========================================================================= Date: Sat, 1 Jun 1996 13:33:13 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: DOMINIC RAINSFORD Comments: cc: dcr@aber.ac.uk >> ***************************** >> ----------------------------- >> --- LITERATURE AND ETHICS --- >> ----------------------------- >> ***************************** >> >> An International Conference >> >> The University of Wales, Aberystwyth >> >> 4-7 July 1996 >> >>"The word 'ethics' seems to have replaced 'textuality' as the most >>charged term in the vocabulary of contemporary literary and cultural >>theory" (Steven Connor, TLS, 5 January 1996). >> >>Plenary Speakers: >> >> * Steven Connor (Birkbeck College, University of London) >> * Simon Critchley (University of Essex) >> * Geoffrey Galt Harpham (Tulane University) >> * Dan Jacobson (University College London) >> * Laurence Lockridge (New York University) >> * Ian MacKillop (University of Sheffield) >> * Christopher Norris (University of Wales, Cardiff) >> * Leona Toker (Hebrew University of Jerusalem) >> >>60 other speakers, including: >> >>Michael Beehler (Montana SU), Michael Bell (U of Warwick), Steve Brewer >>(Staffordshire U), Susan Bruce (Keele U), Dan Burnstone (U of Cambridge), >>Janis Caldwell (U of Washington), Eva L. Corredor (US Naval Academy), >>Anne Cubilie (Georgetown U), Philip Davis (U of Liverpool), Ortwin de >>Graef (Katholiecke U Leuven), Robert Eaglestone (U of Wales, Lampeter), >>Richard Freadman (La Trobe U), Cynthia A. Freeland (U of Houston), Ellen >>G. Friedman (Trenton SC), Andrew Gibson (Royal Holloway, U of London), >>Richard Greaves (Liverpool Hope UC), Simon Haines (Australian National >>U), David P. Haney (Auburn U), Rebecca Hughes (U of Nottingham), Juliet >>John (U of Liverpool), Terry Keefe (Lancaster U), Alvin C. Kibel (MIT), >>Colleen Lamos (Rice U), Jil Larson (W Michigan U), Susan Levin (Smith C), >>Willy Maley (U of Glasgow), Riccardo Miguel-Alfonso (U Rovira i Virgili), >>Kieron O'Hara (U of Nottingham), David Parker (Australian Catholic U), >>Nicoletta Pireddu (UCLA), Norman Ravvin (U of Toronto), Corinne Squire >>(U of E London), Ceri Sullivan (U of Wales, Bangor), Dennis Taylor >>(Boston C), Valeria Wagner (U of Geneva). >> >>Subjects include: >> >>The uses of literature in ethical theory; the ethics of style; moral >>luck; Levinas; Nussbaum; Putnam; the ethics of authorship and of >>autobiography; the ethics of queer theory; sympathy and science; blame >>and blameworthiness; literature and engagement; lying and ethical agency; >>the ethics of postmodernism and poststructuralism; decadence; evil; the >>obscene onstage; Plato; Kierkegaard; Derrida; Said; testimony as art; >>care of the self or care of the other; Thackeray; Hemingway; Cheever; >>Bellow; Kundera; Klima; Shalamov; Leavis and collaboration; Conrad; >>Rushdie; Joyce; Beckett; intelligibility and conversation; hysterical >>reading; Shakespeare; weeping texts of the 1590s; Shelley; Sartre; de >>Beauvoir; Carlyle and race; philosophy as melancholy; ethical aporias >>of postcoloniality; sensibility and suffering in Rhys and Nin; the >>evolution of ethics in post-Darwinian fiction; the ethics of indolence; >>Tarkovsky; Northern Ireland; Bosnia. >> >>Provisional programme: >> >>Activities start at 7.00 pm on Thursday July 4th, with a registration/ >>buffet/social gathering; first set of 4 parallel sessions starts at >>9.00 am on Friday July 5th; further parallel and plenary sessions till >>6.30 pm; Friday evening outing; plenary and parallel sessions >>throughout Saturday 6th, concluding with conference banquet at 7.30 pm; >>sessions throughout the morning of Sunday 7th; recreational outing, >>Sunday afternoon. >> >>Fees: >> >>I. Registration fee (includes lunches on Friday, Saturday, and Sunday, >> evening meals on Thursday and Friday, and excursions on Friday and >> Sunday). Students GBP 35.00 / Others GBP 55.00. >> >> We also offer Day Registration (for participants who will only >> be attending one or two days' sessions). GBP 25.00 per day. >> >>II. Optional banquet, Belle Vue Royal Hotel, Saturday Evening, GBP 20.00. >> >>III. Accommodation at the University (Rosser Hall): single rooms only, >> en-suite bathroom, very conveniently placed for all conference >> activities. GBP 21.30 per night, including breakfast. Available >> for 4th/5th, 5th/6th, 6th/7th, and 7th/8th July. (If you require >> accommodation of another kind, let us know: a list of hotels and >> guest houses is available.) >> >> >> Forms and payment must be received by >> Monday 17 June >> >>Further details, payment instructions, registration forms available >>from: >> >> Dr Dominic Rainsford >> Department of English >> University of Wales >> ABERYSTWYTH >> SY23 3DY >> UNITED KINGDOM >> >> Direct Line: +44 (0) 1970 622213 >> Fax: +44 (0) 1970 622530 >> E-mail: dcr@aber.ac.uk >> >> Co-organizers: Dr Andrew Hadfield, Dr Tim Woods. >> >> Further information about Aberystwyth, the University, and >> the Department of English is available on the World-Wide >> Web: >> >> http://www.aber.ac.uk >> >>NB: When making plans to attend the conference, please bear in mind that >>travel to and from Aberystwyth may take quite a long time (e.g. five >>hours by train from London). Further travel advice available on request. >> >> >>*** PLEASE CIRCULATE THIS ADVERTISEMENT TO OTHER APPROPRIATE LISTS *** >> >> >>P.S. We are also running a smaller conference on *Consumption* in 18th and >>19th century culture on June 29th-30th 1996. Further details on request. >> ========================================================================= Date: Sat, 1 Jun 1996 10:12:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: format for WMST-L messages (User's Guide) Today's excerpt from the WMST-L User's Guide: 1) "IS THERE A PREFERRED FORMAT TO USE FOR MESSAGES SENT TO THE LIST (I.E., TO WMST-L@UMDD OR WMST-L@UMDD.UMD.EDU)?" Yes. First of all, ALWAYS put your name and e-mail address at the end of every posting. (It is important that people be able to contact you privately if they wish, and some mail systems do not identify the writer anywhere in the header.) Also, please include a meaningful subject heading, so that people will know whether your message deals with a topic of interest to them. (MANY people automatically delete messages with no subject heading or with one that doesn't interest them.) Finally, if you are replying to someone else's posting, BRIEFLY quote or summarize that posting before you offer your reply. Doing so will make your message clearer and avoid confusion. (New subscribers are continually joining the list; they may not have read the original message. And since a number of topics are often being discussed on the list at any given moment, even long-time subscribers may not remember what prompted your remarks unless you remind them.) NOTE: if you're replying to a long message, do NOT quote it in its entirety! Include just a few relevant lines. ******************* Each month, I post sections from the WMST-L User's Guide to remind subscribers of the list's resources and procedures. If changes have been made since the last time a section was posted, the subject header will begin "Revision:". Also, you can now consult the User's Guide anytime you'd like if you have access to gopher or World Wide Web. Gopher to gopher.umbc.edu and select Academic Department Info, then Women's Studies, then WMST-L. For those who prefer World Wide Web, the URL is http://www-unix.umbc.edu/~korenman/wmst/user-guide.html . Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Sat, 1 Jun 1996 10:57:32 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "JENNIFER R. SCANLON" Organization: SUNY at Plattsburgh, New York, USA Subject: Contributors Wanted: Significant Contemporary Feminists Date sent: 1-JUN-1996 10:56:12 Significant Contemporary Feminists: A Biocritical Sourcebook Editor seeks contributors to write biographical/bibliographical essays, averaging 3000 words, on significant contemporary feminists. This book, under contract with Greenwood Press, will explore the lives and work of a diverse group of women involved with the feminist movement(s) during and since the Second Wave. The work will include fifty essays. All contributors will receive a copy of the text as payment. To indicate interest in writing on a particular person, or in having someone assigned to you, send a vita to: Jennifer Scanlon, Director of Women's Studies, SUNY, Plattsburgh, NY 12901 or email scanlojr@splava.cc.plattsburgh.edu ========================================================================= Date: Sat, 1 Jun 1996 16:18:45 EST 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 Subject: Film Review Added: Nobody Loves Me On Saturday, June 1, 1996, I reviewed "Nobody Loves Me" on "The Women's Show," Tampa's womanist/feminist weekly radio show on WMNF-FM (88.5) "Radio Free Tampa." My review is now available for retrieval from the FILM FILELIST. To obtain this review send the following command to Listserv @UMDD (Bitnet) or UMDD.UMD.EDU (Internet): GET FILM REV177 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 3000 subscribers to WMST-L so there are probably 2999 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 Linda Lopez McAlister Dept. of Women's Studies, University of South Florida ========================================================================= Date: Sun, 2 Jun 1996 03:05:38 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: PopTart Subject: Re: Teaching Bastard Out of Carolina In-Reply-To: <01I5BF4OSFPE006EGC@ACS.EKU.EDU> On Thu, 30 May 1996, Elizabeth Mazur wrote: > I also want to mention that Dorothy Allison's most recent novel > (unfortunately, I don't remember the title and it was a library book) is > also very moving and relevent to other topics this list has discussed. > Its from the point of view of a young girl whose mother suffers from > bipolar depression and really gives a good portrayal of the illness, as > well as how it affects family members. The novel just draws you in... > > ELIZABETH MAZUR > EASTERN KENTUCKY UNIVERSITY > PSYMAZUR@ACS.EKU.EDU (I apologize in advance for loopy syntax and any bad grammar. I'm writing this at 3 a.m. on a Sunday morning, and I'm NOT at my most coherent, but I won't be able to post for a bit and simply MUST get in on this thread =) Actually, the book Elizabeth describes sounds like Kaye Gibbons' most recent novel. I saw her speak last year at the Southern Writers Conference in Chattanooga. Suffice it to say that her brutally honestly, insightful, articulate discussion of her own bipolar condition and its effects on her family and writing lives was so articulate and moving that the entire audience (of at least 600 people) was in tears. I'm serious. It was the most profound, spiritual experience I've ever had at a "lecture." I can't do it or her justice, so I'll stop. I assigned _Bastard_ as the final reading in both sections of Intro WS I taught this year, and it "worked" incredibly well. Even students who confessed they hated to read and were dreading this "huge novel" were mesmerized, and I think it really enhanced their understanding of the factual and theoretical content of the course. Indeed, the final essay assignment in both classes was a variation on "Develop a reading of _Bastard_ based on what you have learned in this course." This spring, I concluded the class with Ntozake Shange's _for colored girls..._ and _Bastard_, and emphasized the practice and tradition of feminist autobiographical fiction and performance. These works really complement one another in an odd way. The sheer emotional power of *each* work demands reflection on what it means to be so despised and "outside" that there exists "no loved version of your life except the one you make" (Allison), on what it means to write (and read) to "save your life" (as interviews with both authors clearly state they were doing when they wrote these works), on the practice of "making truth out of fiction" (Allison), and on what it means to refuse to be broken by insidious and brutally violent forms of sexual terrorism, racial terrorism and the rigid disipline of the socioeconomic caste system. As an added plus, the works portray men in very different ways. Great fodder for a last round of that 'ol "all feminists just hate men" discussion. ;) I showed my classes a Charlie Rose Show interview with Allison in which she discusses how she came to understand that the men in her family were in as much pain as the women, a theme she develops rather brilliantly in _Bastard_. There was a lot of negative student response to the "man bashing" in _for colored girls..._, of course, but it all made for interesting discussion/thought/writing. I don't think the students will "forget" either work anytime soon. I strongly suggest that anyone attempting to teach _Bastard_ should acquire _Skin: Talking About Sex, Class and Literature_, Allison's 1994 (?) collection of essays, as well as _Two or Three Things I Know For Sure_ (1995), the text of the performace piece she wrote to "answer" all the questions people were asking her about the novel and to ease her own "homesickness" for the Boatwrights. It'd be really fun to teach Gibbons' _Ellen Foster_, _for colored girls..._, _Bastard_, some Ellen Gilchrist story collection, _The Well of Loneliness_, _I Know Why the Caged Bird Sings_, a little Karen Finley, _Kinflicks_, _Zami_ and _Rubyfruit Jungle_ together. And maybe assign that Shari Benstock book. Yowza! CK ___________________________________________________ Crystal Kile is PopTart is ckile@bgnet.bgsu.edu Drop by the Home Toaster: http://www.bgsu.edu/~ckile/ckile.html __________________________ ========================================================================= Date: Sun, 2 Jun 1996 07:18:08 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Kathy Miriam Subject: Re: Teaching Bastard Out of Carolina In-Reply-To: Crystal, Your course sounds fascinating. Is it an upper level course? What is title? Do you do combined lecture and discussion? have them see performances? Could I possible get a copy of your syllabus? Thanks, Kathy Miriam. kmiriam@cats.ucsc.edu On Sun, 2 Jun 1996, PopTart wrote: > On Thu, 30 May 1996, Elizabeth Mazur wrote: > > > I also want to mention that Dorothy Allison's most recent novel > > (unfortunately, I don't remember the title and it was a library book) is > > also very moving and relevent to other topics this list has discussed. > > Its from the point of view of a young girl whose mother suffers from > > bipolar depression and really gives a good portrayal of the illness, as > > well as how it affects family members. The novel just draws you in... > > > > ELIZABETH MAZUR > > EASTERN KENTUCKY UNIVERSITY > > PSYMAZUR@ACS.EKU.EDU > > (I apologize in advance for loopy syntax and any bad grammar. I'm writing > this at 3 a.m. on a Sunday morning, and I'm NOT at my most coherent, but > I won't be able to post for a bit and simply MUST get in on this thread =) > > Actually, the book Elizabeth describes sounds like Kaye Gibbons' most recent > novel. I saw > her speak last year at the Southern Writers Conference in Chattanooga. > Suffice it to say that her brutally honestly, insightful, articulate > discussion of her > own bipolar condition and its effects on her family and writing lives > was so articulate and moving that the entire audience (of at least 600 > people) was in tears. I'm serious. It was the most profound, spiritual > experience I've > ever had at a "lecture." I can't do it or her justice, so I'll stop. > > I assigned _Bastard_ as the final reading in both sections of Intro WS I > taught this year, and it "worked" incredibly well. Even students who > confessed they hated to read and were dreading this "huge novel" were > mesmerized, and I think it really enhanced their understanding of the > factual and theoretical content of the course. Indeed, the final essay > assignment in both classes was a variation on > "Develop a reading of _Bastard_ based on what you have learned in this > course." > > This spring, I concluded the class with Ntozake Shange's _for > colored girls..._ and _Bastard_, and emphasized the practice and > tradition of feminist autobiographical fiction and performance. > These works really complement one another in an odd way. The sheer > emotional power of *each* work demands reflection on what it means > to be so despised and "outside" that there exists "no loved version of your > life except > the one you make" (Allison), on what it means to write (and read) to "save > your life" > (as interviews with both authors clearly state they were doing when they > wrote these works), on the practice of "making truth out of fiction" > (Allison), and on what it means to refuse to be broken by insidious > and brutally violent forms of sexual terrorism, racial terrorism and > the rigid disipline of the socioeconomic caste system. > > As an added plus, the works portray men in very different ways. Great > fodder for a last round of that 'ol "all feminists just hate men" > discussion. ;) > I showed my classes a Charlie Rose Show interview with Allison in which > she discusses how she came to understand that the men in her family were > in as much pain as the women, a theme she develops > rather brilliantly in > _Bastard_. There was a lot of negative student response to the "man > bashing" in _for colored girls..._, of course, but it all made for > interesting discussion/thought/writing. I don't think the students will > "forget" either work anytime soon. > > I strongly suggest that anyone attempting to teach _Bastard_ should acquire > _Skin: Talking About Sex, Class and Literature_, Allison's 1994 (?) > collection of essays, as well as _Two or Three Things I Know For Sure_ > (1995), the text of the performace piece she wrote to "answer" all the > questions people were asking her about the novel and to ease her own > "homesickness" for the Boatwrights. > > It'd be really fun to teach Gibbons' _Ellen Foster_, _for colored > girls..._, _Bastard_, some Ellen Gilchrist story collection, _The Well > of Loneliness_, _I Know Why the > Caged Bird Sings_, a little Karen Finley, _Kinflicks_, _Zami_ and _Rubyfruit > Jungle_ together. And maybe assign that Shari Benstock book. Yowza! > > CK > ___________________________________________________ > Crystal Kile is PopTart is ckile@bgnet.bgsu.edu > Drop by the Home Toaster: http://www.bgsu.edu/~ckile/ckile.html > __________________________ > ========================================================================= Date: Sun, 2 Jun 1996 12:15:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: how to unsubscribe, etc. (User's Guide) Today's monthly excerpt from the WMST-L User's Guide: 2) "WHAT IS THE DIFFERENCE BETWEEN LISTSERV@UMDD AND WMST-L@UMDD? HOW DO I TELL WHICH ADDRESS TO USE? AND HOW DO I UNSUBSCRIBE?" WMST-L@UMDD (or WMST-L@UMDD.UMD.EDU on Internet) should be used ONLY for messages that you wish to send to all WMST-L subscribers. Messages concerning your WMST-L subscription should be sent to LISTSERV@UMDD.UMD.EDU (or, on Bitnet, LISTSERV@UMDD). If you wish to unsubscribe, for example, send the message UNSUB WMST-L to the LISTSERV address, not to WMST-L. If you receive the edited DIGEST and want to unsubscribe, your UNSUB message still goes to LISTSERV but should have two lines: UNSUB WMST-L on one line, AFD DEL WMST-L PACKAGE on the other. Here are some additional examples of messages to send to LISTSERV (NOT to WMST-L): Subscribe to WMST-L: SUB WMST-L Your Name Stop receiving mail temporarily: SET WMST-L NOMAIL Start receiving mail again: SET WMST-L MAIL Start edited digest: [See paragraph marked *** below] Stop edited digest but stay on WMST-L: [See paragraph marked ** * below] Stop edited digest and unsub from WMST-L (2 lines): UNSUB WMST-L AFD DEL WMST-L P ACKAGE ===> NEVER SEND A MESSAGE TO WMST-L ABOUT YOUR SUBSCRIPTION!!! NOTE: If you subscribed under a Bitnet address and sent your subscription request to LISTSERV's Bitnet address (LISTSERV@UMDD), you must send ALL subsequent mail to the list's Bitnet address. Similarly, if you subscribed under an Internet address and sent your subscription request to LISTSERV's Internet address (LISTSERV@UMDD.UMD.EDU), you must send ALL subsequent mail to the list's Internet address. If you try to set your subscription to NOMAIL or you try to signoff and are told you don't have a subscription, chances are you are sending your request to the wrong address for LISTSERV. Simply try the other address. (See also section 4) *** Also, to switch from receiving individual messages to receiving the edited digest, send the following two-line message to LISTSERV: AFD ADD WMST-L PACKAGE (on one line), SET WMST-L NOMAIL ACK (on the other line). Ignore suggestions to set a password. To stop the digest and go back to individual messages, send LISTSERV the following 2-line command: AFD DEL WMST-L PACKAGE (on line 1), SET WMST-L MAIL NOACK (on line 2). Reminder: If you wish to stop the digest AND unsubscribe, you must send LISTSERV a two-line message: UNSUB WMST-L on one line, AFD DEL WMST-L PACKAGE on the other. See section 6 for more information about the digest. For more extensive information about LISTSERV commands, send LISTSERV the following two-word message: INFO GENINTRO. You'll receive a file entitled LISTSERV.MEMO. (See section 11 for how to retrieve files sent to you in Netdata format.) If you have a question about your subscription that you want a human being to read, do NOT send it to either WMST-L or LISTSERV!! Instead, send it to the list owner, Joan Korenman [KORENMAN@UMBC2.UMBC.EDU (or, on Bitnet, KORENMAN@UMBC)]. **************************************************** Each month, I post sections from the WMST-L User's Guide to remind subscribers of the list's resources and procedures. If changes have been made since the last time a section was posted, the subject header will begin "Revision:". Also, you can now consult the User's Guide anytime you'd like if you have access to gopher or World Wide Web. Gopher to gopher.umbc.edu and select Academic Department Info, then Women's Studies, then WMST-L. For those who prefer World Wide Web, the URL is http://www-unix.umbc.edu/~korenman/wmst/user-guide.html . Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Sun, 2 Jun 1996 13:18:01 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Karen R. Grant" Subject: Query: NAWE Conference 97 In-Reply-To: <199605310447.XAA02941@electra.cc.umanitoba.ca> I wonder if anyone on the list knows details about the NAWE (National Association for Women in Education) conference slated for San Francisco next March. I've tried to locate a website for NAWE, but have been unsuccessful thus far. Please respond to me privately at KGRANT@CC.UMANITOBA.CA Thank you. Karen ***************************************************************************** Karen R. Grant, Ph.D. Associate Dean, Faculty of Arts University of Manitoba It's not the ups and downs that make Winnipeg, Manitoba R3T 5V5 life difficult, it's the jerks! KGRANT@CC.UMANITOBA.CA -Anonymous Phone: (204) 474-9912 Fax: (204) 275-5781 ***************************************************************************** ========================================================================= Date: Mon, 3 Jun 1996 00:56:14 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Pam Hodges Subject: Re: offended students Diane: I have the Khatena/Torrance manual. Did Judy leave the instructions for scoring Poms and Teasdale? If you don't have it, I have Judy's e-mail address & I'll ask her to send it to me. If you do have it, please leave it in my ABSED mail folder. I should know this, but, when are you leaving for Finland? If we can't meet before then, should I just put this project on hold until your return? Or perhaps, something I could do after all the data is entered ( - verbal and figural creativity scores) would be to produce mood-state scores and analysis the WKOPAY--- what do you think? Also, should we submit a proposal to present this project at the Regional AERA conference? I thank you, pam. ========================================================================= Date: Mon, 3 Jun 1996 10:21:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: WHEN TO REPLY **PRIVATELY** (User's Guide) Well, today's excerpt from the WMST-L User's Guide comes a bit late, alas, but perhaps it may prevent still more people from hitting "reply" when they should be sending a private response. 3) "WHEN SHOULD I REPLY PRIVATELY RATHER THAN TO WMST-L?" WMST-L is set up so that replies will automatically go to all subscribers. If you respond to a WMST-L message by hitting a reply key or typing "reply," everyone will read your response. This is appropriate when the contents are likely to be of interest to a number of subscribers (most suggestions for reading lists and teaching strategies fall into this category). However, if you are writing to request a copy of a paper someone has mentioned, please send your request PRIVATELY, NOT to WMST-L. Similarly, comments directed at a particular person (e.g., "Right on, Rhoda. Good point," or "Thanks for the info," or "What a horrendous experience that must have been. I don't know why people do such things," or "Hi, Jane, I'm glad to see you've joined the list. Write to me," etc.) should be sent PRIVATELY, NOT to WMST-L. Also, short general statements of approval, disapproval, or puzzlement (e.g., "Hooray! I'm glad someone finally said that!" or "I can't imagine how anyone can believe such nonsense" or "why did you send that message?") should NOT be sent to WMST-L. Finally, please also send privately most expressions of thanks or apology. [People using Pine and a few other mail systems need to be especially careful about replies: for a private reply, say NO both to using the Reply-to address and to replying to all recipients.] ********************************************** Each month, I post sections from the WMST-L User's Guide to remind subscribers of the list's resources and procedures. If changes have been made since the last time a section was posted, the subject header will begin "Revision:". Also, you can now consult the User's Guide anytime you'd like if you have access to gopher or World Wide Web. Gopher to gopher.umbc.edu and select Academic Department Info, then Women's Studies, then WMST-L. For those who prefer World Wide Web, the URL is http://www-unix.umbc.edu/~korenman/wmst/user-guide.html . Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Mon, 3 Jun 1996 10:28:13 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Delese Wear Subject: help i've been trying to several days to retrieve 2 very important titles, with no success. 1. there is a new history of affirmative action that has affirmative action in the subtitle, i think. does anyone know the correct/complete title? 2. i have been told there is a good companion video (if one is so inclined) toSTILL KILLING US SOFTLY/SLIM HOPES/etc. that has to do with media representations of the ideal male body...it is something like BUNS OF STEEL or STEEL BUNS or some such thing. is it as well done as STILL KILLING...? if anyone knows these titles, i would really appreciate a private reply. thank you. delese wear (dw@neoucom.edu) ========================================================================= Date: Mon, 3 Jun 1996 11:06:32 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: "Nancy A. Lariviere" Subject: video (companion to Killing us Softly) Sorry to post this to the list (I tried to mail this privately, but it was undeliverable). The name of the video is "Stale Roles and Tight Buns". You can order it through University of Minnesota (612) 627-4270. I used it with "Killing Us Softly" in my Psych. of Women class. To tell you the truth, I was not impressed and neither were the students. Some of the ads are interesting (but they used few, if any TV commercials), the narraters were stilted and not humorous (unlike "Killing us Softly"), and it was somewhat redundant. I believe it was cheap to rent ($20) so I would definately check it out before purchasing it. Hope this helps! NancyL@wpoff.monm.edu ========================================================================= Date: Mon, 3 Jun 1996 12:57:52 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Gloria Cohen Subject: Re: women's illness In-Reply-To: On Fri, 31 May 1996, Carolyn Feser wrote: > Have you read "Tulips" by Sylvia Plath. In the Poem, she is recovering > in a hospital. It is the best imagery of depression and recuperation I > have ever read. > Peace, > Carolyn Feser > feser@uis.edu > On Thu, 30 May 1996, Joan C. Chrisler wrote: > > > A good book of poetry about women's health is Leatrice Lifshitz > > UUniversity of Illinois Press, 1988) "Her Soul Beneath the Bone" about > > breast cancer. Also good is C.M. Donald (Ragweed, 1986) "The Fat Woman > > Measures Up". There are lots of wonderful poems around about pregnancy, > > birth, miscarriage, abortion, menstruation, menopause, sexual abuse...but > > they are not gathered together anywhere. I started collecting them once > > with thoughts of doing an anthology. > > > > Joan Chrisler > > Connecticut College > > jcchr@conncoll.edu > > > Alicia Striker wrote " The Mastectomy Poems" which are wonderful. Some of them were reprinted in The Kenyon Review, Winter 1994. Gloria Cohen-Dion Bloomsburg University gcohen@planetx.bloomu.edu ========================================================================= Date: Mon, 3 Jun 1996 14:49:04 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Elizabeth M. Bounds" Subject: moral development instruments Through my work in service-learning I am becoming more interested in using a survey/instrument measuring moral development in the introductory ethics course I teach in the spring. Through some cursory searching, I have found the Survey of Interpersonal Values (LV Gordon, 1976), the Defining Issues Test (JR Rest 1987, based on Kohlberg)) and the Scale of Intellectual Development (T.D. Erwin 1981, based on William Perry). In research on service-learning courses, I have so far found little feminist questioning of these instruments. So I am asking women's studies people who know these instruments--are any of them acceptable from a gender/race/class perspective? Are there other instruments that might be more acceptable? I suspect this might be of general interest so please respond to the list. Elizabeth M. Bounds 540-231-7617 Religious Studies Program elizabeth.bounds@vt.edu Major Williams 204 Virginia Tech Blacksburg, VA 24061-0135 ========================================================================= Date: Mon, 3 Jun 1996 13:08:37 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Michael Palmer PSYCHOLOGY Subject: Psychology of Women Course A colleague and I (both grad students) have just found out that we are co-teaching a course on psychology of women in the fall. We are currently looking for texts and readings to use in the course. We are thinking of using Unger and Crawford's text: _Women & Gender: A Feminist Psychology_, but would also like to include some primary historical sources perhaps anthologized in a text such as Juanita Williams': _Psychology of Women: Selected Readings_. Neither of us have used these texts and are looking for input on them. Also, the copy we have of Williams' book is from 1985. Is there a later edition? Finally, we would be grateful for other suggestions of materials (including films) which have worked well for people in the past. Thanks in advance for your help. Please respond privately unless there is general interest. Michael Palmer mpalmer@unm.edu (505)277-3900 or (505)277-4121 -------------------------------------------------------------- Favorite Disclaimer: I can't claim that this is occurring literally in our physical dimension of reality. -Dr. John Mack ========================================================================= Date: Mon, 3 Jun 1996 16:33:12 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Rhoda Unger Subject: Re: moral development instruments I'm not sure what you mean by an instrument that measures moral develop- ment, partly because I don't think that is what Perry's scale is designed to measure. Of course, Carol Gilligan has criticized Kohlberg's scale, but does not provide an easy instrument to use in its place. Her work (as well as that of Kohlberg) has been criticized for not taking race or class into account (see Carol Stack). I have an instrument that I developed called the "Attitudes about Reality Scale (Unger et al., Journal of Social Issues, 1986) that looks at people's views about how the world works on a continuum ranging from positivism through constructionism. I would not call it a moral development scale, but it does show a relationship to various forms of bias (gender and homophobia) as well as a connection to students' grade point averages (constructionists do better). Get in touch if you want a bibliography of studies using the scale. And good luck! Rhoda Unger E-MAIL UNGERR@ALPHA.MONTCLAIR.EDU ========================================================================= Date: Mon, 3 Jun 1996 22:28:34 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Susanne Luhmann Subject: email adddress for NWSA office A friend of mine wants to order the NWSA guide to Grad studies from the NWSA office - does anybody out there have the email for the office? please email it to me privately luhmann@yorku.ca thanks. susanne luhmann ========================================================================= Date: Mon, 3 Jun 1996 22:34:05 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Sally Wall Subject: Readers needed at NWSA To anyone planning to attend NWSA Conference, June 13-16 Our session "Kore Comes of AGe: The Persephone Myth as an Unsentimental Journey (scheduled for 1-2:15 p.m. Thursday, June 13,) includes the presentation of a 30 minute play, Kabuki Kore: Rite of Spring. WE NEED READERS to play the roles of Demeter, Kore/Persephone, Athena, Aphrodite, Hades, Hekate, Zeus, various Demons, and the Chorus. We will need to have one 2-hour rehearsal Wednesday night (which could be as late as 9 to 11 p.m. to accommodate those not arriving at Skidmore before that). NO MEMORIZATION required. Theatre experience appreciated. Please respond privately if interested to: Sally Wall and Pat Montley swall@ndm.edu Phone: 410-252-6074 (Following the reading is a presentation on identity development as presented in the myth/s and the play. Might want to try this in class!) ========================================================================= Date: Mon, 3 Jun 1996 20:11:04 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: beth Subject: NWSA Student Caucus, 1996 The NWSA Student Caucus has several scheduled meetings at the 1996 Conference in Saratoga Springs. The Student Caucus is open to any interested students who are NWSA members or who are attending NWSA conferences. * Our preconference meeting is scheduled from 5:30-7:30pm, on Wednesday, June 12th, before the opening plenary. This is open to any interested students. Feel free to bring dinner with you. * On Thursday, June 13th, from 2:30-3:45 pm, we are hosting a meeting open to any interested conference attendees, on 'FEMINISM AND STUDENTS' RIGHTS'. * On Sunday, June 16th, from 9am-10:15am, is our last meeting, for Caucus members and any other interested students. This year we will be electing Student Caucus officers. If you are a student who is active (or wants to be) in NWSA, and you think you would like to take on some leadership responsibility, please write to me- you can nominate yourself (or someone else). If you are planning to get involved in the Caucus and would like to submit an item to our preconference meeting agenda, please respond to me privately. If you are unable to attend this year's conference, but want to get involved with the Caucus, please respond to me privately, and I will add you to our address list. -beth, eribet@orion.oac.uci.edu ========================================================================= Date: Mon, 3 Jun 1996 20:11:29 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: beth Subject: Grrl spaces and events at NWSA I have two announcements to make about the upcoming NWSA Conference in Saratoga Springs: 1) The following event was left out of the program available on-line, but will be advertised at the conference. I'm posting it here as well: On Thursday, June 13th from 12:15-2:15, an open conference forum on "NWSA AND GRRLS" is scheduled, to be moderated by Mandana Towfiq on behalf of Generation GAP, NWSA Governing Council Member Mary Lou Van Voorhis, and myself. 2) From Thursday, June 13th- Sunday June 17th during conference events, the Starbuck Multicultural Lounge has been reserved as a "Girls/Grrls Room", a caucus/meeting space only for conference attendees who are age 25 years and younger. Girls/grrls and young women 25 years or younger who have ideas for alternative programming or workshops you would like to offer or plan for/with other feminists using this room (e.g. spoken word performance, workshops, demonstration or performance of political or artistic works, meetings for particular groups of grrls/girls) please feel free to write me privately at eribet@orion.oac.uci.edu You are also particularly invited to bring any of your artwork, 'zines', or other writings that you would like to display or share within this space. -beth, eribet@orion.oac.uci.edu ========================================================================= Date: Mon, 3 Jun 1996 20:57:49 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: "Julia M. Allen" Subject: NWSA--another session w/lesbian content This session didn't make it onto the list sent to members of the Lesbian Caucus: On Friday morning 6/14 at 8:30 in Bolton 103 I will be presenting a slide show documenting the lives and work of Grace Hutchins and Anna Rochester, partners and labor writers in the U.S.. Although the slide show focuses on the crucial years of 1921-24, during which they lived in a women's collective household they organized in New York City, it covers the span of their lives and includes other women who were important to them. Some of these other women are Vida Scudder, Sarah Cleghorn, Julia Lathrop, and Lucie Myer. Julie Allen allen@sonoma.edu ========================================================================= Date: Tue, 4 Jun 1996 08:22:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: Authorization/Approval to Post (User's Guide) Today's monthly excerpt from the WMST-L User's Guide: 4) "I'VE TRIED TO POST A MESSAGE TO THE LIST, BUT I RECEIVED A MESSAGE BACK SAYING THAT I'M NOT AUTHORIZED TO DO SO. I'M A SUBSCRIBER --WHY WAS I TOLD I'M NOT AUTHORIZED?" B) "WHEN I SENT A MESSAGE TO WMST-L, I WAS TOLD IT HAD BEEN FORWARDED TO THE LISTOWNER FOR APPROVAL. WHY?" A) Only people whom the LISTSERV software recognizes as subscribers can post messages on WMST-L. To subscribe, send the following message to LISTSERV@UMDD (Bitnet) or LISTSERV@UMDD.UMD.EDU (Internet): SUB WMST-L Your Name (e.g., SUB WMST-L Jane Smith). If you've already subscribed to WMST-L and you run into problems, chances are that you subscribed under a different address than the one from which you sent your recent message--e.g., you subscribed under your Bitnet address and then sent a message from your Internet address, or your address has changed since you subscribed. The LISTSERV software recognizes subscribers by their e-mail address. If you subscribe under a Bitnet [or Internet] address, you have to send all messages to LISTSERV and WMST-L from that same address. If you are unsuccessful posting a message to the list's Bitnet address, try sending the message to the list's Internet address. If your e-mail address has changed since you subscribed, please contact me PRIVATELY (not via a message to WMST-L). B) Postings from all new subscribers (and old subscribers with new subscriptions) are now automatically sent to the listowner for approval. This cuts down on inappropriate messages from newcomers who haven't had time to read the welcome letter. After a few weeks, most subscriptions are quietly readjusted so that messages are no longer subject to prior review. ****************** Each month, I post sections from the WMST-L User's Guide to remind subscribers of the list's resources and procedures. If changes have been made since the last time a section was posted, the subject header will begin "Revision:". Also, you can now consult the User's Guide anytime you'd like if you have access to gopher or World Wide Web. Gopher to gopher.umbc.edu and select Academic Department Info, then Women's Studies, then WMST-L. For those who prefer World Wide Web, the URL is http://www-unix.umbc.edu/~korenman/wmst/user-guide.html . Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Tue, 4 Jun 1996 11:03:33 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Kelli Zaytoun Byrne Subject: Harris poll on feminism (fwd) Comments: To: wmst-l%umdd.bitnet@psuvm.psu.edu First attempt to post didn't work, so I'm forwarding an original request. Thanks in advance for any replies. Kelli Byrne (kbyrne@desire.wright.edu) ---------- Forwarded message ---------- Date: Tue, 04 Jun 1996 08:13:04 -0500 (EST) From: kbyrne@nova.wright.edu To: wmst-l%umdd.bitnet@psuvm.psu.edu Cc: kbyrne@desire.wright.edu Subject: Harris poll on feminism The recent "special women's issue" New Yorker referred to a Harris poll that found that only half of the women questioned called themselves feminists, yet 71% supported equality for women. Does anyone have anymore details on this poll or know where I can find it? Is anyone familiar with studies on women's support of feminism? Please respond privately to kbyrne@desire.wright.edu. Thank you. ========================================================================= Date: Tue, 4 Jun 1996 11:18:38 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Trisha Franzen Subject: PART TIME POSITION IN WOMEN'S STUDIES PART TIME POSITION IN WOMEN'S STUDIES Albion College seeks a part time instructor to teach one section of its interdisciplinary, multicultural, introductory Women's Studies course, Fall 1996. Instructors in Women's Studies are also strongly encouraged to use innovative, feminist pedagogy. Qualified applicants must have post-secondary teaching experience. A Ph.D with significant work in Women's Studies is preferred; M.A., required. Please send a vita, draft syllabus, and the names of three references by June 20, 1996 to Bille Wickre, Chair, Women's Studies Committee, Department of Visual Arts, Albion College, Albion, Michigan 49224. Albion College is a liberal arts college in south central Michigan, approximately one hour from Ann Arbor, Lansing and Kalamazoo. Albion College is an Equal Opportunity Employer. Trisha Franzen, Director Women's Studies Albion College TFRANZEN@albion.edu ========================================================================= Date: Tue, 4 Jun 1996 11:37:08 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "MARY L. ERTEL, SOCIOLOGY" Subject: Help Request, prior message re Chronic Fatigue Immune Deficiency Syn I recall reading a very eloquent message from a sufferer of CFIDS - Chronic Fatigue Immune Deficiency Syndrome. I thought I had kept it, but cannot find it. I have searched messages on body image and messages on anger, as I thought it was part of one of those discussions. I have looked through a chronological listing, although I am not sure exactly when in the last several months I read this. I apologize for so specific a request, but would the original sender or anyone who can help me send a copy of the message or tell me exactly where I can find it. I must be skipping over it consistently. Please send to ERTEL@CCSU.CTSTATEU.EDU Any help will be appreciated. - Mary ========================================================================= Date: Tue, 4 Jun 1996 17:46:43 +0000 Reply-To: Women's Studies List Sender: Women's Studies List From: Nicole Matthews Subject: Info on 'Stigmata' ? I am trying to track down a copy of a film called 'Stigmata', on women's use of tattooing, body piercing and branding, for a feminist cultural studies course. The film featured Kathy Acker among other luminaries, was documentary in format, and is at least 2-3 years old. If anyone has more information about this film, and especially ideas on where to get a copy, could you please contact me privately? Thanks for your help and bin space! Nicole Matthews N.D.Matthews@livjm.ac.uk ========================================================================= Date: Tue, 4 Jun 1996 13:27:50 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Winkler Organization: West Virginia Network Subject: Videos on Global Factory I little while ago I requested info on video I had seen a small portion of on PBS on teenage girls in U.S. company factories in free enterprise zones for section I will be doing in my Intro class in Fall. With a few leads and some phone calling I tracked down the original video shown on WQED in Pittsburgh in early May and the video this video incorporated that focused on teenage girls in garment factories in Honduras, etc. Here is the info for all of you who asked and/or helped. Thanks again for that help. I love our list. Video shown on WQED is "When Children Do the Work" put out by the California Working Group. Cost is $89.+tax+shipping. It is part of their "We Do the Work" series. They can be reached at: 510-547-8484. Address: P.O. Box 10326 Oakland, CA 94610-0326. Attention: Kyung. This video incorporated clips from: "Zoned for Slavery: The Child Behind the Label" put out by National Labor Committee (of UNITE). Phone: 212-242-0986. Address: 275 Seventh Avenue, 16th Floor, NYC 10001. Attention: Barbara Briggs. Cost: $12.00. Be sure to indicate that this is an order, not an invoice. Note that I have not seen either video in its entirety. However, costs are quite reasonable and both are more recent than excellent "Global Assembly Line." Again, thanks to everyone for your help. Barbara Scott Winkler, WVU WINKLER@wvnvms.wvnet.edu ========================================================================= Date: Tue, 4 Jun 1996 13:45:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: how to find past messages on any topic Earlier today, Mary Ertel wrote in part: > I recall reading a very eloquent message from a sufferer of CFIDS - Chronic > Fatigue Immune Deficiency Syndrome. I thought I had kept it, but cannot find > it. I have searched messages on body image and messages on anger, as I > thought it was part of one of those discussions. There's a much more efficient way to search the WMST-L logfiles. The instructions are found in two documents, DUMMY GUIDE and SEARCH LOGFILES (DUMMY GUIDE was written by someone who didn't know that the instructions already existed in SEARCH LOGFILES, but I think DUMMY GUIDE is the better set of instructions for beginners. Both files are useful). To get them, send the following 2-line message to LISTSERV@UMDD.UMD.EDU: GET DUMMY GUIDE F=MAIL GET SEARCH LOGFILES F=MAIL You'll learn how to send a message like the following, which looks scary but isn't once you read the above files: // Database Search DD=Rules OUTLIM=5000 //Rules DD * Search chronic fatigue in WMST-L since 4/96 Index Print /* I sent that message and, less than a minute later, I had the message I was looking for! I see no reason to post it to the list again, since those who are interested can send the above 7-line message to LISTSERV@UMDD.UMD.EDU and get the chronic fatigue syndrome posting for themselves without cluttering the list with duplicate postings. The search possibilities on Listserv are extraordinary. Do send for the files DUMMY GUIDE and SEARCH LOGFILES and try them out. Just be sure to send all your requests to LISTSERV@UMDD.UMD.EDU, not to WMST-L. Joan Korenman ***************************************************************************** * Joan Korenman korenman@umbc2.umbc.edu * * U. of Md. Baltimore County * * Baltimore, MD 21228-5398 http://www-unix.umbc.edu/~korenman/wmst/ * * * * The only person to have everything done by Friday was Robinson Crusoe * ***************************************************************************** ========================================================================= Date: Tue, 4 Jun 1996 19:08:20 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Susanne Luhmann Subject: NWSA address (fwd) Quite a few women have emailed me privately with the request for the email address of NWSA or for info on the Grad WS guide. Therefore I forward J. Korenman's helpful info here. (hope this is ok.) susanne luhmann@yorku.ca ******************************************************** UNOFFICIAL INFO ABOUT NWSA GUIDE TO GRADUATE PROGRAMS IN WOMEN'S STUDIES At the end of 1994, The National Women's Studies Association issued an updated version of their Guide to Graduate Work in Women's Studies. It describes the degrees offered by each program, what courses are available, who is on the faculty, etc. etc. There is a very useful index arranged according to field--so that, for example, if you're especially interested in psychology, you can find out which schools offer graduate work in women's studies with strength in psychology. The Guide sells for $9.00 (US) for individuals (payment must accompany order), $15.00 for institutions (prepayment or purchase order). NWSA's snail mail address is National Women's Studies Association University of Maryland 7100 Baltimore Avenue, Suite 301 College Park, Maryland 20740 USA Telephone: (301) 403-0524 or 403-0525. The NWSA office can also be reached by email at nwsa@umail.umd.edu . Credit card orders (Mastercard or Visa only) are also possible via phone or email. Be sure to include your credit card # and expiration date. ========================================================================= Date: Tue, 4 Jun 1996 21:44:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: WMST-L get-together & 2 job announcements The following three announcements may interest WMST-L readers: 1) WMST-L get-together at NWSA June 13 (repeat) 2) Job: Women's Studies (Knox College) 3) Job: Women's History (Salisbury State Univ.) For more information, please contact the people named in the announcements, not WMST-L. Joan Korenman (korenman@umbc2.umbc.edu) ************************************************************* 1) WMST-L GET-TOGETHER AT NWSA Just a reminder that there will be an informal WMST-L get-together at this year's National Women's Studies Association conference. The conference runs June 12-June 16 at Skidmore College. The WMST-L get- together will take place Thursday, June 13, at 5:30 p.m. in Ladd 307. We've had similar get-togethers at past NWSA meetings, and they've been great fun. There's no fixed agenda, just a chance to meet f2f (computer-speak for "face-to-face") in RL ("real life") some of the people whose messages you've read on WMST-L. By the way, though there's no fixed agenda, that doesn't mean you can't raise issues about the list--it would be great to have a chance to talk about the list f2f and without adding to everyone's e-mail clutter. And if there are issues you'd like me to raise at the meeting, please feel free to e-mail me privately ahead of time: korenman@umbc2.umbc.edu . DO NOT SEND SUCH MESSAGES TO WMST-L. I'll be at the conference from Tuesday evening until Sunday; I'll be staying at the Sheraton hotel, if anyone wants to reach me there. Until then: korenman@umbc2.umbc.edu . I look forward to seeing many of you at NWSA. Joan Korenman (korenman@umbc2.umbc.edu) *************************************************************************** 2) POSITION IN WOMEN'S STUDIES, beginning September 1996. Knox College invites applications for a two-thirds time teaching position in Women's Studies for the 1996/97 year (a one-year leave replacement position). The person appointed will teach four courses over three ten-week terms: two sections of an interdisciplinary introductory course in Women's Studies (focusing on contemporary American culture and society), an intermediate-level course in feminist theory, and one elective course (area of specialty open). Though part-time, the position carries full medical benefits. We are interested in hiring someone who is ABD, or a recent Ph.D. Please send a letter of application, a c.v., and the names, addresses (e-mail if available), and telephone numbers of three references as soon as possible, but no later than July 1, to Professor Penny S. Gold, Chair, Women's Studies Program, Knox College, Galesburg, IL 61401 (e-mail: pgold@knox.edu). Knox is a four-year liberal arts college located in northwestern Illinois. ************************************************************************ 3) History/Women's Studies: Women's History. Salisbury State University is seeking applicants for an Assistant Professor tenure-track position in American Women's History, with capability of teaching native American or ethnic studies (excluding African-American). Teaching experience. Ph.D. Successful candidate will play a leading role in developing a women's studies program. Must also be able to teach two-semester world civilizations sequence and introductory U.S. history courses. Salary commensurate with experience. Letter of application, resumes, transcripts and three letters of recommendation indicating qualifications should be sent to: Dr. G. Ray Thompson, W.H. Search Committee, History Department, Salisbury State University, Salisbury, Maryland 21801. Review of applications will begin immediately and will continue until the position is filled. Salisbury State University is an Affirmative Action, Equal Opportunity Employer. Qualified women, minorities and the disabled are encouraged to apply. From: The Chronicle of Higher Education, June 7, 1996 ========================================================================= Date: Wed, 5 Jun 1996 07:42:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: how to stop mail temporarily Today's monthly excerpt from the WMST-L User's Guide. Folks attending the upcoming Berkshire women's history conference and/or NWSA should take particular note. 5) "I'M GOING ON VACATION FOR SEVERAL WEEKS. CAN I STOP MAIL WHILE I'M AWAY, OR DO I HAVE TO UNSUBSCRIBE?" You can stop mail temporarily (except for the edited digest) by sending the following message to LISTSERV@UMDD (if you subscribed on Bitnet) or LISTSERV@UMDD.UMD.EDU (if you subscribed on Internet): SET WMST-L NOMAIL [NOTE: NOMAIL is one word] When you want mail to start arriving again, send the following message to the same address: SET WMST-L MAIL If you want to stop the edited DIGEST, even temporarily, you have to send the message AFD DEL WMST-L PACKAGE . To re-start it, send the message AFD ADD WMST-L PACKAGE (and ignore the request that you establish a password). Note: BE SURE TO SEND THESE MESSAGES TO LISTSERV, NOT TO WMST-L! ****************** Each month, I post sections from the WMST-L User's Guide to remind subscribers of the list's resources and procedures. If changes have been made since the last time a section was posted, the subject header will begin "Revision:". Also, you can now consult the User's Guide anytime you'd like if you have access to gopher or World Wide Web. Gopher to gopher.umbc.edu and select Academic Department Info, then Women's Studies, then WMST-L. For those who prefer World Wide Web, the URL is http://www-unix.umbc.edu/~korenman/wmst/user-guide.html . Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Wed, 5 Jun 1996 08:28:06 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Miriam Harris Subject: NWSA conference rooms Dear List: Is there anyone out there looking for a room for NWSA conference week at Skidmore? I have a room reserved at the Gateway Motel from June 10-June 17. I will not be using it; but before giving it up, thought I'd check to see if anyone can use it. If you want it, please call me by Thursday evening, June 6, at 9:00 pm EST. I will cancel it if there are no takers by then. If you want it, I will help you with the transfer. Call 214/352-8356. Miriam K. Harris mharris@utdallas.edu ========================================================================= Date: Wed, 5 Jun 1996 11:42:04 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Kelli Zaytoun Byrne Subject: Call for Presentations Comments: To: wmst-l%umdd.bitnet@psuvm.psu.edu Call for Presentations WOMEN MAKING THE FUTURE: BRIDGING THE GLOBAL AND LOCAL Southwestern Ohio Council for Higher Education presents the first Southwest Ohio Women's Studies/Gender Issues in Higher Education Conference November 15, 1996, Wright State University Keynote Speaker: CHANDRA TALPADE MOHANTY Associate Professor, Women's Studies, Hamilton College Co-editor, Third World Women and the Politics of Feminism and forthcoming, Feminist Genealogies, Colonial Legacies, Democratic Futures TENTATIVE TOPIC: Feminism, Multiculturalism, Globalization and the Academy The Program Committee welcomes proposals for presentations (individual and team) that highlight research and practice that supports integrating Women's Studies and gender issues in the classroom, curriculum, administration, and the local/global community. Proposal Guidelines Potential presenters should submit a 100-200 word abstract/precis/summary describing their proposed papers, panels, roundtables, workshops, media presentations or performances. Include title of presentation and contact information for all presenters in proposed program (names, affiliations, addresses, phones, fax numbers, and e-mails). Notification of proposal acceptance will be sent by October 1, 1996. Submit Proposals to: The Women's Center 060 Rike Hall Wright State University Dayton, OH 45435 ??? Questions ??? Phone: 513-873-4524 Fax: 513-873-2464 E-Mail: KBYRNE@desire.wright.edu PROPOSALS DUE SEPTEMBER 3, 1996 ========================================================================= Date: Wed, 5 Jun 1996 12:24:34 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Phyllis-Joyce Kafka Subject: Re: women's illness In-Reply-To: On the narrow line between physical and psychic illness, you might consider illnesses and deaths of women caused by suggestion such as in Santeria, Voodoo, Camdomble, JuJu, etc.,for example: 1. Gloria Naylor, Mama Day 2. Alice Walker, The Color Purple, The Temple of my Familiar 3. Christina Garcia, Dreaming in Cuban 4. The Salt Eaters (I can't remember the author's name. She passed away very recently) 5. And of course under the rubric, "They (men) make us mental: we have Jean Rhys's intertextual response to Jane Eyre, The Wide Sargasso Sea 6. Rosario Ferre, "The Youngest Doll" and other stories in the eponymous book. 7. Isabel Allende, The House of Spirits and her tribute to her daughter who passed away, I think from a brain tumor, and I believe the work is called Paula? 8. Amy Tan's The Kitchen God's Wife has a narrator, Pearl, who has Multiple Sclerosis. Enough for now. pkafka@turbo.kean.edu On Fri, 31 May 1996, Carolyn Feser wrote: > Have you read "Tulips" by Sylvia Plath. In the Poem, she is recovering > in a hospital. It is the best imagery of depression and recuperation I > have ever read. > Peace, > Carolyn Feser > feser@uis.edu > On Thu, 30 May 1996, Joan C. Chrisler wrote: > > > A good book of poetry about women's health is Leatrice Lifshitz > > UUniversity of Illinois Press, 1988) "Her Soul Beneath the Bone" about > > breast cancer. Also good is C.M. Donald (Ragweed, 1986) "The Fat Woman > > Measures Up". There are lots of wonderful poems around about pregnancy, > > birth, miscarriage, abortion, menstruation, menopause, sexual abuse...but > > they are not gathered together anywhere. I started collecting them once > > with thoughts of doing an anthology. > > > > Joan Chrisler > > Connecticut College > > jcchr@conncoll.edu > > > ========================================================================= Date: Wed, 5 Jun 1996 13:27:58 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "NAOMI B. MCCORMICK" Organization: SUNY at Plattsburgh, New York, USA Subject: change of address NOTICE OF CHANGE OF ADDRESS NAOMI BETH MCCORMICK Dear Colleagues and Friends: I am resigning from the State University of New York at Plattsburgh this summer. As of August 1, 1996, my work address will be: Naomi Beth McCormick, Ph.D. Visiting Scholar College of Social & Behavioral Sciences Office: Dept. Design, Family & Consumer Sciences University of Northern Iowa Cedar Falls IA 50614-0332 U.S.A. Business Telephone: 319 273-2814 Business FAX: 319 273-7096 Likely email address: Naomi.McCormick@uni.edu Have a great summer, Naomi Beth McCormick Past President The Society for the Scientific Study of Sexuality ****************************************************************** Naomi B. McCormick Dept. Psychology State University of New York at Plattsburgh Plattsburgh, NY 12901 USA @@@@@@@@ @@ @@ Telephone (518) 564-3076; 564-3382 @@@ (A A) @@@ FAX (518) 564-3397 @@@ L @@@ % \ {} / % E-mail MCCORMNB@SNYPLAVA.BITNET ---- MCCORMNB@SPLAVA.CC.PLATTSBURGH.EDU | | /******\ ========================================================================= Date: Wed, 5 Jun 1996 10:56:24 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Schweitzer Subject: Query on CFS posting/women's illness/insurance # Mary Ertel asked about a posting on this list on CFIDS. I believe that would have been my posting, half in honor of May 12, which is International CFIDS/M.E. awareness day, and half to explain why brain fog from CFS resulted in my erasing a booklist others had wanted to see, and also posting a weird typo into a header. I have written to Mary Ertel privately, but I wanted to correct something in her posting: she referred to CFS(or CFIDS) as "Chronic Fatigue Immune Deficiency Syndrome". If you are going to use the ^^^^^^^^^^ acronym CFIDS, it stands for Chronic Fatigue/Immune DYSFUNCTION ^^^^^^^^^^^ Syndrome". To the extent the illness affects our immune systems (and for most of us it does), we are the opposite of AIDS patients -- our immune systems are UP-regulated, not down. We have too much immune reaction. The body is fighting itself, as it does in such autoimmune conditions as lupus, multiple sclerosis, and rheumatoid arthritis. (One argument as to why more women than men get any of these diseases is that women's immune systems are naturally stronger than men, but then the causation chain breaks down because scientists don't seem to agree on WHY that is the case -- they assume it has something to do with childbearing, but they haven't been able to prove a dang thing about it.) The CDC refuses to recognize the name CFIDS because it has not yet been demonstrated empirically that CFS is an autoimmune condition. They also refuse to adopt the term used almost universally outside the United States, M.E., or myalgic encephalomyelitis, because they do not believe there is brain swelling (actually, there is a good case to be made for an inflammation or infection of the brain stem). Although there are a number of symptoms beyond "fatigue" that must be met in a diagnoses of CFS, and although the fatigue is NOTHING like ANYTHING ordinary people experience (trust me on this), they insist that fatigue is the defining element, and thus continue to use a name most patients find odious because it trivializes a very serious neurological condition. There are some who would like to call it "AIDS Lite" or something like that, and to some extent calling it CFIDS serves to link the two illnesses. But most of us would rather NOT link the illnesses, because it seems to have much more in common with diseases such as lupus and M.S. than AIDS. Furthermore, it may be contagious in the early stages (though many specialists believe that is not so), but it is definitely not infectious like HIV, and there is no evidence that it is contagious after that early window, if it is contagious at all. We would prefer to use M.E. but change it from "encephalomyelitis" to "encephalomyopathy" (which just means that the brain is misbehaving in there, and we would apply that to the brainstem mostly). We would REALLY prefer the name include neurological disorder, or ANM dysfunction (autonomic nervous system dysfunction), because virtually everyone who works with the disease agrees on that by now. BUT. We are stuck with what the government insists upon. And the name continues to leave us vulnerable to those who would call our terrible condition "depression" or "somaticizing" (a fancy term for hypochondria these days). If you are on Boston, check out the hatchet job the Globe did on our illness on Sunday. Politics. The government. Scientific research and the medical profession. Men in the government. Men in scientific research, and men in the medical profession. Power, powerlessness, and language that represents power. The power of language. The real-life woes of having a "female=soft=unscientific=trivial" disease. Mary Schweitzer, Dept. of History, Villanova University (on leave 1995-??) P.S. -- word has come out over the 'net that UNUM, a major private long-term disability insurer used in Canada and the U.S. by private firms, is planning to reword their contracts so that CFS is classified with mental illness as a disease that can only be covered for two years. If they could get away with it, I'm sure they would stick MS and lupus in there too. May I highly recommend to those of you out there with employment, that you take a gander at the actual CONTRACT between your university and the insurance companies -- not the glossy brochures the benefits office sends you. These fine print loopholes are doozies. Better to find out, and try to do something about it, when you're well. You may never be disabled, but if you are, boy do you need that insurance. I would LOVE to see someone do some research on the diseases that the insurance companies are getting away with refusing to cover (via fine print) and see what the gender distribution is of people afflicted with these conditions. (TMJ would also be an example.) -- Mary Schweitzer, Dept. of History, Villanova, on leave ========================================================================= Date: Wed, 5 Jun 1996 14:19:55 GMT-700 Reply-To: Women's Studies List Sender: Women's Studies List From: Gunseli Berik Organization: Economics Subject: quantitative vs qualitative methodologies I am looking for articles that address the role of quantitative methodologies in feminist research (their usefulness, limitations etc.). There appears widespread skepticism of the usefulness of quantitative methods for feminist research. I would appreciate suggestions on sources that grapple with the quantitative-qualitative dichotomy, often interpreted as an opposition between feminine vs masculine ways of knowing. The only source on the usefulness of quantitative methods that I know of is an article (by Jayaratne, I believe) in Bowles and Klein, ed. Theories of Women's Studies. Are there any recent articles that attempt to transcend the dichotomy? Also, could people provide citations for the argument on the dichotomy I mention above. Who are the main proponents of this position in the feminist methods literature? Thanks. Gunseli Berik Economics and Women's Studies University of Utah 308 BuC Salt Lake City, UT 84112 (801) 581-7435 phone (801) 585-5649 fax e-mail: berik@econ.sbs.utah.edu ========================================================================= Date: Wed, 5 Jun 1996 15:53:30 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: shelley park Subject: Re: Info on 'Stigmata' ? In-Reply-To: Message of Tue, 4 Jun 1996 17:46:43 +0000 from The video "Stigmata" is available from _Women Make Movies_ 462 Broadway, Souite 500D, NY, NY 10013 (e-mail distdept@wmm.com) It rents for $60.00 and can be purchased for $250.00. I just received their catalogue (too late, alas, for meeting my deadline for ordering videos) and it is full of wonderful things for use in Women's Studies classes. I highly recommend requesting a catalogue. Shelley Park ========================================================================= Date: Wed, 5 Jun 1996 14:36:54 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Rebecca Lynn Eisenberg Subject: help! pornography statistics! In-Reply-To: A while back I remember people discussing collecting statistics on pornography. Can anyone tell me (1) how much money the pornography industry currently brings in (gross)? and (2) how much of that goes to women? (and a source). If anyone has quick access to that information, I would greatly appreciate your sharing it with me for the purposes of a workship and project. I really need this asap. Thanks so much! Rebecca Eisenberg rebeca@netcom.com rebecca@cyborganic.com http://www.cyborganic.com/People/rebecca ========================================================================= Date: Thu, 6 Jun 1996 11:11:10 EETDT Reply-To: Women's Studies List Sender: Women's Studies List From: Gabrielle Meagher Subject: qualitative vs quantitative methods I would be also be interested to see references to debates raised by Gunseli. Perhaps they could be posted to the list. Gabrielle Meagher email gabriell@sue.econ.su.oz.au Department of Economics, University of Sydney, NSW, 2006, Australia ========================================================================= Date: Wed, 5 Jun 1996 21:42:27 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Bones Subject: Maya Deren videos In-Reply-To: <199605271724.NAA19173@mailserver1.tiac.net> I am composing a course on anti-realist theories of resistance using a multi-media approach and am interested in including _Meshes in the Afternoon_ by Deren. I know that this short film was released as part of a collection of her works on video (Horsemen, etc.) but I cannot find the name of this collection or the producer/distributor of it. If anyone has this information I would appreciate your help. Please respond privately. Linda Wayne bones@mailbox.syr.edu ========================================================================= Date: Wed, 5 Jun 1996 21:46:50 EST5EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Lauraine Leblanc Organization: Emory University Subject: Re: qualitative vs quantitative methods As there has been some general interest, I am posting this directly to the list. In addition to the Jayaratne article mentioned in the original post, you could try: Jayaratne, T. E. & Stewart, A. J. (1991). Quantitative and Qualitative Methods in the Social Sciences: Current Feminist Issues and Practical Strategies. In M. M. Fonow & J. Cook (Eds.), _Beyond Methodology_ (pp. 85-106). Bloomington, IN: Indiana University Press. Sprague, J. & Zimmerman, M. K. (1989). Quality and Quantity: Reconstructing Feminist Methodology. _American Sociologist_ 20: 71-86. And, as with any feminist methodological issue, Shulamit Reinharz' excellent _Feminist Methods in Social Research_ from Oxford UP. Sorry I don't have anything more recent, but these are a good start. See y'all at the NWSA! Lauraine Leblanc [llebla@soc.emory.edu] Institute for Women's Studies, Emory University Be strong and resist always! ========================================================================= Date: Wed, 5 Jun 1996 16:41:20 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Simone Shoemaker Subject: New Educational Documentary on Women Released! In-Reply-To: New Educational Documentary on Women Released! ---------------------------------------------- Title: "MY SECOND LIFE East German Women in a Changed World" Running Time: 53 minutes VHS, Color Available in two versions: English with subtitled German interviews or English with dubbed German interviews Summary: _______ MY SECOND LIFE "I am talking about my two lives. My first life was over with the reunification and I am now living my second life." (testimonial of an East German woman) The German reunification has brought tremendous change for the 17 Million people of East Germany, and not all of this change has been positive. There is a widespread notion that it was women, who as a group were most negatively affected by the shift in politics. The end of the socialist system meant the loss of incredible benefits for working women with children - a giant support structure which had enabled 91% of East German women to be employed, even while having two, three or more children. With the introduction of a free market economy unemployment became the reality of life, and it was primarily women who found themselves pushed off the job market. As a result, their status within the family as well as society in general has changed considerably. No longer financially independent and removed from the careers they had identified with, many women look at their current situation with feelings of resentment and depression. The media today often pictures women as the losers of the revolution. Yet, interviews with these very women show a surprisingly wide spectrum of responses to the changes in their lives. They speak about gains as well as losses. They look back at the old system and see many good things lost - but at the same time the sum of their very different experiences proves that a story is never as black and white as newspaper headlines might make it appear. Old support structures have been lost, but new ones are emerging, as women get together in newly founded women centers and network on a grass-roots level to help each other master the challenges of their new lives. "My Second Life" offers its audience a deeper insight into the very complex process of German reunification by letting East German women speak for themselves. As 16 women of all ages share their stories, the viewer will get a better understanding of life under the socialist system, as well as quite how tremendous an impact the reunification has had on people's lives. --------------------------------------- VHS copies of "My Second Life" are available for $59 each. Please include $4.- for shipping and handling. * Special offer: FREE shipping on all pre-paid orders received by June 20, 1996. The video is available in two versions, one with the German interviews subtitled (sound of original interview), one with the interviews dubbed (sound of English translator) Please make sure to specify your preference when ordering! A full transcript of the program (including all German interviews) is available for an additional $5.- ------ For more information, copies of reviews, or to order this documentary, please contact: Simone Shoemaker Bronco Video P.O.Box 343 San Marcos, CA 92079-0343 (619) 781-5714 or e-mail me at simone@cts.com greetings, Simone Shoemaker ========================================================================= Date: Thu, 6 Jun 1996 05:08:11 -0400 Reply-To: J.Van-Every@bham.ac.uk Sender: Women's Studies List From: Jo VanEvery Organization: The University of Birmingham Subject: quantitative vs qualitative methodologies I have a copy of a conference paper on just this topic which was presented at the Canadian Sociology and Anthropology Association annual meetings in June 1992. Judith BLACKWELL "Impeccable Empiricism & Ideological Purity in Feminist Research" I don't know if she has published it but you should be able to contact her in the Department of Sociology at Brock University (St. Catherines, Ont. sorry I don't have a full address). Her bibliography includes reference to the following which might also be useful: Margrit EICHLER (1988) _Nonsexist REsearch Methods: A Practical Guide_ Boston: Allen & Unwin Joyce McCarl NIELSON (1990) _Feminist REsearch Methods: Exemplary Readings in the Social Sciences_ Boulder, CO: Westview Press. Mary M. FONOW & Judith A. COOK (1991) _Beyond Methodology: Feminist Scholarship as Lived Research_ Indianapolis: Indiana University Press. Another article I have come across is one by Kirsti Yllo (I think) in Donna L. SOLLIE & Leigh A. LESLIE (1994) _Gender, Families and Close Relationships_ London & Newbury Park: Sage The articles in this volume are all by feminist scholars working on the family but address issues of methodology. In particular, Yllo's article talks about the shift in the editorial policy of feminist journals who were v. reluctant to accept articles based on quanitative research at one point. Hope that is helpful. Dr. Jo VanEvery Dept. of Cultural Studies University of Birmingham Edgbaston Birmingham B15 2TT United Kingdom 0121-414-3730 J.Van-Every@bham.ac.uk ========================================================================= Date: Thu, 6 Jun 1996 05:14:33 -0400 Reply-To: J.Van-Every@bham.ac.uk Sender: Women's Studies List From: Jo VanEvery Organization: The University of Birmingham Subject: teaching about marriage I have a request that might seem a bit strange. Our department offers a course called Current Issues in Research for final year undergraduates within which we offer short options on topics staff are currently working on. I am thinking about offering an option on Marriage. I am aware that this is not a popular title for courses at this point in history and have noticed that in the preface to Judith Lorber's book _Paradoxes of Gender_ she only mentions having taught a course called Courtship and Marriage in parenthesis, prefaced by "called, of all things,". My research area is the family with a particular focus on 'alternative' families. I have written on anti-sexist living arrangements and am in the early stages of developing research on lesbian families/households with a colleague. I have also been writing about heterosexuality and in the process looked up the statistics on marital status. (FYI: England & Wales, 1992, 77.2 % of women aged 16 and over are 'ever married', 24 and over the figure is 87.6%; US 1989, only 18.9% are 'never married' meaning 81.1% are or have been married). Basically, despite all the anxiety amongst right wing and not-so-right wing politicians that marriage is going out of fashion, the decline in marriage rates seems to me to be from 'almost everybody' to 'almost everybody'. In addition there are ongoing debates in several countries about 'gay marriage' (focussed at the moment on Hawaii and the Netherlands). So my question is, has anyone got any ideas about articles or books I might use in such a course? I am particularly interested in anthropological articles on marriage as a ritual (accessible to non-anthropologists), and good articles on the debate about gay/lesbian marriage. Any analyses of recent films (e.g. Four Weddings and a Funeral; Muriels Wedding) would also be welcome. Thanks for your help. Send info privately if you wish. Dr. Jo VanEvery Dept. of Cultural Studies University of Birmingham Edgbaston Birmingham B15 2TT United Kingdom 0121-414-3730 J.Van-Every@bham.ac.uk ========================================================================= Date: Thu, 6 Jun 1996 08:43:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: the edited digest (User's Guide) Too much mail clutter? Try the edited digest, today's topic from the WMST-L User's Guide: 6) "DOES WMST-L EXIST IN A DIGEST FORMAT?" Yes. If you choose the edited digest option, each day you will receive anywhere from one to five files containing most of the WMST-L messages of the past day (messages that should not have been sent to the list to begin with are omitted). Related messages will usually be put in the same file, and each file will begin with a table of contents. The digest reduces both mail clutter and, usually, mail volume. (Please note that this is NOT the huge, unselective bundle of messages that many listserv digest features provide. Do NOT use their digest command.) If you would like to receive the daily digest file rather than individual mail messages, you should send the following 2-line e-mail message to LISTSERV@UMDD (if your WMST-L subscription is under your Bitnet address) or LISTSERV@UMDD.UMD.EDU (if your subscription is under your Internet address): AFD ADD WMST-L PACKAGE SET WMST-L NOMAIL ACK Note: If you've subscribed on Bitnet, the digest may arrive as a file rather than as an e-mail message. If you don't know how to receive a file, see section 11 of the WMST-L User's Guide or ask the computer support people at your institution. If you'd prefer to receive the digest(s) inside mail message(s), alter the abovementioned AFD ADD statement to read as follows: AFD ADD WMST-L PACKAGE F=MAIL . However, even if you receive the digest(s) as mail messages, YOU CANNOT REPLY AUTOMATICALLY! If you wish to reply to a message in the digest, you must start a new message and address it either to WMST-L or to the individual. Also, LISTSERV may ask you to set up an AFD password. You're best off not doing so. If at some point you decide you want to stop the digest and switch back to receiving individual messages, send the following two-line message to LISTSERV@UMDD.UMD.EDU: AFD DEL WMST-L PACKAGE [on line 1] and SET WMST-L MAIL NOACK [on line 2]. To unsubscribe and stop the digest, put AFD DEL WMST-L PACKAGE on line 1 and UNSUB WMST-L on line 2. ************************ Each month, I post sections from the WMST-L User's Guide to remind subscribers of the list's resources and procedures. If changes have been made since the last time a section was posted, the subject header will begin "Revision:". Also, you can now consult the User's Guide anytime you'd like if you have access to gopher or World Wide Web. Gopher to gopher.umbc.edu and select Academic Department Info, then Women's Studies, then WMST-L. For those who prefer World Wide Web, the URL is http://www-unix.umbc.edu/~korenman/wmst/user-guide.html . Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Thu, 6 Jun 1996 10:21:43 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Kathrine Jason Subject: Re: the edited digest (User's Guide) AFD ADD WMST-L Package Set WMST-L Nomail ack ========================================================================= Date: Thu, 6 Jun 1996 10:31:20 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Diane Kobrynowicz Subject: Re: quantitative vs qualitative methodologies In-Reply-To: <341FAF745C6@econ.sbs.utah.edu> On Wed, 5 Jun 1996, Gunseli Berik wrote: > I am looking for articles that address the role of quantitative > methodologies in feminist research (their usefulness, limitations > etc.). In addition to the Sprague & Zimmerman paper already mentioned, they have a chapter: Sprague, Joey, & Zimmerman, Mary K. (1993). Overcoming dualisms: A feminist agenda for sociological methodology. In Paula England (Ed.). Theory on gender/Feminism on theory. (pp. 255-280). New York: Aldine de Gruyter. Diane Kobrynowicz Department of Psychology University of Kansas diane@stat1.cc.ukans.edu ========================================================================= Date: Thu, 6 Jun 1996 18:58:51 GMT+02.00 Reply-To: washington@getafix.utr.ac.za Sender: Women's Studies List From: Adande Washington Organization: University of Transkei Subject: Re: quantitative vs qualitative methodologies Help-- I accidentally deleted the bibliography that was forwarded to the list. Can someone send it to me privately? Thanks. ***************************************** Adande Washington fax: (0471) 302-2595 e-mail: washington@getafix.utr.ac.za Department of Anthropology University of Transkei PB X1 Unitra Umtata 5100 Eastern Cape Province South Africa ****************************************** ========================================================================= Date: Thu, 6 Jun 1996 13:48:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: Rosi Braidotti interview available Kathleen O'Grady of Trinity College, Cambridge has just send me a copy of her interview with Rosi Braidotti entitled "Nomadic Philosopher: A Conversation with Rosi Braidotti." The interview was published in the Spring 1996 issue of _Women's Education des femmes_ . To make the interview more easily available to WMST-L readers, I have added it to the WMST-L file collection under the title NOMADIC PHILOS. Here is the opening paragraph of the interview; it provides background about Braidotti: > Born in Italy, raised in Australia, educated in Paris and > currently living and teaching in the Netherlands, Rosi Braidotti > has created from her nomadic existence a politically motivated > philosophy that provides a new framework for reinventing the > female subject in our post-metaphysical world. Labelled a > postmodern feminist, Braidotti aims to develop a theory that can > support a heterogenous model of subjectivity for the contemporary > woman. She writes her texts in polyglot fashion, sometimes first > in English, sometimes in French or Italian, and then re-written > for translation into a variety of languages. She facetiously > names her dialects Italo-Australian, Franglais, New Yorkese > Parisian patois or Dutch-lish. Currently she is the chair of the > Women's Program in the Humanities at the University of Utrecht. > Her books include the highly praised Patterns of Dissonance > (1991), as well as Women, the Environment and Sustainable > Development (1994), and Nomadic Subjects (1995). Those interested in retrieving the complete interview should send the command GET NOMADIC PHILOS to LISTSERV@UMDD.UMD.EDU . If you wish also to receive a copy of the entire WMST-L filelist, add a second line that says INDEX WMST-L . Be sure to send these messages to LISTSERV@UMDD.UMD.EDU, **not** to WMST-L. DO NOT HIT REPLY!!! Many thanks to Kathleen O'Grady for making this interview available. Joan Korenman ***************************************************************************** * Joan Korenman korenman@umbc2.umbc.edu * * U. of Md. Baltimore County * * Baltimore, MD 21228-5398 http://www-unix.umbc.edu/~korenman/wmst/ * * * * The only person to have everything done by Friday was Robinson Crusoe * ***************************************************************************** ========================================================================= Date: Thu, 6 Jun 1996 11:36:13 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Susan Christopher Subject: NWSA Housing My apologies for using the list inappropriately, but I also have a room reserved for the NWSA conference that I will not be using. It's for two nights (6/13 and 6/14) in a single in the residence hall. Please contact me privately if interested: Susan Christopher nyman@leland.stanford.edu 415/857-0740 ========================================================================= Date: Thu, 6 Jun 1996 11:55:02 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Francis Winddance Twine Subject: Re: quantitative vs qualitative methodologies Comments: To: Gunseli Berik In-Reply-To: <341FAF745C6@econ.sbs.utah.edu> I am also very interested in this topic and would greatly appreciate it if you would share any references that you receive with the list. F. Winddance Twine Assistant Professor of Women Studies University of Washington Box 354345 Seattle, WA 98195 windance@u.washington.edu On Wed, 5 Jun 1996, Gunseli Berik wrote: > I am looking for articles that address the role of quantitative > methodologies in feminist research (their usefulness, limitations > etc.). There appears widespread skepticism of the usefulness of > quantitative methods for feminist research. I would appreciate > suggestions on sources that grapple with the quantitative-qualitative > dichotomy, often interpreted as an opposition between feminine vs > masculine ways of knowing. > > The only source on the usefulness of quantitative methods that I know > of is an article (by Jayaratne, I believe) in Bowles and Klein, ed. > Theories of Women's Studies. Are there any recent articles that > attempt to transcend the dichotomy? Also, could people provide > citations for the argument on the dichotomy I mention above. Who are > the main proponents of this position in the feminist methods > literature? > > Thanks. > > Gunseli Berik > Economics and Women's Studies > University of Utah > 308 BuC > Salt Lake City, UT 84112 > (801) 581-7435 phone > (801) 585-5649 fax > e-mail: berik@econ.sbs.utah.edu > ========================================================================= Date: Thu, 6 Jun 1996 16:41:19 -0400 Reply-To: Cynthia Deitch Sender: Women's Studies List From: Cynthia Deitch Subject: quantitative vs qualitative methods A recently published piece that address feminist uses of quantitative data and methods and make reference to feminist skepticims toward such methods is: Roberta Spalter-Roth and Heidi Hartmann, "Small Happiness: The Feminist Struggle to Integrate Social Research with Social Activism" in Feminism and Social Change: Bridging Theory and Practice, edited by Heidi Gottfried, University of Illinois Press, 1996. The whole volume looks quite good; I have ordered it for my graduate feminist methods course this fall. I don't think any of the other articles in it specifically address quantitative methods. Cynthia Deitch Women's Studies Program George Washington University ========================================================================= Date: Thu, 6 Jun 1996 20:11:38 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Prema Oza Subject: Re: Gender Studies Journal In-Reply-To: <01I3OKU3MUIY8WWUFM@cc.newcastle.edu.au> from "Marj Kibby" at Apr 18, 96 09:40:40 am are there student subscriptions of jigs? ========================================================================= Date: Thu, 6 Jun 1996 20:08:56 -0400 Reply-To: "Vashti Braha (SAR)" Sender: Women's Studies List From: "Vashti Braha (SAR)" Subject: Re: fem theory In-Reply-To: A summary of responses I received to my fem theory query: Lisa D. Brush has a link to her "feminist social theory" syllabus for the Fall at the U. of Pittsburgh: http://www.pitt.edu/~lbrush/1105syl.html Kimberly Simmons described the historical approach taken when she studied Feminist Theory in 1990. She said, "We never really got to more contemporary theories but we did integrate a lot of race/class/gender theories in and I found it extremely helpful to begin to draw historical lines through ideas." Cameron MacDonald also has problems with the standard categories and with keeping the classroom focus on the theories themselves, especially when the theorists are female. An interesting point....criticism from a woman does seem to be harder for some people to appreciate (no male equivalent of the word "nag", after all). He finds it "helpful to teach feminist theorists to students who have already studied social theory and know how to read it." Laura Sells recommends an article by Chela Sandoval that's in a book called _Provoking Agents_ ed. by Judith Kegan Gardiner. It challenges the standard categories and points out how "third world" women's perspectives are marginalized. I benefitted very much from her suggestions for keeping the focus on the theories in class. I wish now that I hadn't deleted her message after printing it out, so that I could forward it on to you because summarizing her words doesn't do justice to the ideas, but here goes: she first does a mini-lecture, then an application exercise in class. The exercise consists of small groups which may choose and explore an author's metaphor, or prepare a presentation on one concept from the readings that is also tied in with previous readings; or index cards with quotes and their page numbers are distributed to the groups. After 15-20 min., the small groups report back to the larger group. The class can work through the difficult quotes together. Kathleen Juhl assigns "fragment papers": 2-3 pgs that must "spin out from a quote in the readings." Personal experiences are welcome if they relate to the quote somehow. I like this way of incorporating the personal stuff so that it can be evaluated for its relevance to the quote. Julie Kubala likes to start with Anzaldua's _Making Face/Making Soul_ (1990) to avoid erasing women of color from the categories. She then proceeds by topic, such as women and the family. +*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*++ * Vashti (how do you say your name again? Vasati? Vashiti? Vesta?) * + Braha (what country are you from?) + * New College of USF "Of course to the Nazis, * + 941-387-9101 I appear a rebel, but to the rebels + * I appear like a normal person from Venus" * + Nina Hagen + *+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+** ========================================================================= Date: Fri, 7 Jun 1996 09:57:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: Revision: What to do if mail stops (User's Guide) Today's monthly excerpt from the WMST-L User's Guide: 7) "WHAT SHOULD I DO IF MAIL FROM WMST-L SUDDENLY STOPS?" Note: if you've arranged to receive WMST-L in edited digest form, skip to section C below. Otherwise, read on. A) If you receive a message from LISTSERV informing you that your WMST-L options have been set to NOMAIL, that means that mail from the list was repeatedly returned as undeliverable, probably because of a mail problem on your system. The fact that LISTSERV's notification reached you indicates that the problem was probably short-lived and is now resolved. You can set yourself back to MAIL by sending the message SET WMST-L MAIL to LISTSERV@UMDD (if you subscribed under a Bitnet address) or LISTSERV@UMDD.UMD.EDU (if you subscribed under an Internet address). If one address doesn't work, try the other. B) If you haven't received a notification, but you also haven't received WMST-L mail for a day, send the following two-word message to LISTSERV@UMDD (if you subscribed under a Bitnet address) or LISTSERV@UMDD.UMD.EDU (if you subscribed under an Internet address): QUERY WMST-L If you get back a message saying that you're not subscribed to WMST-L, send the QUERY WMST-L message to the other LISTSERV address (i.e., if you sent the message to LISTSERV@UMDD, try sending the same message to LISTSERV@UMDD.UMD.EDU). If your message is successful, you should get back a message from LISTSERV telling you how your "options" are set. The key part will look something like this: > > query wmst-l > Subscription options for Jane Doe , list WMST-L: > > MAIL You are sent individual postings as they are received > FULLHDR Full (normal) mail headers (formerly "FULLBSMTP") > REPRO You receive a copy of your own postings > NOACK No acknowledgement of successfully processed postings Your options may vary; the important part is the first option, MAIL or NOMAIL. If the reply from LISTSERV says MAIL, contact your computer support staff to find out whether they're aware of a mail problem. If they don't know of any problem, contact me privately at KORENMAN@UMBC (Bitnet) or KORENMAN@UMBC2.UMBC.EDU (Internet). If the reply from LISTSERV says NOMAIL, that means your subscription has been set to NOMAIL. The most likely explanation for its being set to NOMAIL is that mail started to bounce and so I or my assistant set your subscription to NOMAIL but the notification from LISTSERV bounced, too. In that case, contact your system's computer support staff to find out whether the problem has been solved. If it has, you can set yourself back to MAIL (see section A above). If they aren't aware of a problem, your best bet is to contact me privately. If you have questions or encounter problems, please write to me privately at KORENMAN@UMBC (Bitnet) or KORENMAN@UMBC2.UMBC.EDU (Internet). However, PLEASE TRY THE ABOVE STEPS FIRST!! Under NO circumstances should you send messages about your subscription to WMST-L. C) If you have arranged to get the WMST-L edited digest and you suddenly stop receiving copies, first check with the computer support staff at your institution to find out whether they are aware of any problems. If they're not, and if you're receiving other mail but not the digest, please write to Ira Gold at IGOLD@UMDD (Bitnet) or IGOLD@UMDD.UMD.EDU (Internet). In your message, tell him whether you receive your digests as files or as e-mail, and try to pinpoint as precisely as possible when you stopped receiving the digests. DO NOT SEND MAIL TO IRA GOLD UNLESS IT SPECIFICALLY CONCERNS A DIGEST PROBLEM, AND DO NOT WRITE TO HIM UNTIL YOU'VE DISCUSSED THE MATTER WITH THE COMPUTER SUPPORT PEOPLE AT YOUR INSTITUTION! Messages about other problems should be sent to KORENMAN@UMBC2.UMBC.EDU (Internet) or KORENMAN@UMBC (Bitnet). ************************ Each month, I post sections from the WMST-L User's Guide to remind subscribers of the list's resources and procedures. If changes have been made since the last time a section was posted, the subject header will begin "Revision:". Also, you can now consult the User's Guide anytime you'd like if you have access to gopher or World Wide Web. Gopher to gopher.umbc.edu and select Academic Department Info, then Women's Studies, then WMST-L. For those who prefer World Wide Web, the URL is http://www-unix.umbc.edu/~korenman/wmst/user-guide.html . Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Fri, 7 Jun 1996 14:14:29 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jace Condravy Subject: More recent sources Dear colleagues: I'm working on a study of faculty perception of communication gender dynamics in the classroom (e.g. participation rates, interruptions, questions) and am having a little trouble finding recent (1994-96) sources that either report on such perceptions or report actual observational studies of interaction analyzed by gender. I am familiar with the Sadker (1990) research, Sandler and Hall (1982), Krupnick (1985), Brooks (1982), and Canada & Pringle (1995). And I've found Nadler and Nadler (1990) and Auster and MacRone (1994) who report on student perceptions of gender dynamics. Any suggestions who else I might look at? I'd appreciate any help. Please respond privately. Thank you. Jace Condravy Jace Condravy English Dept. Slippery Rock University Slippery Rock, PA 16057 jcc@sruvm.sru.edu ========================================================================= Date: Fri, 7 Jun 1996 14:14:42 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Cindy Faries Subject: Suggestions for Video Showing an Abortion I am working with a faculty member who is teaching a class in the fall on the topic of controversial issues in reproductive technology. She would like to obtain a video that shows a standard abortion. She said the video could contain other material but she wants to show the students what an abortion is like. Please send any suggestions directly to me at the E-mail address given below. Thanks, Cindy Faries Reference and Women's Studies Librarian E108 Pattee Library Penn State University University Park, PA 16802 Phone: 814-865-0665 Fax: 814-865-1015 E-Mail: csf@psulias.psu.edu ========================================================================= Date: Fri, 7 Jun 1996 16:03:19 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Kim Vaz (WOS)" Subject: Re: Michelle Cliff's Abeng In-Reply-To: <01I5MP0PUH5U9X4T19@psulias.psu.edu> I am posting this for a student, Vikki Hoshing. Any leads and thought on her questions are greatly appreciated. She is reading the novel Abeng by Michelle Cliff and would like to know: a. if any Jamaicans have critiqued the novel b. the significance of the hog's name i.e., Cudjoe c. how is the depiction of the main character as light-skinned, significant d. why does Cliff not address the Maroons more e. why does Cliff relate the Afro-Caribbean struggle to the Holocaust' f. is the end that is met by the gay characters parallel to the real treatment of gays and lesbians in the Caribbean. Reply privately to vaz@luna.cas.usf.edu ========================================================================= Date: Fri, 7 Jun 1996 13:54:51 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jacqueline Haessly Subject: Re: More recent sources In-Reply-To: Jace, Have you considered having the students do their own survey re communication patterns re to gender? I find that involving students in the actual process is very helpful to long term awareness, and increased students (and others) real behavior changes. I have a tool that I have developed (1969- and since revised) for looking at patterns in textbooks. This goes far beyond just gender; also looks at race, culture, age, ability, etc. Let me know if you are intersted. Peace, Jacqueline Haessly jacpeace@acs.stritch.edu ========================================================================= Date: Fri, 7 Jun 1996 17:54:06 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Miriam Harris Subject: NWSA conf. rooms IT has come to my attention that the Gateway Motel in Saratoga still has some rooms open during the week of the conference. For anyone still needing a place to stay, call 518-584-2611. Miriam K. Harris mharris@utdallas.edu ========================================================================= Date: Fri, 7 Jun 1996 20:33:16 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Phyllis-Joyce Kafka Subject: Re: Michelle Cliff's Abeng In-Reply-To: If the student has not read Cliff's No Telephone To Heaven, I suggest she do so, especially for answers to c, d., e. Cliff is white in appearance, freckled, if memory serves me correctly. There is a lot of autobiography in the text. Cudjoe is another maroon leader. In No Telephone, Cliff is even more militantly anti-American than in Abeng, viewing the U.S. C.I.A. and government as a destructive Colonial intruder and raper through mining of the landscape. Her philosophical perspective is much like that of Paule Marshall in the latter's Praisesong for the Widow, a fine book, although Marshall is not Jamaican, but African American of Barbadian ancestry. If the student wishes to make a really rich quilt of a paper, working with Cliff and Marshall would prove very productive. Cliff is neglected, but there is scholarship on Marshall that could well serve to illustrate the similarity in so many ways between Cliff, much younger, and Marshall. One of her major characters is a gay man who is also a guerilla leader and the narrator's close friend and advisor who influences her to become a guerilla herself on her grandmother's long-abandoned property which the student will recognize from Abeng, where Claire lives with her grandmother. The student is omitting the strong lesbian motif throughout Abeng, as well as the significance of the title. The Abeng is the conch instrument used to call the maroons to battle. I disagree with the student that the maroons are not valorized or covered in Abeng. Cliff is a fine, underrated author whom I taught some years ago in Contemporary Lit., and student response was neither enthusiastic nor negative, as I remember. I taught No Telephone more recently. I thought the spectacular ending incredible. I loved it, but the students seemed not to understand her for some reason, or make the effort. This student's reaction seems similar. If there are any reviews--I know of one in Women's Review of Books--or essays on Cliff, they would be in Callaloo, the scholarly journal put out by Johns Hopkins University P on African American and Caribbean writers. I am thrilled that other professors are discovering women writers of the Caribbean. I believe the MLA has added it to its divisions, so recognition has begun. pkafka@turbo.kean.edu On Fri, 7 Jun 1996, Kim Vaz (WOS) wrote: > I am posting this for a student, Vikki Hoshing. Any leads and thought on > her questions are greatly appreciated. > > She is reading the novel Abeng by Michelle Cliff and would like to know: > > a. if any Jamaicans have critiqued the novel > b. the significance of the hog's name i.e., Cudjoe > c. how is the depiction of the main character as light-skinned, > significant > d. why does Cliff not address the Maroons more > e. why does Cliff relate the Afro-Caribbean struggle to the Holocaust' > f. is the end that is met by the gay characters parallel to the real > treatment of gays and lesbians in the Caribbean. > > Reply privately to vaz@luna.cas.usf.edu > ========================================================================= Date: Sat, 8 Jun 1996 07:23:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: finding/getting WMST-L files (User's Guide) Today's monthly excerpt from the WMST-L User's Guide 11) "HOW DO I FIND OUT WHAT FILES ARE AVAILABLE FROM WMST-L, AND HOW DO I OBTAIN THE FILES I WANT?" To find out what files are available, send LISTSERV@UMDD.UMD.EDU (or, on Bitnet, LISTSERV@UMDD) the same command mentioned in the previous section: INDEX WMST-L. The list you'll receive from LISTSERV includes files as well as logs. To obtain the file(s) you want, send LISTSERV the following command: GET [filename] WMST-L where [filename] is the two-word name of the file you want. For example, suppose you send for the filelist (INDEX WMST-L) and see the following listing: * Policies for cross-listing courses with Women's Studies CROSSLST POLICIES ALL OWN V 79 436 92/12/07 20:41:03 To get this file, you'd send the message GET CROSSLST POLICIES WMST-L to LISTSERV@UMDD (Bitnet) or LISTSERV@UMDD.UMD.EDU (Internet). Note that [filename] consists of two words separated by a space and not a period. (Adding WMST-L after the two-word filename is optional; it simply makes sure that if two lists have a file with the same name, you'll get the right one.) IMPORTANT NOTE: women's studies syllabi are contained in a subdirectory called SYLLABI, while feminist film reviews are to be found in a subdirectory called FILM, and reference book mini-reviews are in the WMSTBOOK subdirectory. To find out what syllabi, film reviews, or reference book mini-reviews a subdirectory contains, send LISTSERV the command INDEX SYLLABI (or INDEX FILM or INDEX WMSTBOOK). To obtain the file(s) you want, send LISTSERV the following command: GET [filename] SYLLABI (or replace SYLLABI w/FILM or WMSTBOOK as needed) If you are requesting a film review, be aware that the filename always takes the form FILM REVx (e.g., FILM REV25); the name of the film is NOT the filename! You can request more than one file at once; just be sure to put each request on a separate line. LISTSERV will then send the file(s) to you either in a mail message or in Netdata format. You can force LISTSERV to send them in a mail message by adding F=MAIL at the end of each command. For example, GET [filename] FILM F=MAIL . Or, to retrieve files sent by LISTSERV in Netdata format, follow these instructions: If your e-mail address is on a VAX/VMS machine, when you get a message that one or more files have arrived at your e-mail address, you should type "RECEIVE *" (do not include the quotation marks) at the $ prompt. This command will put the file(s) into your main directory. You can then type "TYPE filename" (replace "filename" with the actual name of the file) to read the file. If it's a long file, you can read it more effectively by typing "TYPE/PAGE filename." If your e-mail address is on an IBM VM/CMS machine, either use your mailer front end or type RLIST and RECEIVE the file into your FLIST. Go into your FLIST to look at the file. If your e-mail address is on a different kind of machine OR you are using Profs or some other kind of similar mailing system, go ahead and try the above commands. If they do not work, CALL YOUR COMPUTER SERVICES OFFICE. The people there should be able to help you and/or give you a manual for your mailing system commands. NOTE: Many WMST-L files (and a lot more!) are also available via ftp and gopher in the Women's Studies archive on InforM, the University of Maryland's Online Information Service. Telnet or gopher to inform.umd.edu . Select Educational Resources, then Academic Resources by Topic, then Women's Studies Resources. On the World Wide Web, try http://www-unix.umbc.edu/~korenman/wmst/links.html and then select the first link, "Absolutely Best W.S. Online Archive (InforM)." The Women's Studies archive contains a goldmine of online information about women. Do have a look! ******************* Each month, I post sections from the WMST-L User's Guide to remind subscribers of the list's resources and procedures. If changes have been made since the last time a section was posted, the subject header will begin "Revision:". Also, you can now consult the User's Guide anytime you'd like if you have access to gopher or World Wide Web. Gopher to gopher.umbc.edu and select Academic Department Info, then Women's Studies, then WMST-L. For those who prefer World Wide Web, the URL is http://www-unix.umbc.edu/~korenman/wmst/user-guide.html . Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Sun, 9 Jun 1996 09:23:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: WMST-L announcement policy (User's Guide) Today's monthly excerpt from the WMST-L User's Guide: 12) "MY UNIVERSITY HAS A JOB OPENING. MAY I POST AN ANNOUNCEMENT ON WMST-L?" WMST-L welcomes the posting of job and conference announcements, calls for papers, and the like, as long as the announcement has some EXPLICIT connection to Women's Studies. Announcements without such a connection should NOT be sent to WMST-L. The wish to reach more female candidates, however laudable, is NOT adequate reason to post non-Women's-Studies announcements. Heavy mail volume is a persistent problem on WMST-L; the list cannot accommodate the increased volume that a more liberal posting policy would bring. (Keep in mind that each year, there are literally thousands of academic job openings. Most institutions wish to show that they have tried to reach female and minority applicants. Whereas some commercial publications charge hundreds of dollars to carry even a small ad, WMST-L is free. Thus, unless we restrict postings, the list is likely to be INUNDATED with job announcements.) ************************ Each month, I post sections from the WMST-L User's Guide to remind subscribers of the list's resources and procedures. If changes have been made since the last time a section was posted, the subject header will begin "Revision:". Also, you can now consult the User's Guide anytime you'd like if you have access to gopher or World Wide Web. Gopher to gopher.umbc.edu and select Academic Department Info, then Women's Studies, then WMST-L. For those who prefer World Wide Web, the URL is http://www-unix.umbc.edu/~korenman/wmst/user-guide.html . Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Sun, 9 Jun 1996 09:17:58 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: susan heald Subject: Reference needed In-Reply-To: I have an unpublished paper which has subsequently been published, but I don't know where. Can anyone help me? Megan Boler, "The Risks of Empathy: Interrogating Multiculturalism's Gaze." When the paper was written, Boler was at UC Santra Cruz. Pretty sure it's in a journal. Any info would be appreciated. Thanks. Please reply privately. Susan Heald Women's Studies University of Manitoba heald@cc.umanitoba.ca ========================================================================= Date: Mon, 10 Jun 1996 07:33:22 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Von Bakanic Organization: College of Charleston Subject: Re: Suggestions for Video Showing an Abortion In-Reply-To: "Your message dated Fri, 07 Jun 1996 14:14:42 -0400" <01I5MP0PUH5U9X4T19@psulias.psu.edu> Planned Parenthood has a film "Abortion for Survival" that presents a suction abortion in the first tri-mester. It was made to counter the film "Silent Scream". _____________________________________________________________________ Von Bakanic, Ph.D. (803) 953-7105 Dept. of Sociology internet address: College of Charleston bakanicv@cofc.edu Charleston, S.C. 29424 FAX (803) 953-5738 ========================================================================= Date: Mon, 10 Jun 1996 08:46:59 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: "Rita A. Marinko" Subject: Re: Michelle Cliff's Abeng In-Reply-To: Your message of Fri, 7 Jun 1996 20:33:16 -0400 Even though this response should likely go to the original poster, I feel these references concerning Michelle Cliff may be useful. A good start would be to read to biography contained in the Dictionary of Literary Biography, volume 157. Within the article there are some critiques and analysis of the particular novel Abeng, as well as other works by Cliff. There is a portrait of her, too. At the end of this biography is a listing of references, a couple of which are specific to the novel. As a reference librarian, these types of questions always leave me wondering, What has the person looked at already, if anything. I wonder when I reply if I'll be plowing the same ground, or will I be giving new information. In cases such as these, a call to your university reference dept. can often lead you to such things as the above biographical series. I also did a search of the MLA Bibliography and there are 4 specific references to Abeng. They are: Adjarian, Maude - Looking for Home (her dissertation from Univ. of Michigan) Edmondson, Belinda - Race, Privilege, and the Politics of (Re)Writing History - Callaloo, Winter 1993, 16:1, p. 180-91 Lionnet, Francoise - Of Mangoes and Maroons - in De/Colonizing the Subject, edited by Sidonie Smith; Univ. of Minn. Press, 1992, p. 321-45 Cliff, Michelle - Clare Savage as a Crossroads Character - in Caribbean Women Writers, 1990, Selwyn R. Cudjoe, ed., p. 263-68. Hope this helps. --- Rita A Marinko Social Sciences/Humanities Reference Librarian rmarinko@iastate.edu ========================================================================= Date: Mon, 10 Jun 1996 09:52:33 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Leslie Morgan Subject: Seeking Text Ideas for Gender & Life Cycle Course I will be developing a course during the next year on Gender and the Life Course. As a sociologist with interests both in aging and gender, I am looking for course materials that others have found useful utilizing a sociological perspective. The course will involve advanced undergraduate and Master's level students. Any suggestions can be sent to me privately at MORGAN@UMBC2.UMBC.EDU. Thanks....Leslie Morgan ========================================================================= Date: Mon, 10 Jun 1996 15:06:06 +0000 Reply-To: Women's Studies List Sender: Women's Studies List From: Nicole Matthews Subject: CFP: Gender and British culture This is a call for papers for an encyclopaedia of contemporary Britis= h culture=20 is currently being put together for Routledge. At the moment we are= =20 commissioning articles in the area of 'gender, sexuality and the fami= ly' for=20 the encyclopaedia. Articles will be generally short (between 150 and= 2,000=20 words) and contributions will be paid for, at a rate of =A330 per 1,0= 00 words.=20 We are looking for articles on the following topics for this section = of the=20 Encyclopaedia: Abortion acts, adoption, age of consent, AIDS, the armed forces, the = Baby Boom,=20 bisexuality, the Child Support Agency, childbirth, contraception, eat= ing=20 disorders, equal pay, families and poverty, fertility/family planning= , gay=20 liberation, government campaigns, the new man, single parent families= , soho,=20 WAVAW, women's employment patterns, women in business, women in the a= rts and=20 media, women MPs, the Women's Institute and the Women's Liberation Mo= vement If you would like to contribute an article on one of these topics, pl= ease=20 e-mail me privately by June 17th. Thanks, Nicole Matthews Media, Critical and Creative Arts, Liverpool John Moores University N.D.Matthews@livjm.ac.uk ========================================================================= Date: Mon, 10 Jun 1996 10:41:10 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jace Condravy Subject: Re: More recent sources Jacqueline: Thanks for the response. Actually, I've already collected the data on faculty perceptions and am looking to expand my lit. review. Nevertheless, your instrument for detecting patterns in textbooks sounds interesting. I usually ask my women's studies students to complete some sort of feminist analysis for their final paper in the intro. course. The instrument that you developed sounds like a wonderful resource for this assignment. Would you be willing to share? Of course, we would include proper attributions for the tool if it were used. Jace >Jace, Have you considered having the students do their own survey re >communication patterns re to gender? I find that involving students in >the actual process is very helpful to long term awareness, and increased >students (and others) real behavior changes. > >I have a tool that I have developed (1969- and since revised) for looking >at patterns in textbooks. This goes far beyond just gender; also looks >at race, culture, age, ability, etc. > >Let me know if you are intersted. > >Peace, Jacqueline Haessly jacpeace@acs.stritch.edu Jace Condravy English Dept. Slippery Rock University Slippery Rock, PA 16057 jcc@sruvm.sru.edu ========================================================================= Date: Mon, 10 Jun 1996 13:44:20 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "N. Benokraitis" Subject: Classroom interaction While doing other research, I bumped into two articles that might be useful for posters doing work on gender-related classroom participation: Kathleen T. Brinko, "The Practice of Giving Feedback to Improve Teaching," Journal of Higher Education, 64 (Sept/Oct), 1993: 574- 593. Debra S. Schroeder and Clifford R. Mynatt, "Female Graduate Students' Perceptions of Their Interactions with Male and Female Major Professors," Journal of Higher Education, 64 (Sept/Oct), 1993: 555-573. The authors might have more recent publications that target faculty/student interactions. ========================================================================= Date: Mon, 10 Jun 1996 17:44:34 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Julia Haseleu Subject: lesbians needed for a psychology study Lesbians needed for a confidential, short-term study on the attitudes lesbians have toward homosexuality and themselves. Your participation in the study will involve completing self-administered questionnaires, and will take approximately 1.5 hours. For more information, please call the Psychology Department at Wright State University (513) 873-2143. Leave your name, address, and phone number. You must be 18 years or older to participate. Please distribute the aove advertisement ot any lesbians who may be interested in participating in this research study. Any lesbians wishing to participate may also e-mail their name, snail-mail address, and phone number to me at my e-mail address provided below. Thank you, Julia Haseleu jhaseleu@desire.wright.edu ========================================================================= Date: Mon, 10 Jun 1996 17:51:50 EST5EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Sherrie Inness Organization: Miami University Hamilton Campus Subject: CFP-Girls' Culture Please pass this on to interested individuals. Thank you, Sherrie A. Inness ** Call for Papers How has girls' culture changed over the last century? How do girls from different racial and ethnic groups constitute cultures that are distinct from mainstream white girls' culture? How have girls been influenced by the material culture around them? What is girls' culture? How is girls' culture exclusive from boys' culture? These are a few of the questions that I seek to answer in a proposed anthology about twentieth-century American girls' culture. Issues that might be discussed include, but are not limited to, girls' material culture, girls' reading, girls' athletics, girls' popular culture, and girls' consumerism. Essays (25 to 30 pages, not including notes and works cited) should be broadly informed by the insights of interdisciplinary and cultural studies. Along with careful theoretical and historical analysis, I welcome explorations that highlight questions of power, race, sexuality, and gender. Please send completed papers (and curriculum vitae) by 1 January 1997 to Professor Sherrie A. Inness, Miami University, Department of English, 1601 Peck Boulevard, Hamilton, OH 45011 (innesss@mosler.ham.muohio.edu). Early submissions are encouraged. ========================================================================= Date: Tue, 11 Jun 1996 15:37:08 +1200 Reply-To: Women's Studies List Sender: Women's Studies List From: Adele Fletcher Subject: Debate concerning _La Partera_ Hi there, I've been told that there was a lively published debate concerning Fran Leeper Buss's book _La partera : story of a midwife_ ( University of Michigan Press 1980). Does this ring a bell for anyone? I've searched the CDROMs available to me (that go back that far) & haven't found any leads. I want to locate the debate because it apparently addressed issues of general relevance to feminist ethnography. Thanks Adele Fletcher a.fletcher@phil.canterbury.ac.nz ========================================================================= Date: Tue, 11 Jun 1996 01:25:46 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jacqueline Haessly Subject: Re: CFP-Girls' Culture In-Reply-To: <1830963ABF@mosler.ham.muohio.edu.