans about what others think about it - althought I know that D/F/L are all labels not liked by many persons - but again, back to the basic idea - that a person's actions are what are important, not the cut of their cloth nor the spelling of his/her label. thanksVictoria L. Herring vlherring@igc.apc.org. ========================================================================= Date: Sun, 24 Oct 1993 18:36:35 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: tammy daws Subject: Upcoming GLB Conferences I am looking for as much information as possible regarding conferences with a glb theme. I recalling seeing a posting several months ago about a conference in 1994 in Iowa City. These conferences need not be geared specifically towards academicians. I have recently proposed a national conferences on glb issues for student affairs professionals. Any information you could send me to support this proposal would be greatly appreciated. Please post me privately. Thank you for your assistance! Tammy Daws tdaws@henson.cc.wwu.edu ========================================================================= Date: Sun, 24 Oct 1993 22:23:26 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Susan Garfinkel Subject: Re: PBS program "Campus Culture Wars" In-Reply-To: <9310241619.AA27425@umd5.umd.edu>; from "Temma Berg" at Oct 23, 93 9:21 am Temma Berg wrote: > > The five different > parts of the program were done by five different people with five very > different sets of ideas about what they hoped to accomplish with their > segment, as, as editor, she had a very hard time putting the whole thing > together. I would be very interested in hearing what other people have > to say about this program. i'm really glad to hear that the five segments were put together separately. i saw the show, which started with a segment on a legal studies class at the university of pennsylvania, where the (adjunct) professor asked if anyone could recite the fourteenth ammendment to the constitution, and when they couldn't, called on black students in the class and told them that as ex-slaves they should know it by heart and be thankful for it. eventual campus-wide protests led to his suspension from teaching for several years and attendance in racial sensitivity workshops. anyway, though it was poorly acted (each segment showed "dramatizations" interspersed with interviews of some of those involved in the incidents) and obviously part ofthe "anti-pc" rhetoric, the segment was amazingly accurate in portraying this professor's socratic-turned-to-insult teaching style. i had been in the class about five years earlier, and he had done the same thing among many others (female student walks in late and looks around for empty seat. there are none. professor says: come here doll, you can sit on my lap). i explain all this because i was appalled by the portrayal of the u. of washington women's studies class, of which i had no particular prior knowledge. the "dramatization" seemed completely impossible but i couldn't quite reconcile my sense of that with the relative accuracy of the penn portrayal. since the women's studies segment ended the show, i was left with a horrible feeling in the pit of my stomache about how much hate and manipulation there is on and around college and university campuses these days. susan garfinkel university of pennsylvania ========================================================================= Date: Sun, 24 Oct 1993 21:23:40 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Vibs Petersen Subject: Re: film reviews 40 ========================================================================= Date: Sun, 24 Oct 1993 22:58:49 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Susan Garfinkel Subject: Re: Consent forms for classes showing pornography In-Reply-To: <9310241633.AA28676@umd5.umd.edu>; from "AMY KASTELY" at Oct 24, 93 11:25 am could amy kastely or anyone else advise us on the more general nature of the implied contract between a teacher and student, from a legal standpoint? i've heard rumor of a case where a student sued a university because the professor did not cover all the material listed on the syllabus that was handed out at the beginning of the semester. susan garfinkel university of pennsylvania ========================================================================= Date: Sun, 24 Oct 1993 23:01:38 LCL Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Ginzberg Organization: Philosophy Dept., Wesleyan University Subject: Re: Consent forms for classes showing pornography >i've heard rumor of a case where a student sued a university because >the professor did not cover all the material listed on the syllabus >that was handed out at the beginning of the semester. wow, is THAT ever scarey! Maybe we'll all have to start putting disclaimers on our syllabi ["This is the material I intend to TRY to cover during this semester. However, no contract, express or implied, regarding the coverage of specific materials or topics, shall be inferred from the contents of this syllabus."] Ugh. Yikes. ------------------------------------------------------------- Ruth Ginzberg /^ ^\ Philosophy Department / 0 0 \ Wesleyan University V\ Y /V Middletown, CT 06459-0081 / - \ (203) 347-9411 x2268 / | rginzberg@eagle.wesleyan.edu V__) || ========================================================================= Date: Sun, 24 Oct 1993 22:10:26 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Harold Frank Subject: consent forms Amy Kastely's recent posting regarding David Austin's posting of the draft of a consent form, (the final version of which he intended to use in a course that would use sexually explicit materials), and Amy's reference in her posting to my suggestion to Mr. Austin that he seek the counsel of university attorneys, raises several questions in my mind regarding the teaching of controversial material. Ms. Kastely indicated that she teaches contract law at a law school so I assume she knows the law in this area well. The conclusion I drew from her posting was that while Mr. Austin might relieve himself of responsibility for any harm a student signing the form might experience as a consequence of what s/he might encounter in the course, Mr. Austin really ought not to use the form at all. Instead, he should take responsibility for any injury caused, or better yet, not present materials he suspects could be harm producing for some people. I disagree with that view strongly. No instructor could be anything but troubled by the introduction of materials into the classroom which may cause harm. But I would not stop teaching chemistry, for example, because some students may be injured, even maimed, if they fail to exercise due caution. I would take precautions against such injury and expect that chemistry instructors follow usual and customary teaching practices when teaching. Perhaps the essential question is: " What is "usual and customary" for the study of pornography?" What is at issue here is the role of a university in providing a forum for the systematic study of phenomena which affect the human condition. There are many subjects which can offend people from observing surgery, to observation and study of other forms of pornography than those which involve demeaning explicit sex. For example, the effect of the tools of war on the souls and bodies of one's fellow humans. Yet it is a clear understanding of that effect which is at the heart of why such material is studied. Consent forms notwithstanding, one ought to find the most effective means of presenting material in a class. What constitutes effectiveness ought to have the imprimatur of the consensus of one's most respected colleagues. To eschew legitimate inquiry out of fear of reprisal is wrong, just as it is wrong to expose people to potentially harmful experiences without their informed consent. In my view, Mr. Austin is as concerned with obtaining informed consent--with asking students to share responsibility with him for the consequences that may arise from the educational process-- as he is with his own safety, and more importantly, with bringing light where there is still darkness. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ + Dr. Hal Frank hfrank@bcf.usc.edu + + University of Southern California Phone: (213) 254-1022 + + P.O. Box 41992 FAX: (213) 740-0001 + + Los Angeles, CA 90041-0992 + ****end*****end******end******end******end*******end*******end******* ========================================================================= Date: Mon, 25 Oct 1993 08:23:54 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Caroline Brettell Subject: Re: women's studies texts In-Reply-To: <9310221901.AA19214@umd5.umd.edu> There is a new reader titled "Women's Studies: Essential Readings" published by New York University Press and edited by Stevi Jackson. It includes such eminaries as de Beauvoir, bell hooks, Margaret Mead, Chodorow, Irigray, macKinnon, Adrienne Rich, etc. It looks very good. ========================================================================= Date: Mon, 25 Oct 1993 09:24:00 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Phyllis Holman Weisbard Subject: History of Women and Science, Health, and Technology Bibliograph The Women's Studies Librarian of the University of Wisconsin System is pleased to announce the publication of the updated and substantially expanded second edition of THE HISTORY OF WOMEN AND SCIENCE, HEALTH, AND TECHNOLOGY: A BIBLIOGRAPHIC GUIDE TO THE PROFESSIONS AND THE DISCIPLINES, edited by Phyllis Holman Weisbard and Rima D. Apple. Partially annotated, the 108-page, double-columned new edition has over 2,500 citations arranged by subject and indexed by author. The bibliography is organized into six sections. "Overviews" includes practical articles and books aimed at the teacher, reference sources, multi- disciplinary works, traditional "scientific" views of women, and feminist critiques. "Women in the Scientific Professions" is divided by the branches of the sciences: astronomy, chemistry, geology, mathematics, natural sciences, and physics. "Health and Biology" covers general works on women and health, women in the health professions (physicians, dentists, nurses, midwives, medical researchers, pharmicists, and others), and health care issues. Sections on "Home Economics/Domestic Science," "Technology," and "Books for Older Children and Young Adults" complete the coverage. The project received gifts from several professional organizations, foundations, and a private individual to make possible an initial FREE distribution to interested scholars, educators, and libraries. Single print copies are available while supplies last from the Women's Studies Librarian, University of Wisconsin System, 430 Memorial Library, 728 State Stret, Madison, WI 53706; email: WISWSL@MACC.WISC.EDU. Please include your FULL MAILING ADDRESS in your request. The bibliography can also be requested as (many) electronic files sent to an email address (file conversion in progress). If you made a request for a copy of the bibliography from a pre-publication announcement, you do not need to request it again. Please forward this message to other appropriate lists. Phyllis Holman Weisbard Acting Women's Studies Librarian University of Wisconsin System ========================================================================= Date: Mon, 25 Oct 1993 10:34:49 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "C. Margaret Hall" Subject: Re: Naomi Wolf lecture at Georgetown University WMST-L, CORRECTION to notice about Naomi Wolf lecture at GU. Topic of lecture is FIRE WITH FIRE, the title of Naomi Wolf's new book (to be published by Random House). Subtitle of FIRE WITH FIRE is "The New Female Power and How It Will Change the 21st Century." The book described as "a crucial and inspiring roadmap to equality." Wolf is asking how women can consolidate their gains...and FIRE WITH FIRE is a guide to bring women and men back into "a revitalized, inclusive brand of feminism." Margaret Hall ========================================================================= Date: Mon, 25 Oct 1993 11:14:01 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Sherry Linkon Organization: Youngstown State University Subject: Collaboration In our discussions of cooperative learning, several people referred to the collaborative work many academics do. That raises a question--what arguments would you offer to defend the validity and seriousness of collaborative work in a tenure or promotion review, where such work is often discounted? I'm in that situation this year: much of my work is collaborative, and while I value it, I can't count on the promotions committee counting it as fully as they count my individual work. Any ideas about what I might say to persuade them to see my collaborative articles and book as valid? Thanks--Sherry Linkon, fr122601@YSUB.YSU.EDU ========================================================================= Date: Mon, 25 Oct 1993 12:25:33 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "David F. Austin" Subject: Re: consent forms >Amy Kastely's recent posting regarding David Austin's posting of the >draft of a consent form, (the final version of which he intended to >use in a course that would use sexually explicit materials), and Amy's >reference in her posting to my suggestion to Mr. Austin that he seek >the counsel of university attorneys, raises several questions in my >mind regarding the teaching of controversial material. > I appreciate the six responses I've received so far on this list. Indeed, this is just the sort of discussion that I was hoping for. I need to hear varied perspectives on these issues. And I hope that other list subscribers will add their comments. Let me add also that since posting the draft form, I've talked with two (female) Wmst faculty in the UCalifornia system who have taught courses on pornography and gender. Independently, they cautioned me that such a consent form might well inappropriately bias students against all sexually explicit material in the course. Two other (female) Wmst/Psychology faculty who are trauma specialists suggested that a sufficiently detailed description in a course syllabus would be fair notice, and that a separate consent form may not be necessary. Thanks again for very helpful responses. David. David F. Austin Associate Professor of Philosophy Department of Philosophy and Religion Box 8103, NCSU Raleigh, NC 27695-8103 (919) 515-6102 FAX (919) 515-7856 ========================================================================= Date: Mon, 25 Oct 1993 09:37:08 PDT Reply-To: Women's Studies List Sender: Women's Studies List From: "Jennifer New (Sakson)" Subject: Re: PBS program "Campus Culture Wars" I did not see this program. I was a graduate student at UW and would be very interested in a brief synopsis of the show. Thanks very much. a-jnew@microsoft.corp ---------- From: Susan Garfinkel To: Multiple recipients of list WMST-L Subject: Re: PBS program "Campus Culture Wars" Date: Sunday, October 24, 1993 10:23PM Temma Berg wrote: > > The five different > parts of the program were done by five different people with five very > different sets of ideas about what they hoped to accomplish with their > segment, as, as editor, she had a very hard time putting the whole thing > together. I would be very interested in hearing what other people have > to say about this program. i'm really glad to hear that the five segments were put together separately. i saw the show, which started with a segment on a legal studies class at the university of pennsylvania, where the (adjunct) professor asked if anyone could recite the fourteenth ammendment to the constitution, and when they couldn't, called on black students in the class and told them that as ex-slaves they should know it by heart and be thankful for it. eventual campus-wide protests led to his suspension from teaching for several years and attendance in racial sensitivity workshops. anyway, though it was poorly acted (each segment showed "dramatizations" interspersed with interviews of some of those involved in the incidents) and obviously part ofthe "anti-pc" rhetoric, the segment was amazingly accurate in portraying this professor's socratic-turned-to-insult teaching style. i had been in the class about five years earlier, and he had done the same thing among many others (female student walks in late and looks around for empty seat. there are none. professor says: come here doll, you can sit on my lap). i explain all this because i was appalled by the portrayal of the u. of washington women's studies class, of which i had no particular prior knowledge. the "dramatization" seemed completely impossible but i couldn't quite reconcile my sense of that with the relative accuracy of the penn portrayal. since the women's studies segment ended the show, i was left with a horrible feeling in the pit of my stomache about how much hate and manipulation there is on and around college and university campuses these days. susan garfinkel university of pennsylvania ========================================================================= Date: Mon, 25 Oct 1993 11:50:28 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Carl M Kadie Subject: Iowa universities to *require* warnings [Paraphrase: A new policy at U. of Iowa, Iowa State U., and U. of Northern Iowa requires faculty to warn students if they are about view sexually-graphic materials in class.] [Excerpts] > CEDAR FALLS, Iowa (UPI) -- The state Board of Regents has >established a policy for handling sexually explicit materials in >University of Iowa classrooms [...] > The policy requires faculty to warn students if they are about to >view sexually-graphic material. Some faculty members complain the policy >will infringe on academic freedom in the classroom. > The Board of Regents also approved similar policies for Iowa State >University and the University of Northern Iowa. - Carl ========================================================================= Date: Mon, 25 Oct 1993 12:39:17 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Hannigan Subject: Re: Collaboration Sherry raises an interesting issue and more and more of us are involved in collaboration. In my belief part of the devaluing is an excuse to attack the individual and part is unwillingness to come to grips with what actually was achieved by the collaborative effort. As I think about it the problem is not in the hard sciences as much as in other disciplines but my r etort when serving on tenure and promotion committess has always been to refer my colleagues to the lists of Nobel Prize winners which often include those who have collaborated. But the issue is larger in my mind--those of us involved in feminist research may often choose the route of collaboration as a positive statement about who and what we are about. Other times we may only choose the route of acknowledgment of collaborative dialogue. To me it is the mind set that diminishes this that needs to be called into question. It would not hurt for those who are professors with tenure to seek an open discussion of this u issue--first to determine the feelings and intellectual doubts that colleagues have about this issue and then perhaps to move to taking apart the nature of collaboration. Jane ========================================================================= Date: Mon, 25 Oct 1993 11:16:51 MDT Reply-To: Women's Studies List Sender: Women's Studies List From: Dayna Daniels Subject: Re: cooperative learning i have used cooperative techniques in testing and have found it to be useful. students report that they studied harder for the exam, but they also indicate that they felt under greater stress while writing. what i have done differently from what david describes is: 1. students choose their own partners. this way there are no surprises and strong/weak partnerships are self selected. 2. students each have their own answer sheets and turn in their work separartely. so even though they work together, they do not have to agree on answers/responses. students papers are marked separately and partners do not share grades in anyway...unless their answers are identical.....which usually does not happen! dayna daniels daniels@hg.uleth.ca ========================================================================= Date: Mon, 25 Oct 1993 13:33:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: "IRENE HANSON FRIEZE. PSYCHOLOGY" Subject: Re: Collaboration Having collaborated with several people who have come up for tenure or promotion, I can say that this has been handled in practice by my writing a letter for the file that outlines the special contributions of each collaborator on various projects. It has worked every time! !************************************************************ ! Irene Hanson Frieze, Ph.D. Internet: FRIEZE@vms.cis.pitt.edu ! Professor of Psychology, Women's Studies & Business Administration ! University of Pittsburgh Phone: (412) 624-4336 ! Pittsburgh, PA 15260 (USA) FAX: (412) 624-4428 !************************************************************* ========================================================================= Date: Mon, 25 Oct 1993 13:31:37 LCL Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Ginzberg Organization: Philosophy Dept., Wesleyan University Subject: "Sexually Explicit" I am very sorry to hear of the legislation apparently passed in Iowa, posted by Carl Kadie, taken from a news wire report, re. "sexually explicit" materials used in course work, and legislation regarding their use in educational institutions in the state of Iowa. This sort of legislation is perpetrated by right-wing fundamentalist Christian religious concerns, not by feminist concerns. Alas, I see the religious right and feminist activists occasionally joining forces in what may seem, superficially, to be common cause -- i.e., opposition to pornography. However, the two groups have radically different concerns, and radically different agendas underlying those concerns, and I fear that the concerns and agendas of the (much better funded) Religious Right often overshadow feminist concerns, or become conflated with feminist concerns, when setting action agendas and/or legislating policy. As far as I know, historically, it has never been "sexual explicitness" that has aroused feminist concern. Feminists, although recently portrayed by their detracters as a new breed of Prudish would-be censors, have not been worried about human sexuality or its depiction. What feminists have been concerned about with respect to pornography has been (1) The normalization of a view in which women are regarded as sex-toys whose main purpose is satisfying men's sexual fantasies; (2) the normalization of violence against women as an allegedly ordinary part of allegedly ordinary and wholesome sexual activity; (3) the advertisement and recommendation *by* men (who have the studios, money, means of production & distribution of pronography) *to* other men, of a view of women which other men are encouraged to adopt, which regards women as objects primarily in the Universe as whores who are, ought to be, could be, or should be, available to any man at any time for his sexual pleasure; (4) the normalization of fantasies of violence against women of color perpetrated by white men under the rubric of "sex"; (5) the normalization of sexual activities, or of fantasies about such activities, clearly involving children under the age of consent engaging in sexual or genital activities with adult men. None of this has anything whatsoever to do with "sexual explicitness." What it has to do with is oppressive abuse of power, and the cultural reproduction of oppression. These are things which many feminist concerns have addressed, on many fronts, in many different ways. Feminist opposition to pornography only makes sense when seen within that overall structure. It shares almost no ideological or political commitments with fundamentalist Christian opposition to "sexual explicitness." I think it is very important for feminist (especially *academic* feminist) opponents of pornography to be VERY, EXPLICITLY, *CRYSTAL CLEAR* that assaults on academic freedom are *NOT* *OUR* "anti-pornography" agenda; they are someone else's. ------------------------------------------------------------- Ruth Ginzberg /^ ^\ Philosophy Department / 0 0 \ Wesleyan University V\ Y /V Middletown, CT 06459-0081 / - \ (203) 347-9411 x2268 / | rginzberg@eagle.wesleyan.edu V__) || ========================================================================= Date: Mon, 25 Oct 1993 13:18:44 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Caroline Brettell Subject: Re: gay/lesbian/bisexual/transgendered studies curriculum design? In-Reply-To: <9310241845.AA07463@umd5.umd.edu> You asked about courses on the above populations. One of the courses in our Women's Studies Program is called "Minority Discourse and Social Power: Gay and Lesbian Literature." It is taught by Bill Beauchamp in foreign languages. You might want to contact him directly. I am guessing that his e-mail address is bbeaucha@sun.cis.smu.edu. Caroline Brettell, Anthro and Women's Studies, Southern Methodist University ========================================================================= Date: Mon, 25 Oct 1993 13:29:16 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Caroline Brettell Subject: film idea/converted anti-abortionist A writer/friend of mine in town has been approached by a film producer to work up a story (based on a real case) of a person who was once an insider in the extremist anti-abortion movment who has since "defected" (I am quoting his request as sent to me). He acknowledges that it could be disaster, but could also work well if done sensitively and correctly. Does anyone have any thoughts on this matter--suggestions of individuals or where one might go to find such people? Caroline Brettell/Southern Methodist/cbrettel@sun.cis.smu.edu ========================================================================= Date: Mon, 25 Oct 1993 14:17:18 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Caroline Brettell Subject: what is feminism I was looking over the weekend for a copy of an interview with the Chilean writer Isabel Allende that I had saved. I was struck by her particular approach to feminism. "I'm not very aggressive or judgmental. I don't declare war on anybody. My novels are definitely feminist, in the sense that the female protagonists stand up for their rights, despite the risks entailed. They take care of themselves and they're strong, but they also allow themselves to be sentimental and emotional, and they love people and take care of the people they love. In my opinion, feminism means that you do everything that men do, but without sacrificing everything that makes it so wonderful to be a woman." ========================================================================= Date: Mon, 25 Oct 1993 14:26:24 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Kirsten Lindquist Organization: Purdue U. Political Science Dept. Subject: sources on NORPLANT I am in desperate need of sources, journal articles, articles from anywhere else on the contraceptive device NORPLANT. I could use any sources, but especially those that examine Norplant's use in welfare recipients or ethical questions concerning its use. Please send all suggestions to: LINDQUIS@POLSCI.PURDUE.EDU I will post the responses if there is any interest. Thanks in advance, Kirsten Lindquist Political Science Purdue University ========================================================================= Date: Mon, 25 Oct 1993 14:55:09 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: "Julia C. Wilson" Subject: Re: is there a word or concept? In-Reply-To: <9310211259.AA01173@umd5.umd.edu>; from "Von Bakanic" at Oct 21, 93 8:55 am According to Von Bakanic: > > How about false consciousness? It seems to me that women who speak > feminist ideas but deny being feminists are identifying with their > oppressors. Its interesting who rejects the label. Wasn't it Marx who > once said " All I know is that I am not a Marxist!" > Von > > You may be right. Frankly, I've always been proud to call myself a feminist, including the many years I spent in the deep South. However, I don't have to fly the Stars and Stripes to be an American, and I don't think anyone must call herself a feminist to be one. Julia Wilson jwilson@vdoe386.vdak12ed.edu ========================================================================= Date: Mon, 25 Oct 1993 12:53:00 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Chris Africa 335-5017 Subject: Re: Iowa universities to *require* warnings The University of Iowa, Iowa State, and University of Northern Iowa were directed by the Board of Regents to formulate policies to cover warning students that they would encounter explicit sexual materials in a course. Three incidents that touched off the Regents' demand involved homosexuality in particular, rather than sex acts in general, and thus has been seen as homophobic. Iowa State and Northern Iowa presented policies developed on the campuses for the Regents' approval at the Regents' September meeting. The Faculty Senate of the University of Iowa considered, and tabled, two versions of a policy covering the use of sexually explicit material at its 28 September meeting. At its October meeting last week, the Regents imposed a policy statement similar to those of Iowa State and Northern Iowa on the University of Iowa over the protests of the president of the University, the faculty, and a portion of the student body, graduate and undergraduate. As an adjunct instructor this semester, I find the developing chilly climate for academic freedom on this campus distinctly worrisome. Certainly I would hope not to use material of any kind that someone might find offensive gratuitously, but trying to impose a policy of this kind, as one of the faculty senators has pointed out, really does raise more problems than it solves. The draft policy proposed to the Faculty Senate read as follows: For sound pedagocial reasons, faculty members may decide to use course materials that some students may find offensive. When these materials include explicit visual representations of human sexual acts, a faculty member should give students in advance of the presentation information sufficient to enable individual students to make a knowledgeable choice about whether or not to attend that presentation. If a course makes considerable use of such material throughout the semester, students should receive information sufficient to enable each of them to make an informed decision about whether or not to take the course. That wording was approved reluctantly by Faculty Council in late August The alternative offered at the Faculty Senate meeting read: For sound pedagogical reasons, faculty members may decide to use course materials which include explicit depictions of human sexual acts. If such explicit materials are presented, a faculty member should give students, in advance of the presentation . . . and from there the wording follows the first draft Chris Africa University of Iowa Libraries ========================================================================= Date: Mon, 25 Oct 1993 15:57:49 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Jocelyn D. Shadforth" Subject: antioch policy I was at a conference over the weekend on community service and met the assistant vp for student affairs at Antioch. We were discussing the Antioch dating policy and I mentioned that members of the list were interested in the policy being posted "on-line." He said that he would check into getting this done. I hope this is helpful to members of the list, if it actually comes through. I've been a non-contributing subscriber so far and want to thank everyone for their thought provoking discussions. Jocelyn Shadforth Assistant Professor of Political Science University of Louisville Louisville, KY 40292 jdshad01@ulkyvx.louisville.edu ========================================================================= Date: Mon, 25 Oct 1993 15:58:26 -400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Mykol C. Hamilton" Organization: Centre College Subject: Re: "Mainstream" = Ideology I'm still working on the Women's Studies Minor here at Centre College and wondered if people knew of pithy readings to counter the point, often made by opponents of WS, that WS is "just ideology" or "just politics." For example, readings that cogently argue that ALL courses, departments, majors, etc. are political, and show ways in which seemingly neutral scholarship really isn't. Thanks. And thanks to the many who answered my query on what to call the minor. We're trying for "Feminist and Women's Studies," but suspect we will have to compromise with "Women's and Gender Studies." Mykol C. Hamilton Centre College 600 West Walnut Street Danville, KY 40422 mykol@olin.centre.edu ========================================================================= Date: Mon, 25 Oct 1993 16:59:59 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Michelle Reynolds Subject: lesbians and agoraphobia Date: Monday October 25 1993 From: michelle reynolds Subject: lesbians and agoraphobia i am searching for information about or by lesbian womyn who are (or have been) agoraphobic. notes on recent studies, therapeutic approaches, self-help recovery groups, concerns specific to lesbians, personal accountsthis topic would be most appreciated! please respond to reynolds@bosshog.arts.uwo.ca ========================================================================= Date: Mon, 25 Oct 1993 14:01:00 PST Reply-To: Women's Studies List Sender: Women's Studies List From: "Judith E. Jacobs" Subject: Ain't i a Feminist I have just returned from a conference at which I presented a paper on Feminist Pedagogy and Mathematics Instruction. Though the content was well received, I got two comments/questions from several different sources. The first asked what was uniquely feminist about my approach, because it sounded like just good teaching. The fact that my basic assumption was that women bring strengths to the classroom that teachers need to address and build on rather than the usual approach of changing women to be like the men who research show do better in mathematics seemed to carry no weight. The second position, which was expressed in many different ways, was why did I insist on using the F word, feminism, since it so obviously turned so many people off. I was told to just ignore my identification as a feminist and my belief that feminism is a positive force/philosophy. The issue being discussed on the list is not what do we call people who hold feminist beliefs but choose not to use the label. The hidden issue is their refusal to allow me to call myself and my work feminist because it might offend "them," whoever the "them is. Judith E. Jacobs California State Polytechnic Univeristy, Pomona jejacobs@csupomona.edu ========================================================================= Date: Mon, 25 Oct 1993 11:06:28 -1000 Reply-To: Michael Dubois Sender: Women's Studies List From: Michael Dubois Subject: Re: consent forms In-Reply-To: (null) On Mon, 25 Oct 1993, David F. Austin wrote: > I appreciate the six responses I've received so far on this list. Indeed, > this is just the sort of discussion that I was hoping for. I need to hear > varied perspectives on these issues. And I hope that other list > subscribers will add their comments. I would first like to respond to Hal Frank's comments about Amy Kastely's list. I don't find the analogy between pornography and chemistry very helpful. (Please recall that we're discussing degrading pornography) According to David Austin's draft consent form posted on 10/14 he notes that "This sort of material can elicit strong responses; among common responses are anger, revulsion, sadness, anxiety, disgust, amusement, fear, boredom, arousal ....." These responses don't occur in chemistry classes. I'm also concerned about Hal's definition of the issue. "What is at issue here is the role of a university in providing a forum for the systematic study of phenomena which effect the human condition" Yes, that's one of the university's roles. But we also have the responsibility to create an enivromment where such study can occur. When students are made physically ill by course material, as David noted some of his students were, we have a serious problem. In my view the issue is how does one strike a balance between the desire to systematically study phenomena and the need to minimize harm to students. Finally, after reading Amy's post, I've reached the conclusion that signed consent forms are a bad idea. They would only contribute to something we don't need more of from students, silence. Michael R. Du Bois mdubois@uhunix.uhcc.edu P.S Has Andrea Dworkin written anything about the use of pornography in the classroom? ========================================================================= Date: Mon, 25 Oct 1993 14:50:44 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: "Marilyn P. Safir" Subject: Re: Feminist but not the label In-Reply-To: <9310230052.AA03649@walker.u.washington.edu> Robin Rolands published a book about 8-9 years ago about reseach she had done. The book was called: Women who do (and Women who Don't [call themselvesFeminist]) I am sorry but I am not sure of how much I included in parentheses were part of the title. Robin is from Australia - maybe one of our sisters from "down under" can supply more details - I think the book was published in GB. Marilyn Safir ========================================================================= Date: Mon, 25 Oct 1993 17:46:54 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Rosa Maria Pegueros Subject: Feminism label I realize from both publicly-posted and private e-mails that I hit a nerve in my statement about the reasons why some women may reject the term feminism. I think that it is indeed true that some women are intimidated out of using it: That feminist baiting is as universal as lesbian-baiting or red-baiting. However, still think that there can be solid reasons why women reject the label that have little to do with male intimidation. What I object to about the tone of the original discussion on wmst-l is the assumption that there are no legitimate reasons to object to the label, or to prefer the label womanist. Moreover, even though I admire Isabel Allende's work, I must point out that she is not the only Latina thinker, and that she doesn't speak for all Latinas. I consider myself a feminist (despite my role here as a devil's advocate) but I recognize that I do not speak for all Latinas. In the context of the classroom, where in order to get a cross-section of multicultural contributions to the discourse in women's studies, the contributions of bell hooks, Alice Walker, Cheri Moraga, Gloria Anzaldua are also considered, we must take care to ensure that not only those who follow the party line, ie., calling themselves feminists are read in depth but that the objections to that term by these thinkers are considered as well. I believe that too often, the women's movement gives lip service to women of color, inviting them (us) to be keynote speakers, and celebrating them, but not reading their work in depth and understanding that there are real differences between them and white mainstream feminists. Rosa Maria Pegueros University of Rhode Island, Dept of History PEGUEROS@URIACC.URI.EDU ========================================================================= Date: Mon, 25 Oct 1993 17:35:56 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Beth Willinger Subject: CALL FOR PARTICIPANTS YOU ARE CORDIALLY INVITED TO BE A PARTICIPANT IN THE ANNUAL MEETING OF THE SOUTH CENTRAL WOMEN'S STUDIES ASSOCIATION (SCWSA) TO BE HELD IN NEW ORLEANS MARCH 11-12, 1994. THE CONFERENCE TITLED "HANDS ON, HANDS ACROSS:DOING WOMEN'S STUDIES" IS A PATICIPATORY EVENT CONSISTING OF WORKSHOPS AND ROUNDTABLES ABOUT "DOING" WOMEN'S STUDIES IN THE CLASSROOM AND THE COMMUNITY. IF YOU WOULD LIKE TO BE A PRESENTER, PLEASE SUBMIT A 1-2 OUTLINE OF YOUR PROPOSED PRESENTATION AND A PARAGRAPH DESCRIBING YOUR RELEVANT EXPERIENCE IN THE AREA OF YOUR PRESENTATION SUCH AS TEACHING EXPERIENCE, PROFESSIONAL INVOLVEMENTS, RESEARCH AND/OR COMMUNITY ACTIVISM BY november 10,1993 to BETH WILLINGER OR ANNE DANIELL AT THE NEWCOMB COLLEGE CENTER FOR RESEARCH ON WOMEN, TULANE UNIVERSITY, NEW ORLEANS, LA 70118, FAX 504 862-8948, OR CALL 504-865-5238 FOR MORE INFORMATION. SOME IDEAS FOR PRESENTATION INCLUDE: teaching the introductory women's studies course integrating the study of women into grades K-12 including materials on race, class, region, sexual orientation OR RESEARCH ON TOPICS SUCH AS WOMEN AND: AIDS, homelessness, health care, childcare, development, aging, media,etc. WE INVITE YOU TO PRESENT, TO ATTEND AND TO SHARE. BETH WILLINGER willin@mailhost.tcs.tulane.edu ========================================================================= Date: Mon, 25 Oct 1993 14:49:58 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Joan D. Mandle" Subject: Re: Naomi Wolf lecture at Georgetown University Thanks for the notice on Wolf's lecture. How about a summary set to the network for those of us who can't make it? Joan Mandle ========================================================================= Date: Mon, 25 Oct 1993 20:20:11 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Arnie Kahn Subject: Re: Collaboration Irene Frieze writes >Having collaborated with several people who have come up >for tenure or promotion, I can say that this has been >handled in practice by my writing a letter for the file >that outlines the special contributions of each collaborator >on various projects. It has worked every time! I just want to comment that my experience is that collaboration in research is much more common in the physical and social sciences than in the arts and humanities. I like Irene's practice of specifying the contributions of each collaborator, and think this would be a good practice, but the nature of "research" is construed very differently in different fields. Arnie Kahn fac_askahn@vax1.acs.jmu.edu fac_askahn@jmuvax ========================================================================= Date: Mon, 25 Oct 1993 21:25:59 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: Re: Feminist but not the label > Robin Rolands published a book about 8-9 years ago about reseach she had > done. The book was called: Women who do (and Women who Don't [call > themselvesFeminist]) I am sorry but I am not sure of how much I included > in parentheses were part of the title. Robin is from Australia - maybe > one of our sisters from "down under" can supply more details - I think > the book was published in GB. Marilyn Safir The book Marilyn refers to is WOMEN WHO DO & WOMEN WHO DON'T JOIN THE WOMEN'S MOVEMENT, edited and introduced by Robyn Rowland, and published in 1984 in London by Routledge & Kegan Paul. I haven't read it, but I have it sitting in front of me, and the back cover gives this account of its contents: "Robyn Rowland asked a variety of women--some of whom chose to align themselves with the current women's movement, others who chose not to--to write about their lives and the reasons for the choices they have made. There are 24 contributors, drawn from five countries. They differ in background, race, age, and sexual preference, and their comments make up the major part of the book. Robyn Rowland prefaces the women's own words with a discussion of the women's movement as a social movement, and an analysis of the antifeminist backlash." Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Mon, 25 Oct 1993 22:14:53 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Hannigan Subject: Re: Collaboration Irene suggests a "letter for the file that outlines the special contributions of each collaborator on various projects" --BUT might this be perceived as denying the validity of collaborative effort and in the long run continue the de-valuation of such an approach. It also seems to me that in many forms of collaboration it is virtuyally impossible to determine where one person's ideas and work end and another's begins. It's sort of like separating the ingredients of an egg creme. Jane ========================================================================= Date: Mon, 25 Oct 1993 22:35:35 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Richard A Weibl Subject: Re: Antioch Sexual Offense Policy In-Reply-To: <01H4HO3UN8EA8X7TTX@phem3.acs.ohio-state.edu>; from "Temma Berg" at Oct 23, 93 9:21 am What follows is the Antioch Sexual Offense Policy. Questions regarding the policy can be directed to Matt Baya (not on the WMST-L) at mbaya@antioch.edu. I recently accepted position at the College and can tell you that this is one impressive group of students. They have dealt remarkable well given the massive amounts of media attention which has disrupted their lives and has matched the US Senate in sensitivity "They just don't get it!" Ric Weibl Assistant to Dean for Information and Assessment Antioch College Yellow Springs OH 45387 rweibl@antioch.edu ************************************************************************* THE ANTIOCH COLLEGE SEXUAL OFFENSE POLICY All sexual contact and conduct on the Antioch College campus and/or occurring with an Antioch community member must be consensual. When a sexual offense, as defined herein, is committed by a community member, such action will not be tolerated. Antioch College provides and maintains educational programs for all community members, some aspects of which are required. The educational aspects of this policy are intended to prevent sexual offenses and ultimately to heighten community awareness. In support of this policy and community safety, a support network exists that consists of the Sexual Offense Prevention and Survivors' Advocacy Program, an Advocate, Peer Advocates, and victim/survivor support groups through the Sexual Offense Prevention and Survivors' Advocacy Program and Counseling Services. The Advocate (or other designated administrator) shall be responsible for initiation and coordination of measures required by this policy. The implementation of this policy also utilizes established Antioch governance structures and adheres to contractual obligations. CONSENT 1. For the purpose of this policy, "consent" shall be defined as follows: the act of willingly and verbally agreeing to engage in specific sexual contact or conduct. 2. If sexual contact and/or conduct is not mutually and simultaneously initiated, then the person who initiates sexual contact/conduct is responsible for getting the verbal consent of the other individual(s) involved. 3. Obtaining consent is an on-going process in any sexual interaction. Verbal consent should be obtained with each new level of physical and/or sexual contact/conduct in any given interaction, regardless of who initiates it. Asking "Do you want to have sex with me?" is not enough. The request for consent must be specific to each act. 4. The person with whom sexual contact/conduct is initiated is responsible to express verbally and/or physically her/his willingness or lack of willingness when reasonably possible. 5. If someone has initially consented but then stops consenting during a sexual interaction, she/he should communicate withdrawal verbally and/or through physical resistance. The other individual(s) must stop immediately. 6. To knowingly take advantage of someone who is under the influence of alcohol, drugs and/or prescribed medication is not acceptable behavior in the Antioch community. 7. If someone verbally agrees to engage in specific contact or conduct, but it is not of her/his own free will due to any of the circumstances stated in (a) through (d) below, then the person initiating shall be considered in violation of this policy if: a) the person submitting is under the influence of alcohol or other substances supplied to her/him by the person initiating; b) the person submitting is incapacitated by alcohol, drugs, and/or prescribed medication; c) the person submitting is asleep or unconscious; d) the person initiating has forced, threatened, coerced, or intimidated the other individual(s) into engaging in sexual contact and/or sexual conduct. OFFENSES DEFINED The following sexual contact/conduct are prohibited under Antioch College's Sexual Offense Policy and, in addition to possible criminal prosecution, may result in sanctions up to and including expulsion or termination of employment. RAPE: Non-consensual penetration, however slight, of the vagina or anus; non-consensual fellatio or cunnilingus. SEXUAL ASSAULT: Non-consensual sexual conduct exclusive of vaginal and anal penetration, fellatio and cunnilingus. This includes, but is not limited to, attempted non-consensual penetration, fellatio, or cunnilingus; the respondent coercing or forcing the primary witness to engage in non-consensual sexual contact with the respondent or another. SEXUAL IMPOSITION: Non-consensual sexual contact. "Sexual contact" includes the touching of thighs, genitals, buttocks, the pubic region, or the breast/chest area. INSISTENT AND/OR PERSISTENT SEXUAL HARASSMENT: Any insistent and/or persistent emotional, verbal or mental intimidation or abuse found to be sexually threatening or offensive. This includes, but is not limited to, unwelcome and irrelevant comments, references, gestures or other forms of personal attention which are inappropriate and which may be perceived as persistent sexual overtones or denigration. NON-DISCLOSURE OF A KNOWN POSITIVE HIV STATUS: Failure to inform one's sexual partner of one's known positive HIV status prior to engaging in high risk sexual conduct. NON-DISCLOSURE OF A KNOWN SEXUALLY TRANSMITTED DISEASE: Failure to inform one's sexual partner of one's known infection with a sexually transmitted disease (other than HIV) prior to engaging in high risk sexual conduct. PROCEDURES 1. To maintain the safety of all community members, community members who are suspected of violating this policy should be made aware of the concern about their behavior. Sometimes people are not aware that their behavior is sexually offensive, threatening, or hurtful. Educating them about the effects of their behavior may cause them to change their behavior. If someone suspects that a violation of this Sexual Offense Policy may have occurred, she/he should contact a member of the Sexual Offense Prevention and Survivors' Advocacy Program or the Dean of Students. It is strongly encouraged that suspected violations be reported, and that they be reported as soon as is reasonable after a suspected violation has occurred. Where criminal misconduct is involved, reporting the misconduct to the local law enforcement agency is also strongly encouraged. Any discussion of a suspected violation with a member of the Sexual Offense Prevention and Survivors' Advocacy Program or the Dean of Students will be treated as confidential. 