> Sheri, In reading your call for papers, I noted a phrase that seems to counter what i think you are trying to achieve. You wrote: > How do girls from different racial and ethnic groups constitute > cultures that are distinct from mainstream white girls' culture? Perhaps you could rephrase it to read" "How do girls from different racial and ethnic groups in the United States constitute cultures that are distinct from each other. Given the continuing conversation on this topic about gender/culture/country/continent sensitivity, I think it is imperative that we chose language that doesn't perpetuate the very language patterns that hold one group as the model. In fact, if all people of color in US were considered as distinct from "mainstream" white, the balance would tip in the other direction. Your final comments seem to suggest that you yourself want to be inclusive in your research. > Essays (25 to 30 pages, not including notes and works > cited) should be broadly informed by the insights of interdisciplinary > and cultural studies. Along with careful theoretical and historical > analysis, I welcome explorations that highlight questions of power, > race, sexuality, and gender. I've posted this to the List for two reasons: 1) As educators, I think the issue raised is one that has relevance to all of us; and 2) Some folks may begin working on their papers without considering the implications of the current phrasing. Best wishes on the project. Peace, Jacqueline Haessly jacpeace@acs.stritch.edu ========================================================================= Date: Tue, 11 Jun 1996 14:29:14 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: Judith Ezekiel Subject: European book on funding sources for women's studies Comments: To: wild-list@helsinki.fi >WISE, Women's International Studies Europe, is working on a WISE-book on >funding >for women's studies research in Europe (expected date of appearance: Fall >1996). >Subject covered will be the European Commission, the Council of Europe, >private >national or supranational foundations like SOROS, VW-Stiftung, Heinrich Boll >Stiftung, Ford Foundation, United Nations. >We need your help to gather information on >* experiences with funding women's studies research projects (exchanges, >conferences, workshops, research projects) whether successful or not; >* a list of available books on funding in your country; >* tips based on your own experience in the process of getting funded: >networking; > getting into Brussels, locating interesting foundations, churches; >Please contact me by email before August 1, 1996 if you are willing to >share your >expertise and information. Other women in the field of women's studies will >benefit from it! >P.Branderhorst@let.ruu.nl > ************ Judith Ezekiel ezekiel@univ-paris12.fr ========================================================================= Date: Tue, 11 Jun 1996 08:13:02 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Susan Leisure Subject: Re: lesbians needed for a psychology study In-Reply-To: <01I5R305A0NM91X718@desire.wright.edu> I am willing to participate. Susan Leisure c/o Institute for Study Abroad Butler University 4600 Sunset Avenue Indianapolis, IN 46208 Leisure@butler.edu >Lesbians needed for a confidential, short-term study on the attitudes >lesbians have toward homosexuality and themselves. Your participation >in the study will involve completing self-administered questionnaires, >and will take approximately 1.5 hours. For more information, please >call the Psychology Department at Wright State University (513) 873-2143. >Leave your name, address, and phone number. You must be 18 years or older >to participate. > >Please distribute the aove advertisement ot any lesbians who may be >interested in participating in this research study. Any lesbians >wishing to participate may also e-mail their name, snail-mail address, >and phone number to me at my e-mail address provided below. > > >Thank you, > >Julia Haseleu >jhaseleu@desire.wright.edu ========================================================================= Date: Tue, 11 Jun 1996 15:18:25 +0200 Reply-To: Women's Studies List Sender: Women's Studies List From: Irmi Seidl Subject: Re: European book on funding sources for women's studies Judith, I don't know wheater you include also Switzerland in your study. If so there is a booklet from Verein Feministische Wissenschaft Schweiz (Society of feminist sciences Switzerland) with the title Leitfaden zur Finanzierung von Frauenforschung und Projekten der feministischen Wissenschaft (Guide for financing women research and projects of feminist science), edited in 1989. It includes a list of fundations funding general and women-oriented research and other useful informations on Swiss scientific landscape. Adress: Verein Feministische Wissenschaft Schweiz, Postfach 272, CH 3000 Bern 26. Greetings irmi ********************************************** ********************************************** Irmi Seidl Institut fuer Umweltwissenschaften Universitaet Zuerich Winterthurerstr.190 CH-8057 Zuerich Phone: +41 (0)1 257 48 07 Fax: +41 (0)1 257 57 11 email: iseidl@uwinst.unizh.ch ========================================================================= Date: Tue, 11 Jun 1996 16:33:37 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Gaea Honeycutt Subject: EDEQUITY ONLINE PANEL TOMORROW! Comments: To: edequity@tristram.edc.org, wisenet@uic.edu, women@world.std.com, aera-k@asuvm.inre.asu.edu, VOCNET@cmsa.Berkeley.edu, stwnet@tristram.edc.org, ra-equity@hub.terc.edu, gened@acpub.duke.edu, femjur@suvm.syr.edu, sash-l@asuvm.inre.asu.edu This is being posted to multiple lists. EDEQUITY's next online panel discussion on ethnicity and gender will take place June 12-18. Panelists and participants will address the question "How Can Gender Equity and Diversity Be Combined to Affect Change in Education?" This is a particularly timely issue because of the attacks on education, equity and diversity. How can supporters of gender equity and/or diversity work together to protect education and effectively combat threats to social justice. We expect this to be a provocative discussion that outlines issues and provides solutions and invite you to participate. Our panelists will be Melissa Keyes and Emiliano Zapata. The list administrator will moderate the discussion. The discussion will begin with their statements tomorrow afternoon. Participation is simple. Subscribe to edequity by sending the message "subscribe edequity" to majordomo@mail.edc.org. Do not use a subject line. Once you've subscribed, follow the thread "Gender Equity and Diversity." You may also follow the discussion through EQUITY ONLINE at http://www.edc.org/hypermail/edequity. You may respond to both panelists and one another. If you have problems, contact the list administrator at edeqmod@edc.org. Gaea Honeycutt WEEA Equity Resource Center Education Development Center, Inc. 55 Chapel Street Suite 275 Newton, MA 02158-1060 800/225-3088 http://www.edc.org/CEEC/WEEA ========================================================================= Date: Tue, 11 Jun 1996 15:53:22 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: "(Digest) Audrey Bilger" Subject: address for Jeanette Winterson I would very much like to interview Jeanette Winterson in conjunction with my work on women's comic writing and was hoping that someone might be able to provide me with a contact address for her. Please respond privately to me at abilger@benson.mckenna.edu. Many thanks for any leads. Audrey Bilger Claremont McKenna College abilger@benson.mckenna.edu ========================================================================= Date: Tue, 11 Jun 1996 23:36:40 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Ellyn Kaschak Subject: Conference Announcement I have been asked by the conference organizers, who are not on e-mail or Internet, to post this announcement: "2 - 4 - 6 - 8 How do you know your grandma's straight?" - Old Lesbians Chant during Pride marches. Old lesbians will be getting together from all parts of the United States and Canada in what is anticipated to be the largest old lesbian gathering ever held, this August 15 to 18th at the University of Minnesota in Minneapolis. Billed as the Summer '96 Old Lesbian Gathering , participants will have an opportunity for three days to "examine" their lives, "confront" their challenges, and "celebrate" their strengths. The conference format is geared to maximize participation by planning many small conversation groups, as well as major panels to deal with all aspects of old lesbians' lives. The Gathering planners, Old Lesbians Organizing for Change (OLOC), and local community groups are planning an all-ages all-womens banquet and dance at the University Raddison Hotel on Friday, August 16, featuring top notch entertainment by lesbians over 60. In addition, old lesbians will celebrate their talents by an exciting display of arts, crafts, ceramics, photography, weavings, etc. To make this Gathering available to the widest possible number of old lesbians, fees have been reasonably set from $175 (for early registration) to $200. These fees include University dorm and cafeteria accommodations (three nights lodging, three meals a day), Banquet and Dance, and conference registration. Since only old lesbians, 60 years of age or older, (and their partners who may be under sixty) are eligible to attend, all others can support this historic event by placing ads and greetings in the Souvenir Program Journal. For further information about rates and about the Gathering itself, please write to: OLOC, PO Box 980422, Houston, TX 77098, or call: Vera Martin, OLOC National Coordinator, 200 E. Southern Ave. #183, Apache Junction, AZ 85219, (602) 983-6462 ========================================================================= Date: Wed, 12 Jun 1996 03:24:23 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Prema Oza Subject: ref needed:women and war i'm working on a paper on the impacts of war on women/women refugees. i wish to look at displacement of women, health impacts, lack of basic nutrition, pregnancy concerns. my problem is that i'm lacking specifically *academic* sources and could really use some pointers. many thanks ========================================================================= Date: Wed, 12 Jun 1996 09:31:36 CST Reply-To: Women's Studies List Sender: Women's Studies List From: Katie Ward Subject: Re: ref needed:women and war Prema Oza writes: > > i'm working on a paper on the impacts of war on women/women refugees. > i wish to look at displacement of women, health impacts, lack of > basic nutrition, pregnancy concerns. > > my problem is that i'm lacking specifically *academic* sources and could > really use some pointers. > > many thanks check on the various books and articles by Jean Bethke Elhstein. Katie Ward wardcc@wkuvx1.wku.edu ========================================================================= Date: Wed, 12 Jun 1996 12:35:10 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Tracy Gottlieb Subject: sexual harassment The Women's Faculty Association at Seton Hall University is exploring how other universities deal with sexual harassment complaints. What is your formal policy? Do you have a Sexual Harassment Council and is its role judicial or educational or both? Does it work well? Have there been any problems with it? You may respond to me privately. Tracy Gottlieb (gottlitr@lanmail.shu.edu) Seton Hall University, South Orange, N.J. ========================================================================= Date: Wed, 12 Jun 1996 12:36:27 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Prema Oza Subject: H-4 bill to restrict access to unis (fwd) Forwarded message: >From ar490@freenet.carleton.ca Wed Jun 12 12:27:35 1996 From: Prema Oza Message-Id: <199606121627.MAA06972@freenet3.carleton.ca> Subject: H-4 bill to restrict access to unis To: ar490 (Prema Oza) Date: Wed, 12 Jun 1996 12:27:06 -0400 (EDT) X-Mailer: ELM [version 2.4pl23 NCF 1.1] Content-Type: text Content-Length: 6573 > > > Subject: URGENT: HR-4 TO BLOCK AID FOR FOREIGN STUDENTS > > > > > > Subject: No Financial Aid for Non-US born Citizens/Residents!!??!! > > > Dear DNS faculty, students and staff: I am forwarding the following > > > message regarding pending legislation that would restrict student aid > > > to anyone who is not 'born' in the US, regardless of their resident > > > status (even naturalized US citizens). The implications of this > > > legislation are far reaching, not just for the quality of our student > > > pool, but more so as a reflection of a growing xenophobia in this > > > country. Please consider these another implications of this > > > legislation and contact your representatives in the Senator and House. > > > > > > Thank you > > > > > > Jere Haas > > > ------------------------------------------------------- > > > RE: No Financial Aid for Non-US born Citizens/Residents > > > > > > Whether or not you were born in the US, the following is some > > > information which important to us all. Spread the word. > > > > > > I thought the following issue would interest you. It hasn't received > > > much attention yet, because it's still a bill going through Congress. > > > What it all boils down to is this: If HR-4 passes, students who are > > > permanent residents, even NATURALIZED U.S. citizens, will no longer be > > > eligible for financial aid -- Stafford loans, Perkins loans, Pell > > > grants, etc., even though these citizens and LEGAL immigrants have been > > > paying taxes all along. The qualifying factor for student financial > > > aid, according to 4HR-4, is having been BORN in the United States. > > > NOTE: This is no longer an attack on illegal "aliens", but on people > > > who have entered the country LEGITIMATELY and who are trying to > > > continue their contribution to this society through attainment of > > > higher education. > > > > > > PLEASE help increase awareness of this issue by letting as many people > > > as you can know about what Congress is attempting, and contact/write to > > > the senators and representatives of your district to express your > > > position on the matter. We need to kill the bill at its early stages. > > > > > > WARNING: THE US GOVERNMENT WANTS TO TAKE FINANCIAL AID FROM STUDENTS > > > > > > In addition to a bill recently passed in the Senate to cut Federal > > > loans programs by $10 billion, the Senate and the House have both > > > passed bills that will effectively curtail student aid benefits to > > > LEGAL immigrants, including Pell grants, subsidized Stafford loans, and > > > other federal financial aid programs. > > > > > > These proposed cuts, hidden deep within a welfare reform bill (HR 4), > > > are to be achieved through a process known as "Alien Sponsor Deeming", > > > in which the income and assets of an immigrant's sponsor are added to > > > the immigrant's own resources in determining eligibility for government > > > financial aid programs. Since most immigrants must have a sponsor in > > > order to immigrate here legally, deeming would disqualify many legal > > > immigrants from receiving aid by falsely inflating their income and > > > wealth. > > > > > > WHO WILL BE AFFECTED? > > > > > > *A new draft report issued this month by the General Accounting Office > > > in Washington, D.C. states that 390,000 legal immigrants received Pell > > > grants nationwide in 1992-93. The Pell grant program is designed to > > > help the neediest students and has a maximum award of $2,340 per year. > > > > > > *In California, legal immigrants make up 32.6% of Pell grant > > > recipients. An analysis performed by the UC president's office found > > > that more than 25% of UC students who receive need-based aid are legal > > > immigrants. > > > > > > *In New York, legal immigrants make up 26.5% of Pell grant recipients. > > > In Florida, the total is nearly 16%. > > > > > > *The Senate version of this bill (S. 269) would also restrict aid for > > > naturalized citizens. > > > > > > *The bills now under consideration would essentially affect anyone who > > > was not born in the United States. > > > > > > *A total of $21 million in Pell grants and $31 million in subsidized > > > loans could be lost among the nine UC campuses alone. These > > > restrictions will affect private colleges as well. > > > > > > *As Permanent Residents of the United States, legal immigrants have > > > been eligible for federal financial aid for many years. > > > > > > *Permanent Residents pay federal income taxes and are subject to the > > > draft. > > > > > > *The bills now being considered by a Joint Committee of the House and > > > Senate would restrict benefits to many legal immigrants by changing > > > eligibility requirements. > > > > > > *Two classes of citizens would be created, and legal immigrants would > > > effectively be denied opportunities for higher education. > > > > > > WHAT CAN YOU DO? > > > > > > A list of those members of Congress who are on the Joint Committee > > > considering these bills will soon be made available. We will try to > > > organize letter-writing, faxing, calling, and emailing campaigns. We > > > will also try to get in touch with local and national news media. > > > Ethnic newspapers definitely need to be targeted. > > > > > > More specific information on what you can do will be coming in the next > > > few days. If you are interested in working on this issue or getting > > > more information, contact the ASUC Executive Vice President's Office > > > at: > > > > > > Phone: (510) 643-9830 > > > Fax: (510) 643-6396 > > > Email: urd@uclink2.berkeley.edu > > > asucexec@ocf.berkeley.edu > > > > > > Thanks for your attention and support!!! > > > > > > Felicia Sze, ASUC EVP > > > Elaine Kwei, Interns Coordinator-ASUC EVP > > > Carolyn Lee, Asian Pacific Islander Students for Affirmative Action > > > > > > Jere D. Haas, Ph.D. > > > The Nancy Schlegel Meinig Professor > > > of Maternal & Child Nutrition > > > Division of Nutritional Sciences > > > Savage Hall #211 > > > Cornell University > > > Ithaca, New York 14853-6301, U.S.A. > > > Telephone: 607-255-8001 > > > Fax: 607-255-2608 > > > E-mail: jdh12@cornell.edu > > > > > > Barrie Thorne Office phone: 510-643-1073 > > > Dept. of Sociology Office fax: 510-642-0659 > > > 410 Barrows Hall > > > Univ. of California Home phone: 510-549-0803 > > > Berkeley CA 94720 Home fax: 510-845-4030 ========================================================================= Date: Wed, 12 Jun 1996 12:37:34 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Prema Oza Subject: job announcement Forwarded message: > > > > > From: Linda Garber > > Date: Mon, 10 Jun 1996 11:54:22 -0700 (PDT) > > Subject: job announcement > > > > The Women's Studies Program at California State University, Fresno > > expects to have a Fulltime Lecturer position available, beginning fall > > semester, 1996. (A fulltime one-year position with possible one-year > > extension.) Teaching load is 12 semester units. Most teaching > > assignments will involve general education courses. An earned > > doctorate is preferred or substantial progress toward the doctorate. > > Strong preference will be given to candidates with: excellence in > > interdisciplinary women's studies scholarship and teaching including > > diversity of race, ethnicity, class, sexual orientation, etc. and with > > ability to relate to an ethnically diverse student population. > > > > Send vitae, 3 letters of recommendation or addresses and phone numbers > > of three recommenders, and syllabuses of women's studies courses with > > a letter about your interest and background to: > > > > Susan Arpad, Coordinator > > Women's Studies Program > > California State University, Fresno > > Fresno, CA 93740-0078 > > > > To ensure full consideration, applicants are encouraged to have all > > application information of file by July 1, 1996. > > > > Note from Susan Arpad: I will be attending NWSA from June 11-16 and > > would like to talk to interested applicants. Linda Garber, another > > CSUF Women's Studies faculty member will also be attending for a > > shorter period. Please try to contact one or both of us if you are > > interested in the position. > > > > For inquiries, Email: Susan_Arpad@CSUFresno.edu > > > > ========================================================================= Date: Wed, 12 Jun 1996 12:50:05 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Rosa Maria Pegueros Subject: Address for Urvashi Vaid Hi-- Does anyone out there have an address and/or phone for Urvashi Vaid? Please respond to Holly Nichols-- HNIC7063@uriacc.uri.edu thanks. Rosie ...................................................................... Rosa Maria Pegueros 217C Washburn Hall Department of History e-mail: pegueros@uriacc.uri.edu 80 Upper College Road, Suite 3 telephone: (401) 874-4092 University of Rhode Island Kingston, RI 02881-0817 "When a great adventure is offered, you don't refuse it." --Amelia Earhart ========================================================================= Date: Wed, 12 Jun 1996 11:52:55 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Peters Subject: Feminist Peagogy Hello, I feel mauled. I just got my course evaluations from last semester. I have to say, I had a lot of positive feedback, but the comments from the ones who were not satisfied were bordering on cruel. Basically, the dissenters didn't like "she expected us to learn from each other and by ourselves." I used a very interactive approach. I did expect them to be responsible for their education. It's hard to keep the focus that I had great comments also...best ever, loved the groups, etc. And their were many who didn't comment. My question is: When you teach in a way the students have not experienced, and some just hate it, how do you get past that? Also, are we penalized in retention, tenure and promotion for challenging our students to take an active part in their learning? Do we have to wait to be innovative until we have the security of tenure? And what does that then say about the education students get when so many college and university instructors are temporary . . . ad hoc. . . trying to work their way into a tenure-track positions. And how do you deal with the emotional stuff...aargh... the negative comments always leave me feeling beat up and inadequate. Okay. I guess that's it. Thanks for listening and for the anticipated hints on what to do.... Peace, Barbara "If that thou hast the gift of strength Then know thy part is to uplift the trodden low." [George Meredith: The Burden of Strength] BARBARA PETERS University of Wisconsin - Green Bay Dept. of Social Change and Development 319 Rose Hall 2420 Nicolet Drive Green Bay, Wisconsin 54311 Phone: (414) 465-2487 Internet Address petersb@gbms01.uwgb.edu ========================================================================= Date: Wed, 12 Jun 1996 16:14:23 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Joya Misra Subject: Re: Feminist Peagogy In-Reply-To: Message of Wed, 12 Jun 1996 11:52:55 -0700 from There have been some really interesting exchanges that have touched on the issues raised by Barbara about feminist pedagogy and teaching evals in the past. The two files on teaching evaluations -- one a series of exchanges, the other a paper by Susan Basow who is one of the major scholars in the area -- (TEACHING EVAL and TEACHING EVAL2) immediately come to mind. A lot of these messages address exactly the problems of needing to get good evals for tenure & promotion, but also wanting to make the students think for themselves and use innovative learning techniques. I also think the files RESIST THINKING, CONSERV STUDENTS, COOP LEARNING, and ALIENATE MEN might have some interesting information. You can "get" these files by sending the message "GET TEACHING EVAL WMST-L" (or whatever) to LISTSERV@umdd.umd.edu (not to the list!). One of my former colleagues used to say to me that if everyone in a class you're teaching loves you, you're doing something wrong. Learning can be painful, and many of the issues that come in women's studies classrooms can be very difficult for students to deal with. Even without the substantive content, though, for some students it can be scary to have to learn in new ways. My evaluations have been very consistent over the last five years -- all of my students wish I would lecture more. I try to address this with the students directly, but I don't think that I would really want this job -- or want to get tenure -- if the only way I could do it was following a straight lecture model. This is not to suggest that lecturing is not pedagogically sound -- I have known many lecturers who are very effective teachers. But that's not a model that works for me. Sorry this is so long. The main point is *you care*. You are really trying to be a good teacher, and your students know that. I'm sure you are a great teacher because you are sensitive to the feelings and thoughts of your students. We've all faced painful evaluations, and it's important to take what's useful from those evals. But it's also crucial to remain true to your own vision of teaching, because without it, this will quickly go from something that you love to do, to a job that is just bearable. Best wishes, Joya Misra CMSJOYA@UGA.CC.UGA.EDU *********************************************************************** Assistant Professor Department of Sociology University of Georgia Baldwin Hall Athens, Georgia 30602 (706)542-3190 ========================================================================= Date: Wed, 12 Jun 1996 16:55:00 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Tracy Wahl Subject: Re: Conference Announcement ******************************************************************************* "Life is painting a picture not doing a sum." "Certitude is not the test of certainty." Oliver Wendell Holmes Jr. ****************************************************************************** Tracy Wahl TWAHL@polisci.wisc.edu Department of Political Science University of Wisconsin, Madison ****************************************************************************** ========================================================================= Date: Wed, 12 Jun 1996 20:41:11 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Rosa Maria Pegueros Subject: Teaching "Women and the Law" Hi-- I would appreciate any help that experienced folk out there could give me. Next spring, I will be teaching "Women and the Law" for the first time through our women's studies program. While I was trained as a lawyer a lifetime ago, my discipline is history and I am a bit out of touch with the current issues, particularly since I teach about Latin America. I have the two women and the law syllabi that are in the wmst-l bank but I would appreciate any others that folks might have used. Secondly, if you have taught this course, I have a few questions: 1) What books/materials did you use and were you satisfied with them? Why? 2) What did the students find most illuminating among the materials you used? 3) How did you teach the course (I know this material only from a very male/ Socratic law school method and I am having a little trouble envisioning teaching it in a different way.) 4) If you used the daily paper, HOW did you use it, and were you satisfied with the results? 5) Did you address lesbian issues and which materials worked best for this area? Thanks in advance for any help, suggestions, directions, etc. Rosie ...................................................................... Rosa Maria Pegueros 217C Washburn Hall Department of History e-mail: pegueros@uriacc.uri.edu 80 Upper College Road, Suite 3 telephone: (401) 874-4092 University of Rhode Island Kingston, RI 02881-0817 "When a great adventure is offered, you don't refuse it." --Amelia Earhart ========================================================================= Date: Thu, 13 Jun 1996 08:50:01 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Debra A. Combs" Subject: Re: Feminist Peagogy In-Reply-To: I've also been "mauled" by students because of my small group, interactive, Frierian and Feminist Pedagogy. My experience is that 1) the bulk of the students like the various versions of the problem-posing pedagogy that we use to engage the students and that 2) most of my superiors recognize the value of pedagogies that engage the students in their own learning. I have been repeatedly retained, both as a Part-Timer and as a Lecturer, despite having a small minority complain heavily that my teaching is "bad" because I don't "tell them what to do on assignments" and because I "expect too much" and because I "don't tell them the right answers." (These, obviously, are edited.) So far, I have yet to find an administrator or colleague who has not recognized that such comments reflect well on me--for they indicate that I have challenged the students' complacency and have undermined absolutist notions of "right" and "wrong." I suggest that when any of us read such complaints that we look at not only what they are saying, but what they are implying. Often complaints are valuable advise, yet just as often our students--who, by definition, are inexperienced--are praising us by condemning us. Often condemnations indicate that I have challenged the students to consider not only what they are learning, but how and why. That can rattle our students' philosophies about religion, and truth, and self. That can shatter the belief held by some students that success derives from following the rules and doing only what they are told to do. So often such complaints indicate that we are getting through to them, and that we may be frightening them by showing them that knowledge is not something that they can simply be told. And I have not yet had a superior who did not recognize this sort of complaint for what it is--the indications that our teaching, our real teaching of them to be engaged livers and thinkers, is taking hold. Such has been my thinking and experience with such evaluations. Anyone else have thoughts? Sorry about the length, and any typos. I'm in a bit of a rush. Dr. Deb Combs Southern Methodist University dcombs@post.cis.smu.edu ========================================================================= Date: Thu, 13 Jun 1996 09:32:55 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Peters Subject: Thank you Hello, I want to thank all of you who responded to me privately and to my posting re: feminist pedagogy. I feel much better today. Somehow my head was not being listened to by my stomach. REally, I had a knot all day. I'm heading out for a tenure-track position...after quite a few one-year onlys. I'm glad to know that some administrators understand. I guess what shocked me was that I didn't see the discontent from those students. I had the students discuss questions in their groups and then write their conclusions on the boards. The classes were always filled with such energy and I ended the semester thinking this was the best class ever. I had fun and contrary to the few students who felt I was lazy because I didn't lecture, I worked harder preparing for that class than I ever had in lecture-type classes. Well, onto the next mountain... thanks again... Peace, Barbara "If that thou hast the gift of strength Then know thy part is to uplift the trodden low." [George Meredith: The Burden of Strength] BARBARA PETERS University of Wisconsin - Green Bay Dept. of Social Change and Development 319 Rose Hall 2420 Nicolet Drive Green Bay, Wisconsin 54311 Phone: (414) 465-2487 Internet Address petersb@gbms01.uwgb.edu ========================================================================= Date: Thu, 13 Jun 1996 10:35:11 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: active teaching Comments: To: WMST-L%UMDD.Bitnet@pucc.PRINCETON.EDU I can really sympathize with Barbara's and Joy's teaching evaluations. This is a problem I run into every semester. Kenyon college has a very specific teaching culture and what is valued here is the lecture model. That doesn't mean everyone has to teach that way, but the students ideal of great teaching seems to be the great lecturer. At least that's how I usually feel when I'm reading my teaching evaluations which invariably include the same complaints Joy and Barbara mentioned. Why don't you lecture more? The discussions never went anywhere. Why didn't you demonstrate how to do this instead of making us learn about it by ourselves. I have learned to try to put these comments into perspective, but they still depress me. I have to keep telling myself that many students are positively transformed by my classes too and every year I get mentioned by some members of the senior class as someone who has had the most positive influence on their experiences at Kenyon. Here are some tips that I try to use to get my students used to my teaching methods--which are extremely participatory and designed to make the students more responsible for their own learning. 1) I try to be very clear on the first day about my pedagogical methods. I tell them some of the things I've mentioned above. They should not expect lectures, that the focus will be on them, to define their own questions and answer them. And then you have to keep reminding them of those methods. 2) I do course evaluations at midterm. This was one of my great strokes of genius. It enables you to get the feedback early enough to do something about it. Once they've completed the evaluations I summarize the results and pass out the summaries to students and we spend a whole class discussing them. I have found this is a marvelous way to get perspective on evaluations. YOu don't have to be the only one getting criticism. The students have to look at each others' criticisms and can often put them in perspective. That is, if a criticism has been that, say, the teacher doesn't lecture enough, those students who enjoy good discussions can speak up and the class as a whole can discuss various pedagogical strategies. Some of the best classes I've ever had have been days on which we've discussed evaluations. I try to explain to my students that pointless discussions are never pointless. That if you follow a trail that is already well-travelled, already planned in advance, you might get to some pre-arranged destination, but if you really want to discover something new, then you have to be prepared to wander about aimlessly for awhile. The discovery when it comes will be all the more striking. But I digress. . . 3)Finally, it helps to have a community of teachers with whom you can discuss these issues. I have organized several faculty workshops on active learning where we have discussed practical questions like how to do encourage it in our classrooms and how to deal with student resistance. Hope these suggestions are helpful. I too enjoyed just getting these issues off my chest. Laurie Finke finkel@kenyon.edu ========================================================================= Date: Thu, 13 Jun 1996 10:39:58 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: teaching and evaluation Comments: To: WMST-L%UMDD.Bitnet@pucc.PRINCETON.EDU I forgot to mention something in my last post. Barbara asked what do we do about negative comments in our teaching when we come up for tenure and promotion. One strategy that I have found works well is always to contextualize students' negative comments. When I write my prospectus for my various reviews I always include a long section on my pedagogical philosophy in which I talk about active learning. I am very specific about the strategies I use in the classroom, even down to specific assignments and student comments on what has happened in class. I emphasize that students are often disturbed to have their usual ideas about teaching shaken up. I have found this works pretty well and the feedback I have received from reviews has tended to include negative student feedback, but usually recognizes the context into which I have placed it. Laurie Finke finkel@kenyon.edu ========================================================================= Date: Thu, 13 Jun 1996 10:19:14 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: "Amy L. Wink" Subject: Re: Feminist Peagogy I have recently undertaken a survival strategy in reading in my own teaching evaluations. Most are great and the students who whine about my not lecturing or "focusing too much on women" are just angry because had to LEARN something. So basically, I've done my job. We did have on professor here whose whole class wrote a petition to the dean with a long list of complaints including "he made us learn concepts." This list did not go very far in impressing the dean. It became a great joke though. Amy ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Amy L. Wink alw7315@acs.tamu.edu Department of English Texas A&M University College Station, TX 77843-4227 "A Letter always feels to me like immortality because it is the mind alone without corporeal friend. Indebted in our talk to attitude and accent, there seems a spectral power in thought that walks alone." Emily Dickinson ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ========================================================================= Date: Thu, 13 Jun 1996 11:54:37 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Su Epstein Subject: Re: Feminist Peagogy Hi all One thing that that I would like to see addressed /discussed was raised by Joya Misra. She writes that one of her colleagues has said that if all students like you, you must be doing something wrong. As a person who has been recently been seeking a tenure track position, who uses alternative methods in my classroom, and believes in teaching, I am appalled at such comments and the frequency of which I have heard them or similar statements have been implied (i.e. if everyone in class gets some form of A, the teacher is at fault.) I have been asked for my grade distributions at job interviews. We would not say, for example, oh there goes a bad doctor, all his\her patients live. Why is such a ridiculous standard being used then in education? I vary my methods in a classroom precisely to reach a variety of students. If I can have an entire class get an A, I rejoice and feel that I am a more successful teacher. I am interested in other's experience with this type of "critique" and how they respond. Please feel free to e-mail me privately if this is not appropriate disc for the list. Thanks. Su Epstein, Ph.D. Sociology Dept SUNY @ Oneonta epsteisc@snyoneva.cc.oneonta.edu ========================================================================= Date: Tue, 11 Jun 1996 17:51:47 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Martha Craig Subject: Renaissance Gender Course Query I am planning a course on textual gender conflicts in the early modern period for interested (it's an elective) juniors and seniors in a residential high school for gifted and talented students. I am looking for interesting texts by men about women and women about men (or, with limits, either about themselves) that would have been read or written during this fairly broad period. Examples of texts read might include Aristotle, Ovid, St. Augustine, and texts written might be Chaucer, Christine de Pisan, Rachel Speght, etc. Do you have any suggestions for primary texts (direct discourse or fiction, poetry, drama, etc) --preferably attacks and defenses, as these would be high interest -- and for critical readings on gender that bright and motivated, but still young and theoretically inexperienced, students could understand and relate to? You can respond directly to me at: craigcom@omni.cc.purdue.edu Martha J. Craig The Indiana Academy for Math, Science, and the Humanities Ball State University Muncie, IN 47306 ========================================================================= Date: Wed, 12 Jun 1996 20:07:42 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Virginia Norris Subject: Re: Feminist Peagogy Barbara, We've all, or most of us have, had this experience. I'm remembering the semester that I got a comment that said I was the best teacher the person had ever had and another comment that said I was so bad that I shouldn't be teaching in any venue. What I have learned to do is to take a hard look at those negative comments. Often under that horrific tone is a little bit of truth. Try to ignore the tone of the comments and focus on why the students believed the course did not meet their needs. Maybe you need to prepare them better for the kind of work that you expect. It may be important to include some of the standard format, i.e., lectures, standard texts. After all people learned using this technique for hundreds of years, and some students really do learn best in this mode. I don't mean to undermine the interactive approach--I use it and feel that overall it is the most effective approach. But students often do not know how to learn using this method. You may have to teach them learning skills. Midsemester evaluations (that only you see) may help you identify areas of dissatisfaction and rectify them--either by changing focus if that is appropriate or making it clearer to the class why you are doing what you are doing. This helps with tenue, promotions, etc. Also, save those notes, cards, and letters that come a year or two after class that say "I thought you were terrible until I went to work/graduate school and I was the only one who knew this stuff." This can counteract bad evaluations. Finally, back to how do you feel better about yourself now. Tell yourself that you are a learner. Very seldom do good teachers walk out of graduate programs. You learn to teach during your early and later years of teaching. The student evaluations are your indicators of where you are having problems--and successes. Use them to improve your teaching style and classes. Also remember that students have only one chance to "get you" for perceived injustices. Most of us do not know how to offer graceful criticism. There will be some students who do not like you, and they will let you know it. I tell myself I'll probably never see them again and forget about it. By the way, the semester I served as Department Head gave me some insight into the inconsistencies in these evaluations. Even respected teachers had some horrific comments. Virginia Norris South Dakota State University norris@starpoint.net At 11:52 AM 06/12/96 -0700, you wrote: >Hello, > > I feel mauled. I just got my course evaluations from last >semester. I have to say, I had a lot of positive feedback, but the >comments from the ones who were not satisfied were bordering on cruel. > > ========================================================================= Date: Thu, 13 Jun 1996 11:36:55 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Phyllis Povell Subject: Re: Feminist Peagogy I find a good strategy is to share with the students just what feminist pedagogy hopes to accomplish. This not only enlightens students to your teaching methods but provides a base for them to continue to use similar strategies with their students and\or colleagues. A really good article on the subject is "What is Feminist Pedagogy?" by Carolyn Shrewsbury Women's Studies Quarterly, 1993 3&4. Good Luck! Phyllis Povell Povell@eagle.liunet.edu ========================================================================= Date: Thu, 13 Jun 1996 18:34:10 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: "Amy L. Wink" Subject: Re: Feminist Peagogy Hi all, Thought I'd throw this jewel in for discussion. I received my teaching evals today and had this lovely message from a particularly astute student: "I think you're a feminist and you bring it to class. I hope you didn't bring it to the gradebook. maybe you should look at the averages between guys and girls, I hope there is little difference" Any responses to this? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Amy L. Wink alw7315@acs.tamu.edu Department of English Texas A&M University College Station, TX 77843-4227 "A Letter always feels to me like immortality because it is the mind alone without corporeal friend. Indebted in our talk to attitude and accent, there seems a spectral power in thought that walks alone." Emily Dickinson ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ========================================================================= Date: Thu, 13 Jun 1996 22:13:41 EST 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, SWIP-L Moderator" Subject: Teaching "Women and the Law" I don't know how theoretical you want to get in your "Women and the Law" course, but if there's room for that I would recommend Ruthann Robson's _Lesbian (Out)law_. I taught it once in a lesbian studies class and it went over very well. Linda Lopez McAlister ************************************************************* Linda Lopez McAlister, Editor, HYPATIA and Listowner SWIP-L Dept. of Women's Studies, University of South Florida, Tampa Tel. 813-974-0982/FAX 813-974-0336/mcaliste@chuma.cas.usf.edua ========================================================================= Date: Fri, 14 Jun 1996 00:29:23 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Dorothy Helly Subject: MACBS Conference April 1997 Dear Colleagues, The next annual meeting of the Mid-Atlantic Conference on British Studies welcome submissions on gender-related issues and women's history and literature panels. For inquiries, contact: Antoinette Burton For proposals, send hard copy to her at address listed below. Call for Papers The Middle Atlantic Conference on British Studies will hold its annual meeting in New York city on April 11-12th, 1997. The MACBS is seeking individual paper proposals or complete panels which deal with any area of British history or culture. Individuals who wish to serve as chairs or commentators are needed as well. Also welcome are roundtables or thematic sessions which explore new directions in, or the teaching of, British studies. Proposals should be in the form of a 200-word abstract accompanied by a one page curriculum vita which gives mailing address, phone number and e-mail address if available. The MACBS especially welcomes the participation of graduate students in its gatherings. Materials should be sent by December 1st to Antoinette Burton, MACBS Program Chair, Department of History, Johns Hopkins University, 3400 N. Charles Street, Baltimore, Maryland, 21218. Dorothy O. Helly dhelly@shiva.hunter.cuny.edu ========================================================================= Date: Fri, 14 Jun 1996 03:49:19 -0400 Reply-To: J.Van-Every@bham.ac.uk Sender: Women's Studies List From: Jo VanEvery Organization: The University of Birmingham Subject: feminist pedagogy For anyone interested in discussing some of these issues further there is a list specifically on feminist pedagogy (not all members teach the same subjects but are all using/interested in feminist pedagogy). It's a bit quiet at the moment but has had some very interesting discussions in the past. You can subscribe by send the standard subscribing message (sub FEMPED-L) to LISTSERV@UGA.CC.UGA.EDU. Dr. Jo VanEvery Dept. of Cultural Studies University of Birmingham Edgbaston Birmingham B15 2TT United Kingdom 0121-414-3730 J.Van-Every@bham.ac.uk ========================================================================= Date: Fri, 14 Jun 1996 06:35:19 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Benay Blend Subject: Re: Feminist Peagogy In response to Amy's experience with the student who perceived that because she was a feminist she would have skewed her grades in favor of female students, I've had the same problem, both with students and a new administrator who gave a willy ear to their complaints. My student evaluations were acceptable, but there is always the perception among a few that because I teach women's history and all of the minority studies courses, I obviously dislike the white male students. On the administrator's evaluation of my teaching for the year (based on student gossip and one class visit) I learned that I am prejudiced towards white male students, so must change my stance asa feminist rather than change their perception of feminism, and also that I favor the white males in my class because I only make eye contact with the males. All of this has caused distress and a frantic search for another position. I think that in my case and in Amy's the focus should be on changing students' perception of feminism to one of simply treating both genders equally in the classroom rather than w changing our own behavior. Good luck, Benay Blend blend@alpha.nsula.edu ========================================================================= Date: Fri, 14 Jun 1996 09:09:10 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Marjorie Heyman 3-2620 Subject: Re: Feminist Peagogy In-Reply-To: Hi Barbara, as someone who has been in industry for 15 years as a geologist (and several of those years as a supervisor working in multicultural groups), it is critical that all my coworkers and colleagues approach problems from a broad perspective -- this is especially true when we work with professionls from other countries, where the "American" approach to a business problem or issue is often one-sided and fairly myopic -- (the "my way is the only way" approach). In fact, many in industry recognize that we must learn from one another if we are to continue to be competitive in today's global market -- multicultural workteas are a reality, not just another faddy phrase. It is fantastic that you are attempting to introduce your students to this approach (after all, we, as Americans, have been acculturated to believe that competition and individual achievement is valuable, as opposed to teamwork and cooperation). Having said that, (and as a person who has also facilitated cultural awareness courses for many groups of people), I have learned that some people will enthusiastically embrace new ideas and approaches, others will think about it, and some will downplay ordeny the value of new ideas ("it's always worked, so why change?" atitude) -- and you have to realize, it's nothing personal.. Keep it up, you're providing a valuable lesson (some of them will realize it one day) -- Marjie Heyman (on leave of absence from Chevron while at O.U., Athens, Ohio) heyman@ouvaxa.cats.ohiou.edu ========================================================================= Date: Fri, 14 Jun 1996 21:06:23 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Kathrine Jason Subject: feminist pedagogy Barbara Peters wrote: I too use active learning in all my English courses (at Nassau Community College) -- including comp., literature and ESL. I've found there is generally a lot of bafflement at the beginning, and from the students who are really threatened by this learning style --read: the ones who would most likely be hiding in the back rows, eyes all aglaze -- outright resistance and anger. As a result, over the years, I've learned that I can't just DO IT, without first introducing the approach with plenty of rationale, prodding, cajoling, in short supporting the process; it essentially adds a whole other level of teaching that needs to get done because most of these students have never encountered this kind of learning before and don't have the vaguest idea of how to do it. It's ironic that some students believe that the instructor is taking the easy way out. Anyone who takes active learning seriously knows it requires work to orchestrate and get working smoothly. Actually, it's that these resisters want the easy way out. But I find that by semester's end, most of the students come to see active learning as more engaging for them and feel positive about their work in the course. But the resistance is always hard to deal with, even if we anticipate it. And especially, as you say, when we're on tenure-track lines and student evaluations count. I empathize. Kathrine Jason (Kpjason@aol.com) NCC/SUNY ========================================================================= Date: Fri, 14 Jun 1996 23:05:35 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Kathleen Barker Subject: New Scholars in Gender Studies Series: Religion Comments: cc: Jon Brockopp , Laurie Patton **************************** Call For Papers **************************** The Second Annual Bard College Speaker Series: NEW SCHOLARS IN GENDER STUDIES 1996-1997: Religion Graduate students in Religion at the dissertation stage or earlier are invited to participate in the second annual Bard College speaker series: NEW SCHOLARS IN GENDER STUDIES This series is dedicated to bringing two to four graduate students to Bard College each academic year to discuss their graduate level research as the research pertains to the study of gender and/or sexuality. Presentations will take place in a small proscenium and will be attended by undergraduate students and interested faculty. Presentations will take no more than 45 minutes with a 15 minute question and answer period to follow. The NEW SCHOLARS IN GENDER STUDIES series will provide a forum for new researchers to discuss their work and insights. In addition, it will provide our undergraduate students with examples of graduate students' research activities as well as providing graduate students with an opportunity to polish their presentational skills. This year the series will be devoted to Religious Studies. Following years will be dedicated to other fields in the social sciences and humanities. Requirements: o The research in religion must be either textual, ethnographic or historical with a gender or sexuality focus. o A 300-word abstract describing the research and how it relates to the study of gender and religion or sexuality and religion is due by September 30TH, 1996. o This abstract must include a brief statement regarding method (textual, ethnographic, historical). o Media requirements (overhead projector, slide projector, etc.), research supervisor's name and scholar's address and telephone must be included in a cover letter. Please send abstract to: Jonathan Brockopp, Assistant Professor of Religion, Bard College, Annandale-on-Hudson, NY 12504. Abstracts will be read by a small committee of religion and gender studies faculty. Notification of acceptance will take place around October 30th, 1996. At that time, selected presenters will be provided with a series of dates from which they will choose. A modest honorarium will be provided. Bard College is located 90 miles north of New York City and is readily accessible by auto, bus, or Amtrak. ========================================================================= Date: Thu, 13 Jun 1996 17:43:41 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Judith A. Little" Subject: Re: Teaching "Women and the Law" REPLY: Rosa Maria Pegueros wrote: >Next spring, I will be teaching "Women and the Law" for the first time >through our women's studies program. >1) What books/materials did you use and were you satisfied with them? Why? You probably have considered the following books, but just in case ... My students and I found Rosemarie Tong's _Women, Sex, and the Law_ (Roman & Littlefield, 1984) an excellent book for its introduction and discussion of basic issues, cases, etc.. Section III. of Catharine A. MacKinnon's _Toward a Feminist Theory of the State_ (Harvard U Press, 1989) is worthwhile. The "standard" Philosophy of Law text is _Philosophy of Law, 5th edition_ Joel Feinberg, Hyman Gross, eds. (Wadsworth, 1995). Almost no feminist viewpoints are represented, but using Tong to develop critiques of traditional legal theory and interpretations found in this anthology might be interesting. The book contains lots and lots of cases. Good Luck! ************************************************************************* Judith Ann Little Philosophy Department SUNY-Potsdam Potsdam, NY 13676-2294 littleja@potsdam.edu *********************************************************************** Thought(s) For the Day(s) No philosophy, my son [Nero]; it is of no use to an emperor. -- Agrippina the Younger (c. 14-59) ************************************************************************* ========================================================================= Date: Sat, 15 Jun 1996 19:56:07 EST 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, SWIP-L Moderator" Subject: Film Review Added: Moll Flanders On Saturday, June 15, 1996, I reviewed "Moll Flanders" on "The Women's Show," Tampa's womanist/feminist weekly radio show on WMNF-FM (88.5) "Radio Free Tampa." My review is now available for retrieval from the FILM FILELIST. To obtain this review send the following command to Listserv @UMDD (Bitnet) or UMDD.UMD.EDU (Internet): GET FILM REV178 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 3000 subscribers to WMST-L so there are probably 2999 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 ************************************************************* Linda Lopez McAlister, Editor, HYPATIA and Listowner SWIP-L Dept. of Women's Studies, University of South Florida, Tampa Tel. 813-974-0982/FAX 813-974-0336/mcaliste@chuma.cas.usf.edua ========================================================================= Date: Sun, 16 Jun 1996 02:36:54 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Andrea M. Atkin" Subject: pedagogy >On Thu, 13 Jun 1996 08:50:01 -0500, "Debra A. Combs" said: >....despite having a small minority complain heavily that my teaching is "bad" because I don't "tell them what to >do on assignments" and because I "expect too much" and because I "don't tell them the right answers." .... >I suggest that when any of us read such complaints that we look at not only what they are saying, but what they are implying. Often >complaints are valuable advise, yet just as often our students--who, by definition, are inexperienced--are praising us by condemning us. Often condemnations indicate that I have challenged the students to consider not only what they are learning, but how and why. .... Deb-- I think you are right about this. One way to get rid of some of these complaints is to be very explicit at the start of the term about your pedagogy. Tell them what sorts of activities they'll be doing, what your expectations are for them and for yourself, and also tell them why you run the class the way you do. Same thing on individual assignments and activities -- particularly in the first month or so I discuss with students why they're working in a small group, say, or what kinds of skills, knowledge, and ability a writing assignment will help them develop or practice. For intro/lower level classes, it also helps to spend some class time talking about how to do the assignment, what might be hard about it, and so on. I do a lot of hand-outs too -- the most useful one being an explanation of what an "A" paper is like, what a "B" paper is like, etc -- in terms of skills I will help them learn and that they need to demonstrate on the page. If you want a copy of this, let me know. A few students complain that I'm hand-holding too much, but most students really appreciate getting this info; they feel that assignments and activities have a point and they ask for more specific kinds of help (less "I don't understand the assignment" and more "How do I know what to look for in the library?"). I see it as a natural part of the kind of pedagogy I (we) practice -- the instructor is less of an arbitrary god when she makes her practice transparent. Andrea Andrea M. Atkin Dept. of English Wake Forest Univ. atkinam@wfu.edu ========================================================================= Date: Sun, 16 Jun 1996 10:22:32 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Debra A. Combs" Subject: Re: pedagogy In-Reply-To: <1.5.4.32.19960616063654.00668f38@wfu.edu> In response to Andrea's comment about how useful it is to make our teaching "transparent." I certainly agree--in an academic culture that affirms rote memorization over discorvery (which strikes me as confusing information with knowledge) and in an academic culture that has grades function as the currency of success, it would be inappropriate for any of us, IMHO, to _not_ clarify our teaching as 1) different from the norm and 2) different for good reasons. With every major assignment sheet I have a section that explains the purpose of the assignment--what I'm hoping the students's will learn from in. This section of my assignment sheet developed from the kinds of comments that I quoted (all of which came from one class about three years ago--they were convinced that I was just refusing to give them the "truth" or tell them "the right answer"). I tried the kind of discussion you recommend, yet I find that it 1) can eat up a lot of time in a semester, time I need for the topic and/or skills that are the course goals and 2) can encourage students to drop the course, often the very students who could most benefit from the pedagogy and 3) can be readily ignored by students, who sometimes think my discussion is just "weird" or egotistical. Making our method transparent is, I agree, a very good and necessary thing. But the _way_ we handle such can be difficult, if not downright messy. I've also learned that _how_ we should best make our classes transparent derives as much from the kinds of students and the kind of course as it does from the kind of pedagogy and the kind of teacher. I've found that I work best if I peal away the pedagogical assumptions as I teach the course for the semester--after the students get used to me and get used to being in required writing courses (something many students dread), then they are ready for me to discuss my pedagogy and to think about learning as (self&world) discovery. Thoughts? Deb Dr. Deb Combs Southern Methodist University dcombs@post.cis.smu.edu ========================================================================= Date: Sun, 16 Jun 1996 15:47:10 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Winkler Organization: West Virginia Network Subject: Teaching evals I want to echo what Laurie Finkle said about the importance of familiarizing the students with the use of interactive teaching techniques/philosophy first day of class and mid-semester evaluations. I see doing this as a kind of contract with the students - here is my expectation of you, now - on midsemester evals - am I (and the course) living up to your expectations of me. Both moments can be opportunities for discussion - deconstruction of and learning about how schooling, including pedagogy, has worked in their/our lives. The overwhelming number of my students in Intro really like all the opportunities they have to not only participate, but shape the classroom - student led presentations, small group work within the discussion sections, etc. They see this as the best part of the class - but then we also have these lectures, which I and the TAs give. They begin to see the contrast! no matter how interesting the lectures are, the opportunity to interact, voice their opinions, etc., is something they really enjoy. I know some of us do 'interactive lecturing' - which I value - but this can't replace the kind of discussion we are talking about. Barbara: good luck in your tenure track - as a member of this and the working-class-list I have always valued your "teaching"! Barbara Scott Winkler, WVU WINKLER@wvnvms.wvnet.edu ========================================================================= Date: Sat, 15 Jun 1996 11:11:55 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jacqueline Haessly Subject: Re: Teaching "Women and the Law" In-Reply-To: Patricia WIlliam's book, ALchemy of Race and Rights, adds the dimensions of race and class to gender as part of her analysis of case law and legal theory, and is excellent in terms of integrating the personal with the political. ========================================================================= Date: Sun, 16 Jun 1996 12:39:42 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Ginzberg Subject: Re: pedagogy >from one class about three years ago--they were convinced that I was >just refusing to give them the "truth" or tell them "the right answer"). THANKS Deb, I have these problems too; your discussion helps clarify a lot. > >1) can eat up a lot of time in a semester, time I need for the topic >and/or skills that are the course goals and 2) can encourage students >to drop the course, often the very students who could most benefit >from the pedagogy and 3) can be readily ignored by students, who sometimes >think my discussion is just "weird" or egotistical. Making our >method transparent is, I agree, a very good and necessary thing. But >the _way_ we handle such can be difficult, if not downright messy. > Yes.. I got a couple of teaching evals which really helped me put this into perspective -- but don't know what to do about it. Basically they said "...I finally figured out how to take Prof Ginzberg's classes and get the most out of them in my 2nd or 3rd semester of taking classes from her, and now that I've figured that out I LOVE her classes and learn SOOOO much from them..." This leads me to believe that when one uses a dramatically different pedagogy, it *does* take a while for students to learn how to respond to it and use it to their best advantage, and of course why shouldn't it? BUT -- at smaller schools where one is more likely to have the same students several semesters in a row, that is more likely to happen than at larger schools where one may only see a particular undergraduate student in one or 2 classes, ever. I don't know what to make of this. I do not like just using familiar pedagogies (to students) just because they allow more concentration on "the material." But I also feel uncomfortable (and almost like some kind of a huckster) spending too much time explaining and promoting "my" (feminist) pedagogy rather than attending to the material that the course is supposed to investigate. And then there is that pesky matter of teaching evaluations. If one spends too much class time promoting a feminist conception of pedagogy, unless it is a course on feminist pedagogy, then the students (rightfully?) start complaining on teaching evaluations that the teacher spends too much time "promoting herself" and not enough time "on the material." If one NEEDS *good* teaching evaluations to keep one's job or to get a raise or promotion that will allow one to pay one's own bills -- this can get very tricky. I find this to be a real dilemma. I get "better" teaching evaluations if I do that which is familiar to the students in the classroom, even when it involves processes with which I disagree. But I think I am a better TEACHER if I use methods in the classroom that do not necessarily get the best end-of-semester reviews from students, at least not at first. I find myself torn between these things every semester -- and it is hard. I might add that I am beginning my 10th year of full-time teaching, and I still do not have tenure, nor will I even come up for it for another 3 years (at my new institution) -- so for me getting "good" teaching evaluations is not a self-indulgent luxury ... my very ability to remain in the profession depends upon it. But when that requires that I do things in the classroom which are comfortable and familiar to students who have already had too many NON-feminist pedagogical experiences foisted upon them, well -- I struggle with this constantly, trying to find a balance -- or something. ---- Ruth Ginzberg -------. | (note new address) | `--------------------------------------------------------' ========================================================================= Date: Mon, 17 Jun 1996 09:48:09 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Carol A. Powers" Subject: Re: Teaching "Women and the Law" If it hasn't been suggested yet, you might want to take a look at Patricia Smith's (Ed.), *Feminist Jurisprudence*, 1993, Oxford, an impressive list of contributors. Carol Powers capowers@cc.owu.edu ========================================================================= Date: Mon, 17 Jun 1996 09:36:50 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Debra A. Combs" Subject: Re: pedagogy In-Reply-To: I must aggree with Ruth's comments about the difficulty of getting good evaluations when we use a pedagogy that appears to the students as being contradictory with what they have come to learn as being "teaching." To some degree, this problem arises, of course, from the continuing "narration sickness" that permeates K-12, a sickness that Freire wrote so eloquently about and against. With our students's expectations already shaped by the oppressive/patriarchal "education system"--a system that promotes data-bites (mere information) over knowledge--we are bound to be seen as a terrifying, or frustrating, or worthless "other" to what our students' see as being teachers. Some of those students just are not going to accept the value of our teaching, for they have come to accept the "comforts" of their oppression. To me, the problem with evaluations is, then, not just a symptom of not making our pedagogy transparent enough, or not justifying its usefulness to our students in their real lives (a failure in some feminist/liberation teachers' practices that I've noted with dismay--for isn't the bases of our pedagogy a recognition that knowledge is of the world, with the world, in the world, in communication with each other?), but a systmatic problem. So long as our students are coming from an oppressive K-12 system, they are going to assess our teaching against the expectations derived from that system. What to do? Well, my dream is to find a way to change K-12, but that isn't going to happen. Another reasonable change, to my mind, is to not have students in their first two years of college evaluate us--for such students have not yet adjusted to the new academic culture which is college education and so do not yet have a reasonable set of expectations against which to evaluate us (and this is from a teacher who gets good evaluations regularly). If that isn't a viable change, then I think we should at least move the evaluations away from the end of the course--it is a common mistake of inexperienced college students, as we all have seen, to confuse their grades with our teaching. I'm actually working on a workshop/article for the next CCCC that deals with this sort of problem, from another angle. The solution I'm working on would force a shift in our pedagogy itself, for I suspect that none of these institutional changes will be accepted. Of course, I'm keeping my mouth closed until the article is written and making the rounds! (Sometime late August.) Deb Dr. Deb Combs Southern Methodist University dcombs@post.cis.smu.edu ========================================================================= Date: Mon, 17 Jun 1996 11:40:22 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: the Cheshire Cat Subject: Re: pedagogy In-Reply-To: I'm not absolutely sure what people necessarily mean by "feminist pedagogy" inthis thread, but I wanted to interject a comment. A lot of this discussion seems to be concern at how students want to be fed the "correct" answers, or at least to know the approach the teacher desires. As a grad student in philosophy who is one of a very few women and used to being on the opposite of nearly every discussion I'm in there, I love professors who are willing to take on argument rather than outcome as the important part of the method. However, I can say for a fact that while inphilosophy I've gotten a real mix of some who are willing to go this routs, and others who prefer to teach philosophy as a history course (here are names and dates, memorize and regurgitate) generally what is desired of the student is explicitly stated at the beginning, allowing the student to do what is necessary to get an adequate grade (and however important the learning is, it is important to remember that formost students inthis tight economy grades ARE very important also). On the other hand, inwomen's studies classes I've taken, while sometimes professors follow through on their statements that they are committed to process as much as content, more often there is just this statement, followed by a semester of a particular dogma which is then held to be inviolable. I find this particularly frustrating as a philosopher, since often this dogmatism is accompanied by a simultaneous stress on the importance of methodology in other fields, and a refusal to pay attention to it within the class. As a very traditional liberal feminist (reform, not revolution) I'm certainly willing to argue my case against however many people want to, but what I find often is simple dismissal by being told that this argument takes time away from important issues. Now, that may be so, but surely it merits *some* attention. Keep in mind, this is not a refutation (as far as I'm concerned) of the position I hold, but of the legitimacy of even mentioning it. I also want to add that I'm careful to bring up these issues only when they're relevant to the discussion at hand. I can't tell you how condescending I find it to be told (as I actually was once, in a class, recently) "Oh she's just a philosopher, she's always going on about stuff like that, we don't need to go into it" to a guest in the class who was discussing methodology and epistemology, and I brought up the subject of truth. So, I think that perhaps there is some legitimate complaint to those who complain about "feminist pedagogy" if this is what is going on, since I find this sort of attitude neither feminist, nor particularly pedagogical. Alana Suskin alanacat@wam.umd.edu ========================================================================= Date: Mon, 17 Jun 1996 11:32:17 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: eve cole Subject: Re: "narration sickness" In-Reply-To: The discussion of feminist teaching and student evaluations has been interesting and helpful, but sometimes also rather dismissive of students' own powers of judgement. Isn't it at least possible that the students know what works for them and what doesn't? It seems strange that we are willing to discount and patronize their viewpoint, when none of us has had, or will ever have, the experience of being students in our own classes. As far as Debra Combs' comment which connects K-12 educators with "narration sickness", this seems unfair and inaccurate. In fact, I think many college and university educators could learn a lot about feminist pedagogy and radical teaching from their K-12 colleagues. The fact that colleges and universities have so little systematic contact with the primary and secondary schools is itself a problem which could use some critical political analysis! Two grumpy comments as a cold spring rain falls in northern Minnesota. Eve Browning Cole Philosophy U of Minnesota Duluth ========================================================================= Date: Mon, 17 Jun 1996 12:27:05 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Ginzberg Subject: Re: pedagogy >I can't tell you how condescending I find it to be told (as I >actually was once, in a class, recently) "Oh she's just a philosopher, >she's always going on about stuff like that, we don't need to go into it" >to a guest in the class who was discussing methodology and epistemology, >and I brought up the subject of truth. Hi Alana, As a philosopher myself, both by training and by profession, I *agree* with your worries. >So, I think that perhaps there is >some legitimate complaint to those who complain about "feminist pedagogy" >if this is what is going on, since I find this sort of attitude neither >feminist, nor particularly pedagogical. I think we need to figure out how to creatively CHALLENGE such problems (and I have written & published stuff about feminist pedagogy, partly in response to such experiences) and CRITIQUE them without throwing out the baby with the bathwater. Just as women's studies *certainly* benefits from feminist challenges to history and feminist challenges to literary traditions, etc., etc., I also think it can & *should* benefit from feminist challenges growing out of philosophical concerns about such things as truth, justice, fairness, reality, etc., etc. But I guess my own personal commitment is to help improve women's studies, not to sink it. I think that when we raise challenges to feminist pedagogies that are real and important, it is critical that we do so in the spirit of a dialogue committed to the survival and growth of feminist scholarship and pedagogy -- just because this is a time of backlash when there are many who would LOVE to find critiques of feminist pedagogies which could be used as part of an argument designed to eliminate women's studies departments and curricula altogether. As I type this I am preparing to depart for a 6-week NEH summer seminar on Feminist Epistemologies. I think there is exciting work to be done in these areas, and those of us who are philosophically inclined can find MUCH that is rich and rewarding to read and to write about in these areas. So I urge you, as a grad student, to continue to insist that academic feminism and academic philosophy need not be mutually exclusive to one another, but rather that they can BOTh be sources of critique and improvement for BOTH disciplines. Ruth Ginzberg Visiting Asst Professor, Philosophy/Women's Studies University of Kentucky (for another week or so, then Asst Professor, Beloit College (starting next fall) ---- Ruth Ginzberg -------. | (note new address) | `--------------------------------------------------------' ========================================================================= Date: Mon, 17 Jun 1996 16:15:51 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Barbara S. Stengel" Subject: Re: Feminist Peagogy In-Reply-To: Barbara Peters wrote (re negative evaluations based on student-centered pedagogy) the negative comments always leave > me feeling beat up and inadequate. Barbara My strong suspicion is that you got negative comments because the students felt "beat up and inadequate." This is not to say that you did anything wrong -- I can't possibly tell without much more info -- but you probably neglected to do a few things right. Shifting responsibility for learning is a BIG step -- and we need to attend to the process of the shift for those students who have excelled at more traditional teaching/learning exchanges. This means LOTS of support and lots of challenge, and you cannot succeed until they are convinced that you are all in it together. I don't know what is needed for you and your particular students (though I would look very carefully at grading practices and policies to see where these might generate a feeling of not being cared for). Suggest you be gentle with yourself AND your wounded students while searching vigorously for the source of their wounding. Barb Stengel bstengel@marauder.millersv.edu ========================================================================= Date: Mon, 17 Jun 1996 18:26:21 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: the Cheshire Cat Subject: Re: pedagogy In-Reply-To: On Mon, 17 Jun 1996, Ruth Ginzberg wrote: > > I think we need to figure out how to creatively CHALLENGE such problems > (and I have written & published stuff about feminist pedagogy, partly > in response to such experiences) and CRITIQUE them without throwing out > the baby with the bathwater. I agree that throwing out the baby with the bathwater would be a rather silly thing to do. My point was largely that (and I can't say for certain, since I know none of the posters or their pedagogical techniques) there may have been some meat to the critiques that they were recieving from students on their methods. Also, of course, I don't think (as I mentioned in my original post) that such behavior as I described IS particularly feminist. One of the origina; reasons that I began taking women's studies classes was actually a partner who had told me what a wonderful job the women's studies department he was in had done in examining evidence, insisted on hard data and facts, and was extremely critical of itself as well as other fields. Although it was ten years later than his sojourn in the department, I was really somewhat shocked at how little the description I had gotten dovetailed with the experiences I was having. Of course, that didn't drive me out of the department (to the contrary, I'm still there, working on my graduate certificate) and I've never taken a complaint to the "outside," but I must say, I've found it an uphill struggle to get listened to within the women's studies department that I'm in: much more so than I have in the philosophy department on feminist issues, in a number of ways. > Just as women's studies *certainly* benefits from feminist challenges > to history and feminist challenges to literary traditions, etc., etc., > I also think it can & *should* benefit from feminist challenges growing > out of philosophical concerns about such things as truth, justice, > fairness, reality, etc., etc. > But I guess my own personal commitment is to help improve women's studies, > not to sink it. I think that when we raise challenges to feminist > pedagogies that are real and important, it is critical that we do > so in the spirit of a dialogue committed to the survival and growth > of feminist scholarship and pedagogy -- just because this is a time of > backlash when there are many who would LOVE to find critiques of > feminist pedagogies which could be used as part of an argument designed > to eliminate women's studies departments and curricula altogether. I agree, although I suspect that that would not be a problem (or at least not a large one) at my University, which has given much money and support to the WS department. Who knows, maybe that's the problem? I've often wondered if it's the struggle that keeps us honest, whether "we" happen to be women/women's studies, or any other minority group trying to get heard. :) Alana Suskin alanacat@wam.umd.edu ========================================================================= Date: Tue, 18 Jun 1996 08:07:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: bd5 Subject: Re: pedagogy In-Reply-To: Martha, I'll set up a link that will show "under construction". I didn't set it up until I know what your plans for text were. I'll have it say something like MNS, Rowing in Eden, [text to be added later] B ========================================================================= Date: Tue, 18 Jun 1996 07:41:39 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Debra A. Combs" Subject: Re: "narration sickness" In-Reply-To: In response to Eve Cole's comments on my comment, I feel I must clarify one point, and defend two others. I certainly agree that the connections between K-12 and colleges are in need of strengthening--just as I deeply believe that the tone of disrespect sometimes afforded to two-year college teachers is often a result of another failure of communication. Also, I must explain that much of my information on the K-12 situation is derived from my students--sometimes, even, in comparisons they make between myself and their teachers in high school. I will readily admit that I have done no systematic analysis of this batch of data. Nevertheless, I _do_ find that most of my students do compare my teaching to the standards of lecture/memorization/test that Freire delineates as "narration sickness" and when I discuss issues of writing processes I find that the bulk of my students have learned to write in non-workshop, non-feminist environments. (I must admit that my students here at SMU are, to an extent, exceptions to this repeatedly observed phenomenon. Nevertheless, during my years teaching at a state university, and my year at a two-year college, I found that the bulk of my students did compare my teaching against the narration sickness they experienced in high school.) I am willing to admit that my data base is incomplete, but I doubt that I'm in an unusual situation--many of us _do_ contend with students who expect the product-centered, narration based education because of years of prior experience. Given such students, I will even defend the notion that they may just not be the best to evaluate a teaching that attempts, if all so gently, to shift the responsibility for learning onto the students. Again, this is affirmed by several years of experience. At the state university where I taught writing prior to coming to SMU, I often had students in their junior and senior year taking the first-year writing sequence (the practicle problems that caused this phenonmenon are complex, so I will not explain) along with my first-year and sophmore students. I found that my junior and senior students could better comprehend there own needs as learners, our academic context, and the pedagogy itself. My evaluations from such students were, with an exception or two, more detailed, more praticle, more specific, and more aware of the results of the course and the teaching for themselves as learners (instead of just for themselves as grade-earners.) These evaluations were not necessarily more positive, but they were far more useful. I intuitively hate the notion that maybe some of our students ought not to be evaluating us--it smacks of disrespect, egotism, and authoritarianism. Yet, I was faced with evidence that made me _really think_ about who is evaluating me, and what criteria they were using. I have come to think that it is not surprising that new students may not be the best evaluators. Just as our articles are reviewed by established scholars, and just as medical students are not expected to attempt sophisticated techniques until they are fully trained, we in teaching are _professionals_. As professionals, with specialized training, it is not surprising that our techniques may be confusing to inexperienced people. We want our students to learn, to learn so that they can understand why we do what we do, but I think we need to seriously reconsider giving too much weight to evaluations that come from inexperienced or less knowledgeable people. That last sentence, if misread, could be seen as eliticism--I'm having problems saying what I mean. I do not assume that my students are "know-nothings"--far from it, in their writing I excourage them to build on knowledge they have from before beginning my course (as one example). My concern is practical, as I tried to imply in my analogy. Far too often my students just don't know enough to understand what criteria against which to evaluate me, and it seems to me that most such students are in their first two years of college. So my thinking goes today.... Dr. Deb Combs Southern Methodist University dcombs@post.cis.smu.edu ========================================================================= Date: Tue, 18 Jun 1996 10:36:06 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Raka Shome Subject: Vron Ware Hi--- Does any one know how I might be able to contact the feminist historian Vron Ware. I know she lives in England, but if anyone has any address, or knows of a name of an institution where she is, please respond privately. Thanks, Raka Shome Raka Shome Dept. of Speech Communication University of Georgia rshome@uga.cc.uga.edu ========================================================================= Date: Tue, 18 Jun 1996 12:12:36 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Marsha E. Hass" Organization: College of Charleston Subject: Re: NWSA address (fwd) In-Reply-To: "Your message dated Tue, 04 Jun 1996 19:08:20 -0400" We do have some $ left. Please order and charge to our account. > Quite a few women have emailed me privately with the request for the > email address of NWSA or for info on the Grad WS guide. Therefore I > forward J. Korenman's helpful info here. (hope this is ok.) > susanne > luhmann@yorku.ca > ******************************************************** > UNOFFICIAL INFO ABOUT NWSA GUIDE TO GRADUATE PROGRAMS IN WOMEN'S STUDIES > At the end of 1994, The National Women's Studies Association issued > an updated version of their Guide to Graduate Work in Women's Studies. > It describes the degrees offered by each program, what courses are > available, who is on the faculty, etc. etc. There is a very useful index > arranged according to field--so that, for example, if you're especially > interested in psychology, you can find out which schools offer graduate > work in women's studies with strength in psychology. > The Guide sells for $9.00 (US) for individuals (payment must > accompany order), $15.00 for institutions (prepayment or purchase order). > NWSA's snail mail address is > National Women's Studies Association > University of Maryland > 7100 Baltimore Avenue, Suite 301 > College Park, Maryland 20740 USA > Telephone: (301) 403-0524 or 403-0525. > The NWSA office can also be reached by email at nwsa@umail.umd.edu . > Credit card orders (Mastercard or Visa only) are also possible via phone > or email. Be sure to include your credit card # and expiration date. > _____________________________________________________________________ > Von Bakanic, Ph.D. (803) 953-7105 > Dept. of Sociology internet address: > College of Charleston bakanicv@cofc.edu > Charleston, S.C. 29424 FAX (803) 953-5738 Marsha E. Hass hassm@cofc.edu Director of Women's Studies (803) 953-6523 (O) Charleston, SC 29424-0001 (803) 953-5697 (fax) ========================================================================= Date: Tue, 18 Jun 1996 15:36:30 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Janice M Bogstad Subject: Re: Contributors Wanted: Significant Contemporary Feminists Jennifer - i just found you announcement - did you assign me anything? I am nto sure I replied to this but if you want to - send me a list and I will tell you what I can do jan bogstad >Date sent: 1-JUN-1996 10:56:12 > > > Significant Contemporary Feminists: A Biocritical Sourcebook > > >Editor seeks contributors to write biographical/bibliographical essays, >averaging 3000 words, on significant contemporary feminists. This book, >under contract with Greenwood Press, will explore the lives and work of a >diverse group of women involved with the feminist movement(s) during and >since the Second Wave. The work will include fifty essays. All >contributors will receive a copy of the text as payment. To indicate >interest in writing on a particular person, or in having someone assigned >to you, send a vita to: Jennifer Scanlon, Director of Women's Studies, >SUNY, Plattsburgh, NY 12901 or email scanlojr@splava.cc.plattsburgh.edu > > +++++++++++++++++++++++++++++++++++++++++++++++ Dr. Janice M. Bogstad, Associate Professor Collection Development Librarian Library and Information Services & Women's Studies McIntyre Library University of Wisconsin-Eau Claire Eau Claire, WI 54702-5010 email: bogstajm@uwec.edu "I HAVE NEVER REGRETTED BUYING A BOOK, BUT I HAVE OFTEN REGRETTED NOT BUYING A BOOK." ++++++++++++++++++++++++++++++++++++++++++++ ========================================================================= Date: Wed, 19 Jun 1996 09:56:52 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: Judith Ezekiel Subject: Delegitimating Women's Studies as Activist A powerful professor (a woman) has been speaking out against a seminar I team-teach, the only women's studies seminar in our doctoral program. It's activist, not scholarly, she says ("un seminaire militant"). This class, by the way, is very theoretical and has had highly respected American, =46rench and other European speakers (Collette Guillaumin, Ailbhe Smythe, Christine Delphy, Eleni Varikas, Gail Pheterson, Nancy =46olbre, Helena Hirata, and many others) The teachers of the course are calling a meeting to discuss this. I'm looking for articles to back up our arguments that our seminar is no more nro less "militant" than those on ethnicity, the working class, social history--or great man history, for that matter--and that anytime you add "women" to a subject, it is suddenly seen as unscientific. Any useful experiences would also be appreciated. This is all very annoying. It seems like going back twenty years! As Beauvoir wrote in The Second Sex: "Je me suis agac=E9e parfois, au cours de discussions abstraites, d'entendre des hommes me dire : "Vous pensez telle chose parce que vous =EAtes une femme", mais je savais que ma seule d=E9fense c'=E9tait de r=E9pondre : "Je = la pense parce qu'elle est vraie, =E9liminant par l=E0 ma subjectivit=E9 ; il n'=E9tait pas question de r=E9pliquer : "Et vous pensez le contraire parce q= ue vous =EAtes un homme", car il est bien entendu que le fait d'=EAtre un homme n'est pas une singularit=E9 ; un homme est dans son droit en =E9tant un homm= e, c'est la femme qui est dans son tort". ************ Judith Ezekiel ezekiel@univ-paris12.fr ========================================================================= Date: Wed, 19 Jun 1996 05:27:17 -0400 Reply-To: J.Van-Every@bham.ac.uk Sender: Women's Studies List From: Jo VanEvery Organization: The University of Birmingham Subject: pedagogy and evaluations I have also been experiencing some of the same problems though in a somewhat different context. To begin with student evaluations are not so institutionally entrenched in the UK system though they are becoming more common. What is also becoming common is a compulsory staff development course for new staff (trans. as 'faculty' if you are american) which covers some basic teaching issues like presentations skills/lectures, seminars, evaluating teaching, assessment, course design, etc. I found the course I took very useful but in the session on evaluating teaching an interesting paradox arose which might be useful to consider in this discussion. Why are we asking students to evaluate our teaching? The answer from the woman who ran my staff development programme was that part of being a good teacher is regularly evaluating your teaching in order to continually monitor and improve your practice. The paradox is that INSTITUTIONS want us to evaluate our teaching for overlapping but different purposes. This is very clear in the posts from non-tenured USAmerican members of the list who link their concerns about evals to their possibilities of getting tenure or keeping their temporary posts. There is a concern that evals are a bit like customer satisfaction questionnaires and are not read in the sorts of ways suggested by other members of the list. Of course WE can read negative evaluations for the positive lessons about our teaching (including the reading that negative evals might indicate that our teaching has been good at challenging their assumptions) but do THEY (the institutional authorities) read them that way. There is also the question of what students think evals are for. In this country there is certainly a growing culture of consumerism in higher education which leads students to treat evals as customer satisfaction questionnaires as well! One way I have dealt with this is to do the evals I have to do for the institution while trying to intervene in the political process of improving that system (I'm going to a meeting this afternoon!) AND to use other kinds of evaluations that I find more useful for monitoring and improving my teaching. One that I have found particularly useful (though it probably wouldn't work for really big groups) is a structured group discussion. I have a form which is basically two columns -- one for good points, one for bad points; you might want to head them 'things that worked well, things that didn't work so well -- and 4 rows -- 'about the TEACHING', 'about us, the STUDENTS', 'about the RESOURCES (e.g. books, rooms, etc.)', 'about the COURSE' -- make the table so that the blocks are quite big. The first stage is to distribute the form individually to the students and give them a few minutes to fill it in individually. When they have done this, organize them in small groups, give each group a fresh form, and get them to discuss what they have written individually and AGREE a set of comments for the group form. Emphasise that only points which are agreed (by majority? by consensus?) can go on the group form. When they have completed this, organize a discussion with the whole group treating the small group forms in the same way as the small groups treated the individual forms. I found it useful to have a copy of the form on the overhead projector so that everyone could see it. Either you or a student volunteer could write consensus/majority statements into the form. What comes out of this method is a set of statements agreed by the group, so the really extreme statements held by only a few students are not given undue weight (though they have the opportunity to put their case and if the group agrees these statements will make the final version). Also, there are often other things which are not agreed and on which there is no consensus which you might want to note down separately. The real benefit of this method is that you have the opportunity to address the issues raised and discuss them with the students. This makes the value of the evaluations visible to them but also allows you to say why you won't be doing anything about particular 'negative' comments. For example, in a theory course that I run as a two-hour seminar instead of a 1-hour lecture with a 1 hour seminar, I got lots of demands for proper lectures. The discussion raised issues around their fears about the exam and their lack of a set of 'good notes'. I was aware of the 'facts' about retention from lectures and felt that even if they didn't have notes on quite as broad a range of information as they might from a lecture, they were probably learning more. I also felt that theory isn't so much about information as about the practice of theorizing which can't be learnt in a lecture. Anyway, the format of this evaluation allowed me to address their concerns. I accepted some criticism of my contributions to the seminars in the form of introductory and concluding 'lecturettes' that framed their discussion but reasserted my committment to the methods I was using. I did this exercise half way through a full year course. Not surprisingly, my end of year 'official' evaluations were quite good though a couple of people still commented on their desire for lectures and the format of the questionnaire did not really accomodate the methods I used. I think the discussion format is also useful in eliciting positive comments. The students were not afraid to make negative ones but i think it is harder to give ONLY negative comments when the person is right in front of you. One further comment on the link between evaluations and grades and the practice of evaluating at the end of the course. I feel that their exam anxiety unduly influences their evaluations in that the evaluation is often in the last class but they still have the exam to do. They may not have done much revision yet and their own insecurities about their abilities are at a peak. I had an experience last year where a student representative came to a meeting after the exams had finished and wanted to point out that a lot of the students wanted to take back their negative comments about the teaching methods -- when the got in the exam room they realized they knew much more than they thought. She stressed that this was not a personal opinion but a topic of discussion after the exam had finished. I've rabbitted on too long now. Must do some real work before my meeting. Dr. Jo VanEvery Dept. of Cultural Studies University of Birmingham Edgbaston Birmingham B15 2TT United Kingdom 0121-414-3730 J.Van-Every@bham.ac.uk ========================================================================= Date: Wed, 19 Jun 1996 06:51:40 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Winkler Organization: West Virginia Network Subject: Deligitimizing Women's Studies as Activist This is in reponse to Judith Ezekiel's post about a powerful woman professor's attempt to delegitimize the women's studies seminar at the University of Paris as "militant" (activist). As Rhoda Kadalie, a keynote speaker from South Africa, said at this year's NWSA Women's Studies is both a politic and the effort to create new knowledge. I recommend Elizabeth Kamarck Minnich's _Transforming Knowledge_, (Philadelphia: Temple University Press, 1990), Dale Spender's _Men's Studies Modified: The Impact of Feminism on the Academic Disciplines_ (Oxford: Pergamon Press, 1981), and the anthology _Knowing Women: Feminism and Knowledge_ edited by Helen Crowley and Susan Himmelweit (Cambridge: Polity Press, 1992). ========================================================================= Date: Wed, 19 Jun 1996 10:20:55 +0000 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Makoff Subject: The European Journal of Women's Studies Readers of wmst-l will be interested to hear about The European Journal of Women's Studies edited by Mary Evans, University of Kent and Magda Michielsens University of Nijmegen and published by SAGE Publications. The journal is published with the support of WISE (The European Women's Studies Association) and members of WISE receive the journal as part of their membership. Launched two years ago to explore the meaning and impact of gender within the changing concept of 'Europe', The European Journal of Women's Studies has already established itself as a leading international forum for high quality articles at the cutting edge of women's studies research and theory. The European Journal of Women's Studies is a multidisciplinary academic, feminist journal which has as its main focus the nature of the complex relationship between women and the diverse regions and meanings of Europe. If you are interested in contributing to the journal contact: Margit van der Steen Heidelberglaan 2 3584 CS Utrecht The Netherlands For further information about subscribing contact: Jane Makoff SAGE Publications 6 Bonhill Street London EC2A 4PU ========================================================================= Date: Wed, 19 Jun 1996 14:25:02 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: Judy Evans Subject: Re: pedagogy and evaluations Comments: To: J.Van-Every@bham.ac.uk In-Reply-To: <163CAF0D91@novell2.bham.ac.uk> On Wed, 19 Jun 1996, Jo VanEvery wrote: > I have also been experiencing some of the same problems though in a somewhat > different context. To begin with student evaluations are not so > institutionally entrenched in the UK system though they are becoming more They are pretty entrenched here, and I find that I am, in some ways, a more inhibited teacher since they came in. We have a new Head of Dept who is just fine and I am going to propose a motion that only he see the evaluations (in his role as Head), as he believes in using them only constructively, and for promotion, only if the teacher says yes. > common. What is also becoming common is a compulsory staff development > course for new staff (trans. as 'faculty' if you are american) which covers And "voluntary" courses for other staff! -- I went to the London Advanced teaching one, and my group did a project on student evaluation, and subtitled it "The Paranoid Culture". Only 2 of us had had problems with questionnaires -- in both cases, just 1 set, and ambiguous -- but the whole group thought students should have to sign their names. -- first they should have to take responsibility -- second this should be part of a learning process for them, too > monitor and improve your practice. The paradox is that INSTITUTIONS want us > to evaluate our teaching for overlapping but different purposes. This is Yes -- though I expect the problem there was in this Dept to go. And we have a new questionnaire to which I have tabled a challenge which knocked out a q. about strengths, but put (retained, in fact) the why? how could they be improved? after weaknesses, and called that constructive criticism! The textbook for the London Course -- which arrived too late... -- is by a former enthusiast for evaluation who now thinks _Departmental_ teaching should be evaluated. (I have of course not had time to read it in the 2 intervening years!) > authorities) read them that way. There is also the question of what students > think evals are for. In this country there is certainly a growing culture of > consumerism in higher education which leads students to treat evals as > customer satisfaction questionnaires as well! Yes. And it can hardly get much worse. > have a form which is basically two columns -- one for good points, one for (etc.) What I don't know is how I'd find the time: as it is evaluation encroaches on teaching time. Otherwise it sounds a good idea. > I've rabbitted on too long now. Must do some real work before my meeting. Not before I ask you why you haven't joined the Women in Higher Education List -- which has had no messages, guess I'd better send one (Joan, my apologies for slipping in a personal message. I was going to write to the list anyway. Jo has raised some of "my" points and my concerns.) --------------------------------------------------------------- Judy Evans + Politics + jae2@york.ac.uk using voice-recognition software: please ignore editing errors --------------------------------------------------------------- ========================================================================= Date: Wed, 19 Jun 1996 11:00:36 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "N. Benokraitis" Subject: Re: Deligitimizing Women's Studies as Activist In-Reply-To: <01I631177PGGCSR4P1@wvnvms.wvnet.edu> Might include two other (but very different) books to this list: VeVe Clark et al. (Eds.) Anti Feminism in the Academy (Routledge, 1996) and Frances Maher and Mary Kay Thompson Tetreault's The Feminist Classroom (Basic Books, 1994). On Wed, 19 Jun 1996, Barbara Winkler wrote: > This is in reponse to Judith Ezekiel's post about a powerful woman > professor's attempt to delegitimize the women's studies seminar at > the University of Paris as "militant" (activist). As Rhoda Kadalie, > a keynote speaker from South Africa, said at this year's NWSA Women's > Studies is both a politic and the effort to create new knowledge. > I recommend Elizabeth Kamarck Minnich's _Transforming Knowledge_, > (Philadelphia: Temple University Press, 1990), Dale Spender's _Men's > Studies Modified: The Impact of Feminism on the Academic Disciplines_ > (Oxford: Pergamon Press, 1981), and the anthology _Knowing Women: > Feminism and Knowledge_ edited by Helen Crowley and Susan Himmelweit > (Cambridge: Polity Press, 1992). > ========================================================================= Date: Wed, 19 Jun 1996 10:34:09 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Judith Richards Organization: Rockhurst College; Kansas City, MO Subject: Re: Delegitimating Women's Studies as Activist Elizabeth Kammarck Minnich's Tranforming Knowledge offers a wonderful set of analyses and arguments concerning faulty and circular reasoning -- the kind of situation that occurs when "adding women" as a category of consideration is said to be "militant," or alternatively, "divisive," or "ideological," ETC. I highly recommend a reading of her reasoning in order to respond to the delegitimation of efforts we make to transform curricula. ========================================================================= Date: Wed, 19 Jun 1996 11:18:56 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Dawn Atkins Subject: Coopting of Native Traditions I am teaching a feminsit spirituality course this summer. I would like to add material to my ethics section about the debate over the use of Native American religions by those of European heritage. Can anyone suggest some readings I can assign for my class? Dawn Atkins dawn-atkins@uiowa.edu ========================================================================= Date: Wed, 19 Jun 1996 15:14:00 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: "OU Women's Studies Program 325 (405)" Subject: Digest Request ADF add WMST-L PACKAGE SET WMST-L NOMAIL ACK ========================================================================= Date: Wed, 19 Jun 1996 19:44:21 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jenny Thigpen Subject: Re: Contributors Wanted: Significant Contemporary Feminists Hi I think you have my address confused with someone else-- ========================================================================= Date: Wed, 19 Jun 1996 20:13:09 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Mary Todd Subject: Re: Coopting of Native Traditions In-Reply-To: Message of Wed, 19 Jun 1996 11:18:56 -0500 from Dawn-- I used a piece by Andy Smith, "For All Those Who Were Indian in a Former Life," in my American religious history course last summer. It's from _Ms.,_ (November/December 1991):44-45. Andy Smith is a Cherokee cofounder of Women of All Red Nations. Hope this helps. Mary Todd Women's Studies The University of Illinois at Chicago marytodd@uic.edu >I am teaching a feminsit spirituality course this summer. I would like to >add material to my ethics section about the debate over the use of Native >American religions by those of European heritage. Can anyone suggest some >readings I can assign for my class? > > >Dawn Atkins >dawn-atkins@uiowa.edu ========================================================================= Date: Thu, 20 Jun 1996 01:52:10 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: Judith Ezekiel Subject: Delegitimating Women's Studies as Activist Sorry, but my quote from Beauvoir was illegible since I forgot to eliminate the accents. Here it is (I only have it in French): "Je me suis agacee parfois, au cours de discussions abstraites, d'entendre des hommes me dire : "Vous pensez telle chose parce que vous etes une femme", mais je savais que ma seule defense c'etait de repondre : "Je la pense parce qu'elle est vraie, eliminant par la ma subjectivite ; il n'etait pas question de repliquer : "Et vous pensez le contraire parce que vous etes un homme", car il est bien entendu que le fait d'etre un homme n'est pas une singularite ; un homme est dans son droit en etant un homme, c'est la femme qui est dans son tort". ************ Judith Ezekiel ezekiel@univ-paris12.fr ========================================================================= Date: Thu, 20 Jun 1996 08:00:51 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "(Women'S Studies List)" Subject: Re: MACBS Conference April 1997 Hello, I just wanted to let you know that I shall send a request to Ms Burton e-mail wise, to chair or facilitate a session at the next MACBS. Most recently I published, in the field of British studies, Romantic Potency: the Paradox of Desire, Cornell UP, and currently I am doing a biography for Random House of a modernist female artist. Many thanks, Laura Claridge ========================================================================= Date: Wed, 19 Jun 1996 23:08:18 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Ruby Rohrlich Subject: Re: Delegitimating Women's Studies as Activist Comments: To: Judith Ezekiel In-Reply-To: Excerpts from the following article, which appeared in the WASHINGTON POST 6/l8/96, indicates that traditional educators are also experiencing new problems in college teaching. The article, written by Ann R. Willner,a political scientist, is called '"Don't Call It Higher Education": "Did you raise the grade of my report?" demanded the student's voice on the phone. "No, I'm sorry. I went over it again, as you requested, but I saw no reason to raise the grade." "I don't agree with you. It's a long report. I put a lot of material into it." "It isn't the amount of material that counts but what you do with it. Your report was merely a chcronological account of events with no analysis. It didn't fulfill the assignment." "Well, I don't think you gave it enough attention. I paid good money for this course, and I'm not getting the grade I deserve. I think you and I better meet with the chairman of the department to reconsider my grade." That was a degree of chutzpoah I had never before encountered in my several decades as a university professor. But it was only one of the innovations I experienced upon my return to teaching last year after a lengthy leave of absence. A new style of student behavior seems to have supplanted the bland smiles and respectful demeanor of past students. And a new mode of faculty adaptation, geared to student convenience and comfort, seems to have modified methods and standards of higher education to the point where some might label it medium education. The very first day of classes showed me how much initiative students had developed in my absence as they proceeded to tell me how to teach. One class objected to finding on their syllabuses, in addition to the assigned reading in their texts, a list of required reading on reserve in the library. They told me that they expected to receive 'packets.' This being new to me, I investigated and found that my colleagues no longer placed on reserve in the library articles from journals or sections of books as had been done for decades. Instead the department photocopied the selections designated by individual instructors, compiled these into packets, and sold them to their classes at cost....... "My students taught me in other ways as well. When I wondered aloud why I did not see students taking notes as I lectured, I was informed that I had been expected to distribute copies or summaries of my lectures. . . . . ." The point is, a college education is now costing students and their parents so much money that it has been commodified. Parents are taking out second mortgages on their homes to pay for college educations, and the expectation is that for this cost their children will at least get marketable degrees. Ruby Rohrlich rohrlich@gwisa2.circ.gwu.edu ========================================================================= Date: Thu, 20 Jun 1996 10:07:16 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Pat Murphy Subject: women in the 1930's In the spring I will be doing a presentation on Women in the 1930's. Last year the list was extremely helpful in identifying resources for a talk on the 1920's ( I'm sending that compiliation to the list) and I'm hoping people are as excited about the 1930's and can help. I don't have a clear focus yet, but would especially like leads on sources about African American women, especially in the northeastern US. The sources I have identified include: Holding their Own, American WOmen in the 1930's by S. Ware ( and it's excellent bibliographic essay) Daughters of the Great Depression by Laura Hapke Women of Valor: The struggle against the great Depression as told in their own life stories by Sernsber and Sealander Partner and I: Molly Dewson, FEminism, and New Deal Politics by S. Ware Babe, The life an d Legend of Babe Didrikson American Women painters of the 1930's and 40's by Henke Beyond Suffrage, Women in the New Deal by S. Ware The invisible scar, by Bird Shadow of the plantation by Johnson I'm especially interested in things that were published after 1982 and therefore won't be in the Ware book. I'll post the results to the list. Thanks, Pat Pat Murphy Assistant Professor of Sociology SUNY Geneseo Geneseo, N.Y. 14454 716-245-5324 Murphy@uno.cc.geneseo.edu ========================================================================= Date: Thu, 20 Jun 1996 10:12:03 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Pat Murphy Subject: women in the 1920's bib --=====================_835290754==_ Content-Type: text/plain; charset="us-ascii" What follows are some of the responses to my request for information about women in the 1920's. I've tried to attach the bibliography that I compiled. If it doesn't work, I'll try and send it separately. I did some research on this topic in graduate school--a couple of sources I found helpful were the Lynd's study of Middletown and a series run in the Nation on These Modern Women in 1926-1927, I believe someone anthologized those some time ago--just for fun you >>might want to look at an article by Charlotte Perkins Gilman in the August 1923 issue of current history on the new generation of women I could fax you the complete bibliography if you want (about three pages) it was looking at the cultural history of women compared to their actual work status. Good luck, >>Bette Tallen (BTallen@Rollins.edu) >> >>This is an area which I've become very interested. Check out Georgia >>O'Keefe, Maragaret Sanger, Katharine Hepburn's mother, Dorothy Parker, >>Edith Wharton, Mabel Dodge Luhan and Willa Cather. The "Taos/Santa >>Fe connection" is very interesting. Many of these women ended up >>spending time in the American southwest. Also, I also found it >>interesting that one of the reasons women's suffrage passed was that >>it was thought that white women would outvote people of color. Also, >>it's interesting that some of the folks who supported Maragaret >>Sanger and birth control were those who believed in promoting race >>superiority. You probably know all this but I thought I'd throw it >>out for what it's worth. Susan Ewing Barber >>Director >>Institute for Advanced Legal Studies >>University of Denver College of Law >>303/871-6118 >>sbarber@adm.law.du.edu >> >> >>Take a look at Leslie Fishbein, Rebels in Bohemia: The Radicals of the >>Masses, 1911-1917 (short of 20s but it certainly sets the pace and mores). >> >>Anne Firor Scott, The Southern Lady: From Pedestal to Politics, >>1830-1930 -- for women in the South (and a comparison to Northern social >>movements). >> >>Caroline Ware, Greenwich Village, 1920-1930 (written in 1935). >> >>Elaine Showalter, These Modern Women: Autobiographical Essays from the >>TWenties. (essays published in The Nation 1926 &27). --=====================_835290754==_ Content-Type: application/mac-binhex40; name="WOMENIN1.W50" Content-Disposition: attachment; filename="WOMENIN1.W50" (This file must be converted with BinHex 4.0) :$&G2689158ia,PFe-!"#58j"E@4[F`!!!!!1m!!!!!#-J[pA8%0%!3!!!3S!!!! !!!$lr`8!-J!)!3!!"`!C!!!!3J!!!!)!9J!!!&X!!!!-!&F!!!#a!!!!!`!!!!! !#!%!!%0[GA*TCA)J-6!JF'PdBfJJ+&"$,6JT!2i!!2rrHJ"1!(J!H!"i!#`"!3! !!!!!p!%+(r3"H!!8(J`AM!S!!!!%%8$*!"2Ca3%l!2lqr[lqr[lrr[rrrrlrrrl rrrrrrrrrrrrrrrrrrrrrrrlrrdK3)%aKFf9b5Q9d)&0PFQPPFb"*53!!!!!!!!! !!!!!!!!!!!")8%a"8d9*55j38P-!f`&i!"3H$"H-#J!!!!343-N!Kmm"!!%!m!$ `!2!!D!%`SK*AJ2[r"3!b!!!!!!!'!!J!!!!k!3!!#!!#!!!!3J%!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!#0m!(J!!!!!!0!"$!#`",!%@!*B!J`!!G$"i!!!P"%!!-( 3"-`!rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrr rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrm!!!!!!!!!!!!!!!! !!!!!!!!!!,!%#!GJ#EJ,%!jS%-!5'"9`&mJC)"ai(Y!J+#2rrrrrrrrrrrrrrrr rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrr!!!!!!!!!!! !!!!!!!!!!!!!!!$-!!63d!))!!!!!!%)!!,3``l$``c$9dp048iJ58iJ9%K&)$% j-M!RFb$%$-6%$X3+`H!!!*34!!$"``l$``c$3NP#6%P24e*"8%KCa!c%a!l%#S, $$-0AEh*VFb"6F'9MD@CTBf&XE(NJEfiJG'KP)$%j-M!RFm3-a!S+3R*[GfiX)%4 [FQpdD(NJ65iJ+$%j1$FT,L$$#-06CA4dD@jR)'%J3fpeFR0P1L!J3@ePFQPMB@i J9fpYC@iJD@iJG'KP)$%j-M!RFm3)a#iJ)%*[Fh4[EMSJ9(GKH@jP)&"eBQaTFfK PFR-Z#JT'FQ&ZDf9X,#"1Eh*KE'9P)#BJ4(PP,#"1B@jMH5iJ+$%j16%T,L$$#-0 (C@jNCA)X)%0XBA0c,#"5B@0P)#BJ8Q9QEh*Y)'PZ)(4SC5"3FQpRFQ9cFfPfC5" &FQ(%#-3Z)#!J5f9ZG(9MDhNk)&4SC5"9EQPfCA*cDA4j)&"bCA0c)'pQ)%YPER4 eBfYj,JS+6@9XE@&Z,#"#D@aXD@8Z)#Ja16Ji+5iJ``M$9fpYC@iJB@jN)(4SC5" 3Eh"eE'&b)%PYB@GTEQ&dD@pZ)'PZ)(4SC5"8Gf9ZG'PPFcSJ4QaKF("PFR-JB@j N)%jjEA"SFm3)a#iJ)%jPGb"CEh*V1L"6G#iJ6@&bG'PZ*h-J8(*PFh-Z)#KQEf0 eFf9c)'pZ)%GbC@&d)%*bDA4KELN+#P0MB@jXEfiX)%TPEQjTCQ9b,L!S-6Nj05N Z)--)`dPZBA*dD@0eE'&dC5"-EfjRD@jRFcSJ9'KP)%aKC'PPFbFJ5'pYC5"+Eh9 bEQ&X,#"(C@jNCA)X)'&ZC#"dD'8J8(*[E@PcCA-JEfBJ3fpZFh9YCA)J3h9XG(9 bC5iJ)-%!!!!!!!!!`F3)a%jPGb"CEh*V1L"5Eh9dE'9NCf8Z#JT6BfKKFQCQ,#" @DA*RD@jTB5iJ+$%j16%T,L$$#-08B@YTEQFJG'KP)&GSC@9X1L"AEfePEL"KEQ3 JG'KP)%0[E@PZCb"[CL"dD'8J6@pdEh)J3@GP,L!Ja!M%6PNk)&4SC5"'FQ9P)&" bCA0c,JS+8fK[Gf&XG'9b,#"&E'&TEQ8Z)#Ja16Fi+5iJ``M$9'KPFf8J6@pNCA* Z)&G[E@9Z1L""GA4[BQP[Ch*KF'KTBf&X)%9cFf&jFb"QFQpY)(4SC5"8Gf9ZG'P PFm3)a#iJ)%jC1L"8D'8J4Q9YD@jTFh3J8(*PFh-Z#JTABA*P,#"6GA0KELiJ)#J a16Nc+5!J8h4TE'`J6@PcFfPZCcSJ3@ePE'PK)%9KFQKKFR3JB@jN)(4SC5"6C@& bBfJJCQpb)%e[C'9bEL"'C@eTEQPcE5iJ)%jC1L"1Eh*dEfiZ#JV$$-0(C@jPFQ& X)'KTFh4[FRNJBQp[Dh-JG'KKG#"TEQ0XG@4P)(G[E@9Z)'&ZC#"dD'8J-6Nb-#G ca!c%#JT,CA*LCA)X)%aTEQ4K)#BJ5Q&ZC5"6D'9bFQpZ``c$)-3-a%4P5'&bG#i J)$%j168Z)#$$#-0AEfePELGc)%&YCA*TBf%k)&*PCQpMGA0TEQFJG'KP)&"KFh3 Z)#JdG'JJ4@4TG'P[ELNZ)#$%#-41@6SJ6hKQEh*N)&9ZDACPFR0TG(NJ8(*PFh- Z``M$)-3)a!S+5(PYEhGTG(SX)%0KFQpX)#BJ6@PMD'&PE'8J9f9TFh0YB@iZ)#J a16Fi+5$$#-0")%KTFh4[FRNJEfBJ9fpYC@iJD@iJ3@ePFQPMB5l%#-3J)%P-1L" #B@jdB@dZ#JT6BfpdG#`J3@jZC5"'DA*[FLiJ)#Ja16Fa+5iJ)--)`e4SC5""E@9 bD@0KEL"AEfeKEL"AD'mJ9f&c)&0SC6mJ)-3)a%iZ5Lik)&"bC@jdD@0P)%KKE'` Z#JV$#-0$EfjdB@PZFb"`FQPYBA*j)(0[GA*MC5"YBA4PFQPKE#"QFQpY)(G[E@9 Z)'&MFQpcFb"fBA*TEh9c)'KTFh4[FQPM)("PFQP[C(-JD@iJG'KP)(4SC5"KFQ9 KFb"[CL"AEh*V,#"&C(9MBA4TEfiX)&*PCQpbE5`J6@&bFQPKCf8X)%CKE@PXH5" KEQ3J8f9i,X3)a!S+4R*KEQ0V,#"*FQ9ZC5!Q)%4KGQPN)%*bEhGYFh4[EQ8Z)#J a16Ne+5l$#-0AEfePELGc)&G[FQaN1L"")&4TE@9XD@jP)'pQ)&G[E@9Z)'PZ)%K TFh4[FRNJ,L!Ja!M%6LjC,L!k5'&bF'9b)%0[E'aTER-Z#JV$#-05CACTCAGc)#" dD'8JBfpZG(*TBR9dD@pZFb"[CL"hEfePEL"TEL"dD'8JBA*PBA-JEfBJF'pXDA4 TBh-X)'aKGbahBA)k)(*PE'PRD@pZ,#"PC(9MBA4TEfiX)'9fCA*jC'&j)'aTCQ8 l)(0MD@9ZBf8X)(4PBfKZEfa[ChNJB@jN)'ePC'PMD@jP1b"KFR4c)'&ZC#"XD@a PFQ&dGA*P,L!J5@jQEh*YBA4TEfiJCR*[E5!c05``-$!J3Lj$,L"dEb!a16Nc,L! 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J4'9`BA*dE@9ZG#"[CL"6Ef0TEfa[ChNX)&096PNJ4f9ZCA0PEb`J4f9ZCA0PEb` J6PNJ-63d063+#JT'B@e[GA-JCQPRGA*PFb"[CL"dD'8J-6Nb-#Gc#JT"E@9XD@% J4@&bD'&bG#`J3Q9cFfPP)%0[E'9YB@iYBACTBA4[FR-+#NGPEh*RD@%J6bG,C@9 QC5dYBA*dDA0d#JT+B@jP)%&NC'&YF`T0BA*j)%eME'9[C#"#CA4SG@jP)#K`FQ9 cD@4PER3JEfBJG'KP)%jKG'P[EQ&X)%&cFfpMD@&dD@pZ)'pQ)%0[E'pbC@3J9fp YC@iRFb"$E(9LFb!S-6Nb0#da16)i+3S+3fKKFQa[G(4P)&"PFQYTER-J4fPXE@& Z#JT$Ef0[)%0SB@jPE!S+6@&bCf&bCA3J8f&ZCf9b#N&bG(-[E'PdCA*KG(9bC3S +4@4TG'JJ9fKKFR4[EL`J3fpXCA4dC5`J9fPXE'%J3f&dD'9b,#"&E'aPEL"(E'& cCfph#JT3Ef9dFRNX#N9NEQ%J8h3Z)&CTBfjPG#"0D@aXBANX)%&YH5"-EhGPE'` +5#j%,L!S5'PXC'%J4'p[E'PdG'aP+5iJ)%eKFQPKEQjP)%e[Eh*P)!S+6'PXE'P KEL"(DA0S)#KKBh4bCA0c+3T0GA0TBb`J3Q9cFf9j)&0YDA4S#N&YH5"#C@&MD#` JCQpeEQ4PFL"KEQ3JCQPbFh3JF(*PFfPNC@jd)'pQ)(4SC5""Fh0[,L"[CL""E@9 bD@0KEL"AEfePEL"$Efe`Eh0PFR-+5QpcCA"SD@jP)%*KDf9b#JS+8f0TC@jMC3T 0HA*K)%*bC@0VC@jbD@4RC5!SCQpeEQ4PC#",@5"$EfdZ)'C[FL"0Eh4PD(*c)'& ZC#"#B@*TCA-J+$%j-M8T,#"XBA4PFL"LC@0KE@8JG'KP)%CbEfjdD@9b)%jeFR0 TEQFJ8f9bGQPMC5!S-6Nb1#N+P'N!!!: --=====================_835290754==_ Content-Type: text/plain; charset="us-ascii" Pat Murphy Assistant Professor of Sociology SUNY Geneseo Geneseo, N.Y. 14454 716-245-5324 Murphy@uno.cc.geneseo.edu --=====================_835290754==_-- ========================================================================= Date: Thu, 20 Jun 1996 11:20:43 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Prema Oza Subject: Re: URGENT:Looking for Meera Nair in S Africa (fwd) Forwarded message: > Date: Thu, 20 Jun 1996 10:57:27 -0400 > Subject: Re: URGENT:Looking for Meera Nair in S Africa > > NMohaiemen (nmohaiemen@aol.com) writes: > > I am in South Africa until end of June. Heard that director Meera Nair > > now lives in South Africa. > > > > Does anyone know how I can get in touch with her? > > > > Thanks. > > > > Naeem Mohaiemen > > -------------------------------------------------------------------------- > > -------------------------------- > > Quote of the Day: > > > > Apartheid "over"? Here is a quote from today's "STAR": > > > > "[Blacks] seem hell-bent on proving the Afrikaners' prophecy correct." > > -------------------------------------------------------------------------- > > ---------------------------------- > > > ========================================================================= Date: Thu, 20 Jun 1996 12:21:14 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Laura Sells Subject: commodification of higher ed In-Reply-To: I don't want to minimize Ruby Rohrlich's very serious point about the commodification of higher education. But for the most part I think the "new style of student behavior" is wonderful. After all, there is not much difference between reading a prof's lecture notes off of a handout and reading a prof's lecture notes off your own notepad (except a cramped hand). Neither one is very intellectually challenging. Neither one encourages student ownership of knowledge or participation in knowledge-making. As a feminist I delight in teaching my students to question authority. Of course, then they practice on me, which can be trying at times. But I would much rather have a student reflect critically on their education than nod and smile and passively receive my lecture and then toss out everthing I've taught when they toss out their notebooks at the end of the semester. I personally believe that if I resist accomodating students and if I fail to teach to their lives and experiences, I have cheated them of their education, regardless of cost or commodification. Laura Sells sells@luna.cas.usf.edu ========================================================================= Date: Thu, 20 Jun 1996 13:24:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: bs86 Subject: SCUM Manifesto A student in my summer course is looking for the SCUM Manifesto. Both of us have come up empty-handed after a couple of weeks worth of searching and asking questions. If anyone has any good ideas about where we could find it (which I assume to be something akin to a pamphlet and other feminist manifestos), would you e-mail me privately: BS86@umail.umd.edu. Thanks in advance for your help. Barb Shaw Women's Studies Department Universiy of Maryland, College Park College Park, MD 20742 (301)405-7709 BS86@umail.umd.edu ========================================================================= Date: Thu, 20 Jun 1996 13:37:20 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Elza Subject: Re: women in the 1920's bib In-Reply-To: <01I64MCA4KIQ004RJB@uno.cc.geneseo.edu> Try Rope of Gold: Anovel of the thirties by Josephine Herbts, Daughters of the Earth by Agnes Smedly (l929) Dr. Jane Elza jelza@grits.valdosta.peachnet.edu Political Science Dept., Valdosta State University Valdosta, Ga. 31698 ========================================================================= Date: Thu, 20 Jun 1996 11:20:39 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Qhyrrae Michaelieu Subject: Developmental Psych In-Reply-To: <01I64MCA4KIQ004RJB@uno.cc.geneseo.edu> Hi - I'm looking for feminist and social constructionist criticisms/interpretations of developmental psychology. Although I feel confident about my understanding of social constructionism and feminist concerns regarding gender and sexuality, any suggestions regarding more general developmental psychology would be appreciated. The one source I've got is Erica Burman's Deconstructing Developmental Psychology. Thanks Qhyrrae ========================================================================= Date: Thu, 20 Jun 1996 12:17:52 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Beth Kaufman Subject: women's health courses Dear Women's Studies Colleagues: I hope this finds you well and enjoying the beginning of summer! I need your help and input on a most important matter. I am the women's studies editor here in McGraw-Hill's College Textbook Division and just received an outstanding proposal for a new women's health textbook (from a feminist perspective). Because college publishers are very concerned with the "bottom line", I cannot pursue this wonderful proposal until I quantify the size of the market and the market's need for a new textbook on women's health. Here's where you all come in: If your school offers a women's health course, or a related course that would use such a textbook, please respond privately and tell me as much as you can about the course (i.e. enrollment, how often it is offered, texts used, etc.). Also, would you be likely to use a new women's health text? Even if you don't teach the course, please take a quick peek in your college's course catalog and tell me if you find anything! (A quick e-mail would be great!) It is often offered across various departments i.e. women's studies dept, allied health, public health dept, nursing school, etc. Thank you in advance for your assistance and input. I believe that there is a sizeable market for this text and that undergraduate women need new, up-to-date resources on this topic. Many thanks for your time and I look forward to hearing from you!! I deeply appreciate your help!! Best wishes, Beth Kaufman, Senior Associate Editor McGraw-Hill College Division e-mail: Beth_Kaufman@McGraw-Hill.com phone: 617-262-1160 ========================================================================= Date: Thu, 20 Jun 1996 15:27:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Allan Johnson Subject: What can we do? I am just finishing a book, "The Gender Knot: Unravelling Our Patriarchal Legacy," which Temple University Press will publish next spring. I've written it to provide a broad trade and college audience with a way to think about patriarchy and gender inequality