2. When a suspected violation of this policy is reported, the person who receives the report with the Sexual Offense Prevention and Survivors' Advocacy Program or the Dean of Students office will explain to the person reporting all of her/his options (such as mediation, the Hearing Board, and criminal prosecution) which are appropriate to the suspected offense. 3. If the person reporting a suspected policy violation wishes to arrange for mediation, then the Advocate, the Dean of Students, or a staff member of the Sexual Offense Prevention and Survivors' Advocacy program shall arrange for mediation consistent with the mediation guidelines used by the Sexual Offense Prevention and Survivors' Advocacy Program. a) If the Dean of Students arranges mediation, the Dean shall notify the Advocate of the mediation session. b) A written agreement with educational and/or behavioral requirements may be part of the outcome of a mediation session. Copies of this agreement shall be given to the parties involved, the Advocate and the Dean of Students. c) Should a student persist in sexually threatening or offensive behavior after mediation has been attempted, the Sexual Harassment Committee or the Advocate should refer the case to the Hearing Board. d) If a satisfactory conclusion is not reached through mediation, or if the mediation agreement is not adhered to by any of its participants, then the case may be referred to the Hearing Board. 4. In the event that an action taken by the Dean of Students regarding a sexual offense is appealed, the appeal shall be made to the Hearing Board. 5. If the primary witness wishes the Hearing Board to make a finding regarding an alleged policy violation, the primary witness must file a written complaint with the Advocate. The Advocate shall inform the primary witness of her/his rights regarding procedure and appeal under this policy. 6. When a written complaint is filed, if the respondent is an employee, the Advocate shall inform the President or the President's designee of the reported violation of the Sexual Offense Policy. The matter will be promptly investigated by the appropriate administrator or other supervisor with the assistance of the Advocate. If whatever review process appropriate to the employee results in a determination that the policy has been violated, then the remedy should be commensurate with the seriousness of the violation, and procedures specified in College and University policies should be followed. 7. When an official report is filed, if the respondent is a student, then the following procedures shall be followed: A. The Advocate shall notify the Dean of Students, or another senior College official, who shall have the respondent report to the Dean of Students' office within a reasonable period of time, not to exceed the next business day the College is open that the respondent is on campus. When the respondent reports, the respondent will then be informed by the Advocate and/or the Dean of Students of the report of the sexual offense, the policy violation which is being alleged, and her/his rights regarding procedure and appeal. The respondent will be given an opportunity to present her/his side of the story at that time. If the respondent does not report as directed, then implementation of this policy shall proceed. B. Based on the information available, the Advocate, or the Dean of Students in the Advocate's absence, will determine whether there is reasonable cause to believe that a policy violation may have occurred. C. In the event that the respondent is situated on campus, if (1) there is reasonable cause to believe that a policy violation may have occurred, and (2) there is reasonable cause to believe that the respondent may pose a threat or danger to the safety of the community, the Hearing Board will be convened as soon as possible, preferably within 24 hours from the time of the report to the Advocate, to determine whether the respondent shall be removed from campus until the conclusion of the Hearing process. If the Hearing Board cannot be convened within 24 hours but there is reasonable cause as stated in (1) and (2) above, the Dean of Students, or the Advocate in the Dean of Students' absence, can act to remove the respondent from campus. If the respondent is living on-campus and is temporarily banned from campus, the College will help arrange housing if the respondent is unable to locate any on her/his own. If the respondent is taking classes on-campus and is temporarily banned from attending classes, the College will help provide alternative instruction. The emergency removal of the respondent from campus shall not constitute a determination that the respondent has violated this policy. D. The Hearing Board will then convene for a Hearing, to hear the case. Consistent with this policy, the Hearing Board will take into account the primary witness's story, the respondentUs story, witnesses, the past history of the respondent, and other relevant evidence, and will determine whether or not a policy violation has occurred and which aspect of the policy has been violated. E. The Hearing shall take place as soon thereafter as is reasonable, no longer than seven days from the date of filing or the notification of the respondent, whichever is later, unless the Advocate determines that reasonable cause exists for convening the meeting at a later, still reasonable time, in which event the Advocate shall so notify the Chair of the Hearing Board. F. If the primary witness chooses, she/he may have a representative at all hearings of the Hearing Board and/or through any appeals process. The primary witness's advocate is to provide advocacy and emotional support for the primary witness. When appropriate, if the primary witness chooses, the Advocate or a Peer Advocate may act as the primary witnessUs representative at all hearings of the Hearing Board and/or through any appeals process. The primary witness may also choose to have someone outside the Sexual Offense Prevention and Survivors' Advocacy Program serve as her/his representative. Choosing a representative from within the Antioch community is encouraged. G. If the respondent chooses, she/he may have a representative at all hearings of the Hearing Board and/or through any appeals process. The respondent's advocate is to provide advocacy and emotional support for the respondent. When appropriate, if the respondent chooses, the respondent may select an advocate from the list maintained by the Dean of Students' office of administrators and tenured faculty who have agreed to serve in this role. This advocate may act as the respondent's representative at all hearings of the Hearing Board and/or through any appeals process. The respondent may also choose to have someone outside this list serve as her/his representative. Choosing a representative from within the Antioch community is encouraged. 8. The Hearing Board and any appellate body which hears a case under this policy shall administer its proceedings according to these fundamental assumptions: A. There will be no reference to the past consensual, non- violent sexual contact and/or conduct of either the primary witness or the respondent. B. No physical evidence of a sexual offense is necessary to determine that one has occurred, nor is a visit to the hospital or the administration of a rape kit required. The primary witness shall be supported by the Advocate in whatever decisions she/he makes, and be informed of legal procedures regarding physical evidence. C. The fact that a respondent was under the influence of drugs or alcohol or mental dysfunction at the time of the sexual offense will not excuse or justify the commission of any sexual offense as defined herein, and shall not be used as a defense. 9. This policy is intended to deal with sexual offenses which occurred in the Antioch community, and/or with an Antioch community member, on or after February 7, 1991. Sexual offenses which occurred prior to that date were still a violation of community standards, and should be addressed through the policies and governance structures which were in effect at the time of the offense. THE HEARING BOARD 1. The Hearing Board's duties are: a) to hear all sides of the story; b) to investigate as appropriate; c) to determine if a violation of this policy has occurred; d) to develop, in consultation with the Dean of Students and the Advocate, an appropriate remedy in cases where mandatory remedies are not prescribed in this policy; e) to prepare a written report setting forth its findings which it distributes to the parties involved and the Dean of Students. 2. The Hearing Board will consist of three community representatives as voting members and the Dean of Students as an ex- officio member. 3. By the end of each Spring quarter, nine representatives will be chosen to form a Hearing Board pool to begin serving at the beginning of the next academic year (Fall quarter) for the duration of that academic year: three each from the categories of students, faculty, and administrators/staff members. A. The nine members of the Hearing Board pool shall be appointed by ADCIL from the following recommended candidates: 1) Six students recommended by COMCIL; 2) Six faculty members recommended by the Dean of Faculty and FEC; 3) Six administrators/staff members who shall be recommended by the President of the College. B. At least five members of the Hearing Board pool shall be women. C. Three of the representatives shall be appointed by ADCIL to serve each quarter as a Hearing Board. One Hearing Board member must be from each of the three categories listed above, and at least one member must be a person of color. For every case which is heard, at least one Hearing Board member must be the same sex as the primary witness, and at least one Hearing Board member must be the same sex as the respondent. D. One member of the Hearing Board shall be designated by ADCIL to serve as Chair. The Chair shall preside for all Hearing Board meetings that quarter, and shall make the necessary physical arrangements to convene the Hearing Board (i.e., contact Hearing Board members, notify all parties involved of date, time, place, etc.,) E. The six representatives who are not serving in a particular quarter shall be alternates in case an active member is not available or has a conflict of interest. F. If an active member of the Hearing Board has a conflict of interest in the case, that member is responsible to report the conflict as soon as possible. ADCIL shall be responsible to determine if the conflict requires replacing the member, with an alternate chosen by ADCIL to immediately take her/his place. If convening ADCIL for this purpose would serve to delay the Hearing Board process, then the President shall make a determination regarding conflict and, if necessary, appoint an alternate. 4. All members of the Hearing Board pool shall receive training by the Advocate and the College attorney regarding this policy and pertinent legal issues. 5. The Hearing Board is expected to follow the procedures outlined in Appendix D. Any procedures not covered in this policy, including Appendix D, shall be determined according to the discretion of the Hearing Board. REMEDIES 1. When a policy violation by a student is found by the Hearing Board, the Hearing Board shall also determine a remedy which is commensurate with the offense, except in those cases where mandatory remedies are prescribed in this policy. When a remedy is not prescribed, the Hearing Board shall determine the remedy in consultation with the Dean of Students and the Advocate, and shall include an educational and/or rehabilitation component as part of the remedy. 2. For Rape: In the event that the Hearing Board determines that the violation of rape has occurred, as defined under this policy, then the respondent must be expelled immediately. 3. For Sexual Assault: In the event that the Hearing Board determines that the violation of sexual assault has occurred, as defined under this policy, then the respondent must: a) be suspended immediately for a period of no less than six months; b) successfully complete a treatment program for sexual offenders approved by the Director of Counseling Services before returning to campus; and (c) upon return to campus, be subject to mandatory class and co-op scheduling so that the respondent and primary witness avoid, to the greatest extent possible, all contact, unless the primary witness agrees otherwise. In the event that the Hearing Board determines that a second violation of sexual assault has occurred, with the same respondent, then the respondent must be expelled immediately. 4. For Sexual Imposition: In the event that the Hearing Board determines that the violation of sexual imposition has occurred, as defined under this policy, then the recommended remedy is that the respondent: a) be suspended immediately for a period of no less than three months; b) successfully complete a treatment program for sexual offenders approved by the Director of Counseling Services before returning to campus; and (c) upon return to campus, be subject to mandatory class and co-op scheduling so that the respondent and primary witness avoid, to the greatest extent possible, all contact, unless the primary witness agrees otherwise. In the event that the Hearing Board determines that a second violation of sexual imposition has occurred, with the same respondent, then the recommended remedy is that the respondent: a) be suspended immediately for a period of no less than six months; b) successfully complete a treatment program for sexual offenders approved by the Director of Counseling Services before returning to campus; and (c) upon return to campus, be subject to mandatory class and co-op scheduling so that the respondent and primary witness avoid, to the greatest extent possible, all contact, unless the primary witness agrees otherwise. In the event that the Hearing Board determines that a third violation of sexual imposition has occurred, with the same respondent, then the respondent must be expelled immediately. 5. For Insistent and/or Persistent Sexual Harassment: In the event that the Hearing Board determines that the violation of insistent and/or persistent sexual harassment has occurred, as defined under this policy, then the recommended remedy is that the respondent: a) be suspended immediately for a period of no less than six months; b) successfully complete a treatment program for sexual offenders approved by the Director of Counseling Services before returning to campus; and (c) upon return to campus, be subject to mandatory class and co-op scheduling so that the respondent and primary witness avoid, to the greatest extent possible, all contact, unless the primary witness agrees otherwise. In the event that the Hearing Board determines that a second violation of insistent and/or persistent sexual harassment has occurred, with the same respondent, then the respondent must be expelled immediately. 6. For Non-Disclosure of a Known Positive HIV Status: In the event that the Hearing Board determines that there has been non-disclosure of a known positive HIV status, as defined under this policy, then the recommended remedy is that the respondent be expelled immediately. 7. For Non-Disclosure of a Known Sexually Transmitted Disease: In the event that the Hearing Board determines that there has been non- disclosure of a known sexually transmitted disease, as defined under this policy, then the recommended remedy is that the respondent be suspended immediately for a period of no less than three months. In the event that the Hearing Board determines that there has been a second failure to disclose oneUs known sexually transmitted disease, as defined under this policy, then the recommended remedy is that the respondent be suspended immediately for a period of no less than six months. In the event that the Hearing Board determines that there has been a third failure to disclose one's known sexually transmitted disease, as defined under this policy, then the recommended remedy is that the respondent be expelled immediately. 8. In all cases, a second offense under this policy, regardless of category, must receive a more severe consequence than did the first offense if the second offense occurred after the Hearing BoardUs first finding of a respondent's violation of this policy. 9. The remedy for a third offense of this policy, regardless of category, must be expulsion, if the third offense occurred after the Hearing Board's first or second finding of a respondent's violation of this policy. 10. It is the responsibility of the Dean of Students to ensure that the Hearing BoardUs remedies are carried out. THE APPEALS PROCESS 1. In the event that the respondent or primary witness is not satisfied with the decision of the Hearing Board, then she/he shall have the right to appeal the Hearing Board's decision within seventy-two hours of receiving that decision. 2. In the event of an appeal, the College shall secure the services of a hearing review officer with experience in conducting arbitrations or administrative agency or other informal hearings. A hearing review officer, who is not a current member of the Antioch College community, shall be selected by ADCIL in consultation with the Advocate for the purpose of handling such appeals. 3. The hearing review officer shall review the record(s) and/or written report(s) of the Hearing, any briefs or other written materials supplied to her/him by any of the involved parties, and meet with any of the involved parties which she/he determines appropriate, to determine if there was fundamental fairness in the Hearing process. The hearing review officer's analysis shall include a determination of whether the respondent was fully apprised of the charges against her/him; that the appealing party had a full and fair opportunity to tell her/his side of the story; and whether there was any malfeasance by the Hearing Board. The hearing review officer will present her/his finding and recommendation for action, if any, to the President of the College. CONFIDENTIALITY 1. All of the proceedings of the Hearing Board, and all testimony given, shall be kept confidential. 2. For the duration of the Hearing process and any appeals process, the primary witness, the respondent, and any witnesses coming forward shall have the right to determine when and if their names are publicly released. No one shall make a public release of a name not their own while the process is underway. Any public breach of confidentiality may constitute a violation of community standards and be presented to the Community Standards Board for debate. A. The name of the primary witness shall not be considered public knowledge until such time that the primary witness releases her/his name publicly. B. The name of the respondent shall not be considered public knowledge until such time that the respondent releases her/his name publicly, unless the respondent is found in violation of the policy, at which time the release of the respondent's name may be included with the release of the Hearing Board's findings. The name of the respondent will be released with the Hearing Board's findings if a violation is found and the remedy includes the suspension or expulsion of the respondent. C. The names of any witnesses who testify to the Hearing Board shall not be released publicly until such time that each witness chooses to release her/his own name publicly. 3. In the event of an appeal, the appealing party (or the party considering the appeal) shall have the right to review any written and/or audio records of the hearing. Such review shall take place on the Antioch campus with a member of the Hearing Board present. No materials are to be duplicated by any party; no materials are to be removed from the Antioch campus except to be given to the hearing review officer or to the College attorneys. 4. All members of the Hearing Board, including any note-takers, are bound to keep the contents of the proceedings confidential. 5. All written and/or audio records of the process which are kept by the Hearing Board are to be turned over to the College Attorneys at the conclusion of the appeals process, and shall be stored in their offices, to be disposed of when and as they see fit. EDUCATIONAL AND SUPPORT IMPLEMENTATION PROCEDURES 1. A minimum of one educational workshop about sexual offenses, consent, and the nature of sexual offenses as they pertain to this policy will be incorporated into each quarterly orientation program for new students. This workshop shall be conducted by the Advocate or by a person designated by the Advocate. Attendance shall be required of all students new to the Antioch community. 2. Workshops on sexual offense issues will also be offered during all study quarters. The content of these workshops shall be determined by the Advocate. Each student shall be required to attend at least one workshop each academic year for which she/he is on campus for one or more study quarters, effective Fall 1992. Attendance records shall be maintained, and given to the Registrar's office. This requirement must be completed for graduation [pending approval by the faculty]. a. It is recommended to the faculty that it develop a policy encouraging all faculty members to attend workshops on sexual offenses. b. Further, it is recommended to the College and University administration that all employees working on the Antioch College campus be encouraged to attend workshops on sexual offenses. 3. A one-credit P.E. self-defense course with an emphasis on womenUs self-defense will be offered each quarter. This course should be open to all Antioch community members free of charge. 4. Permanent support groups for female and male survivors of sexual offenses will be established and maintained through Counseling Services and/or the Sexual Offense Prevention and Survivors' Advocacy Program. 5. A Peer Advocacy Program will be maintained that shall consist of both female and male community members, recruited and trained by the Advocate. The Peer Advocates shall provide information and emotional support for sexual offense victims/survivors and primary witnesses. The peer advocates shall work with the Advocate in educating the community about sexual offenses and sexual wellness. 6. A support network for students who are on Co-op will be maintained by the Advocate and the Sexual Offense Prevention and Survivors' Advocacy Program, with trained crisis contact people available. ========================================================================= Date: Mon, 25 Oct 1993 14:57:51 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Veronica Strong-Boag Subject: Re: gender, race and classroom dynamics books In-Reply-To: <9310231429.AA08456@unixg.ubc.ca> One of my colleagues, Leslie Roman, has written a brilliant essay on femiism and anti-racist pedagogy, "White is a Color!: White Defensiveness, Postmodernism, and Antiracist Pedagogy", in Cameron McCarthy and Warren Chrichlow, eds., Race and REpresentation in Education, Routledge, N.Y., 1993. Veronica Strong-Boag, Centre for Research in WS and Gender RElations, University of B.C., Vancouver, Canada, V6T 1Z1. stbg@unixg.ubc.ca On Sat, 23 Oct 1993, Stephanie Riger wrote: > Can you suggest titles on gender, race and classroom dynamics? (My own + suggesti > on is Multicultural Teaching in the University, ed by Schoem). Thanks in + advan > ce, Stephanie Riger Univ of Il at Chicago Bitnet:u29322@UICVM > Internet: Stephanie.Riger@uic.edu ========================================================================= Date: Mon, 25 Oct 1993 21:05:06 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Harold Frank Subject: academic freedom Michael Dubois commented recently on my reply to David Austin's posting (re: consent forms) by raising the question of how to create the proper environment for the teaching of degrading pornography. I replied privately to Michael but want to say to WMST-L that in my view the essential issue is how to strike a balance between academic freedom and free expression in general on the one hand, and the possibility of injury to innocent parties namely students, on the other hand. By observing and if necessary extending usual and customary procedures for teaching, namely, those employed by a consensus of the leaders in one's field one ought to be able to teach about demeaning pornography or any other subject people feel so strongly about that some become ill when exposed to it or while partaking in discussions of it. In my view, one of those procedures is to obtain informed consent prior to exposure. In other words, to foster a dialogue between students and their instructor the end result of which is a comprehension of what may lie ahead so that thinking people can make up their own minds about whether or not they, personally, should proceed. -- +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ + Dr. Hal Frank hfrank@bcf.usc.edu + + University of Southern California Phone: (213) 254-1022 + + P.O. Box 41992 FAX: (213) 740-0001 + + Los Angeles, CA 90041-0992 + ****end*****end******end******end******end*******end*******end******* ========================================================================= Date: Mon, 25 Oct 1993 21:06:25 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Marilyn Edelstein Subject: job announcement--English POSITION for Assistant Professor of African-American and American Literature, with desirable secondary interest(s), in addition to Composition, in Women's Studies, African Literature, American Studies, multi-ethnic literature, cultural studies. Ph.D. or evidence of being near to completion of Ph.D. required. Demonstrated excellence in teaching and evidence of scholarly potential essential; publications desirable. 