without driving men out of the conversation. I plan to include an appendix that gives readers a sense of what women and men are actually doing to deepen their understanding of patriarchy and gender inequality and contribute to change, especially in the company of others. I'd appreciate hearing from anyone who knows of groups, organizations, and other settings in which women and/or men come together to support one another in this work, from consciousness raising and study groups to organizations that promote legal change or combat violence against women. The more details--especially location and what people actually do--the better because I want people to be able to feel the reality of this work out in the same world they live in so that they can imagine themselves as part of it. I expect that many examples from subscribers to this list will focus on colleges and universities. These are welcome, but if the book gets the readership we intend it to have, there will be many outside of academia as well. Examples from far and wide, therefore, will be most useful and appreciated. I will be happy to compile the responses to share with the list later. Allan Johnson Hartford College for Women aljohnson@uhavax.hartford.edu ========================================================================= Date: Thu, 20 Jun 1996 12:39:11 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: William Pendleton Organization: Emory University - Atlanta, Georgia, USA Subject: Re: commodification of higher ed In-Reply-To: Message of Thu, 20 Jun 1996 12:21:14 -0400 from On Thu, 20 Jun 1996 12:21:14 -0400 Laura Sells said: >I don't want to minimize Ruby Rohrlich's very serious point about the >commodification of higher education. But for the most part I think the >"new style of student behavior" is wonderful. After all, there is not >much difference between reading a prof's lecture notes off of a handout >and reading a prof's lecture notes off your own notepad (except a cramped >hand). Neither one is very intellectually challenging. Neither one >encourages student ownership of knowledge or participation in >knowledge-making. I must take exception to most of this paragraph. Taking notes is intellectually vastly different from looking at someone else's notes. There may be bad note takers who simply record what is said, but a properly trained scholar takes notes critically, enters comments and ideas to be further explored and questions to be raised. It is an essential part of engaging the material in a course so large that lectures are used, but it is also a useful skill in smaller classes. By organizing and evaluating on paper what one encounters, learning is enhanced--thus taking notes when reading is also useful. The notion that reading the notes is the most important function of taking notes is not one I can endorse. *********************** WM W. PENDLETON DEPARTMENT OF SOCIOLOGY EMORY UNIVERSITY 404 7277524 SOCWWP@EMUVM1.BITNET SOCWWP@EMUVM1.CC.EMORY.EDU SOCWWP@EMORYU1.CC.EMORY.EDU BPENDL@SOC.EMORY.EDU ========================================================================= Date: Thu, 20 Jun 1996 16:49:04 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Elaine Blakemore Subject: Re: Developmental Psych In reply to the question below about feminist approaches in developmental psychology: I am sending this reply to the list in case any others can assist with the email addresses for any of the people listed below since I don't know them all, plus the ones I provided were from an old SRCD directory and may be outdated. At the 1995 meeting of SRCD (Society for Research in Child Development), there was a symposium on this topic. The presenters were: Ellin Scholnick, University of Maryland, College Park; es8@umail.umd.edu Carole Beal, U. Mass, Amherst; cbeal@titan.ucc.umass.edu Patricia Miller, U. Florida, Gainesville; pmiller@webb.psych.ufl.edu Robyn Fivush, Emory U.; don't have an email the discussant was Gisela Labouvie-Vief, Wayne State University; don't have an email. I am sure that any of them would be willing to send you their papers on the topic and point you to the work of others in this area. Elaine Blakemore Psychology Indiana - Purdue University blakemor@cvax.ipfw.indiana.edu At 11:20 AM 6/20/96 -0700, you wrote: >Hi - I'm looking for feminist and social constructionist >criticisms/interpretations of developmental psychology. Although I feel >confident about my understanding of social constructionism and feminist >concerns regarding gender and sexuality, any suggestions regarding more >general developmental psychology would be appreciated. > >The one source I've got is Erica Burman's Deconstructing Developmental >Psychology. > >Thanks > >Qhyrrae > ========================================================================= Date: Thu, 20 Jun 1996 14:28:18 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Susan Arpad Subject: Re: women's health courses Comments: cc: Judith Gonzalez In-Reply-To: <199606201844.LAA11139@gaudi.csufresno.edu> from "Beth Kaufman" at Jun 20, 96 12:17:52 pm Dear Beth Kaufman: I am forwarding your message to Judith Gonzalez-Calvo, who teaches our women's health course in Women's Studies, but in case she doesn't receive it or respond, Judy teaches several courses, about one every three semesters. I guess that enrollments are about 10-15 students each time the course in offered. We have another women's health course offered in another department, but I can't tell you much about it. Susan_Arpad@CSUFresno.edu ========================================================================= Date: Thu, 20 Jun 1996 19:15:57 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Suzanne Hildenbrand Subject: Re: women's health courses Comments: To: Beth Kaufman In-Reply-To: <199606201841.AA21056@interlock.mgh.com> The message from Beth Kaufman makes me woner what has happened to the women's health list that used to be housed at the Univ of Washington. I have tried various addresses and all bounced! That would be a good place for Kaufman to post, if it still exists! SH ========================================================================= Date: Thu, 20 Jun 1996 19:23:01 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Suzanne Hildenbrand Subject: Re: commodification of higher ed Comments: To: William Pendleton In-Reply-To: I agree with Pendleton...the difference between taking one's own notes and using those produced by the teacher seems immense. Note-taking forces one to focus on selecting key words, key ideas for oneself and deciding what is important.Using prepared notes is like reading the Readers Digest version...SH ========================================================================= Date: Thu, 20 Jun 1996 19:09:58 CST Reply-To: Women's Studies List Sender: Women's Studies List From: Martha Henn Organization: Mervyn H. Sterne Library Subject: SCUM Manifesto Greetings. The SCUM Manifesto is available on the World Wide Web at the following URL: http://wps.com.texts/SCUM-manifesto.html --Martha ******************************************************************** * Martha Henn Reference Librarian for Arts and Humanities * * (205) 934-6364 Sterne Library, Univ. of Alabama-Birmingham * * FAX (205) 975-6230 917 13th St. S. Birmingham, AL 35294-0014 * * e-mail: mhenn@beowulf.mhsl.uab.edu or slb2056@uabdpo.dpo.uab.edu * ******************************************************************** ========================================================================= Date: Thu, 20 Jun 1996 19:14:09 CST Reply-To: Women's Studies List Sender: Women's Studies List From: Martha Henn Organization: Mervyn H. Sterne Library Subject: SCUM Manifesto Address Correction Correction: the URL for the SCUM Manifesto on the World Wide Web is: http://wps.com/texts/SCUM-manifesto.html After awhile, the dots and slashes start running together. ******************************************************************** * Martha Henn Reference Librarian for Arts and Humanities * * (205) 934-6364 Sterne Library, Univ. of Alabama-Birmingham * * FAX (205) 975-6230 917 13th St. S. Birmingham, AL 35294-0014 * * e-mail: mhenn@beowulf.mhsl.uab.edu or slb2056@uabdpo.dpo.uab.edu * ******************************************************************** ========================================================================= Date: Thu, 20 Jun 1996 23:44:55 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Prema Oza Subject: any women's legal grps in CO?? does any one know of any legal or business organizations for women in colorado? immigrant or 'visible minority' groups like these would be even better? what about national groups? any help would be appreciated? thanks ar490@freenet.carleton.ca ========================================================================= Date: Fri, 21 Jun 1996 08:42:35 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Donna Marie Mccabe Subject: Women Walking for Peace Comments: To: Prema Oza In-Reply-To: <199606210344.XAA25618@freenet3.carleton.ca> Barbara Deming Memorial Peace Walk When: July 19-August 26, 1996 Where: Seneca Falls - Albany - New York City Contact: Donna McCabe mccabd@rpi.edu I am organizing a 300 mile peace walk honoring writer, poet, peace activist, lesbian and feminist Barbara Deming. This walk will be an opportunity to talk to wonderful women, connect with the land, and with our very selves. We will walk about 10 miles a day, donating feminist and nonviolence books to local libraries along the way, planting wildflowers, sharing stories.... For complete details on the walk, email mccabd@rpi.edu or visit the comprehensive web site at: http://www.rpi.edu/~mccabd/bdindex.html As walk organizer, I would very much like to join up with women's studies departments, centers, and organizations along the route. When we walk through your town can we stop and talk? Can you help support the walk as we pass, by walking with us for a day? By offering a floor to sleep on? Organizing some community members for a pot luck dinner? Singing with us? The possibilities are endless. Barbara Deming's writings are often overlooked by teachers. The goal of the walk is to not have Barbara forgotten. We walk to honor her memory, her accomplishments. Join us! Donna McCabe mccabd@rpi.edu ========================================================================= Date: Fri, 21 Jun 1996 09:09:36 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Shahnaz C Saad Subject: Re: women's health courses In-Reply-To: from "Suzanne Hildenbrand" at Jun 20, 96 07:15:57 pm I believe the women's health list no longer exists. Chris ******************************** Chris Saad saad@dolphin.upenn.edu ******************************** > > The message from Beth Kaufman makes me woner what has happened to the > women's health list that used to be housed at the Univ of Washington. I > have tried various addresses and all bounced! That would be a good place > for Kaufman to post, if it still exists! SH > ========================================================================= Date: Fri, 21 Jun 1996 09:21:08 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Shauna Lee Manning Subject: commodification of higher ed As an administrative assistant, I see this attitude "I paid for the class, I deserve a good grade" all too often in my urban commuter campus. It seems to be more in the 20-something age group (at least on my campus). I actually had a student tell me that she "paid alot of money for that course, so I should at least get a B." Some have the attitude that like an appliance that malfunctions, they can get their money back if they are not satisfied with the grade they received at the end of a course (and yes, most students say they "received" a grade, not that they "earned" a grade). I also do not think a teacher should hand out lecture notes-- students should take notes themselves. (Many students haven't a clue on how to take notes--they have never needed to develop that skill). Taking notes forces one to prioritize information and decide what is important and relevant in the lecture/discussion. Also, handing out packets (which is what everyone does) can prevent students from developing library skills. Personally, the most important skill I learned in college was how to find information on my own on any topic I was interested in. Handing students all materials for the course leads them to expect information will be given to them--they need not do their own research. This does not develop critical thinking skills. Granted, everyone is stressed out and pressed for time; but I think students who do not work intellectually for their education are not only short-changed, but do not value their education nor see themselves as learners or students outside of the classroom. Shauna Lee Manning Women's Studies/American Studies University of Massachusetts Boston "shauna@umbsky.cc.umb.edu" ========================================================================= Date: Fri, 21 Jun 1996 09:34:45 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Shauna Lee Manning Subject: commodification of higher ed From: UMBSKY::SHAUNA "Shauna Lee Manning" 21-JUN-1996 09:21:09.36 To: WMST-L@UMDD.UMD.EDU CC: SHAUNA Subj: commodification of higher ed As an administrative assistant, I see this attitude "I paid for the class, I deserve a good grade" all too often in my urban commuter campus. It seems to be more in the 20-something age group (at least on my campus). I actually had a student tell me that she "paid alot of money for that course, so I should at least get a B." Some have the attitude that like an appliance that malfunctions, they can get their money back if they are not satisfied with the grade they received at the end of a course (and yes, most students say they "received" a grade, not that they "earned" a grade). I also do not think a teacher should hand out lecture notes-- students should take notes themselves. (Many students haven't a clue on how to take notes--they have never needed to develop that skill). Taking notes forces one to prioritize information and decide what is important and relevant in the lecture/discussion. Also, handing out packets (which is what everyone does) can prevent students from developing library skills. Personally, the most important skill I learned in college was how to find information on my own on any topic I was interested in. Handing students all materials for the course leads them to expect information will be given to them--they need not do their own research. This does not develop critical thinking skills. Granted, everyone is stressed out and pressed for time; but I think students who do not work intellectually for their education are not only short-changed, but do not value their education nor see themselves as learners or students outside of the classroom. Shauna Lee Manning Women's Studies/American Studies University of Massachusetts Boston "shauna@umbsky.cc.umb.edu" ========================================================================= Date: Fri, 21 Jun 1996 09:52:43 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Paul Burnam Subject: Re: women's health courses At 12:17 PM 6/20/96 -0400, you wrote: > Dear Women's Studies Colleagues: > > I hope this finds you well and enjoying the beginning of summer! I > need your help and input on a most important matter. > > I am the women's studies editor here in McGraw-Hill's College Textbook > Division and just received an outstanding proposal for a new women's > health textbook (from a feminist perspective). Because college > publishers are very concerned with the "bottom line", I cannot pursue > this wonderful proposal until I quantify the size of the market and > the market's need for a new textbook on women's health. > > Here's where you all come in: If your school offers a women's health > course, or a related course that would use such a textbook, please > respond privately and tell me as much as you can about the course > (i.e. enrollment, how often it is offered, texts used, etc.). Also, > would you be likely to use a new women's health text? > > Even if you don't teach the course, please take a quick peek in your > college's course catalog and tell me if you find anything! (A quick > e-mail would be great!) It is often offered across various departments > i.e. women's studies dept, allied health, public health dept, nursing > school, etc. > > Thank you in advance for your assistance and input. I believe that > there is a sizeable market for this text and that undergraduate women > need new, up-to-date resources on this topic. Many thanks for your > time and I look forward to hearing from you!! I deeply appreciate your > help!! > > Best wishes, > Beth Kaufman, Senior Associate Editor > McGraw-Hill College Division > > e-mail: Beth_Kaufman@McGraw-Hill.com > phone: 617-262-1160 My wife, Mary Ann Bradford Burnam, teaches a women's health course in the curriculum of the nursing department of Otterbein College, Westerville, Ohio 43081. I believe she would be interested in new text from the feminist perspective. She definitely includes feminist issues within her present course. PAUL BURNAM, PUBLIC SERVICES LIBRARIAN Ohio Wesleyan University Libraries Delaware, OH 43081-2312 (614) 368-3240 (office) (614) 368-3222 (fax) Internet: pdburnam@cc.owu.edu ========================================================================= Date: Fri, 21 Jun 1996 08:22:55 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: CATRIONA JOHNSON Subject: any women's legal grps in CO?? -Reply You may want to phone Business and Professional Women at (202) 293-1100; American Business Women's Association at (816) 361-6621; American Association of Black Women Entrepreneurs at (301) 565-0258; National Association of Minority Women in Business (816) 421-3335; Organization of Pan Asian Women at (202) 429-6824; Latin Business and Professional Women at (305) 446-9222. Most of these groups have chapters throughout the US. Catriona Johnson American Physical Therapy Association cjohnson@apta.org >>> Prema Oza 06/20/96 11:44pm >>> does any one know of any legal or business organizations for women in colorado? immigrant or 'visible minority' groups like these would be even better? what about national groups? any help would be appreciated? thanks ar490@freenet.carleton.ca ========================================================================= Date: Fri, 21 Jun 1996 14:04:38 +0000 Reply-To: Women's Studies List Sender: Women's Studies List From: Eithne Foley Subject: Page 3 Girls. Hi All, I'm trying to get together some materials for a course next term for students studying Sociology. The unit I'm teaching is Gender, and I wanted to look at the issue of Page 3 Girls and the failed attempt to eradicate such pictures in Newspapers. I think the issue could be used to discuss many aspects of Gender relations. However, I can't find any literature written specifically on the issue or the campaign. Any Ideas? Feel free to e-mail me privately at efoley@ucc.ie Thanks a lot, Eithne Foley. ========================================================================= Date: Fri, 21 Jun 1996 11:16:50 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: the Cheshire Cat Subject: Re: commodification of higher ed In-Reply-To: <009A42DD.585656E0.1@umbsky.cc.umb.edu> On Fri, 21 Jun 1996, Shauna Lee Manning wrote: > > Also, handing out packets (which is what everyone does) can prevent > students from developing library skills. Personally, the most important > skill I learned in college was how to find information on my own > on any topic I was interested in. Handing students all materials I agree that students ought to take their own notes, however I had a professor who handed out his notes just at the midpoint and end of the semester, before papers were handed in, and these were often very helpful alongside my own notes. two: if I had had to go and find every single article that I needed to read for class in addition to whatever side readings I did, I would never have had time to read any extra material. Packets are a god-send, and I find it rather snotty to have other folks assume that I have no research skills to start with. If you want research skills assign research papers, so that research becomes part of the class. I really think many professors forget that not only are their classes not the only ones being taken (especially by undergraduates), but that both graduates and undergraduates often taday are NOT being supported by their parents, but are earning their own way, sometimes with full-time jobs. This, together with the fact that at many colleges and universities library hours have been massively cut back due to funding cuts, and the student has an enormous problem on their hands. Keep in mind also that not every journal, nor every issue of every journal is carried at every University. If you want readings from obscure journals or texts (or often even not-so-obscure) the professor may have to check and mae sure that it's actually available. I've actually had a class where the professor had a copy of a particular journal, assumed the library had it, assigned it, and of course...the library did not have it. After weeks of complaining, the professor finally went and checked for herself, and then somewhat embarrassed, provided copies of the article to the class. Alana alanacat@wam.umd.edu ========================================================================= Date: Fri, 21 Jun 1996 11:17:27 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Ann Ferguson Subject: women's health courses 6/21/96 Re Beth Kaufmann's query, UMass/Amherst Women's Studies regularly offers a general education course in Women and Health, taught by Jan Reymond, which has about 100 students enrolled. Unfortunately Jan has been on leave for 2 years so she is not around to ask about your proposed text, but she will be back sometime this summer, so you might send her a letter asking about your text. Best, Ann Ferguson Director of Women's Studies UMass/Amherst ferguson@philos.umass.edu ========================================================================= Date: Fri, 21 Jun 1996 11:32:05 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Elizabeth Purdy Subject: Re: commodification of higher ed I agree with those that have argued that students taking notes learn more and go through a different learning process than do students who simply read someone else's notes--whether they be the teacher's notes or notes from other students. I have always thought that learning should be an interactive process, and manufacturing notes that students then regurgitate allows students to be lazy physically and mentally. Also, on a practical note, if students can learn what they need to know from a class by reading summaries of your lectures and their text books, then some of them will not come to class or will divorce their minds from class even if they are there physically. One additional point is that some students actually learn through the act of writing down the notes and are more likely to retain that information on a test than if they memorized it. Some of the most productive classes I have ever had have evolved through class lecture interspersed with class reaction and discussion, and some of these "lectures" change in response to what happens in a particular class room. ========================================================================= Date: Fri, 21 Jun 1996 11:36:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: STOP HEALTH REPLIES AND DUPLICATE MESSAGES Hi. I'm writing in my capacity as WMST-L's Official Nag to ask that you reply PRIVATELY to Beth Kaufman's query about women's health courses. She provided both her e-mail address and her phone #: Beth_Kaufman@McGraw-Hill.com (bkaufman@McGraw-Hill.com may also work) 617-262-1160 If the message doesn't get through privately, check your spelling and punctuation (esp. the underscore between Beth and Kaufman and the hyphen in McGraw-Hill). If need be, use the phone. Please DO NOT SEND REPLIES TO WMST-L! If your mail system asks you, do NOT use the "reply-to" address and do NOT reply to all recipients. Also, for some reason, people have been sending duplicate messages to WMST-L today. I suspect that the problem may have to do with some incompetent mail system that is sending misleading messages to people who have posted telling them that their message wasn't delivered. You can ignore such messages. And NEVER SEND DUPLICATE MESSAGES TO WMST-L UNTIL YOU'VE MADE ABSOLUTELY CERTAIN THE FIRST MESSAGE DIDN'T ARRIVE. If I wanted to find out whether a message I posted had gotten through (if I received my copy from WMST-L, that's evidence that it did go through, but people set to NOMAIL don't get these copies), I'd send the following 7-line message to LISTSERV@UMDD.UMD.EDU: // Database Search DD=Rules //Rules DD * Search korenman in WMST-L from 96/6/19 Index Print /* Within seconds, listserv will send me a copy of any messages from yesterday or today that included the word "korenman". Please save this message so you'll know how to do this when the need arises. For more information about finding past messages, send the message GET DUMMY GUIDE to LISTSERV@UMDD.UMD.EDU . End of nagging. Have a good weekend. Please DO NOT REPLY TO THIS MESSAGE. Joan Korenman ***************************************************************************** * Joan Korenman korenman@umbc2.umbc.edu * * U. of Md. Baltimore County * * Baltimore, MD 21228-5398 http://www-unix.umbc.edu/~korenman/wmst/ * * * * The only person to have everything done by Friday was Robinson Crusoe * ***************************************************************************** ========================================================================= Date: Fri, 21 Jun 1996 11:45:00 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Carolyn Feser Subject: taking notes Dear Dr. Pendleton; I am one of those "new" students. I feel that I deserve an education for my money. I am a working mother and wife. I am in grad school. I don't have anyone to pay for my classes but myself and my husband. While not a perfect student, I find that I sometimes have to stand up for myself and question authority. When the purpose of the assignment is unclear or the professor does not specify a preferred methodology. We often don't know how to be students or what is expected of us. I have a B. S. in Geography. I was the only woman in my classes and I had to assert myself to get the credit I deserved. I too am frustrated with the students that whine (literally) when they are asked to study. I often take few notes because, unlike the rest of the class, I have read the assignment and the professor is only rehashing that which was already laid out in plain english by the author of the text. When I finally got into a class wherein I was asked to think and not regurgitate the lecture, I was astounded. I feel that grad school has been the education I should have gotten as an undergraduate. I am sick to death of the students that can't answer an essay question because they can't complete a sentence and want to be spoon fed. So, I have to "fill in the blank" with the exact word the professor would have used. There have been times when I knew of several ways of interpreting a question but not sure which one the professor had in mind. Sometimes the wording is unclear. This is especially true of the fill-ins with two or more blanks in the sentence. But, I think the problem really lies in our grade and high schools. So many students are not prepared for higher education. And, mutual respect seems to be a thing of the past. I know this has been a long and rambling post. I didn't outline it first as I would an essay. But, I really felt compelled to add my $.02. Respectfully submitted by - Carolyn J. Feser feser@uis.edu ========================================================================= Date: Fri, 21 Jun 1996 11:57:59 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Celia Winkler Subject: Re: commodification of higher ed In-Reply-To: One problem I see as a relatively new teacher is that the "new style of student behavior" is more like commodification than a questioning of authority. I think we have to look at our position in this as well--to what extent do we really represent authority? Increasingly, we are becoming an "intellectual proletariat," with the decline of tenure track jobs in favor of transient adjuncts. As many have pointed out, if we do not "sell ourselves" well (how do we define that?) we do not eat. I think we have to situate higher education in the more universal trend toward market logic, where everything is available for a price. In order to really see the effect of privatization and neoliberal market logic, it's easier if you look at other countries that have had more developed public sectors (e.g. Sweden). It's harder to see in the US because the public sector has never been as strong, and weakened much earlier. But if we look at the commodification of education in an international context, Ruby's point is unavoidable. The commodification and privatization of education has profound implications for women, in particular. It increasingly creates knowledge as a purchasable commodity, no different than a new computer and internet access, with similar benefits to the purchaser. It severs knowledge from the body, and reifies it into a grade on a card. It goes into women's studies. As fewer public dollars go into public education, where will the money come from that will keep our courses taught? It comes from donations (to the business school, most likely) and from tuition. But if students internalize the market logic of education, they do expect that their tuition will "buy" an A. They'll stop taking the critical courses we teach (these courses don't help them get a job at IBM or Sony, after all, and if they're not an easy A, they'll interfere with the real task at hand--getting an A in organic chemistry or advanced marketing), and there goes our jobs and our knowledge. Those instructors who refuse to hand out their notes may get fewer students or worse evaluations, and therefore no work. But we are in a particularly good place to resist the commodification of knowledge because we get an early crack at citizens-as-students. Not as authorities, but as people who have on offer something particularly valuable that cannot be purchased for money. Yeah, they still pay tuition, we can't help that (yet). It's up to us to teach them how valuable learning to think can be. Celia Winkler Sociology, University of Oregon cwinkler@oregon.uoregon.edu ========================================================================= Date: Fri, 21 Jun 1996 14:22:28 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: MS MARTHA A JOHNSTON Subject: commodification of higher ed I agree with Shauna Lee Manning's observations that younger students are more likely to have an attitude about their grade. I too experienced the, "I wrote alot and put a cover on it too, so how come I got a B?" etc. It's unnerving and dismaying, especially at my college where our only final grade choices are whole letter grades - A,B,C,D,F - no pluses or minuses. I found grading to be the most difficult part of teaching because students were given grades they did not earn. I also agree that learning research skills is a premium, and once learned, a valuable asset. I was stunned when my students expected [and were disgruntled when they didn't receive it] a review sheet for testing purposes. When I too wondered aloud why no one was taking notes, this was the expectation that followed. I told them frankly that I considered such a review sheet to be a prime way to avoid the responsibility of learning on their own, including dismissal of the readings. Call me old fashioned, but I don't agree with the review sheets, the packets, etc. I was further disheartened to find that my superior was in favor of anything that makes it easier on the students. Is this a COLLEGE education?? On the other hand, it's probably quite obvious that I am new to teaching (I teach Intro to WS, and am developing a Women & the Law course), and I have enjoyed the helpful discussions here that began with interactive student participation. Thanks to all! MAJohnston@prodigy.com ========================================================================= Date: Fri, 21 Jun 1996 16:23:33 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Joan C. Chrisler" Subject: innovative research methods Comments: To: powr-l@uriacc.uri.edu Comments: cc: pwinet-l@vms.cis.pitt.edu Mary Gergen and I are collected examples of syllabi and assignments for courses on research methodology that feature innovative methods, i.e., ways of studying human behavior that go beyond the usual social science methods (experiments, correlations, surveys). If you have been teaching students to use innovative methods, please send me examples of materials you use (e.g., hand-outs, assignments, syllabi, samples) that could be helpful to other faculty who want to add new methods to their courses. We are part of a task force for Division 35 (Psychology of Women) of the APA. The task force will produce products we can share at the end of our work. I'd be glad to keep your name on a mailing list for distribution. We are also interested in suggestions of journal articles that describe research projects that used innovative methods. If you've read anything innovative lately, please send me the citation. Don't worry about whether it is a good or bad example of the method. Right now we just want to familiarize ourselves with the widest possible range of methods in use. Thanks! Joan C. Chrisler Department of Psychology Connecticut College New London, CT 06320 jcchr@conncoll.edu ========================================================================= Date: Fri, 21 Jun 1996 16:47:33 EST Reply-To: Women's Studies List Sender: Women's Studies List From: "Gina Oboler, Anthropology & Sociology, Ursinus College" Subject: Re: commodification of higher ed I fail to see that questioning authority and thinking critically are inimical to good note-taking so that one can remember information that another person has conveyed, whether that person is the professor or another student making a presentation. Let's not confuse product and process. ========================================================================= Date: Fri, 21 Jun 1996 16:18:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: W pendleton Subject: Re: taking notes In-Reply-To: Your message of Fri 21 Jun 1996 11:45:00 -0500 Feser's response to the list and a private response to me which is not a great deal different raises some important questions that are, I believe, relevant to WS programs even though other programs have similar problems. WS is academically marginalized in many places and part of that marginalization rests on a reputation of lowered standards. That reputation is not always deserved, though some of the more extreme efforts at consciousness raising and male bashing (I could cite communications to this list from my own university on this pooint, but I am not seeking a quarrel with anyone on this point) have the consequence of calling into question the scholarly purposes and level of teaching in those programs. To the extent that lower standards, less learning to make life easier for the students, and foolish requests for high grades are tolerated, serious students will be repulsed by a program. That fate has fallen to different fields at different times in different places, so it is not discipline specific. Education or educational studies suffers from this phenomenon in many places so that the medianl score of students seeking to educate the next generation is at the 25th percentile of all fields on the SAT--the lowest of any field. Other factors are involved, but WS should seek to avoid becoming a place for the ideologically pure with low standards and reacting to this trend toward making things easy for students is a good place to make a statement. The point raised in your note about poor teaching, fill in the blank tests, etc. is well taken. Poor teaching leads to less effective learning, even if high standards for grades are maintained. I have found that encouraging students to write explanations of answers to questions, even so called objective questions, is fairer, though not all students take advantage of that option. It is frustrating to encounter students who pay no attention to information about grading. I set on the syllabus that A= 95-100, B=85=94, C=75-84 D= 65-74 and that -'s will used for those who are close to the range and +'s will be used for those who are at the upper end of the range. Yet, I still get one or two students who ask why, with an average of 81, then got a C rather than a B. Such complaints have increased in recent years. While grading is never wholly fair, I suspect students have not been made suffciently aware that a higher grade than they deserve is unfair to those who actually demonstrated a higher level of knowledge. Though some complaints have been audacious, no student has yet suggested that the cost of the course is so high a higher grade should be given. Perhaps they are aware that my response would be that the cost being so high suggests a lack of responsibility on thepart ofone who learns so little. In any event, the problem of grade inflation and shifting standards is one that all fields need to address. *********************** WM W. PENDLETON DEPARTMENT OF SOCIOLOGY EMORY UNIVERSITY 404 7277524 SOCWWP@EMUVM1.BITNET SOCWWP@EMUVM1.CC.EMORY.EDU SOCWWP@EMORYU1.CC.EMORY.EDU BPENDL@SOC.EMORY.EDU ========================================================================= Date: Fri, 21 Jun 1996 16:29:57 +0200 Reply-To: Women's Studies List Sender: Women's Studies List From: Debjani Das Comments: To: WMST-L@UMDD.UMD.EDU. Hallo, I'm writing these lines to break out of my doctoral writing loneliness, and partly out of homesickness for Westbengal which unfortunately continues to remain 15 snailmail days and 1500 airfair DMs distant from Germany despite World Wide Webs and Internet. My present priority should be academic: namely a momentarily stagnating dissertation on the role of NGOs - non-governmental organisations - in marxist-governed West Bengal. Any information on or further contacts with NGOs and women's organisations (or women in organisations) in West Bengal, would be very welcome, in preparation for a eight month visit to Calcutta, WB (in India) from September 1996... I would also welcome a discussion or exchange of experiences on the positive and negative role which NGOs play in the empowerment of third world poor women, the dialectic between NGOs and the left, between rhetoric and praxis... fax: (+49 421) 218 7542 Debjani Das e-mail: debdas@zfn.uni-bremen.de snail-mail: Vorstrasse 99 E 23, 28359 Bremen ___________________Oooo.