2 courses/quarter. Competitive salary and possible housing subsidy. Send cover letter, cv, dossier, and SASE for initial reply to Prof. Diane Dreher, Chair, Department of English, Santa Clara University, Santa Clara CA, 95053, before November 15. We will interview at MLA. Santa Clara, in the San Francisco Bay Area, is a Jesuit university committed to diversity and equal opportunity. Applications from women and minorities are especially welcome. AA/EEO employer. The ad above has run in the MLA Job Information List, but in case anyone on this list hasn't seen it there and/or knows someone who might be interested, I thought it would be worth posting. We'd be especially pleased to hire someone who would be interested in offering courses jointly with our Women's Studies and/or Ethnic Studies programs. I'd be happy to provide further information to anyone who wants to e-mail me directly. Marilyn Edelstein, medelstein@scuacc.scu.edu (internet) or medelstein@scu.bitnet ========================================================================= Date: Mon, 25 Oct 1993 14:29:58 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: Re: who is a feminist In response to Arnie Kahn's posting about whether men can be feminists, I would point to Rosalind Delmar's essay "What is Feminism" in Annie Oakley and Juliett Mitchell's book What is Feminism? She argues that the notion that men cannot be feminists is very recent and that historically there have always been men involved in the women's movement. Historically there have always been men who have called themselves feminists. ,,, (o o) +-------------------------------oOOo-(_)-oOOo--------------------------------+ | Laurie Finke, Women's and Gender Studies, Kenyon College | | Gambier, OH 43022 phone: 614-427-5276 | | home: 614-427-3428, P.O. Box 731 mail: FinkeL@Kenyon.Edu | +----------------------------------------------------------------------------+ () () ========================================================================= Date: Mon, 25 Oct 1993 14:24:19 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: naming feminism I can't help but think that our current discussion of what to call people who don't call themselves feminists has become somewhat circular and not very helpful. My first inclination was to think that it was a trivial concern to think about names for things and that the deeds were more important, but then I began thinking about what kind of an act categorization itself is and what it's political implications are. At the same time I was reading an essay by Judith Butler called "Contingent Foundations:Feminism and the Question of the 'Postmodern'" in _Feminists Theorize the Political_. I couldn't help thinking that poststructuralism (however dreaded and hated) might offer some useful guidance in this question. In speaking of women as a category, Butler writes: "Within feminism, it seems as if there is some political necessity to speak as and for women, and I would not contest that necessity. Surely,that is the way in which representational politics operates. . . But this necessity needs to be reconciled with another. The minute that the category of woman is invoked as _describing_ the constituency for which feminism speaks, an internal debate invariably begins over what the descriptive content of that term will be. . . .I would argue that any effort to give universal or specific content to the category of women,presuming that that guarantee of solidarity is required _in advance_, will necessarily produce factionalization, and that "identity" as a point of departure can never hold as the solidifying ground of a feminist political movement. Identity categories are never merely descriptive, but always normative, and, as such, exclusionary." I would argue the same problems occur when we talk about feminism. But to assent to Butler's argument does not mean you cannot meaningfully use the term feminist (I call myself a feminist without too much worry). But it requires that we think of "feminism" as a "undesignatable field of differences," a "site of permanent openness and resignifiability." I would think of feminism as an arena of contest and conflict, as well as of alliance and associations, networks. Borrowing from cybernetics, I would call it a "black box," a term that "stands in for" a whole network of ideas, associations, alliances, conflicts, struggles,material practices (like this network), bodies, etc. that are too complex to be articulated each and every time you want to evoke them. The same Iwould argue holds true for more recent formulations like "third world woman," or "women of color" (the term itself is often contested). I guess for this reason I feel fairly comfortable calling people feminist who might not out and say they were feminists or using the term in a fairly loose way to designate a whole field of heterogeneous "stuff." ,,, (o o) +-------------------------------oOOo-(_)-oOOo--------------------------------+ | Laurie Finke, Women's and Gender Studies, Kenyon College | | Gambier, OH 43022 phone: 614-427-5276 | | home: 614-427-3428, P.O. Box 731 mail: FinkeL@Kenyon.Edu | +----------------------------------------------------------------------------+ () () ========================================================================= Date: Tue, 26 Oct 1993 06:51:07 EST Reply-To: Women's Studies List Sender: Women's Studies List From: L Musgrave Subject: pornography & derrida A Query: I'm an interdisciplinary grad student in Philosophy/Literature/WS, and am currently doing an analysis of pornography from a mainly anti-porn feminist stance. I have gotten intrigued, however, about the similarities (and differences) between feminist theories about the ways in which porn operates (& is manipulated by pornographers) and postmodern theories about differance, presence & absence, textuality, etc. Thus far I've been combing the works of Derrida alone for comparisons; from the quick review of the subject matter, it appears to be a lonely & quiet topic without tons written on the subject. If anyone knows of specific passages of Derrida that might be insightful, or feminist texts examining postmodern theories as related to depictions of females ranging from the 'simple' nude to pornography, I'd really appreciate the input... any postmodern work dealing with the female body would also probably be of help. Recommendations/insights can be mailed to me privately at: musgrave@sage.cc.purdue.edu. I realize that we're probably all much more familiar with the feminist theory side of this query than the postmodernism side, but figured someone might know of similar parallels drawn in feminist work either dealing with postmodernism or porn. --thanks in advance! -- **************************************************************************** L. Ryan Musgrave "The question which one asks oneself begins, at last, musgrave@sage.cc.purdue.edu to illuminate the world, & become one's keys to the experience of others. One can only face in others what one can face in oneself. On this confrontation depends the measure of our wisdom and compassion." --James Baldwin ***************************************************************************** ========================================================================= Date: Tue, 26 Oct 1993 09:42:34 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: JULIA R JOHNSON Subject: Re: sources on NORPLANT In-Reply-To: <9310252115.AA27756@umd5.umd.edu> from "Kirsten Lindquist" at Oct 25, 93 02:26:24 pm Kirsten, About your request for sources regarding Norplant----In the Fall of 1990 (Novemberish), a judge in California decided that a woman (an African-American welfare mother) should have Norplant implanted as punishment for child abuse. I do not remember the particulars of the case. You can find articles discussing the case in the Los Angeles Times, however. You might want to check the Sacramento Bee and the San Francisco Chronical as well. > > I am in desperate need of sources, journal articles, articles > from anywhere else on the contraceptive device NORPLANT. I could use > any sources, but especially those that examine Norplant's use in > welfare recipients or ethical questions concerning its use. Please > send all suggestions to: > > LINDQUIS@POLSCI.PURDUE.EDU > > I will post the responses if there is any interest. Thanks in > advance, > > Kirsten Lindquist > Political Science > Purdue University > ========================================================================= Date: Tue, 26 Oct 1993 08:54:39 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Caroline Brettell Subject: feminist label I recognize that there may indeed be real differences between "women of color" feminists and "white mainstream feminists." But there are also differences among "white mainstream feminists." In fact, I am not so sure there is a mainstream feminist anymore given the diversity of issues and positions. I am not a Latina, but I was rather attracted to Allende's position as were many of my white, middle-class students in a Women's Studies class. Above all else we must not fall into the trap of stereotyping that the media constantly reminds of us by taking the radical position and applying it to everyone. This movement should provide space for everyone. ========================================================================= Date: Tue, 26 Oct 1993 09:43:44 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: "Hilve A. Firek" Subject: Grateful Dead In-Reply-To: <9310261350.AA11363@umd5.umd.edu>; from "JULIA R JOHNSON" at Oct 26, 93 9:42 am Forgive me for posting this to the list, but one of my students would like to know the mailing address for the e-mail list on the Grateful Dead.... Please respond privately if you know the address. Many thanks. Hilve -- **************************************************************************** Hilve Firek hfirek@vdoe386.vak12ed.edu Southside Virginia Governor's School for Global Economics and Technology Route 1, Box 15, Keysville, VA 23947 1-800-866-0616 (in Virginia only), (804) 395-2055, FAX (804) 736-0719 "Engage." --Captain Jean Luc Picard * U.S.S. Enterprise _______________ * * * * * (_NCC1701D______) * * * * // * * * * // * * * * * * * -------- * * * * *** * * (() () ()) -------- **************************************************************************** ========================================================================= Date: Tue, 26 Oct 1993 11:29:40 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Georgia NeSmith Subject: cooperative learning One thing I forgot to add to my lengthy discussion of my own uses of cooperative learning in public relations classes is an experiment I tried last fall. I gave short individual assignments within the first few weeks of class (plus I knew more than half of the students already from other classes) to get some sense of their levels of ability and commmitment. Then I put ALL the high-achievers and usual team leaders on ONE team. That meant that the under-achievers had to develop leadership qualities rather than rely upon students who already had them. AND the high achievers were much happier since they didn't feel that anyone was a drag on the group. I was extremely well-pleased with the outcome because the underachievers ended up producing far more than I expected they would. Interesting, huh? Georgia NeSmith Communication Dept. SUNY Brockport Brockport NY 14420 gnesmith@acspr1.acs.brockport.edu ========================================================================= Date: Tue, 26 Oct 1993 11:24:09 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: DONNA PHILLIPS Subject: Re: Feminism In-Reply-To: <9310220312.AA15962@umd5.umd.edu>; from "Rosa Maria Pegueros" at Oct 21, 93 5:48 pm Regarding persons who do not call themselves feminist (at least publicly) but truly are...... how 'bout 'closet feminist'? Donna C. Phillips Director, Women's Studies program Advisory Council Morehead State University (KY) . . . ========================================================================= Date: Tue, 26 Oct 1993 13:39:16 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "David F. Austin" Subject: Re: consent forms (1) One of my reasons for thinking of a consent form: I've taught about 5000 students at four schools over the last 18 years. Despite my best efforts, many students don't read the syllabus. I'm sure that this is a common experience for instructors. And my best efforts are in this case, pretty good: I go over the syllabus on the first day of class and ask for questions about it during the first four classes. I put reminders on the board throughout the semester. I put at least one question about the syllabus on the first exam.* I review the syllabus towards the end of the semester. And 95% of the many procedural questions I get are already answered on the syllabus! (I've had some faculty and students review syllabi to make sure that it is clear and graphically well-designed. The syllabi seem not to be the problem.) [*-after telling the students several times that I will do so, and reviewing sample exams with them] So, when I began thinking about teaching a course on pornography and the law, I felt that something extra needed to be done to make sure that students were alerted to the course's content. But (putting aside the question of whether or not a course of the sort described should be taught) this feeling now seems inappropriate to the present context: the nature of the course material itself is over- whelmingly likely to focus students' attention on any further information about the material. Keep- ing any such course small (say, 15 students) would help, too. [Of course, just having a student sign a form is no guarantee that they've read what they've signed. I envisioned the procedure as one in which I meet with each student in my office, go over the form, answer any questions, and only then allow signing.] (2) I've read some conjectures about my motivations in designing a consent form. My primary concern is to avoid causing students needless harm. I supposed that a form would function much like a consent to medical procedure or participation in an experiment in, say, psychology. The person consenting is informed of risks, and allowed to opt out. But the doctor or researcher is still very much on the hook if harm occurs to the person. Since I am not a lawyer, my supposition might easily be inconsistent with the relevant legal principles and practice. My intention, however, is nevertheless the prevention of needless harm. (3) I do not seek to avoid or prevent 'necessary' harm - harm that is worth the suffering. Many of the students here at NCSU are 'Bible Belt Engineers' - bright engineering students who come from Christian fundamentalist backgrounds, deeply opposed to evolutionary theory, deeply committed to creationism. They are sometimes quite pained by the criticisms that I and other colleagues offer of creationism; given the distribution requirements here, they are very likely to encounter some such criticism at some time during their time here. Even if such criticism were un- avoidable, I'd still be in favor of teaching them about the weaknesses of creationism - although, as in every course at every school I've ever heard of, medical withdrawls without academic penalty would be permitted in those instances where the psycho- logical reaction was profoundly painful; a student who reacts in this. Teaching criticisms of creationism is the case with which I have the most experience. On the basis of my conversations with three trauma specialists who teach courses on trauma at universities, I'd hold a parallel position on teaching about the Holocaust, the Vietnam war, and other painful topics. [It is not clear to me that all the material listed in the consent form description section is on a par with, say, Holocaust films in its potential for causing harm. Nor is it clear to me that all material meeting MacKinnon/Dworkin model ordinance definitions of "pornography" would be on on a par with the Holocaust films in its potential for causing harm. ] I hope that this clarifies my reasons for being interested in the 'consent form' issue. Thanks again for all the helpful commentary. David. PS I fear that this discussion may be straying from that which is specified by this lists guidelines. I'd like to continue the discussion, and ask Professor Korenman to let us know if it's not OK to do that on this list. David F. Austin Associate Professor of Philosophy Department of Philosophy and Religion Box 8103, NCSU Raleigh, NC 27695-8103 (919) 515-6102 FAX (919) 515-7856 ========================================================================= Date: Tue, 26 Oct 1993 10:58:13 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: SUE MANSFIELD Subject: CONSENT & HARM I've avoided entering discussion about "teaching pornography" and consent forms - but David Austin's memo encourages me to share thought which has been floating through my mind. I teach both military history and women's studies courses. In my course on "Women, Violence and Self-Defense" (with a required physical ed component taught by PE faculty), I have required students to buy and discuss pornographic literature. In the course I team teach (with a film critic) on "Vietnam. Myth and Reality" students are required to view both documentary and commercial (and Vietnamese) films relating to that war. What strikes me is that IN MY LIMITED EXPERIENCE I have had students be severely disturbed by the Vietnam war material; they have had to leave the filming and one or two have reported continuing discomfort, including inability to sleep and/or nightmares for a day or two afterwards. Obviously, Mike and I work with such students and try to help them find ways to deal both with their sensitivities and the course demands. Interestingly, however, I doubt that either I or any other teacher would be attacked for requiring students to view war-based and disturbing scenes of violence, dismemberment, etc. etc. Which leaves me musing again on our society's definition of obscenity! Explicit depictions of violence are OK, but not of sexuality? Are we never supposed to make our students "uncomfortable?" Sue Mansfield SMANSFIELD@BENSON.CLAREMONT.EDU ========================================================================= Date: Tue, 26 Oct 1993 13:36:09 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Mary Todd Subject: Re: consent forms In-Reply-To: Message of Tue, 26 Oct 1993 13:39:16 -0400 from Thank you, David Austin, for your latest post, in which you expanded your discussion of teaching about pornography and law to include other difficult issues, including the Holocaust, the Vietnam >war, and other painful topics. > As someone who teaches a unit on the Holocaust within a humanities seminar each semester, I had always thought my words of caution as we as a class engaged with the topic through literature and film were enough. While I am not inclined to pursue the possibility of a consent form (one reason being that these are all returning learners, late twentysomethings on up to 50s), you have given me something to think about. We are in the middle of the Holocaust unit this week, and for the first time in four semesters of doing this, two students, one male and one female, spoke of how much difficulty they were having with the topic. [We were reading _This Way for the Gas, Ladies and Gentlemen_ and they were dreading tonight's viewing of "Playing for Time."] Their openness gave me the opportunity to talk about what they would NOT see in the film and to encourage them in their honesty. What I cannot predict is what their reaction will be to Thursday's guest speaker, a woman who survived Auschwitz at 12. No wisdom, just thanks for suggesting that there are many difficult topics about which we who teach might think further as to how they will be received. In teaching the Holocaust, I try to emphasize the hope rather than the horror. It goes without saying that is harder to do with certain other topics, like pornography. Mary Todd Women's Studies The University of Illinois at Chicago u24930@uicvm BITNET or u24930@uicvm.uic.edu INTERNET ========================================================================= Date: Tue, 26 Oct 1993 15:11:22 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Paula Gaber Subject: inforM Update: Caucus Newsletter The most recent issue of "Update on Women and Family Issues In Congress," the newsletter of the Congressional Caucus for Women's Issues, is now available on inforM. The pathname for the this directory is: Educational Resources/Women's Studies/Politics/Caucus Updates/Update-vol13no8 To access the inforM database, telnet or gopher to INFORM.UMD.EDU. (If you do not know how to telnet or gopher, contact a local computer wizard, or try typing "telnet inform.umd.edu" or "gopher inform.umd.edu" at the main prompt of your computer account). Hit return to set the default terminal type or type "?" for a list of choices. Use either your arrow keys or number keys to select -> 4. Educational Resources 15. Women's Studies The Gopher interface has a feature that allows users to send files to their e-mail accounts. Scroll to the end of the file and type "m", or at any time press "q" (for quit), then "m". The inforM system is also accessible by anonymous ftp. FTP to INFORM.UMD.EDU. Login as "anonymous", and use your mail address as a password. Choose the "inforM" directory by typing "cd info". The command "cd [directory name]" will change the directory. The commands "dir" or "ls" will display a list of files in that directory. Use the command "get [filename]" to download a file into your account. The directory pathname for the Women's Studies Database is "inforM/Educational_Resources/WomensStudies". Your local Gopher System may be set up to automatically link to the Womens's Studies Database. Check the "Other Systems" or "Other Gophers" directory or ask your system administrator for help. Even if you do not have real Internet access, it is still possible to get files from inforM. If you are interested in this option, please email me and I will forward a file written by Mark Whitis that explains how to do this. Please remember that the system is case sensitive. Anything that appears in quotes must be typed exactly as it is here. If you have any questions or comments, please feel free to contact me. +=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+= Paula Gaber inforM, Room 4343 Coordinator, Women's Studies Database Computer Science Center gaber@inform.umd.edu University of Maryland (301) 405-2939 College Park, Maryland 20742 =+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+ ========================================================================= Date: Tue, 26 Oct 1993 13:30:18 CST Reply-To: Women's Studies List Sender: Women's Studies List From: PROFS Subject: Re: "Sexually Explicit" In-Reply-To: Message of Mon, 25 Oct 1993 13:31:37 LCL from Thank you Ruth Ginzberg for your clear explication of feminist concerns with pornography. It is not sex, per se, but power. Mona Acker ========================================================================= Date: Tue, 26 Oct 1993 15:14:18 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Stephanie Riger Subject: affiliated scholars programs We are thinking about starting an affiliated scholars program (that is, a program which lets academics with no formal affiliation, or who are on leave, affiliate with our women's studies program & research center). We'd appreciate information on how other universities handle this. What privileges do affiliated scholars get (e.g., a library card, office, secretarial support, etc.). Do people have to apply to be part of this? What criteria do you use to select people? And is there programming specifically for the affiliated scholars group? Any information on your program, and suggestions, would be appreciated. Thanks in advance, Stephanie Riger Women's Studies Program (M/C 360) Univ. of Il. at Chicago 1022 Behavioral Sciences Building 1007 W. Harrison St. Chicago, Il. 60607-7137 Bitnet: u29322@UICVM Internet: Stephanie.Riger@uic.edu Fax: 312-413-4122 ========================================================================= Date: Tue, 26 Oct 1993 18:19:23 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: "R. CHATTERJEE" Subject: HistCon program I checked in various places but can't seem to find the address, phone number and name of the director of the History of Consciousness department at Santa Cruz. I would appreciate receiving this info. As well, if anyone is aware of dissertation fellowships that are not restricted to American citizens (I'm Canadian) in English or other interdisciplinary centers that encourage and support feminist and queer theory, please let me know. Thanks, Ranita please respond privately, unless there's more interest on the list. R. Chatterjee Dept. of English Univ. of Western Ontario London, Ontario, Canada N6A 3K7 rchatter@uwovax.uwo.ca ========================================================================= Date: Tue, 26 Oct 1993 09:16:57 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: Re: antioch policy I have just received a copy of the Antioch policy in the mail. It appears they are sending it out at least to program directors as a means of countering the negative media. I wonder if others have also received a copy. ,,, (o o) +-------------------------------oOOo-(_)-oOOo--------------------------------+ | Laurie Finke, Women's and Gender Studies, Kenyon College | | Gambier, OH 43022 phone: 614-427-5276 | | home: 614-427-3428, P.O. Box 731 mail: FinkeL@Kenyon.Edu | +----------------------------------------------------------------------------+ () () ========================================================================= Date: Tue, 26 Oct 1993 16:18:52 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: "Hilve A. Firek" Subject: grateful dead Again, forgive me for posting this to the list, but several of you wrote me asking for the Grateful Dead's list address, should I find it. There are two: DEAD-HEADS@Virginia.edu (Subscription requests to: dead-heads-request@uvaarpa.virginia.edu) and DEAD-FLAMES@Virginia.edu (Subscription requests to: dead-flames-request@uvaarpa.virginia.edu) Sorry about this, Joan. Hilve -- **************************************************************************** Hilve Firek hfirek@vdoe386.vak12ed.edu Southside Virginia Governor's School for Global Economics and Technology Route 1, Box 15, Keysville, VA 23947 1-800-866-0616 (in Virginia only), (804) 395-2055, FAX (804) 736-0719 "Engage." --Captain Jean Luc Picard * U.S.S. Enterprise _______________ * * * * * (_NCC1701D______) * * * * // * * * * // * * * * * * * -------- * * * * *** * * (() () ()) -------- **************************************************************************** ========================================================================= Date: Tue, 26 Oct 1993 16:49:00 MST Reply-To: Women's Studies List Sender: Women's Studies List From: Susan Morrow Subject: Multiple Recipients of WMST-L I am putting together a graduate Psychology of Women course at the University of Utah. I'd really appreciate receiving syllabi; information about your favorite texts, articles, and resources; any suggestions that might help in the course development process. Thanks! Sue Sue Morrow Internet Address: MORROW@GSE.UTAH.EDU Department of Educational Psychology Office: (801) 581-3400 327 Milton Bennion Hall FAX: (801) 581-5566 University of Utah Salt Lake City, UT 84112 ========================================================================= Date: Tue, 26 Oct 1993 16:35:24 +0200 Reply-To: Women's Studies List Sender: Women's Studies List From: Sheldon Lee Gosline Subject: subscribe I am studying gender issues in Paleolithic Art and would be interested in discussing current issues with WMST-L subscribers. Also, does anyone know the E-mail address of the Journal of Feminist Theology S. L. Gosline sgosline@students.wisc.edu ========================================================================= Date: Tue, 26 Oct 1993 16:51:55 +0200 Reply-To: Women's Studies List Sender: Women's Studies List From: Sheldon Lee Gosline Subject: Feminist Archaeology I would like to open up a discussion on the subject of the application of Ferminist Critique to the subject of archaeology. What can the perspective offer to archaeology, and maybe more important, what can archaeology offer to feminism? S.L. Gosline sgosline@students.wisc.edu ========================================================================= Date: Tue, 26 Oct 1993 17:59:55 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Lisa Auanger Subject: lexicographical studies of `women'? Has anyone perchance studied or come across any lexicographical studies of `women,' or a word comparable in meaning, in any language, of any date? Can anyone recommend a good thesaurus and dictionary? My thesaurus, clearly out-of-date, despite the fact that it is not more than five years old, has this entry: Woman.-N. woman, female, petticoat. womankind, womanhood; the sex, fair sex, softer sex. dame [archaic except as an eldery woman or as slang], madam, lady, donna, belle , matron, dowager, good woman, squaw, wife. spinster, old maid, bachelor girl, new woman, girl, etc. My Latin thesaurus, of sorts, sheds this light: foemina. SYN. mulier, femella, virago, uxor, matrona. EP. [epithets] culta, compta, pexa, candida, laeta, imbellis, infirma, callida, mollis, tenera , luculenta, bella, festiva, mobilis, loquax, insidiosa, prodiga, concinna, ven usta, pulchra, vana, superba, invida, mendax, inconstans, incerta, garrula, mutabilis, fragilis, levis, fallax, variabilis, furiosa, imprudens, verbosa, pe rfida, infidelis, bilinguis, fucata, litigiosa, spernenda, fugienda, improba, s aeva, ferox. The first bears the latest date 1946 despite the fact that it was sold new only a few years ago, the second 1965, a reprint of something compiled in 1879 in Germany. Notice, if you will, how many negatives there are on the list. Any lexigraphical studies in comparative linguistics? Thanks, Lisa Auanger c513024@mizzou1.missouri.edu P.S. `Feminist.' I'm appalled, is not an entry in my thesaurus!!!! ========================================================================= Date: Tue, 26 Oct 1993 21:13:04 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Chrys Ingraham Subject: Campus Culture Wars With regard to the comment on the PBS documentary on campus culture wars... It was produced by the notoriously conservative Olin Foundation...champions of the anti-pc movement...that should tell you a lot about how the film was constructed and for what purposes...no, it's not a women's studies film. Chrys Ingraham Russell Sage College Ingraham@albnyvms ========================================================================= Date: Tue, 26 Oct 1993 21:31:15 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Sandra K Herzan-2 Subject: Re: lexicographical studies of `women'? In-Reply-To: <01H4KV8AZOHEB7CQY7@vx.cis.umn.edu> Dear Lisa, You're likely aware of this already, but the first book that came to mind in response to your query was A FEMINIST DICTIONARY by Cheris Kramarae and Paula Treichler. It's published by Pandora Press, 1985. I know there are more recent feminist dictionaries or word resources of other sorts, and as I locate the specific titles I'll send them along. Sandy Herzan English Department University of Minnesota herz0001@gold.tc.umn.edu ========================================================================= Date: Tue, 26 Oct 1993 22:54:02 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Arnie Kahn Subject: Violence Against Women Act This is from the American Psychological Association and is of vital interest to members of this list. Please write or call. Arnie Kahn fac_askahn@vax1.acs.jmu.edu fac_askahn@jmuvax ******************************ACTION ALERT***************************** >From the Public Policy Office of the American Pscyhological Association *********************************************************************** RE: VIOLENCE AGAINST WOMEN ACT This Action Alert asks for your help in supporting the Violence Against Women Act by calling or faxing a letter to your representative and/or to the members of the House Judiciary Committee. BACKGROUND INFORMATION: The Violence Against Women Act (S. 11) (VAWA) was first introduced in the Senate by Senator Joe Biden and in the House by Representative Pat Schroeder (H.R. 1133). Currently, Senator Biden (D-Delaware) is waiting to take the bill to the Senate floor, as the bill was favorably reported out of the Senate Judiciary Committee earlier this Fall. The bill has many co-sponsors and is expected to pass the Senate soon. Current lobbying efforts by the National Task Force on the Violence Against Women Act (led by NOW Legal and Education Defense Fund with a membership of over 50 national organizations, including the APA) focus on the House. The House Judiciary Committee is expected to mark up an omnibus crime bill, perhaps as early as tomorrow, October 27th. Representatives Schroeder (D-Colorado) and Ramstad (R-Minnesota) plan to add the Violence Against Women Act to the crime bill as an amendment. The National Task Force is concerned that in the amendment process some Republican members might offer harmful and weakening amendments to VAWA from the Sexual Assault Prevention Act (H.R. 688) (SAPA), a bill similar to, but not preferred over the VAWA. The major difference between VAWA and SAPA is that although some provisions of SAPA resemble provisions in VAWA, VAWA contains important measures to prevent and redress violence against women, and to protect its victims, whereas SAPA is primarily focused on punishment as a means to prevention. A talking points/fact sheet comparing H.R. 1133 to H.R. 688 is included at the end of this message. ACTION NEEDED: (1) To prevent harmful or weakening amendments to the VAWA, Democratic members of the House Judiciary Committee must band together to defeat these amendments. These Committee members need to know why VAWA is preferable to SAPA. If one of the Democratic members is your representative, please write to him or her or even better, call to express support for the H.R. 1133 over H.R. 688. The Democratic House Judiciary Committee members (addresses, phone numbers and fax numbers when available) are listed below. (2) It is also important to add more co-sponsors to VAWA. Eighteen members of the Committee are needed to support the Schroeder-Ramstad VAWA amendment to have a majority in the Committee. Seventeen Judiciary members are currently co-sponsors, but only 14 are Democrats. Representatives Hughes (D-New Jersey) and Berman (D-California) are targeted as those most likely to sign on. They, as well as others who are not co-sponsors need to be encouraged to support the Schroeder-Ramstad amendment and to sign on as co-sponsors. The House Judiciary Committee members who have and have not signed on as co-sponsors are listed below. If you are a constituent of one of these reps, please call or fax them and express your support for the VAWA. Note: Even if you do not support the crime bill, it is vital to convey to members of the Judiciary Committee that VAWA should be supported without harmful amendments. If you feel that you can't ask Judiciary Committee members to support VAWA if it appears on the crime bill, simply ask them to show their support for the bill by opposing any amendments that would weaken it. ************************************************************************ WHEN YOU MAKE A CALL, SIMPLY ASK FOR THE LEGISLATIVE ASSISTANT WITH WHOM YOU COULD SPEAK ABOUT YOUR SUPPORT OF THE VAWA. IDENTIFY YOURSELF AS A CONSTITUENT AND MAKE A CONCISE STATEMENT FOR SUPPORT FOR THE VIOLENCE AGAINST WOMEN ACT OVER THE SEXUAL ASSAULT PREVENTION ACT. IF YOU SEND A LETTER BY FAX, ADDRESS IT IN THE FOLLOWING MANNER: The Honorable (Representative's Name) (use the address provided below) ************************************************************************ Democratic House Judiciary Committee Members (If you are not sure who your representative is, call or email Sarah Cook in the Public Policy Office at (202) 336-5929. The Public Policy maintains a database of U.S. Representatives and zip codes, allowing us to tell you who your representative is) *Sponsor **Not yet a sponsor ** Jack Brooks (TX), Chairman of the House Judiciary Committee 2449 Rayburn House Office Building Washington, D.C. 20515 (202) 225-3951 (202) 225-1584 fax ** Don Edwards (CA) 2307 Rayburn House Office Building Washington, D.C. 20515 (202) 225-3072 * John Conyers (MI) 2426 Rayburn House Office Building Washington, D.C. 20515 (202) 225-5126 (202) 225-0072 fax * Romano Mazzoli (KY) 2246 Rayburn House Office Building Washington, D.C. 20515 (202) 225-5401 ** William Hughes (NJ) 214 Cannon House Office Building Washington, D.C. 20515 (202) 225-6572 (202) 225-8530 fax ** Mike Synar (OK) 2329 Rayburn House Office Building Washington, D.C. 20515 (202) 225-2701 (202) 225-2796 * Patricia Schroeder (CO) 2208 Rayburn House Office Building Washington, D.C. 20515 (202) 225-4431 (202) 225-5842 * Dan Glickman (KS) 2371 Rayburn House Office Building Washington, D.C. 20515 (202) 225-6216 * Barney Frank (MA) 2404 Rayburn House Office Building Washington, D.C. 20515 (202) 225-5931 * Charles Schumer (NY) 2412 Rayburn House Office Building Washington, D.C. 20515 (202) 225-6616 ** Howard Berman (CA) 2201 Rayburn House Office Building Washington, D.C. 20515 (202) 225-4695 * Rick Boucher (VA) 2245 Rayburn House Office Building Washington, D.C. 20515 (202) 225-3861 * John Bryant (TX) 205 Cannon House Office Building Washington, D.C. 20515 (202) 225-2231 * George Sangmeister (IL) 1032 Longworth house Office Building Washington, D.C. 20515 (202) 225-3635 * Craig Washington (TX) 1711 Longworth House Office Building Washington, D.C. 20515 (202) 225-3816 * Jack Reed (RI) 1510 Longworth House Office Building Washington, D.C. 20515 (202) 225-2735 * Jerrold Nadler (NY) 424 Cannon House Office Building Washington, D.C. 20515 (202) 225-6923 * Robert Scott (VA) 501 Cannon House Office Building Washington, D.C. 20515 (202) 225-8351 (202) 225-8354 ** David Mann (OH) 503 Cannon House Office Building Washington, D.C. 20515 (202) 225-2216 ** Melvin Watt (NC) 1232 Longworth House Office Building Washington, D.C. 20515 (202) 225-1510 (202) 225-1510 fax * Xavier Becerra (CA) 1710 Longworth House Office Building Washington, D.C. 20515 (202) 225-6235 (202) 225-2202 fax ********************************************************************* To monitor response to this Action Alert, the APA Public Policy asks that you call or send an internet note to Sarah Cook [(202) 336-5929 or slc.apa@email.apa.org] if you contact one or more representatives. *********************************************************************** Talking Points Re: Violence Against Women Act vs. Sexual Assault Prevention Act *********************************************************************** H.R. 688 contains many damaging provisions. Many sections fo the H.R. 688, the "Sexual Assault Prevention Act of 1993" are inconsistent with positions help by members of the National Task Force on the Violence Against Women Act. A few of them are described below: 1. Institution of a death penalty for murders committed by sex offenders. (Title I, Subtitle A, Section 102) The VAWA task force opposed the death penalty for murders committted by sex offenders. 2. Increase in sentences for sex offenses (Title I, Subtitle A, Section 106) Many members of the VAWA task force oppose increases in sentences for sex offenses. Others support or are neutral on such offenses. 3. HIV testing and penalty enhancement in sexual offense case. (Title I, Subtitle A, Section 106) Many members of the VAWA task force oppose mandated HIV testing on the grounds that it discriminates agianst persons with a disease and that increasing sentences because someone knew or should have known they had HIV is likewise discriminatory. Moreover, mandated HIV testing for those who have been accused, but not convicted, of a violent crime may be unconstitutional and is also opposed by many members of the VAWA task force. The VAWA task force has voted to oppose adding any provision mandating HIV testing of defendants to the Violence Against Women Act. 4. Increased penalties for drug distribution to pregnant women. (Title I, Subtitle A, Section 108) Increasing penalties for persons who distribute drugs to pregnant women is misguided. It suggests that pregnant women are less capable than other adults of making decisions; it implies that harms to pregnant women are more serious than harms to other people; it implies that all pregnant women are expected to carry their pregnancies to term; and it opens the door to punishing pregnant women for engaging in conduct that might be considered damaging to the fetus. The overarching danger of these provisons to the VAWA is that they divert attention away from provisions directed toward victims of violence and the prevention of violence, which are the heart of the Violence Against Women Act. The Violence Against Women Act, H.R. 1133, in contrast, contains many provisions the H.R. 688, the Sexual Assault Prevention Act, does not. Many members of the task force feel these provisions are desparately needed. The Violence Against Women Act: 1. Creates a training program within the National Institute of Justice for personnel who work with sex offenders and requires the Attorney General to ensure that community treatment information is made available to released sex offenders. (Title I, Subtitle B) 2. Authorizes grants to implement mandatory or pro-arrest programs, improve tracking of domestic violence cases, and centralize and coordinate domestic violence cases, strengthen legal advocacy service programs for victims of domestic violence, and educate members of the criminal justice system about domestic violence to improve handling of such cases. (Title II, Subtitle B) 3. Reforms U.S. immigration laws to create protections for immigrant women who are battered by spouses who are U.S. citizens or legal residents. (Title II, Subtitle C) 4. Declares crimes motivated by the victim's gender to be civil rights violations that interfere with the victim's right to be free from discrimination on the basis of gender. (Title III) 5. Authorizes the State Justice Institute to award grants for the purpose of developing, testing and presenting and disseminating model programs to be used by states in training judges and court personnel in the laws of the state on rape, sexual assault, domestic violence, and other crimes of violence motivated by the victim's gender. (Title IV, Subtitle C) 6. Authorizes funds for the circuit judicial councils to study gender bias in their respective circuits. (Title IV, Subtitle C) 7. Requires the Federal Judiciary Center to include in its Judicial educatin and trainign programs information related to gender bias in the courts. (Title IV, Subtitle C.) Although there are sections of H.R. 688 that resemble the above provisions in the Violence Against Women Act, they are not identical. The Violence Against Women Act contains important measures to prevent and redress violence against women, as well as to protect its victims, whereas H.R. 688 is primarily focused on punishment. THANK YOU FOR YOUR HELP! ************************************************************************** *** ========================================================================= Date: Wed, 27 Oct 1993 13:16:03 EST Reply-To: Women's Studies List Sender: Women's Studies List From: "" Subject: male feminists, que?! Quick anecdotal note for the files of anyone sorting out definitions and categories of men identifying as feminists: In Nov. 1992 I was in Russia at the Second Independent Women's Forum, attended by 500 women and half a dozen men. There I met one Takhim Khairullin from St Petersburg, who said he was leader of the Radical Women's Initiative group (together with his wife, who was at home translating Dale Spender into Russian). He explained to me at length that he was a feminist, that feminism was a movement for the whole of humanity, NOT just for women; became increasingly critical of the Forum's female organizers, and ended up saying (direct quote): "Women just don't understand feminism!" i.e. to him it seemed there were a lot of diverse women's groups running around not getting anything done, what the movement really needs is strong leadership and organization... At this point I got a tension headache and excused myself. My tentative conclusion is that male feminists are fine, but one pre-req is that they understand and support the concept of "women's space"; otherwise the results can get bizarre. - FWIW (For What It's Worth) Elena Leonoff University of Melbourne, Australia Elena%Soviet%UNIMELB@muwaye.unimelb.EDU.AU ========================================================================= Date: Tue, 26 Oct 1993 23:40:47 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: micki Subject: Re: lexicographical studies of `women'? In-Reply-To: Message of Tue, 26 Oct 1993 21:31:15 -0500 from You might enjoy"Webster's First New Intergalactic Wickedary of the English Language, conjured by Mary Daly in cahoots with Jane Caputi" Boston: Beacon Press, 1987. Maureen Korp, PhD University of Ottawa mkorp@uottawa mkorp@acadvm1.uottawa.ca ========================================================================= Date: Tue, 26 Oct 1993 23:54:01 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Rosa Maria Pegueros Subject: Feminisms I have been thinking about why this discussion has rankled me so and it finally occurred to me. It is very reminiscent of discussions over whether we should be called Latinos or Hispanics or Chicanos. There are sections of these populations who are rankled by the use of one term or another, or who hate being called one or the other, and then there are U.S. govenrment officials who have decided that one term or another applies. Basically, I think people should be called what ever they choose to be called and that means that others, for whom they do not fit into a neat category will be uncomfortable. Rosa Maria Pegueros Dept. of History University of Rhode Island PEGUEROS@URIACC.URI.EDU ========================================================================= Date: Tue, 26 Oct 1993 22:05:00 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Wendy Burton Subject: lexicographical studies of `women'? In-Reply-To: <199310262346.AA14660@relay.cdnnet.ca> Re LAuanger's requests for lexicographical studies of "women". Have you checked the Oxford English Dictionary. The complete dictionary will give you a very lengthy, and the dates to go with, entry on woman/women. I have used the entry to settle the "what about man in the word woman" kibbitzers. Wendy Burton,University College, Fraser Valley burton@fvc.bc.ca (bitnet) ========================================================================= Date: Wed, 27 Oct 1993 08:53:07 +0200 Reply-To: Women's Studies List Sender: Women's Studies List From: naomy graetz Subject: Re: Feminist Archaeology In-Reply-To: <9310262342.AA01340@umd5.umd.edu> A must read is Carol Meyers: Discovering Eve: Ancient Israelite Women in Context (N.Y. Oxford University Press, 1990). The in Context refers to archaelogical finds etc. naomi graetz On Tue, 26 Oct 1993, Sheldon Lee Gosline wrote: > I would like to open up a discussion on the subject of the application of > Ferminist Critique to the subject of archaeology. What can the perspective > offer to archaeology, and maybe more important, what can archaeology offer > to feminism? > > S.L. Gosline > sgosline@students.wisc.edu > ========================================================================= Date: Wed, 27 Oct 1993 08:27:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: Judy Wajcman's name: answer Last week, I sent a query to WMST-L about the pronunciation of Judy Wajcman's last name; Wajcman is the author of a very useful book entitled FEMINISM CONFRONTS TECHNOLOGY that I wanted to refer to in a talk. Thanks to Jan van Bommel, I was able to contact Wajcman herself, who told me that she pronounces her name Wiseman. Since some people have told me that they use Wajcman's book in classes, I am posting this information on WMST-L. Many thanks to all who helped. Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Wed, 27 Oct 1993 00:57:25 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Margaret Susan Thompson Subject: Re: male feminists, que?! As the person who posted a message early on in this discussion defending the legitimacy of male feminists, I wanted to respond to Elena Leonoff's posting--to say that I completely agree with her about the need for men to "respect women's space." Further, I would also argue that the need for such "safe space" is essential for most of us! Elena's message also points out the very important reality that there are "women's ways"--or, should I say, FEMINIST ways--of organizing and deliberating. How I wish, for instance, that my department meetings were as unstressful as the meetings of the various truly feminist groups I'm involved with! This has taken me some time to fully appreciate--having been socialized (probably like most of us over 40) into a masculine/patriarchal model of "acting professional." But, in any event, her account of the run-in in Russia resonated strongly with me--including (especially?) the tension headache part! Peggy Margaret Susan Thompson thompson@maxwell.syr.edu Dept. of History, 320 Maxwell Hall Syracuse University Syracuse, NY 13244-1090 315-443-5882, 443-2210 ========================================================================= Date: Wed, 27 Oct 1993 08:48:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Helen Bannan Subject: Re: Orlando Conference Query A colleague who is not on the list asked me to see if anyone had an agenda for the conference on women in higher education that will be held in Orlando in January. Please reply to her directly, either through bitnet (stetsond@fauvax) or snail mail (Prof. Dorothy Stetson, Political Science, Florida Atlantic University, Boca Raton, FL 33431-0991) or FAX (407-997-6677). Thanks very much. Helen Bannan, Women's Studies, Florida Atlantic University bannan@fauvax ========================================================================= Date: Wed, 27 Oct 1993 09:19:37 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Georgia NeSmith Subject: consent I have been following the discussion of the "consent" issue with considerable interest. I do not use any sexually explicit material in any of my classes, but there is a great deal of material in my women's studies class that neccessarily puts people in touch with powerfully painful experiences, many dealing with sexual assault/incest issues, but also with body image, parental relationships, and various other emotionally charged issues. I have an extended introduction to my syllabus in which I discuss these possibilities and I read it out loud, word for word, on the first day. Of course many people add the class after the first day and probably don't read that, or pay close attention to it. As a communication "expert" (my Ph.D. says so!) I want to reinforce the point that READING a statement IS NOT ENOUGH, particularly when it deals with such sensitive and controversial matters. (I.e., reading silently to oneself.) I want to add a personal anecdote. As a graduate student at the U. of Iowa (about age 38 or so), I took a course in feminist literature in communication. Part of the course involved the debates over pornography, and we looked at slides of child pornography. About 1/3 of the way into the slide show I felt on the verge of tears. I got up, went to the bathroom, and cried my eyes out. Then I returned to the class. No one -- not the professor, not any of the students (many of whom were my friends) said one word to me about it. I didn't know why I was crying. I couldn't understand why I was the ONLY person crying. It wasn't until last January, in therapy (I am now 45) that I found out why I cried over that. While I agree that we should not shy away from using materials (of whatever origin) that evoke powerful feelings for people (indeed, I would hope that most of our materials would do so), I want to emphasize that WE MUST BE PREPARED to deal with the consequences. If someone DOES get up and walk out of the room, we must be prepared to seek them out and offer whatever resources (university, community, etc.) are available to help people deal with those feelings. Georgia NeSmith Communication Dept. SUNY Brockport Brockport NY 14420 gnesmith@acspr1.acs.brockport.edu ========================================================================= Date: Wed, 27 Oct 1993 09:54:43 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Delese Wear Subject: Re: feminism & medicine In-Reply-To: <9310200333.AA23678@umd5.umd.edu>; from "Georgia NeSmith" at Oct 19, 93 9:48 pm I have found Susan Sherwin's NO LONGER PATIENT very helpful in understanding feminist ethics. As a medical educator in a medical humanities program at a medical school, I find her book (and the Purdy & HOlmes book) relevant to far more than ethics. Sue Rosser's work, while focused on science, is pertinent to medical education. I'm working on a book prospectus entitled FEMINISM IN MEDICAL EDUCATION in which 15 women, mostly MD's, are writing on the subject autobiographically in terms of their own medical education and if/how they enact their feminism in their own teaching/research/patient care/etc. I found next to nothing, i.e. n=4, in a MEDLINE search on feminism and medical education/academic medicine. I should not have been so surprised, having working in this setting for 11 years! Also, your student might want to contact Frances Conley from Stanford, the neurosurgeon who put down her scalpel and said "enough." She has written and spoken extensively on sexual harassment and other discriminatory acts in medicine--I think of a recent article in the NEW ENGLAND JOURNAL OF MEDICINE (February? 1993). Also, Janet Bickel at the AAMC (Association of American Medical Colleges) really knows the landscape in terms of women in medicine. Hope some of this is helpful.. Delese Wear Human Values in Medicine Northeastern Ohio Universities College of Medicine PO Box 95 Rootstown, OH 44272 216-325-2511 dw@uhura.neoucom.edu ========================================================================= Date: Wed, 27 Oct 1993 09:26:00 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: "Robert W. Jensen" Subject: Re: male feminists, que?! Because this list strikes me as women's space, I am hesitant to post this. But here's a thought about men-as-feminists. I have been doing feminist-inspired academic work as a grad student and faculty member for five years. I don't refer to myself as a feminist. I usually describe myself as a man working with feminist theory. In political work, I tend to call myself a man working with feminists or working toward feminist goals. Those descriptions suit me fine. I don't do this to avoid being labeled or marginalized; everyone in my world knows my commitments and scholarly interests. I just don't feel right claiming the label "feminist." In part, this follows the example of men I respect who work in feminist groups. It also feels right to me. I think it makes sense to embrace feminist theory and goals, try to explain to other men why it is both just and in their interest to do the same, but not demand to be called a feminist. I may be arguing a somewhat confusing position that feminism (the idea) is for all of us, but that only women are feminists. Mainly I fear that devoting even this small amount of space to the question is an unnecessary diversion. But I am posting it. Bob Jensen, Dept. of Journalism, University of Texas. rjensen@utxvm.cc.utexas.edu ========================================================================= Date: Wed, 27 Oct 1993 10:52:44 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Katy Wiss Subject: Re: lexicographical studies of `women'? For lexical development of terms relating to and including "woman," try _Words and Women_ by Miller and Swift. Katy Wiss Western Connecticut State University wiiss@wcsub.ctstateu.edu ========================================================================= Date: Wed, 27 Oct 1993 11:39:06 EDT Reply-To: amhebert Sender: Women's Studies List From: "Ann Marie Hebert (amh2@po.cwru.edu)" Subject: Contemporary Fiction Lists? Does anyone know of a list which focuses on contemporary fiction, particularly women's fiction? I am interested in feminist theorizing of postmodern fiction and haven't encountered such a discussion forum. Ann Marie Hebert amh2@po.cwru.edu ========================================================================= Date: Wed, 27 Oct 1993 12:01:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: dl81 Subject: Re: political econ of women In-Reply-To: <9310052126.AA16872@umd5.umd.edu> Noticed responses to women's political economy in the U.S. inquiry. Would suggest using Nancy Woloch's WOMEN AND THE AMERICAN EXPERIENCE as basic framework, as she follows economic and political history as they interact, and is amenable to supplementing with more specialized treatments on particular issues or eras as may be desired by instructor. This way students get a sense of the whole developmental/historical continuum, which gives a more comprehensible context to more focused materials. DEB LOUIS ========================================================================= Date: Wed, 27 Oct 1993 12:08:37 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Margaret Susan Thompson Subject: "Twenty-Something" Novelists--info sought We are seeking help for an undergraduate senior project in American Studies. My student, Bethany Peacock, is providing a description/query here; please reply PRIVATELY to me at: THOMPSON@MAXWELL.SYR.EDU, unless you believe your information would be of general interest. Many thanks in advance for any help any of you are able to provide! Peggy Thompson I am proposing a cultural (as opposed to a theoretical) study of female sexuality as portrayed in the novels and short stories of twentysomething writers. I need secondary articles or surveys focused on current gender ideologies in these works, as well as names of other novelists whose works would be most pertinent. The authors I am looking at so far include: Lynne Tillman, Tama Janowitz, Mary Gaitskill, Bret Easton Ellis, Jay McInerny, Douglass Coupland, Gary Indiana and Mark Leyner. Bethany Peacock Margaret Susan Thompson thompson@maxwell.syr.edu Dept. of History, 320 Maxwell Hall Syracuse University Syracuse, NY 13244-1090 315-443-5882, 443-2210 ========================================================================= Date: Wed, 27 Oct 1993 12:10:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: dl81 Subject: Re: Social Movements graduate study In-Reply-To: <9310081942.AA05730@umd5.umd.edu> If your student is focusing on women's movement, I now have available a desktop edition of the text of my AND WE ARE NOT SAVED: A HISTORY OF THE MOVEMENT AS PEOPLE, which got on a Nixon list and taken out of print in 1972. Provides comprehensive history of civil rights movement 1959-1965, which provided impetus to 1970's "wave" of women's movement. She can respond to me privately if she'd like a copy (should be republished soon, but no telling when...) DEB LOUIS ========================================================================= Date: Wed, 27 Oct 1993 11:40:09 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "C. Margaret Hall" Subject: Travel:N.Wolf @ GU WMST-L-- Travel to Naomi Wolf lecture at Georgetown University, Gaston Hall (3rd Floor Healy Building), 37th amd O Sts. N.W., Wash. DC20057: >From Beltway (495) take last exit in MD if coming from U. of MD., and first exit in MD if travelling from VA. This is signposted Cabin John and Glen Echo. Take MacArthur Blvd. exit from this road, and follow to Reservoir Rd. (Wash.DC direction). Keep straight on Reservoir Rd. (continues straight from McArthur), to 35th Street, N.W. Turn right on 35th to P or O Streets, N.W., which lead to main gates of GU. ALL STREET PARKING RESTRICTIONS END AT 6:30 p.m., so O.K. to park "close" to main gates (should get a spot within 3-4 blocks!). >From Wisconsin Avenue, turn on Reservoir Road to 35th St. N.W., and follow directions above. >From Key Bridge bear R, left on 33rd St. N.W., left on Prospect, right on 35th St. N.W., and follow directions above. Call Leslie Byers at 202-687-3117 for more information, or e-mail to me. Naomi Wolf is talking about her new book, FIR WITH FIRE: THE NEW FEMALE POWER AND HOW IT WILL CHANGE THE 21st CENTURY. Margaret Hall HALLCM@GUVAX.bitnet or HALLCM@GUVAX.GEORGETOWN.EDU ========================================================================= Date: Wed, 27 Oct 1993 12:59:49 GMT Reply-To: Women's Studies List Sender: Women's Studies List From: "S.T.Champion" Subject: Re: Feminist Archaeology In-Reply-To: ; from "Sheldon Lee Gosline" at Oct 26, 93 4:51 pm There is now a large bibliographical resource on the subject of feminism/gender/women's studies and archaeology, which is currently a growth area in archaeology across the world. I'm sure you will know of most if not all of these volumes, but here is a short list in case not - and the individual papers in the conference volumes and edited books have extended bibliographies. There are three main areas of interest: in women in the past as evidenced through archaeology, in the history of women in the discipline of archaeology, and in the potential contribution of archaeology to feminist theory. On this side of the Atlantic there will be a big session on Women in European Archaeology at the Theoretical Archaeology Group (TAG) Conference in Durham (UK) in December, as well as feminist contributions to the 'Critical Histories of British Archaeology' session at the same conference (special cheap rates for students!), and there is a conference on Gender and Material Culture in Exeter (UK) in 1994. There are other archaeological conferences with gender/feminism themes in the States in 1994 if I remember right. Engendering Archaeology eds Joan Gero and Margaret Conkey, Basil Blackwell 1991, isbn 0631165053, pbk 0631175016 Exploring Gender Through Archaeology (Boone Conference Proceedings) ed Cheryl Claassen, Madison 1992, isbn 096211097 The Archaeology of Gender (Chacmool Conference Proceedings) eds Dale Walde and Noreen Willows, Calgary 1991, isbn 0889531404 A Gendered Past: a critical bibliography of gender in archaeology, E.A. Bacus and K.F. Anschuetz, AnnArbor 1993 (U. Mich. Mus. Anthr. tech. report), isbn 0915703319 Women in Archaeology, Laurajane Smith and Hilary DuCros, ANU Canberra 1992 (sorry, don't have isbn to hand) Women in Prehistory, Margaret Ehrenberg, British Museum 1989, isbn 0714113883 Gender and Material Culture: Archaeology of Religious Women, Roberta Gilchrist, Routledge 1993, isbn 0415089034 I hope some of this is useful. I'm working on some 19th and early 20th century British female archaeologists who barely appear in the histories of archaeology although in their time they were world-famous (and were also active in the women's movement), and also on the status of women in the European Iron Age. Sara. ******************************************************* * Sara Champion M.A., D. Phil * I have spread * * Department of Archaeology * my dreams under * * University of Southampton * your feet; * * Southampton SO9 5NH, U.K. * Tread softly, * * email: stc@uk.ac.southampton * because you tread * * Tel: 0703 557031 * on my dreams. * ******************************************************* ========================================================================= Date: Wed, 27 Oct 1993 10:07:33 CST Reply-To: Women's Studies List Sender: Women's Studies List From: Mona Subject: Re: Orlando Conference Query In-Reply-To: Message of Wed, 27 Oct 1993 08:48:00 EDT from I would also be interested in the agenda for the conference on women in universities (I think that was the title) in Orlando next January. Does anyone have more information? Mona Acker, University of Regina, Saskatchewan, Canada acker@uregina1 or acker@max.cc.uregina.ca ========================================================================= Date: Wed, 27 Oct 1993 12:26:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: dl81 Subject: Re: Is there a word or concept? In-Reply-To: <9310202040.AA22441@umd5.umd.edu> I'd like to interject into this "multilogue" the suggestion by Gloria Steinem that "a woman is either a feminist or a masochist." DEB LOUIS ========================================================================= Date: Wed, 27 Oct 1993 12:55:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: dl81 Subject: BACK FROM RUSSIA! The Women's Studies delegation which departed for Russia and Belarus on Oct.11 is back, after two mind-bogglingly productive, moving, connection-building, inspiring weeks. 21 of us visited Minsk, Moscow and St. Petersburg, meeting with feminist academics, community activists, journalists, entrepreneurs, factory workers, and other professionals and educators in a variety of formats and settings. We will be disseminating what we experienced and learned in a variety of ways, and engaging in a number of continuing, follow-up activities with our new partners/sisters there. What a time to have done this! Several other members of the delegation are on e-mail, but not WMST-L, but will be subscribing soon for direct questions the network might have. The group is also proposing a group of related presentations for the NWSA 1994 conference. The Russians call what we do "feminology." We rather liked that. It will take us weeks to really digest the journey, but we are prepared to share bits and pieces in the meantime. I will let the network know when some form of published reporting is available, certainly by the end of the year if not sooner. It's very, very nice to be home. DEB LOUIS ========================================================================= Date: Wed, 27 Oct 1993 13:12:40 ECT Reply-To: Women's Studies List Sender: Women's Studies List From: Sara Reiter Subject: Campus Cultural Wars I have been interested to read about how the program "Campus Culture Wars" was put together. While I realized that all segments had a conservative agenda, some seemed to be considerably more rabid than others. The segment on the women's studies course in Washington State was by far the worst. While I do not suggest censorship, I am troubled by the question of where most people seeing this segment would ever get a balanced view of women's studies. How can they compare what women's studies is really like to the portrayal in this documentary? I was particuarly disturbed to find on mentioning this at home that my (college educated) husband felt that the segment must have been essentially true or it could not have been shown. He felt that if the class was not conducted as portrayed in the film, then surely the women involved would have sued, and therefore the presentation had, at least, to be a possible interpretation of real occurences. This despite the fact that all the segments in the program were rather obviously bad reenactments. Maybe my husband is particularly dense, but I was considerably more concerned about the harm that a program like this could do after talking with him.Sara Reiter SREITER@BINGVMB ========================================================================= Date: Wed, 27 Oct 1993 14:25:00 CDT Reply-To: Women's Studies List Sender: Women's Studies List Comments: Resent-From: Nancy Comments: Originally-From: lstine From: Nancy Organization: Samford University Anthropology question: ----------------------------Original message---------------------------- There was an important case of a cultural anthropologist being raped by members of a South American tribe- she viewed their secrete flute ceremonies, even though warned that only men could watch. I can not recall her name as yet, there were extensive writings about it, as she was raped by most of the village men in punishment for breaking a taboo. I recall a lot of similar stories about South American male groups using gang rape to punish women who wish to steal the power of their ceremonies, something to do with an inversion- the women had the power first, but the men won it from them. This happened before 1974, as my professor told me about it then- helping me to decide to become an archaeologist, not cultural anthro. Try Charles Wagner's works?? I will look through my Calgary Conference on Gender volume and see what kind of reference I can find. ========================================================================= Date: Wed, 27 Oct 1993 14:28:42 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Caroline Brettell Subject: Re: Feminist Archaeology In-Reply-To: <9310270659.AA05377@umd5.umd.edu> There are a number of good books out on Feminist archaeology. The spokeswoman for this field, I suppose, is Meg Conkey. See her piece in Micaela di Leonardo's "Gender at the Crossroads' as well as the piece in my coedited volume "Gender in Cross-Cultural Perspective." You will then want to consult her bibliographies. Other articles of interest are and issue of Historical Archaeology (vol 25 1991) on "Gender in Historical Archaeology", Conkey a and Spector "archaeolgoy and the Study of gender" in Advances in Archaeological Method and Thory voluem 7. I believe there was also a piece in a recent issue of American Antiquity. This is a start. I hope it helps ========================================================================= Date: Wed, 27 Oct 1993 16:08:43 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Sandra K Herzan-2 Subject: Re: Campus Cultural Wars In-Reply-To: <01H4LY6TAMJ6B7CGUE@vx.cis.umn.edu> Sara and others, I managed to miss the airing of the program on Campus Culture Wars. Can someone provide the complete title (if I'm missing it) and producer, and better yet, and address or phone to request a copy? Thanks much. Sandy Herzan Department of English University of Minnesota herz0001@gold.tc.umn.edu ========================================================================= Date: Wed, 27 Oct 1993 16:16:43 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Sandra K Herzan-2 Subject: Coming of Age Greetings list subscribers! There's lots of interesting dialogue taking place in the ether, but I'd like to introduce more questions nevertheless. I'm in the process of writing a dissertation about contemporary American women novelists and autobiographers who examine and portray female coming of age in their work. I have a couple of questions for all of you related to my work. First, I'm curious to know your favorites in terms of female coming of age stories, in any period, but especially later 20th century. These can be personal favorites, works that you have enjoyed teaching, works that challenge "the tradition" (we could talk more about that too), or favorites for other reasons. Secondly, I'm always interested in resources related to my topic. I'm most familiar with sources related to literary study (primary or critical and theoretical texts) and would appreciate suggestions in any related disciplines that you think would be relevant. For instance, Psychology, History, Film, Sociology, American Studies, Child Development, etc. Thanks for your input, in advance. Sandy Herzan English Department University of Minnesota herz0001@gold.tc.umn.edu ========================================================================= Date: Thu, 28 Oct 1993 12:21:27 +1300 Reply-To: Women's Studies List Sender: Women's Studies List From: Raewyn Whyte Subject: the cultural anthropologist and the flute This may be an apocryphal tale, though it may also be true. The ceremony in question is documented in a text published in 1990 or 1991 by a husband-and-wife team of ethnographers whose names I don't have to hand, and the book is fascinating reading. I found it through RLIN using descriptors sex/anthropology. My papers are all boxed for moving right now, but I can get to them soon and will post the correct reference if nobody else has provided it. I also have useful references for the cultural dynamics of sexual inversion in my box of papers, so contact me privately if you want them Raewyn.Whyte@minedu.govt.nz ========================================================================= Date: Wed, 27 Oct 1993 16:19:20 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Gail Stygall Subject: Paper Call 1994 M/MLA I am posting this for Joan Livingston-Webber who is not currently on WMST-L. Please respond to her if you have questions. Gail Stygall, University of Washington, stygall@u.washington.edu CALL FOR PAPERS 36th Annual M/MLA Convention Palmer House Hilton, Chicago, IL Nov. 11-13, 1994 "Women's Studies and the Electronic Network" Electronic networks move networking into a new medium. Along with this new medium come new questions and variations of old questions. For example, in several articles, Susan Herring, a linguist, questions whether the networks are inherently democratic or whether the participants simply reproduce the dynamics of male/female interactions prevailing in the non- electronic culture. There are questions of access at several levels: access to computers themselves, access to technological comfort, access to an account and to networks, access to the time to develop the skills and attitudes of net-research. Non-list networking, that is e-mail, hasn't been much investigated yet. How are those in women's studies networking through off-list communications? Some people are using the network in various ways in their teaching. How can or does access to the net change pedagogy? How has it changed yours? Does electronic networking recreate in a new medium traditional hierarchical relations among members of a disciplinary community, a classroom, or colleagues in an institution? Does electronic networking help level the field? How? Does electronic networking affect relationships of women studies' faculty or programs with programs and women outside academia? How? To what consequence? Proposals are invited for papers addressing these and other questions related to the topic of women's studies and the electronic network. Send 1-2- page proposals by March 28, 1994 to: Joan Livingston-Webber Department of English 60th and Dodge University of Nebraska at Omaha Omaha, NE 68182 E-mail ASCII proposals to: webber@unomaha.edu -- Joan Livingston-Webber webber@unomaha.edu "It's hard to work with a group when you're omnipotent." -Q, TNG ========================================================================= Date: Wed, 27 Oct 1993 20:32:14 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Mary Alice Delia Subject: Help with N.O.W. at B-CC I am the new sponsor of a to-be-formed N.O.W. Chapter at B-CC H.S., Montgomery Co. Md. To my amazement, 65 girls attended the first "meeting"--just a "pa" announcement brought them. In fact, as girl after girl entered my room at noon one week ago, I was more than amazed...I had a feeling the revolution is NOW. I can't explain this interest; last year, only 3 or 4 girls were interested. But we are already in deep trouble--the girls are arguing; I don't any longer have the phone numbers of the D.C. NOW women. We need desperately to have a NOW rep. at our next meeting at 11:00 am on November 1. We have an immediate problem - two girls want to play baseball but MCPS regs say they can't if softball is available and running concurrently. Oh well, it's all too much to go into here. I'm an academic feminist (Ph.d. U of Md, lit. theory) and I feel I'm in over my head. These girls are incredible - B-CC's BEST - they are wanting to DO something. Six men attended the last meeting and the girls welcomed them but then wouldn't talk themselves about their issues. Any help would be appreciated-- ESPECIALLY a volunteer from NOW to come to B-CC Monday Nov. 1 and help us "join" NOW. I understand we have to be a full chapter, that student chapter possibilities don't exist. The girls have voted to join. Anyone willing to contact us??? Before the group self destructs due to my incompetence? Write me a at mdelia@umd5.umd.edu Thanks, Mary Alice Delia ========================================================================= Date: Wed, 27 Oct 1993 18:45:08 PDT Reply-To: Women's Studies List Sender: Women's Studies List From: Frances Bula Subject: Naomi Wolf talk In-Reply-To: <9310270344.AA10259@whistler.sfu.ca>; from "micki" at Oct 26, 93 11:40 pm To anyone going to the Wolf talk: I have to interview Wolf next week and review her book for my newspaper (The Vancouver Sun). I'd be interested in people's responses to what she has to say, which I think will provoke a lot of debate. I've only read the introduction so far, but she is talking about the two branches of feminism: "victim feminism" and "power feminism" and the way that victim feminism has come to dominate You can message me at bula@sfu.ca. Frances Bula ========================================================================= Date: Wed, 27 Oct 1993 23:34:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: Assessment consultants/AAUW Dissertation Awards I am posting this for Deborah Ventis, who is currently having trouble sending messages to WMST-L. Please reply to her privately at the Bitnet address she provides at the end. Joan Korenman **************************************************** We are undergoing assessment of our Women's Studies Program as part of a state-mandated College-wide assessment. I need to provide a list of three possible consultants who would visit our program sometime during the spring semester ('94). I would appreciate receiving suggestions of specific individuals who have provided such input to other programs. I would also appreciate any information list-members have about the AAUW dissertation awards--a graduate student has contacted me about the program and we have the appropriate contacts for application materials, etc., but would like more information about any experience individuals have had with the application process, etc. Thank you for responding PRIVATELY! Deborah G. Ventis College of William & Mary Williamsburg, VA 23187 WPSADGV@WMMVS (Bitnet) ========================================================================= Date: Wed, 27 Oct 1993 23:24:12 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Karen Asquith Subject: Request for Sources on Conflict in Women's Groups We are looking for previous research, articles, and books on conflict in all women work groups. We are particularly interested in the ways in which women cope with, manage and resolve conflict between and among women. Our focus is on the etiology and dynamics of conflict between women in all female groups, rather than the intrapersonal conflict which arises. If you have any suggestions for readings, please reply privately to Dr. Jeri Carter at jcarter@james.psych.runet.edu Thanks in advance for your help. Karen Asquith ========================================================================= Date: Wed, 27 Oct 1993 23:43:20 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Judith Frederika Rodenbeck Subject: Gertrude Stein & boxing I am doing a research project on Gertrude Stein and boxing (!), which she took up while she was at Johns Hopkins. I'm looking at this in connection with her reading of Otto Weininger, as well as fin de siecle "physical culture." Any suggestions or specific references would be greatly appreciated! You can email me directly at jfr10@columbia.edu. Thanks in advance - J F Rodenbeck ========================================================================= Date: Wed, 27 Oct 1993 23:56:14 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: "Marlen R. Hancock" Organization: Emory University - Atlanta, Georgia, USA Subject: ANTHROPOLOGY AND RAPE Re institutionalized rape, Gregor, Thomas. "'She who is covered with feces:' The dialectics of Gender among the Mehinaku of Brazil" in Randolph, Richard R, etal _Dialectics and Gender: Anthropological Approaches_, 1988, Westview Press. This piece describes the gang rape of female tribe members who purposefully or accidently see the males' ceremonial flute. Marni Hancock SOCAW059@EMUVM1 ========================================================================= Date: Thu, 28 Oct 1993 00:07:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: 5 job announcements The following five job announcements may be of interest to WMST-L readers: 1) Asst. Prof., Amer. Women's History (U.Missouri-KC) 2) Director of Women's Studies (U. of Texas - El Paso) 3) Rank open, half-time appt. Women's Studies (U.Washington) 4) Jt. appt. Women's Studies (Purdue U.) 5) Film Studies (inc. feminist film) (U. of Oregon) For more information, please contact the people named in the announcements, not WMST-L or me. Joan Korenman (korenman@umbc) ************************************************* 1) The Department of History at the University of Missouri-Kansas City invites applications for a tenure-track, assistant professor position in American women's history, emphasis in late nineteenth and/or twentieth century, to begin August 1994. Teaching responsibilities include undergraduate and graduate instruction. Opportunities also exist for participation in interdisciplinary instruction. Strong evidence of scholarly potential required. Attractive workload, salary, and benefits. Send cover letter, c.v., dossier, and 3 current letters of recommendation by December 31, 1993 to Search Committee, Department of History, University of Missouri-Kansas City, Kansas City, MO 64110-2499. The University of Missouri-Kansas City is an AA/EOE and especially welcomes applications from women and minorities. If list subscribers have questions about women's studies, UMKC, Kansas City, etc., they can contact me. (I am not on the search committee, however.) Thanks! Kristin Esterberg, Director of Women's Studies, UMKC, Kansas City, MO 64110 (kesterberg@vax1.umkc.edu or kesterberg@umkcvax1.bitnet) ******************************************************************** 2) Women's Studies: Director of Women's Studies, University of Texas at El Paso. Director of Women's Studies to administer Interdisciplinary Program. Should have a strong record of feminist scholarship and administrative experience in women's studies programs. The Director, based in a humanities or social science department should be prepared to lead a program in Hispanic-majority, female-majority institution, poised to be a research center of gender in the Americas. Significant potential for external grant activity. Grant writing and Spanish speaking capability desirable. Rank and salary commensurate with credentials. The University of Texas at El Paso, second largest component of the UT system, enrolls 17,000 graduate and undergraduate students. El Paso is located in a binational metropolitan area of some two million people. Screening will begin January 5, 1994 for fall placement with acceptance of applications until the position is filled. Send letter of interest, curriculum vitae, and listing of three current references (name, address, telephone) who can attest to your experience in women's studies to Professor Mimi Gladstein, University of Texas at El Paso, Department of English, El Paso, Texas 79968-0526. UTEP does not discriminate on the basis of race, color, national origin, sex, religion, age or disability in employment or the provision of services. From: The Chronicle of Higher Education, October 27, 1993 *********************************************************************** 3) Women's Studies: Half-time Faculty Appointment, Women Studies Program, University of Washington. Half-time assistant, associate, or full professor of Women Studies, fall, 1994. Women Studies is seeking a feminist scholar with interdisciplinary and global interests. While the area of specialization is open, special consideration will be given to applicants with interests in the following areas: Women in Development, Global Political Economy/Economic Restructuring, or International Feminism. Applicants should have a substantial record of research and publications and/or applied experience and be highly qualified for undergraduate and graduate teaching. Teaching responsibilities will include courses in area of specialization. Applications, with a current curriculum vitae, statement of research and interests, and three letters of recommendation should be sent to Professor Susan Jeffords, Director of Women Studies, University of Washington, GN-45, Seattle, Washington 98195. Priority will be given to applications received before January 15, 1994. The University of Washington is building a culturally diverse faculty and strongly encourages applications from female and minority candidates. From: The Chronicle of Higher Education, October 27, 1993 ********************************************************************* 4) Women's Studies: Purdue University. Tenure-track, entry-level Assistant Professor, begin August 1994. Joint appointment in one of following disciplines in School of Liberal Arts: Anthropology; Communication; Foreign Languages and Literatures; Health, Kinesiology and Leisure Studies; Philosophy; Psychological Sciences; Sociology; Visual and Performing Arts. Qualifications: Ph.D. or equivalent. Seeking candidates who will add to diversity and multicultural awareness in the program and faculty. Teaching responsibilities include interdisciplinary women's studies courses and courses in candidate's discipline and area of specialization. Send letter of application, curriculum vitae, sample(s) of scholarship, and three letters of recommendation addressing candidate's teaching and research potential to: Professor Charlene Haddock Seigfried, Women's Studies Program, Purdue University, 1361 LAEB, Room 2258, West Lafayette, Indiana 47907-1361; (317) 494-6295. Applications due November 10, 1993, but deadline will remain open until suitable candidate is hired. Purdue University is an AA/EEO employer and encourages applications from women and minorities. From: The Chronicle of Higher Education, October 27, 1993 ******************************************************************** 5) Film Studies: Film History and Criticism. The University of Oregon English Department will appoint a tenure-track Assistant Professor of Film History and Criticism, starting Fall 1994. Teaching responsibilities will include an introductory sequence in film history and advanced courses in some of the following areas: media aesthetics, film and television theory, film genres, feminist film and television criticism, ethnic issues in media. Completed Ph.D. and teaching experience required. Preference will be given to candidates with extensive background in film studies and experience teaching film courses in the context of an English or Humanities program. We particularly encourage applications from women and members of ethnic minority groups. Applicants should send curriculum vitae, three letters of reference, and a brief writing sample to Professor Richard L. Stein, Head, English Department, University of Oregon, Eugene, Oregon 97403. Applications must be received by December 19, 1993. AA/EO/ADA. From: The Chronicle of Higher Education, October 27, 1993 ========================================================================= Date: Thu, 28 Oct 1993 00:11:58 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Georgia NeSmith Subject: definitions of feminism I teach an Intro to women's studies class to an audience that, in the beginning at least, is often at least a bit hostile to feminism, and certainly ignorant about it. We have a "women's perspectives" requirement as part of general education, so many of the students are taking it merely to fulfill the requirement. I have been relatively successful in overcoming that hostility, through a variety of readings and discussion activities. One of the most successful this semester was this: First, I had students read the several definitions of feminism offered in Sheila Ruth's _Issues in Feminism_. Then, in class, I had them break down into small groups and try to come up with a definition of feminism acceptable to all members. Then we gathered back and jointly tried to come up with the class's definition of feminism. I wish I could remember exactly what it was (I have it somewhere filed away), but that really doesn't matter. The next thing I had them do was to write for a few minutes beginning with their choice of the following, and taking into account the definition we had written on the board: I am a feminist because . . . ; I support feminism because . . . ; I am not a feminist because . . . ; I do not support feminism because . . . . Students did NOT have to identify themselves by name. To a person, they all said either "I am a feminist because . . . " or "I support feminism because . . . " Some didn't support or identify with all elements of the definition, but were mostly supportive. I wish I had done a "pre-test" of this so I could have had a better idea of what they thought about feminism before the class started. However, judging from the way many of the earliest discussions started, usually following the theme of "this is male-bashing," I have a suspicion that a goodly number of those who were identifying with or supporting feminism would not have done so at the beginning. One idea I had for starting class that, unfortunately, I didn't have time to develop, was a survey on what people's positions were on various feminist issues, including, e.g., whether they supported women's right to vote, run for office, get an education (all that stuff that historically was denied to women until very recently, but which everyone seems to take for granted now), as well as more contemporary issues. Then I would discuss the results with them and talk about the extent to which they supported feminist positions whether they identified them as such or not. What is most important from my point of view is that we remember that this is all PROCESS. One fellow in the class in particular is always asking questions that reveal his ignorance about what is going on in the world, particularly with respect to women. His questions are really innocent. His heart is in the right place, but he just doesn't know much or have much experience. At least, that's how I respond to his questions. I make the point on the first day of class that ignorance is nothing to be ashamed of, and that my first pedagogical principle is that I have to start from where students ARE, wherever that may be, and try to open them to new ways of thinking. I've taught this course only twice, so it's hard to generalize beyond these two classes, but I have not encountered any significant hostility since the first few class meetings. A few really hostile students dropped out -- I'd like to think because they saw early on that they weren't going to get any support from their cohorts, who rather rapidly became enthusuastic explorers of the new worlds I laid out for them. There is a principle from tae kwan do operating here: instead of confronting the opposition directly, you absorb your "opponent's" energy and then redirect it. You draw upon your opponent's strength as well as your own. Georgia NeSmith Communication Dept. SUNY Brockport Brockport NY 14420 gnesmith@ascpr1.acs.brockport.edu ========================================================================= Date: Thu, 28 Oct 1993 18:05:05 +1300 Reply-To: Women's Studies List Sender: Women's Studies List From: Raewyn Whyte Subject: Re: ANTHROPOLOGY AND RAPE Thanks Marni--I do believe Thomas gregor is the co-author of the book in which I read the account of this ceremony which I have promised to post later. The book came out in 1991 I think. A useful reference on the dynamics of gender inversion vis genital iconography is Shirley Ardener "A note on gender iconography: the vagina" in Pat Caplan (ed) The Cultural Construction of Sexuality Tavistock 1987; and also there are references in Leela Dube and Shirley Ardener (eds) Visibility and Power: Essays on Women in Society and Development Oxford University press 1986. I promise to post other references later. By the way, a curious thing (!!) in gregor's book is the lack feminine sexuality, especially since both Gregor and his spouse were living and studying in the same community. I seem also to reemeber that he doesn't really delve into the symbolic value or impact of women's sighting of the flute/phallus... It's a while since I read it. Raewyn ========================================================================= Date: Thu, 28 Oct 1993 03:12:06 LCL Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Ginzberg Organization: Philosophy Dept., Wesleyan University Subject: Feminism & Dance Therapy? I have a Women's Studies student (2nd semester senior) who is interested in Feminist Dance Therapy (or, if there is no such thing yet, she is interested in being part of creating such a thing). She's doing a mini-internship in pretty traditional dance therapy right now, as well as writing a senior capstone project in Women's Studies on women & alternative health care. She is interested in knowing where she might be able to combine these 2 areas of interest after she graduates in Dec. If anyone has any ideas/suggestions/knows of programs/etc. that might be useful to her, please write me PRIVATELY: rginzberg@eagle.wesleyan.edu Thanks, in advance. ------------------------------------------------------------- Ruth Ginzberg /^ ^\ Philosophy Department / 0 0 \ Wesleyan University V\ Y /V Middletown, CT 06459-0081 / - \ (203) 347-9411 x2263 / | rginzberg@eagle.wesleyan.edu V__) || ========================================================================= Date: Thu, 28 Oct 1993 08:04:13 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Cheryl Tallan Subject: women scientists In-Reply-To: <93Oct27.084835edt.8300@ugw.utcc.utoronto.ca> from "Margaret Susan Thompson" at Oct 27, 93 01:57:25 am There is an interesting article on women scientists, both past and present, and their problems, "A Lab of Her Own", in the November 1993 _Scientific American_. Cheryl Tallan ctallan@epas.utoronto.ca ========================================================================= Date: Thu, 28 Oct 1993 07:28:50 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Jo Freeman Subject: Re: affiliated scholars programs In-Reply-To: Message of Tue, 26 Oct 1993 15:14:18 CDT from I can't help you, but if you receive a reply from any university in the NYC are a, would you please let me know. I've been a guerilla scholar for years and I could use a niche to rest in. It's cold and lonely out here. ========================================================================= Date: Thu, 28 Oct 1993 06:28:46 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Caroline Cole Subject: Re: male feminists, que?! Having just joined the list I did not see the entire conversation regarding male feminists. Nevertheless, I want to applaud Bob Jensen for his comments. Many times I've seen/heard men say they're "feminists" on one hand while reinforcing many "women = subordinate" attitudes with the other (unknowingly, I hope). That is not to say that all men who adopt the label "feminist" are like this, but I think Jensen makes an important distinction: adopting feminist positions/goals/ideas and adopting a feminst identity. Caroline Cole office: (217) 333-1006 Department of English home: (217) 351-5970 U. of Illinois at Urbana-Champaign ccole@ux1.cso.uiuc.edu Urbana, IL 61801 ========================================================================= Date: Thu, 28 Oct 1993 09:07:52 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Marita McComiskey Subject: Request for info Pat Carter, Associate Director of Women's Studies at the Univ. of Conn., has asked me to send this message since she is having trouble accessing the list. We have been asked to rethink our reporting structure in Women's Studies at the University of Conencticut and would like information & advice from other women's studies programs. Specifically we would like to know:1. To what administrative level does your program or department report? (i.e.Provost or Dean---of what college?) Has your Women's Studies Program found this a satisfactory arrangement, why or why not? If you could change your reporting structure how would you change it? Please note whether your program is a private or state supported university. Thanks. Responses may be sent to Pat Carter at womstu3@uconnvm.bitnet or Marita McComiskey at mccomisk@uconnvm.bitnet. ******************************************************************************* ========================================================================= Date: Thu, 28 Oct 1993 08:26:52 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Caroline Brettell Subject: Re: Coming of Age In-Reply-To: <9310272201.AA04858@umd5.umd.edu> >From Anthropology, two good texts are "Nisa" by Marjorie Shostak and "Becoming a Woman in rural Black Culture" by Molly C. Dougherty. Of course there is also a literature on "coming of age" rituals--a classic is Audrey Richards' study of the Bemba. ========================================================================= Date: Thu, 28 Oct 1993 08:31:29 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Caroline Brettell Subject: Re: the cultural anthropologist and the flute In-Reply-To: <9310272337.AA11616@umd5.umd.edu> I think the book you are thinking of is "Women of the Forest" by Yolanda and Robert Murphy--about the Mundurucu. Several groups in New Guinea have similar sacred flute myths. I use this in my class on myth and religion across cultures to pose questions about human universals. On Thu, 28 Oct 1993, Raewyn Whyte wrote: > This may be an apocryphal tale, though it may also be true. The > ceremony in question is documented in a text published in 1990 or > 1991 by a husband-and-wife team of ethnographers whose names I > don't have to hand, and the book is fascinating reading. I found > it through RLIN using descriptors sex/anthropology. My papers are > all boxed for moving right now, but I can get to them soon and will > post the correct reference if nobody else has provided it. I also > have useful references for the cultural dynamics of sexual inversion > in my box of papers, so contact me privately if you want them > Raewyn.Whyte@minedu.govt.nz ========================================================================= Date: Thu, 28 Oct 1993 10:11:08 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Jo Malin Subject: request for info. I N T E R O F F I C E M E M O R A N D U M Date: 28-Oct-1993 10:05am EDT From: Jo Malin JMALIN Dept: Talent Search Tel No: 773-7718 TO: Remote RSCS/NJE Network User ( _JNET%WMST-L@UMDD ) Subject: request for info. I'm working on a diss. chapter (womens autobiographies) that will include Boxcar Bertha, Landscape for a Good Woman, and Bastard out of Carolina. I'm looking for something theoretical on class, gender and the (female) body. Any ideas? Thanks, Jo fokhr h kP ========================================================================= Date: Thu, 28 Oct 1993 08:27:00 MST Reply-To: Women's Studies List Sender: Women's Studies List From: Susan Morrow Subject: Resource-Women, class, body On 28-Oct-1993 Jo Malin asked for resources re: something theoretical on class, gender and the (female) body. >From out of the past, I remember a wonderful booklet by Barbara Ehrenreich and Diedre English--was it _Witches, Midwives, and Nurses_ or another in the same series of two? Their later book, _For Her Own Good_, contained the same information, I think. Also, Michelle Fine's book _Disruptive Voices_ deals with "the social politics of gender, race, class, sexuality, and disability as they are negotiated on and by women's bodies." Sue Morrow Sue Morrow Internet Address: MORROW@GSE.UTAH.EDU Department of Educational Psychology Office: (801) 581-3400 327 Milton Bennion Hall FAX: (801) 581-5566 University of Utah Salt Lake City, UT 84112 ========================================================================= Date: Thu, 28 Oct 1993 10:45:40 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Margaret Susan Thompson Subject: Katie Roiphe & George Will As a follow-up to recent Roiphe & "Backlash" dialogues on this list, people may be interested to know that George Will's syndicated column of today (10/28) consists of a very favorable assessment of Roiphe's book--and support for her pooh-poohing of the concept of date rape.... YUK! Peggy Margaret Susan Thompson thompson@maxwell.syr.edu Dept. of History, 320 Maxwell Hall Syracuse University Syracuse, NY 13244-1090 315-443-5882, 443-2210 ========================================================================= Date: Thu, 28 Oct 1993 16:24:01 +0300 Reply-To: k420170@email1.edvz.uni-linz.ac.at Sender: Women's Studies List From: "Elisabeth J. Binder" Subject: Roiphe reception abroad Another footnote to the Roiphe-hype: Another footnote to the Roiphe-hype: A major Austrian newspaper carried an article in its weekend magazine on Roiphe's book, i.e. the piece was basically a summary of the NEWSWEEK story on 'sexual correctness' framed by some references to a recent sexual harassment scandal in the Austrian parliament. The guy calls the 'cult of victimization' (Opferkult) an 'expression of a dangerous virus in US society'. Well yes, European anti-Americanism (still fashionable among some intellectuals) makes good camouflage for basic European sexism... If anyone is interested in a copy of the article, please let me know. Elisabeth ========================================================================= Date: Thu, 28 Oct 1993 08:41:28 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Tova Stabin Subject: Re: Katie Roiphe & George Will In-Reply-To: <9310281448.AA06273@walker.u.washington.edu> he - george will -- also wrote a pretty slanderous column about catherine mackinnon called "campus feminist unwittingly calls for widespread censorship" On Thu, 28 Oct 1993, Margaret Susan Thompson wrote: > As a follow-up to recent Roiphe & "Backlash" dialogues on this list, > people may be interested to know that George Will's syndicated column > of today (10/28) consists of a very favorable assessment of Roiphe's > book--and support for her pooh-poohing of the concept of date rape.... > YUK! > Peggy > Margaret Susan Thompson > thompson@maxwell.syr.edu > Dept. of History, 320 Maxwell Hall > Syracuse University > Syracuse, NY 13244-1090 > 315-443-5882, 443-2210 ========================================================================= Date: Thu, 28 Oct 1993 10:25:22 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: "Marilyn P. Safir" Subject: Re: the cultural anthropologist and the flute In-Reply-To: <9310272322.AA16467@walker.u.washington.edu> I thought The faculty advisor telling the student about the story (of the rape of the female anthropologist for doing what men are only supposed to do very interesting) used this story to produce a change in vocational goals in the student - Is this my paranoia - or was this an another story of a male keeping a female out? Marilyn Safir ========================================================================= Date: Thu, 28 Oct 1993 10:23:36 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Peggy Beemer Subject: Films on Women & Religion I was recently asked by the Dean of our school to submit a list of the best films which deal with women and religion for purchase. I have found them to be few and far between. I am therefore proposing to compile a film bibliography for use in such courses. Eventually, I hope to compile of "wish list" of films we would like to see made, and perhaps get some of us moving on those projects. Could any of you out there on the list make suggestions as to which films should be included on either list? If you have information about the sources through who the films are available, that, too, would be useful. (I note that religion is for us very broadly conceived, including what has been called elsewhere "world view." We are not only looking for films discussing women's role in institutions of religion, although that is obviously of interest.) Peggy Beemer PBeemer@oavax.csuchico.edu ========================================================================= Date: Thu, 28 Oct 1993 12:27:25 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Kathy VanFossan Subject: Faculty Techniques for Classroom Inclusion Here's an opportunity to share some of your insight with a neophyte to the field of women's studies. I am the library director at a small Midwestern Christian college. A colleague and I are preparing a presentation to our faculty on November 8 on the topic of "Gender Development." My portion of the presentation particularly concerns faculty techniques and behaviors which create an inclusive learning environ- ment in the college classroom. From my reading and some interviews, I have already gathered a few good suggestions. I am hoping that many of you will have some ideas that I may incorporate into this presentation. Thanks for your help! Kathy Van Fossan, Library Director Olivet Nazarene University Kankakee, IL 60901 Internet: kfossan@olivet.edu Phone: (815)939-5211 ========================================================================= Date: Thu, 28 Oct 1993 12:55:50 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: lucinda j peach Subject: textbook suggestions? A friend who teaches at Franklin College, a small liberal arts school in Southern Indiana, is seeking suggestions for a medium priced paper- back text on the history of the women's movement. Any suggestions would be welcomed! Thanks, Lucinda Peach Instructor, Women's Studies Indiana U, Bloomington ========================================================================= Date: Thu, 28 Oct 1993 12:56:39 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Bob Bender Subject: Re: Coming of Age In-Reply-To: Message of Wed, 27 Oct 1993 16:16:43 -0500 from Coming of age novels, off the top of my head: Ntzoke Shange, Betsey Brown Rita Mae Brown, Ruby Fruit Jungle Paule Marshall, Brown Girl, Brownstone Toni Morrison, Sula (also The Bluest Eye) Marge Piercy, Braided Lives Margaret Atwood, The Eddible Woman Julia Alvarez, How the Garcis Girls Learned English Bob Bender, engbob@mizzou1 ========================================================================= Date: Thu, 28 Oct 1993 13:20:15 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Gary Daily Subject: Re: male feminists, que?! I don't think Kimmel and Mosmiller's collection _Against the Tide: Pro-Feminist Men in the U.S., 1776-1990_ has been mentioned in conjunction with this thread. Not surprisingly, many definitions of feminism emerge from these sources. ========================================================================= Date: Thu, 28 Oct 1993 15:50:20 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: ethel tobach Subject: Re: Katie Roiphe & George Will In-Reply-To: Message of Thu, 28 Oct 1993 10:45:40 EST from Also an exchange dealing with a review in the New Yorker in the most recent issue of the New Yorker in which Roiphe defends herself. ethel tobachlllllllllllllll ========================================================================= Date: Thu, 28 Oct 1993 16:14:08 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Mary Agnes Hess Subject: Re: Films on Women & Religion In-Reply-To: <9310281910.AA01642@umd5.umd.edu> from "Peggy Beemer" at Oct 28, 93 10:23:36 am I'd suggest OUT OF ORDER, a documentary by Diane Christian and Bruce Jackson. It's an excellent and acclaimed look at former nuns. Contact them at DOCUMENTARY RESEARCH 96 Rumsey Rd. Buffalo,NY 14209 716 885-9777. Mary A. Hess, Michigan State hessmary@student.msu.edu > I was recently asked by the Dean of our school to submit a list of the best > films which deal with women and religion for purchase. I have found them to > be few and far between. I am therefore proposing to compile a film > bibliography for use in such courses. Eventually, I hope to compile of "wish > list" of films we would like to see made, and perhaps get some of us moving > on those projects. > > Could any of you out there on the list make suggestions as to which films > should be included on either list? If you have information about the > sources through who the films are available, that, too, would be useful. > > (I note that religion is for us very broadly conceived, including what has > been called elsewhere "world view." We are not only looking for films > discussing women's role in institutions of religion, although that is > obviously of interest.) > > Peggy Beemer > PBeemer@oavax.csuchico.edu > ========================================================================= Date: Thu, 28 Oct 1993 17:45:35 ADT Reply-To: Women's Studies List Sender: Women's Studies List Comments: <28OCT93.19235077.0117.MUSIC@UNB.CA> From: CARMEN POULIN Subject: Re: Psyc of Women Grad.level In-Reply-To: In reply to your message of TUE 26 OCT 1993 19:49:00 EST I would also like to obtain this information. Could you compile and post? carmen@unb.ca or mbcp@unb.ca ========================================================================= Date: Thu, 28 Oct 1993 13:26:04 PDT Reply-To: Women's Studies List Sender: Women's Studies List From: Susan Frykberg Subject: Re: Faculty Techniques for Classroom Inclusion In-Reply-To: <9310281851.AA12518@whistler.sfu.ca>; from "Kathy VanFossan" at Oct 28, 93 12:27 pm Hi Kathy, I teach the philosophy and technology of sound and sound production here at Simon Fraser University. Since we deal with sound technology, and technical terms a lot, I have found it necessary to use a variety of teaching techniques to encourage the women students in particular, to feel confident about their relationship to this aspect of the course. The most effective way I have found of doing this is what I call STUDENT FACILITATION, or GROUP KNOWLEDGE SHARING, which is as follows. A task is given, usually either the understanding of some technical terms or the understanding of a piece of technology, to a group of about 15 students in a tutorial situation. One person is assigned the FACILITATOR. That person's job is 1) to make sure everybody speaks, 2) to stick to the topic, 3)to make sure that everyone understands the topic at the end of the time period (or formally request more time) 4) to stick to the time period given, which is twenty minutes. The facilitator must appoint a timeskeeper, and must also instigate a summing up of the topic at the end of the twenty minute period. It is best that the facilitator does not speak much, except to ensure that the rules are kept to. It is stressed that the road from lack of knowledge to knowledge requires making mistakes. Therefore, it is ok, for people to say things that may be wrong, since the group as a whole then passes through that road to knowing. It is also stressed that this technique is designed to counteract that ubiquitous tutorial situation where the "smart pants" hog the floor (and in the case of technology it is often the men), while the shy people feel silenced. Reference texts are always available, which the students may choose to read aloud from. So they have "the facts" if they need them. In the case of sound technology and acoustic terms, many people have a colloquial understanding of the term, or the technology which may be incorrect or partially correct. But nevertheless, this is part of a knowledge base which must be dealt with in order to really come to terms with the issue at hand. This is an extremely successful technique, and the students love it. Women and ESL students in particular really blossom in STUDENT FACILITATION. Also they become very precise in dealing with some of the issues around technology, which they have to become, and they become very supportive of each other's process. As a result (I think) of this process, there are now many more women and ESL students in the upper level sound technology/composition courses. Previously, this was primarily the domain of white men. Try it, it is great!! If you want more info, write me directly at frykberg@sfu.ca Susan Frykberg ========================================================================= Date: Thu, 28 Oct 1993 16:51:47 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: maureen korp Subject: Re: Films on Women & Religion In-Reply-To: Message of Thu, 28 Oct 1993 10:23:36 -0800 from There are three films released through the National Film Board of Canada and made by Studio D that you will want. They are "Burning Times," "Half the Kingdom," and "Goddess Remembered." I can whole- heartedly recommend "Half the Kingdom," but alas cannot so enthusiastically recommend the other two because there are important historical flaws and uncritically accepted assumptions in both. Maureen Korp, PhD Department of Religious Studies University of Ottawa mkorp@uottawa mkorp@acadvm1.uottawa.ca ========================================================================= Date: Thu, 28 Oct 1993 16:56:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: ri1 Subject: Re: Coming of Age In-Reply-To: <9310282037.AA09674@umd5.umd.edu> Could someone please indicate some *must* readings on the topic of coming of age in fiction? Thank you indeed! Regina ********************************************************************* E-mail: Regina_Igel@umail.umd.edu OR RI1@umail.umd.edu Snail-mail: Dr. Regina Igel Department of Spanish and Portuguese University of Maryland, College Park Campus Maryland 20742 USA Office Tel: (301) 405-6457 Office FAX: (301)314-9752 *********************************************************************** ========================================================================= Date: Thu, 28 Oct 1993 16:20:15 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Carole Farber Subject: Re: Films on Women & Religion In-Reply-To: note of Thu, 28 Oct 1993 16:14:08 -0400 from Mary Agnes Hess The National Film Board of Canada, Studio D, has done a number of films that may be relevant for you: Behind the Veil, which is on nuns; The Burning Times; The Goddess Remembered, etc. I believe these are available on video. Carole Farber, pcecmf@uwocc1.uwo.ca ========================================================================= Date: Thu, 28 Oct 1993 09:36:36 -0400 Reply-To: WKOLMAR@DREW.BITNET Sender: Women's Studies List From: Wendy Kolmar Subject: What NWSA Really Wrote to Mother Jones Date: 28-Oct-1993 09:33am EST From: Kolmar, Wendy WKOLMAR Dept: FAC/STAFF Tel No: (201)-408-3632 TO: Remote INTERNET Address ( _IN%WMST-L@UMDD.BITNET ) Subject: What NWSA Really Wrote to Mother Jones Below is our second letter to _Mother Jones_ "Backtalk." Attached to it is a copy of the ORIGINAL TEXT of the letter that appeared, edited beyond recognition, in the October/November issue. Vivien Ng & Wendy Kolmar _Mother Jones_ edited the NWSA response to Karen Lehrmen so severely that they distorted and obscured our point. By publishing Lehrman's piece in the first place and by editing our letter as they did, _Mother Jones_ seems to be a more than willing party to the misrepresentation of women's studies. Such editorial choices are motivated, not by a regard for truth or for the creation of constructive debate, but by a desire to be provocative whatever the cost. If responsible debate still has any value for this magazine, then print the complete text of our letter as it appears below. Vivien NG Wendy Kolmar for the Governing Council National Women's Studies Association Karen Lehrman presents a women's studies that sees the world through one highly political lens. Yet, women's studies as a field is extraordinarily diverse. We in the National Women's Studies Association know that we cannot speak in one voice for the entire field nor can Lehrman grasp its breadth, depth and diversity by sampling a few courses from four of the nation's more than 600 women's studies programs. Lehrman appears to have visited primarily introductory women's studies courses, not the more advanced theory and discipline-based courses. What she does not seem to understand is that courses build on each other. Introductory courses do not stand alone nor do they pretend to represent all of the offerings or cover all the material in the field. They lay the groundwork pedagogically and methodologically for later work in women's studies. Despite her admiration of the objectivity of disciplines like the sciences, economics and political science, Lehrman tells a very skewed and unobjective story. The other story she might have told can be read between the lines of this one, a story about, in her words, "first-rate scholarship," "rigorous and substantive courses . . . aware of the pitfalls of the field," "bright" and "articulate" students, a balanced story about the successes and failures of a rapidly developing field in which scholars and teachers represent a broad range of methodological, pedagogical and intellectual commitments. Lehrman might better have taken for her model the work of some of the feminist theorists she mentions but cannot have read, particularly Audre Lorde, bell hooks and Adrienne Rich. They argue for the importance of understanding a multiplicity of perspectives and their intersections. Had Lehrman approached her article from _this_ perpsective, she might have given us a far more complex and nuanced view of the world of women's studies. Vivien Ng, President Wendy Kolmar for the Governing Council National Women's Studies Association ========================================================================= Date: Thu, 28 Oct 1993 19:34:11 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Mary Alice Delia Subject: Advice Needed re "Baseball" Thanks for everyone's help with NOW. A rep. is coming to B-CC Monday 11/1 to "join us up." I need advice. Two girls want to try out for the baseball team. MCPS (county) guidelines state that girls can try out for football and wrestling because NO COMPARABLE sports exist SIMULTANEOUSLY. Girls can NOT try out for baseball because softball exists, a comparable sport. One of the P.E. teachers, a feminist, agrees with me that softball is not baseball--they are two entirely different sports. However, she points out that if the two girls fight this and win, softball will open to boys and that will end girls softball as we know it. I said in the end women didn't take over the men's bathrooms and viceversa as everyone feared in the 60's and that we should take one problem at a time and that this was a clear case of discrimination because the two girls want more challenge, a "reach" sport. I believe I am right on this but I don't want to end up doing more harm than good. The NOW girls want to make this their first "issue." What do some list members think? Mary Alice Delia mdelia@umd5.umd.edu Also, I forgot. I told the NOW group (65 girls as of today) that I would ask for help on this issue: what do girls (at 15, 16, 17) do to confront heavy patriachical structures at home...when they have no help and no support? They mention fathers, brothers, who can't be "sued" for harrassment or "warned off" by a teacher or administrator. ========================================================================= Date: Thu, 28 Oct 1993 18:18:38 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Diane Price Herndl Subject: Re: finding copyright for following (fwd) --1900026344-141391796-751830223:#26058 Content-Type: TEXT/PLAIN; CHARSET=US-ASCII As part of the New Mexico Women's Studies Conference, some students would like to put the following quotation on a t-shirt, but cannot find the source for it. If members of the list can help, we would appreciate it greatly. Thanks, ahead of time, Diane Price Herndl Quotation: BECAUSE WOMEN'S WORK IS NEVER DONE AND IS UNDERPAID OR REPETITIOUS AND WE'RE THE FIRST TO GET THE SACK AND WHAT WE LOOK LIKE IS MORE IMPORTANT THAN WHAT WE DO AND IF WE GET RAPED IT'S OUR FAULT AND IF WE GET BASHED WE MUST HAVE PROVOKED IT AND IF WE RAISE OUR VOICES WE'RE NAGGING BITCHES AND IF WE ENJOY SEX WE'RE NYMPHOS AND IF WE DON'T WE'RE FRIGID AND IF WE LOVE WOMEN IT'S BECAUSE WE CAN'T GET A "REAL" MAN AND IF WE ASK OUR DOCTOR TOO MANY QUESTIONS WE'RE NEUROTIC AND/OR PUSHY AND IF WE EXPECT COMMUNITY CARE FOR OUR CHILDREN WE'RE SELFISH AND IF WE STAND UP FOR OUR RIGHTS WE'RE AGGRESSIVE AND "UNFEMININE" AND IF WE WANT TO GET MARRIED WE'RE OUT TO TRAP A MAN AMD IF WE DON'T WE'RE UNNATURAL AND BECAUSE WE STILL CAN'T GET AN ADEQUATE SAFE CONTRACEPTIVE BUT MEN CAN WALK ON THE MOON AND IF WE CAN'T COPE OR DON'T WANT A PREGNANCY WE'RE MADE TO FEEL GUILTY ABOUT ABORTIONS............................................................. AND FOR LOTS AND LOTS OF OTHER REASONS WE ARE PART OF THE WOMEN'S LIBERATION MOVEMENT --1900026344-141391796-751830223:#26058-- ========================================================================= Date: Thu, 28 Oct 1993 21:27:25 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Beatrice Kachuck Subject: Re: definitions of feminism In-Reply-To: Message of Thu, 28 Oct 1993 00:11:58 EDT from i think georgia's approach to the issue of defining one's self as a feminist is is wise: deal with specific issues, etc. i will try it in my undergrad ws clas next semester. i will add for discussion: consideration of rights and privileg for the individual responding to the question of feminist thought and action an d the sense of responsibility for the oppression of others. beatrice beabc@cunyvm.cuny.edu ========================================================================= Date: Thu, 28 Oct 1993 18:42:38 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Ellen Cronan Rose Subject: phyllis trible citation? Can someone give me a citation for one or both of two articles Phyllis Trible published in the 1970s: feminist readings/re-visions of the creation stories in the Book of Genesis? I want to put them on reserve for an intro to WS course. ecrose@nevada.edu ========================================================================= Date: Thu, 28 Oct 1993 21:46:48 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Suzanne Goida Subject: Biblical barren women I am researching the topic of "barren women" in the Bible for a grad course. While I have found the names and references for the commonly known women, I would like suggestions for readings on this topic in journals or books. So far, I have checked a journal called Daughters of Sarah and have read a book called In The Wake of the Goddesses: Women, Culture and the Biblical Transformation of Pagan Myth. If you have any suggestions, please send your information to: Suzanne_Goida@corbin.prs.k12.nj.us ========================================================================= Date: Thu, 28 Oct 1993 21:37:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Beatrice Kachuck Subject: Re: Help with N.O.W. at B-CC In-Reply-To: Message of Wed, 27 Oct 1993 20:32:14 -0400 from in reply to help with n.o.w. at b-cc: don't despair! use the wanting to play baseball as the opening move to discover how patriarchy and institutional power works. help the women plan and execute the move to get what they want. move from there to larger issues of patriarchal power relations to help the students see how gender, class, and race/ethnicity function in this country and others if you can. move to another specific issue as you can. you're not sure how to work on the baseball issue? work with the students to figure out what you know collectively about the institutional structure, how to make your moves. we learn as we go - with a vision of where we want to get to. sorry, i am not in your area, but i've been a n.o.w task force chair in new york state. good luck. beatrice beabc@cunyvm.cuny.edu ========================================================================= Date: Thu, 28 Oct 1993 21:47:41 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Beatrice Kachuck Subject: Re: Help with N.O.W. at B-CC In-Reply-To: Message of Wed, 27 Oct 1993 20:32:14 -0400 from mary alice, look in the phone book for the n.o.w. number. call and ask for help. beatrice ========================================================================= Date: Fri, 29 Oct 1993 10:19:30 +0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Lynne Alice Subject: Re: phyllis trible citation? > >Can someone give me a citation for one or both of two articles Phyllis >Trible published in the 1970s: feminist readings/re-visions of the >creation stories in the Book of Genesis? I want to put them on reserve >for an intro to WS course. >ecrose@nevada.edu > > Hi Ellen, Do you mean: God and the Rhetoric of Sexuality Philadelphia : Fortress Press, 1978 Lynne Lynne Alice Sociology and Women's Studies Murdoch University Perth, Western Australia 6150 tel. 430.7216/360.2616 fax 310.1899 I'd rather be a cyborg than a godess ========================================================================= Date: Thu, 28 Oct 1993 19:38:00 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Wendy Burton Subject: Re: Coming of Age In-Reply-To: <199310281815.AA15309@relay.cdnnet.ca> *Housekeeping* by Marilynne Robinson. This novel is particularly effective because it avoids the "necessity" that coming of age has to mean sexual enlightenment (or lack thereof, which is how it is usually, and alas for us, realistically portrayed). ========================================================================= Date: Fri, 29 Oct 1993 11:14:44 +0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Lynne Alice Subject: Re: phyllis trible citation? Ellen, the other Trible ref. is Texts of Terror : Literary Feminist Readings of Biblical narratives Philadelphia : fortress press, 1984 Biblical Theology as Women's Work in Religion in Life, 44, 1975 pp.7-13 is also useful. Lynne Lynne Alice Sociology and Women's Studies Murdoch University Perth, Western Australia 6150 tel. 430.7216/360.2616 fax 310.1899 I'd rather be a cyborg than a godess