____________________________________________________ .oooO ( ) This post uses 100% recycled electrons ( ) ) / \ ( (_/ ========================================================================= Date: Fri, 21 Jun 1996 17:17:12 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Winkler Organization: West Virginia Network Subject: commodification of higher ed While I think the act of taking notes is useful, sometimes students are not familiar with terms or get concepts completely confused. I hand out an outline with some key terms and encourage students to make additional notes, beginning with the sheet if they like. Also, I see nothing wrong with coursepackets. They supplement texts that may not be exactly what you want. Do we think students shouldn't read texts? I see coursepackets as tailored anthologies - chosen by me. And that way I know for sure what's in the library, available, and what's not. Of course, I encourage students to learn about library resources, looking for additional materials, through thematic/research papers and workshop with our library's women's studies bibliographer, Carroll Wilkinson. What I can't stand are those commercial places like "Neer Notes" where a student contracts to take notes in class and a packet of what are essentially my outlines are _sold_ to students. Now that I call "commodification." (I let the students know they weren't getting anything they didn't get from me and we were dropped from the commercial place's list.) Barbara Scott Winkler, WVU ========================================================================= Date: Fri, 21 Jun 1996 19:19:35 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Ginzberg Subject: Grades, Commodification, Etc. This discussion is interesting to me. The longer I have been teaching, the more I come to wish that the activities of teaching and grading could be divorced from one another. There is a paradox involved when the same person both instructs and evaluates. Qua *instructor*, it is in the students best interest to be as forthcoming as possible about areas of confusion, about things that make no sense, about things that sound implausible or unintelligible (and I am in no way under the illusion that it is only the student's "misunderstanding" that causes these phenomena. Some of what we teach genuinely makes no sense). In order to *learn* the best and the most, it is in the student's best interest to bring those places to the forefront of the discussion, and to dissect and question and challenge and do her own research into differing approaches and claims, etc., etc. -- and then to bring those things back into the classroom for further discussion. But qua *evaluator* it is in the student's best interest to HIDE her places of confusion, deep disagreement, etc., etc. in order to appear to be "getting it easily" and to "have a good command of the material." I will never forget what a music instructor said to me once: "If you're going to make a mistake, make a good loud one so I can hear it. If I can't hear the wrong notes you are playing, I certainly can't help you get any better." I have (ever since then) thought of this as a good model for teaching and learning. The instructor is a PARTNER, not an adversary; the instructor's critique is meant to HELP not to HURT. But when the instructor and the evaluator are one and the same, it is difficult to make one's mistakes be "good loud ones" knowing full well that one may well be given a lower grade than if one just manages to bluff one's way through and APPEAR to understand everything that has been taught. By the time I finished grad school I knew how to be "a good student." I remember believing that I could (by that time - in my 30's already - having been a student of some kind or another for 90% of my life) sign up for any class in the University, and I knew how to "get an 'A' in it" -- because I knew how to "play" the grading game and "win." Perhaps that was a bit arrogant, but the point is still there -- learning how to get 'A's and becoming substantively educated are not the same thing. I think if the teacher could be excused from assigning grades, it would be easier to form this exploratory PARTNERSHIP between students and faculty. I'd rather see different faculty than the one(s) who taught the class be the ones who assign the grades. I'd gladly examine and grade a colleague's students (assuming I knew the subject matter that she was teaching) if she would do the same for me. Then we could get the "grades" thing OUT of the teaching/learning process so it would stop interfering with it and corrupting it. --------- Ruth Ginzberg --------- (if message bounces or I do not respond, try RGinzberg@aol.com) (for Dog List Administration matters, use SpanielMom@aol.com) --------------------------------------------------------------- ========================================================================= Date: Fri, 21 Jun 1996 18:46:04 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Heidi Jacobs Subject: US Women Writers 1870-1920 > > CALL FOR CONTRIBUTORS > > In 1998 the DICTIONARY OF LITERARY BIOGRAPHY will be publishing a > three-volume collection of US women prose writers. As editors of the > volume _American Women Prose Writers, 1870-1920_, we are inviting > scholars in the field to contribute essays. > > The goal of the volume is to bring revisionist literary history > scholarship to the field of women's prose writing in this period. As > editors, we have sought to bring together a collection of women prose > writers that will reflect the diversity of writings, genres, and > innovations produced during this period. Essays will focus on the > specifics of a writer's life; in addition, they should draw attention > to the literary genres and movements in which the assigned writer > engaged; cultural and political issues that impacted her writing or > that she helped to shape; issues of race, ethnicity, class, and gender > specific to her life and writings; and issues of regional diversity as > well. > > Several essays have been assigned to date; however, contributions for > essays on the following writers have not yet been assigned: > > Jane Addams > Mary Antin > Amelia Barr > Sophia Alice Callahan > Anna Julia Cooper > Olive Tilford Dargan > Mary Abigail Dodge > Crystal Eastman > Sarah Barnwell Elliott > Annie Adams Fieldss > Emma Goldman > Sarah Pratt McClean Greene > Anna Catherine Green > Susan Hale > Frances E.W. Harper > Constance Cary Harrison > Amelia Johnson > Mary Johnston > Emma Dunham Kelly > Elizabeth Stuart Phelps (Ward) > Agnes Reppelier > Mary Roberts Rinehart > Octavia Victoria Rogers > Amanda Smith > Susie King Taylor > Ida B. Wells > Frances Willard > Martha Wolfenstein > Anzia Yezierska > > If you are interested in contributing an essay on any of these > writers, please send a letter or e-mail of interest and a brief CV to > the following address by JULY 10, 1996. > > Prof. Sharon M. Harris > Dept. of English > University of Nebraska-Lincoln > Lincoln, NE > 68588-0333 > > e-mail: sharris@unlinfo.unl.edu > > ========================================================================= Date: Fri, 21 Jun 1996 23:17:58 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: "Doris Rita Alfonso " Subject: Call for Contributions (fwd) ***CALL FOR CONTRIBUTIONS*** French Feminisms Web Site Under Construction There is currently a dearth of materials on French feminists available on the information superhighway!!! We believe that the time has come for the representation of feminist thought and thinkers in virtual reality, and in the free and wide access of these feminists materials. If you have articles, interviews, photographs, biographies, or other genre of materials pertaining to French feminists (widely interpreted) and their discourses which you would like to contribute for World Wide Web access, please contact: Karla Tonella Any suggestions, comments, or questions can be directed to: Rita Alfonso You can currently view the first installation, "Nomadic Philosopher: A Conversation with Rosi Braidotti" by Kathleen O'Grady (1995) at: http://www.arcade.uiowa.edu/gw/wstudies/Braidotti/ or http://www.lib.uiowa.edu/gw/wstudies/Braidotti/ In this August, 1995 interview with Kathleen O'Grady, Rosi Braidotti discusses her recent work at the intersection of feminist and environmental activism, the central role of feminism in the redefinition of philosphy, the polemics between continental and anglo-American feminist, and the development of women studies programs in Western Europe and North America. Rita Alfonso University of Memphis Memphis, TN 38152 (901) 678-2535 dralfonso@cc.memphis.edu ========================================================================= Date: Sat, 22 Jun 1996 11:32:54 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Bones Subject: NGOs and W/S In-Reply-To: <9606211429.AA27536@alf.zfn.uni-bremen.de> The issue that Debjani Das's post regarding NGOs brings up for me is one of language. After working in non-profit housing in Canada and tracking the links to "experimental" mirror housing projects being organized by particular NGO's in so-called "Third World" countries it started to become clear that "leftish" terms such as "empowerment" and "ownership" were being used in order to attract and exploit women's unpaid labor in the building of the projects. This was a difficult issue to broach in my teaching however, since the terms themselves were seen by the students as so overly positive and benevolent that trying to unpack them left some enlightened but many others simply confused. Linda D. Wayne Syracuse University bones@mailbox.syr.edu ========================================================================= Date: Sat, 22 Jun 1996 11:43:59 EST 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, SWIP-L Moderator" Subject: Film Review Added: I Shot Andy Warhol On Saturday, June 22, 1996, I reviewed "I Shot Andy Warhol" on "The Women's Show," Tampa's womanist/feminist weekly radio show on WMNF-FM (88.5) "Radio Free Tampa." My review is now available for retrieval from the FILM FILELIST. To obtain this review send the following command to Listserv @UMDD (Bitnet) or UMDD.UMD.EDU (Internet): GET FILM REV179 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 3000 subscribers to WMST-L so there are probably 2999 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 ************************************************************* Linda Lopez McAlister, Editor, HYPATIA and Listowner SWIP-L Dept. of Women's Studies, University of South Florida, Tampa Tel. 813-974-0982/FAX 813-974-0336/mcaliste@chuma.cas.usf.edua ========================================================================= Date: Sat, 22 Jun 1996 13:06:08 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Ingrid Alisa Bowleg Subject: ISO Ideas for A Community Sample in D.C. Metro Area Dear fellow WMSTL-subscribers: I'm writing to invite you to engage in a little brainstorming with me if you will. I'm a doctoral candidate in applied social psychology at the George Washington University. I'm in the midst of writing my dissertation proposal and thus am proactively planning how I will recruit a (racially and ethnically and socio-economically diverse) community sample of women between the ages of 18 and 44 to complete an anonymous questionnaire in mid to late September or early October 1996. I'm researching the relationship between women's HIV/AIDS risk-taking behaviors and their attitudes and perceptions of: (1) traditional female gender roles and stereotypes; and (2) power in their sexual and romantic relationships. Ideally, I would like to get a sample of at least 200 women from a single site, but am well aware that this is hopeful thinking and will probably have to rely on multiple sites. Of course, this poses methodological issues in terms of defining my sample, but for now the biggest problem is getting *any* participants. I've already made contacts with various local county commissions on women, women's health organizations, etc. but I want to be as comprehensive as possible with my search for ideas, suggestions, and contacts. I should add that I will be unable to pay subjects for their participation, but would be happy to conduct a workshop (most likely on women and HIV/AIDS and female socialization, gender roles and so forth) as a way of providing some recompense to the organization providing the subjects, as well as the subjects themselves. So if you have any ideas, any ideas at all, that you can send my way, I would be very grateful. Please reply to me privately. Thank you. Lisa Bowleg Women's Studies Program Georgetown University Internet: lisabow@gwis2.circ.gwu.edu ========================================================================= Date: Sat, 22 Jun 1996 11:07:50 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Lahoucine Ouzgane Subject: Help with Anzaldua's address Greetings. I would like to get in touch with Gloria Anzaldua and would appreciate any help with her address, phone number or fax number. Please respond privately and thank you in advance. Prof. Lahoucine Ouzgane English, U of Alberta, Canada ========================================================================= Date: Sat, 22 Jun 1996 13:44:50 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Bones Subject: CALL FOR PAPERS - REMINDER This is a reminder that I am still seeking papers for an anthology I am putting together. The cfp deadline is Nov.1/96. Please post this if possible or put a notice in your newsletter. It has appeared in the NWSA and several Lesbian/Gay Studies newsletters (lesbian and gay support has been tremendous!). I am especially looking for feminist analytic histories and accounts of personal interaction with NAS, Accuracy in Academia, the Promise Keepers (among many other national and local groups) well as far right groups such as the Klan and US neo-Nazi party. Thank you for your help, support, and contributions. - Linda D. Wayne (bones@mailbox.syr.edu) ****************************************************************************** DISTURBING ALLIANCES: THE ORGANIZED RIGHT ON CAMPUS CALL FOR PAPERS The presence of various organized right-wing groups on campus in both the US and Canada is becoming more evident daily. Recruiting campaigns, corporatization, religious counter-demonstrations and R & D parks are manifestations of only the most obvious types of right-wing organizing in academe. Less obvious are the off- campus control of student newspapers, funding tagged for historical revisionist or biological determinist research, and contracts for lethal chemical development. For this ground-breaking anthology we invite essays, historical narratives and life stories which uncover, describe and analyze connections between differing types of right-wing groups and the campus. Topics could include but are not limited to: Strategies of the Christian Right Neo-conservative Agendas Organized Surveillance Backlash and Threats of Violence Media Connections Reactionary Rhetoric The New World Order Cults, Frats or Secret Societies Right-wing Ideologies Hate Group Activities Think Tanks and Foundations Coercion in the Classroom Histories of Right-wing Groups Strategies for Resistance Especially welcome are submissions from activists and academics working in the field and in African American Studies, Women's Studies, Cultural Studies, Queer Theory, Rhetoric, Education, Neo-colonialism, Geo-politics, Sociology, Ethnic and Jewish Studies, Political Science, History, International Relations, Law and Media Studies. We require a one page abstract with your name, contact information, affiliation, e-address and provisional title. Complete manuscripts accompanied by an abstract are also welcome. Send submissions, queries or requests for posters to: Disturbing Alliances P.O. Box 7205 - University Station Syracuse, NY 13210-7205 e-mail: bones@bosshog.arts.uwo.ca fax/phone: (315) 478-7914 DEADLINE: NOVEMBER 1, 1996 PLEASE COPY AND DISTRIBUTE ========================================================================= Date: Sat, 22 Jun 1996 13:40:46 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Raka Shome Subject: Re: Help with Anzaldua's address In-Reply-To: Message of Sat, 22 Jun 1996 11:07:50 -0600 from On Sat, 22 Jun 1996 11:07:50 -0600 Lahoucine Ouzgane said: >Greetings. I would like to get in touch with Gloria Anzaldua and would >appreciate any help with her address, phone number or fax number. Please >respond privately and thank you in advance. > >Prof. Lahoucine Ouzgane >English, U of Alberta, Canada > Hi--- As far as I know, and heard, Anzaldua is currently in the doctoral program at UC-Santa Cruz ---The History of Consciousness program. So, you might be able to locate her there Raka Shome Raka Shome Dept. of Speech Communication University of Georgia rshome@uga.cc.uga.edu ========================================================================= Date: Sat, 22 Jun 1996 17:46:47 -0400 Reply-To: "Vashti Braha (SAR)" Sender: Women's Studies List From: "Vashti Braha (SAR)" Subject: Re: SCUM Manifesto I'm so glad to find out that there is now an URL for the SCUM Manifesto, because I've only been able to locate an excerpt in Robin Morgan's _Sisterhood is Powerful_. (Especially now that there is the movie out on Valerie Solanas: "I Shot Andy Warhol".) Ginette Castro has an interesting defense of the Manifesto as a brilliant parody in her American Feminism: A Contemporary History_ (trans. by Elizabeth Loverde-Bagwell). NY UP, 1990. See p.72-74. I would be interested to hear what others think of this interpretation. Castro mentions two editions of the Manifesto: a 1968 version in French published by Maurice Girodias (as depicted in the movie, although Castro says Girodias published it AFTER she shot Warhol, because of the publicity, and the French enjoyed her as a classic example of the "paranoid feminine". A second edition came out in 1977 in which Solanas wrote an introduction to a "new edition of the original text, freed from the accretions of Maurice Girodias." Linda (Lopez McAlister), do you plan to review the movie? +*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*++ * Vashti (how do you say your name again? Vasati? Vashiti? Vesta?) * + Braha (what country are you from?) + * New College of USF "Of course to the Nazis, * + 941-387-9101 I appear a rebel, but to the rebels + * I appear like a normal person from Venus" * + Nina Hagen + *+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+** ========================================================================= Date: Sun, 23 Jun 1996 12:55:03 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Bill Oetjen Subject: Turn of the century sexual harassment. In-Reply-To: Dear Folks, Can anyone direct me to reports, statistics, or accounts of sexual harassment of women in the workplace around turn of the century United States? I'm especially interested in the victimization of immigrant workers. Some sources I've seen indicate very wide-spread abuse. Thank you for your time, Bill Oetjen woetjen@moose.uvm.edu ========================================================================= Date: Mon, 24 Jun 1996 08:09:04 +1000 Reply-To: Women's Studies List Sender: Women's Studies List From: Marj Kibby Subject: Re: taking notes I provide a detailed outline of my 'lecture' on Short Loan in the library afterwards for two reasons: Although budget constraints compel me to teach at least part of my course in a lecture format, I want students to listen, question or interact with me and each other. Not all students have equal ability to take notes, students whose first language is other than English, and students with a hearing or manipulative disability are particularly disadvantaged. I provide students with information on how to take affective notes from their readings, and I set a research assignment, asking for an annotated bibliography. If we want students to have a particular skill we should teach it to them, not just expect them to develop it through enforced practice. Marj Marj Kibby Dean of Students and Director, Affirmative Action Lecturer in Sociology and Anthropology _______________________ The University of Newcastle Callaghan, NSW, 2308 Australia Ph: (049) 216604 Fx: (049) 217151 Email VFMDK@cc.newcastle.edu.au ========================================================================= Date: Sun, 23 Jun 1996 21:16:26 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Rosa Maria Pegueros Subject: Audre Lorde quote Does someone out there know the citation for the quote from Audre Lorde: The master's tools cannot dismantle the master's house. I would appreciate the correct wording and the citation if you have it. Please reply privately to: ...................................................................... Rosa Maria Pegueros 217C Washburn Hall Department of History e-mail: pegueros@uriacc.uri.edu 80 Upper College Road, Suite 3 telephone: (401) 874-4092 University of Rhode Island Kingston, RI 02881-0817 "When a great adventure is offered, you don't refuse it." --Amelia Earhart ========================================================================= Date: Sun, 23 Jun 1996 21:18:29 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Rosa Maria Pegueros Subject: Women and the Law I have recieved numerous replies to my request for help with a course I will be teaching on women and the law. I will compile a bibliography for WMST-L as soon as I return from my vacation in mid-July. Thanks to everyone who wrote; I will write to you privately if I have not done so already. Rosie ...................................................................... Rosa Maria Pegueros 217C Washburn Hall Department of History e-mail: pegueros@uriacc.uri.edu 80 Upper College Road, Suite 3 telephone: (401) 874-4092 University of Rhode Island Kingston, RI 02881-0817 "When a great adventure is offered, you don't refuse it." --Amelia Earhart ========================================================================= Date: Sun, 23 Jun 1996 21:22:59 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: beatrice Subject: Re: NGOs and W/S In-Reply-To: Message of Sat, 22 Jun 1996 11:32:54 -0400 from And your use of quotation marks around the term "third world," Linda, sets off my proposal for new terminology. Reasons for dissatisfaction with "third world" are clear. "developing" nations is also unsatisfactory because it sug- gests a beginning from ground zero, denying not only the colonial but also pre- European colonial history. What do listmembers think of "reconstructionist" - a term that I think conveys understanding of new beginnings and acknowledges pasts that must be/may be revised? beatrice bfdgc@cunyvm.cuny.edu ========================================================================= Date: Sun, 23 Jun 1996 21:37:33 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: beatrice Subject: Re: Audre Lorde quote In-Reply-To: Message of Sun, 23 Jun 1996 21:16:26 EDT from qquit ========================================================================= Date: Mon, 24 Jun 1996 18:00:15 JST Reply-To: Women's Studies List Sender: Women's Studies List From: Claire Maree Dictionaries & gender I am a posdtgrad student in Language and Information Sciences currently writing on gender representation, sexism, gender bias, in bilingual Japanese-English dictionaries used by Japanese language (predominantly Japanese as a foreign language) learners. I am focussing not only on gender representaion, but ways in which Jpanese gender systems are presented to learners through the dictionary and their translation into English. As far as I can determine very little work has been done in this area on sexism, gender representation in dictionaries for non-native speakers (there has been quite a body of work on dictionaries for native speakers) and would appreciate if anyone could point me to references (please reply privately) other than those listed below. Linda White "Feminism and Lexicography: Dealing with Sexist Language in a Bilingual Dictionary" Frontiers Vol X.No3 1989 (This is the only BILINGUAL DICTIONARY reference I have) Alma Graham "The Making of a non-sexist dictionary"(sorry, don't have source with me) Francine Frank Wattman & Paula A. Treichlar Language Gender and Professional Writing MLA Press 1989 Janet Whitcut "Sexism in Dictionaries" LEXeter'83 Proceedings ========================================================================= Date: Mon, 24 Jun 1996 07:11:38 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Nelda K Pearson Subject: journals I know we have discussed a variety of pedagogical techniques of late and discussed journaling in the classroom in the past. Have we discussed how we evaluate journals. I use them both as reading logs and as student response to class and service-learning. I am not satisfied with how I credit them in the class. To date I have simply given points for doing the journal, given written feedback on comments made, and not evaluated in any way. I am not satisfied with this. Some students take their journal very seriously while others clearly write all the entries the night before they are to be handed in. Since this is part of their grade I would like to be able to develop a fair means of crediting those who do take it seriously but not penilizing those who simply are not very good at journaling as opposed to those who simply don't invest at all. does anyone have any suggestions ? Any citations speific to the use and evaluation of journals in classes ? Please post me privately. Nelda K. Pearson Prof Dept Soc/Anth Radford University Radford, VA 24142 npearson@runet.edu ========================================================================= Date: Mon, 24 Jun 1996 09:02:31 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Rosa Maria Pegueros Subject: "The Master's tools..." Thanks to everyone who wrote to give me the citation for the Audre Lorde quote- -I now have what I need. Rosie ...................................................................... Rosa Maria Pegueros 217C Washburn Hall Department of History e-mail: pegueros@uriacc.uri.edu 80 Upper College Road, Suite 3 telephone: (401) 874-4092 University of Rhode Island Kingston, RI 02881-0817 "When a great adventure is offered, you don't refuse it." --Amelia Earhart ========================================================================= Date: Mon, 24 Jun 1996 09:09:24 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Haines Brown Subject: New list for African women New list: AfricaW The AfricaW list is an unmoderated forum to support the struggle of African women for social progress in Africa and in the world at large and to discuss matters of mutual concern. The term "African women" shall include women of the African diaspora, and the list aims to promote their solidarity with the women of Africa. To subscribe to AfricaW, send a message to: majordomo@corso.ccsu.ctstateu.edu skip the subject line and as the first line of your message, type: SUBSCRIBE AFRICAW AfricaW archives can be reached through a hypermail web page interface: http://corso.ccsu.ctstateu.edu/archives/africaw If you experience difficulty with this list, contact the list owner, Haines Brown, at brownh@ccsu.ctstateu.edu ========================================================================= Date: Mon, 24 Jun 1996 09:04:00 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Phyllis Holman Weisbard Subject: dictionaries and gender The post-er looking for citations to gender analyses of dictionaries did not give an email address for reply. Here is a suggestion that others may find of interest also: In our current special issue of FEMINIST COLLECTIONS: A QUARTERLY OF WOMEN'S STUDIES RESOURCES devoted to "Information Technology and Women's Studies" (v. 17, no. 2, Winter 1996), Fabienne Bader has a fascinating article "Feminism and Linguistics: How Technology Can Prove Our Point." She critiques the 16th cent. Latin-French dictionary, Dictionarium LatinoGallicum, by Ch. and R. Estienne. Her work was facilitated by the availability of this dictionary in electronic form along with indexing software that allowed her to find all instances and the contexts for particular words, such as femme (woman). She found a systematic and negative connotation when this word occurs in quotations chosen by the lexicographer in defining other words, although Latin literature could have provided many many more instances where the words were used without the negativity (which she learned through use of a CD-ROM that includes all classical Latin texts ever written). Besides the interesting content of the article, it is a great example of how computers are an asset to the humanities. This special issue of FEMINIST COLLECTIONS is available for $3.50 (check payable to University of Wisconsin-Madison, sent to the address below). Annual subscriptions (you also get FEMINIST PERIODICALS: A CURRENT LISTING OF CONTENTS and NEW BOOKS ON WOMEN & FEMINISM) are $30 to individuals, $55 for institutions; discounts for Wisconsin residents, postal surcharge for non-U.S. addresses -- inquire. The table of contents and five other articles from this special issue are available on our website -- use the URL below to reach our main homepage, or go directly to FEMINIST COLLECTIONS at http://www.library.wisc.edu/libraries/WomensStudies/fcmain.htm/ ************************************************************************ Phyllis Holman Weisbard University of Wisconsin System Women's Studies Librarian Room 430 Memorial Library, 728 State Street, Madison, WI 53706 http://www.library.wisc.edu/libraries/WomensStudies/ pweis@doit.wisc.edu ************************************************************************ ========================================================================= Date: Mon, 24 Jun 1996 10:52:52 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: Re: journals Nelda, I think there are very good reasons for not evaluating journals as you suggest. Despite all the drawbacks you mention, it is important for students to have a place where they can more or less free write without worrying about evaluation. Here's how I explain it to my students. There are two kinds of writing. Writer based prose is done for the writer. It is meant to be a place of exploration and the writer must feel free enough to put down her thoughts without censoring them. Reader based prose is prose written to be read by someone besides the writer. This kind of writing does need to be shaped and revised so that it can be followed by someone who doesn't share the writer's thought processes. Journals are writer based prose, even though we read them. We are trying to teach our students how to use writing as a means of exploring what they think. If we evaluate them, we lose that freedom. There are two ways I can think of to get around some of the problems you mention. You can evaluate them on effort. You can try to think of some criteria which would be clear to your students and which would let them know that you know they put effort into their journal. I've never tried this because I don't use journals. I don't like to read them. Instead I use what I call the daily log. Students are required to hand in some writing at every class. This writing serves the same purposes as a journal, but I read them one day at a time. It takes me only about 15 minutes to read through a class's logs but I find I know a great deal more about what they do and don't understand on a day to day basis. I have also experimented with doing logs electronically in various forms. The best version I think was an internet discussion group. Hope these thoughts help. Laurie Finke finkel@kenyon.edu ========================================================================= Date: Mon, 24 Jun 1996 11:05:09 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Candace Widmer Subject: Re: journals I'd like to request that the matter of grading journals be a public discussion. Many of us use journals and the problems of grading them are many. Thanks. Candace Widmer Cxwidmer@aol.com ========================================================================= Date: Mon, 24 Jun 1996 11:26:28 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Patricia Christian @ Sociology & Anthropology" Subject: Re: commodification of higher ed It seems to me that we need to define our terms before we can come to ANY conclusion about these "new" students we see in our classrooms. When I ask my students how many of them used any sort of collaborative learning in high school I find that about half of them have. The others -- many from Catholic schools, but not all -- have had a much more passive, traditional high school experience. So, some of my students walk into the classroom prepared to talk, challenge, contribute their own ideas and interpretations, and others want to hear lectures that they can regurgitate in carefully composed essays or fill-in-the-blank tests. Example: last semester two of my advisees described their experiences in a colleague's class; one said "God, he is brilliant, he knows everything about the subject, he doesn't even need lecture notes.", the other said "I hate his course, we never talk about anything, he doesn't care what we think, he is the most arrogant person I've ever seen." I would guess that the students we are complaining about -- the ones who think they deserve at least a B because they are paying so many dollars for the course, are from that more traditional background, and society has encouraged them to think they should "get what they pay for". The challenging students that many of us are sticking up for is often the one who has already learned to be responsible for her education, who expects to participate, and will disagree with or challenge her professor because she wants to understand the material. As instructors we want to encourage this second type, while teaching appropriate ways to disagree and get her views across AND encourage the passive one who resent our approach to understand why we do what we do. Pat Christian christia@gort.canisius.edu ========================================================================= Date: Mon, 24 Jun 1996 12:41:38 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: jeannie ludlow Subject: Re: commodification of higher ed In-Reply-To: <01I6A9HQ8M8YA7427G@canisius.bitnet> Hi all, I've been very interested in how a discussion about the pragmatics of learning (reading, note-taking, etc.) has been working together with a discussion of philosophies of teaching--not that this is a bad thing, but it does seem to me to be sometimes "leaving out" the respect for differences that is at the basis of a non-traditional teaching strategy. As far as notetaking is concerned, I have to object to the general implication that good note-taking = good learning. There are many good learning styles, and I try to encourage my students to figure out which ones work for them on an individual level. I didn't figure out, for example, until my senior year in college that I was an aural learner! All those years of note-taking and studying (and, I might add, getting very good grades) left me with little real understanding. But when I stopped taking notes and started really _listening_ (I often jot down one or two key words every few minutes), I found that I not only remembered much more of what was said, but I truly understood what it meant. I may never have come to realize this about myself if I had not read in my notes one day a _joke_ the professor had told. To this day I smile thinking of my 22-yr-old self busily scribing his words without even really hearing them! This does not mean that every student who does not take notes is using her best judgment about what is best for her. But it might mean that traditional note-taking has not worked for her in the past and she is, frankly, stymied about what to do with it. As a teacher (part-time/adjunct in three different schools), I try to help students who don't do well on exams and quizzes (mine are, according to my students, "terribly subjective--there is often no right answer") to explore other methods of learning besides traditional note-taking. This is important, I think, because I had several professors in my graduate education who seemed to take my non-note-taking very personally, until they read my exams & papers :-) As far as course packets & libraries, I take my intro classes to the library and show them the primary reference sources for the topic of the course (I teach media studies, women's studies, and women's history). For each class I design a "library treasure hunt" that gets the students actively using the research sources that they will be called upon to use in the course. But I also use packets, because I often use out-of-print sources (since I work in fields that don't fit into corporate publishing's "profitable" mold) or parts of a variety of sources. And yes, I do often hand out key terms with definitions. But, since I never ask for definitions on my exams (but, instead, for examples of, or arguments involving, terms), there is no memorize-and-regurgitate study system that indicates that my key term lists "let the students off the hook." I do the handouts because, quite frankly, I don't want to spend the time in class repeating the words to a definition. Since my classes usually run between 40 and 75 students (with no grading help), I can rest assured that they all have the same definition that I am using. I do think that the charges of lack-of-rigor have been aimed at Women's Studies in the past several years. I also hear the same charges aimed at adjuncts, as a "class" of teachers. I agree with many previous posters that we need to be aware of these charges (and of some students' market-oriented attitude), but I trust that, in our efforts to be fair and rigorous and good teachers, we don't forget that we are teaching individuals who have learned what they espouse (and, although it takes some time & effort, will often revise what they've learned during their time at university). Respectfully, ><><><><><><><><><><><><><><><>< Jeannie Ludlow jludlow@bgnet.bgsu.edu The telecommunications bill, signed into law by President Clinton on February 9, 1996, makes it illegal to discuss abortion anywhere on the internet. You are now reading an illegal document. VISIT THE WEBSITE OF THE NATIONAL ABORTION RIGHTS ACTION LEAGUE!! http://www.naral.org ><><><><><><>< ========================================================================= Date: Mon, 24 Jun 1996 10:25:33 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Westberg Subject: Re: NGOs and W/S >And your use of quotation marks around the term "third world," Linda, sets >off >my proposal for new terminology. Reasons for dissatisfaction with "third >world" are clear. "developing" nations is also unsatisfactory because it >sug- >gests a beginning from ground zero, denying not only the colonial but also >pre- >European colonial history. What do listmembers think of >"reconstructionist" - >a term that I think conveys understanding of new beginnings and acknowledges >pasts that must be/may be revised? Sociologist, Elise Boulding, suggests using the term "two-thirds world." Jane Westberg, PhD University of Colorado Health Sciences Center Department of Family Medicine 337 Arapahoe #304 Boulder, CO 80302 303-440-9247; Fax 303-440-7519 JWestberg@aol.com ========================================================================= Date: Mon, 24 Jun 1996 10:24:57 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jacqueline Haessly Subject: analysis tool for books, etc. Comments: cc: Jenny Burley , Phyllis Povell , GailWLippincott , Tamara Burk , marmika paskiewicz , "Donna M. Bickford" , Ann Fischer , Roberta Hammett , Jace Condravy , Harilyn Rousso , BarbaraARodmanPhD , Jackie Eller , AllanJohnson In-Reply-To: Text book Analysis Many thanks to the more than 30 people who asked about the tool which I developed to aid in analyzing print and video materials for stereotypes and patterns of exclusion. The use of the tool has been described in Peacemaking: Family Activies for Justice and Peace (Paulist Press 1980), Learning to Live Together (Resource Publications 1989), and in The Report, Newsletter of the National Council on Family Relations (July 1994). It will also be included in a forthcoming book on Diversity __Who We could be at Work__, edited by Angelis Arrien, and published by Sterling and Stone, San Francisco, in process. I use the tool for awareness building and consciousness-raising, as well as to effect social change in the ways that people "see", and publish children's textbooks, and other print and viusal materials. The tool was originally developed in 1969 in response to some work that I was doing for a committee of the Milwaukee Board of School Directors. Our task was to analyze children's readers to see how well they functioned in teaching children skill in reading. WIthin two weeks of beginning the project, I was aware that no matter how well the books did or did not teach reading, there was a far more serious problem, one which I have named "Uncovering The Subtle Curriculum". These readers communicated through pictures and text subtle messages about the role of women, men, children and adults, and people of various racial/ethnic brackgrounds. Most of these roles were stereotypical. I turned my attention to other textbooks: math, science, language arts, music, social studies and religion (for religious-based schools). Similar patterns were found in most, if not all, of these other books. There was a growing public awareness (at least in certain circles) that books stereotyped women and men, boys and girls; and that most books in 1969 did not portray people of color of any gender. No one, to the best of my knowledge, was examining books for race, gender, culture, and abilities in terms of stereotyping and patterns of exclusion. I created a tool for analyzing these and other books, concentrating on children's textbooks because, I reasoned, most children in the United States (and perhaps most economically developed countries of the world) provide textbooks for their children, while many children -- especially those who come from backgrounds of poverty or from rural areas without access t good libraries -- might not have access to other forms of picture books. The tool allowed for both quantatitive and qualitative analyis of children's textbooks. Page one of the tool provides for a number count of every picture or drawing of humans portrayed in the textbook, categorized by gender, age divisions, and race/ethnic groupings. The language used to divide the race/ethnic/cultural groupings has been revised many times over the years. It is currently undergoing another division. An analysis of the index, when included, also forms a part of the quantitative analysis. The quantatitive analysis part of the tool did not provide for class distictions. Page Two of the tool provided for qualitative analysis of the textbooks, providing opportunity to address a variety of questions regarding roles, visibility of various types of individuals -- pregnant women, persons with obvious physical limitations (cane, wheelchair, etc.) and portrayal of persons from various cultural/racial/ethnic groups. The qualitative analysis tool allowed for development of awareness of patterns not readily evident from a number count of pictures. The qualitative analysis part of the tool also provided for class distictions. I have used the tool extensively in teacher training programs, with parents in PTA type settings, and with students themselves in middle and high school settings throughout the midwest and in workshop settings throughout the US. I have also used the tool in a modified form for use with graduate students in education, gender communication, business, and leadership development, as well as with adults in business settings. While the tool was originally developed for use on children's textbooks, I have used it in a modified version with magazines, promotional materials, and audio-visuals training materials. Today, I also use the tool to examine the indexes of college textbooks. Peace, Jacqueline Haessly jacpeace@acs.stritch.edu ========================================================================= Date: Mon, 24 Jun 1996 12:24:05 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: William Pendleton Organization: Emory University - Atlanta, Georgia, USA Subject: Re: commodification of higher ed In-Reply-To: Message of Mon, 24 Jun 1996 11:26:28 -0400 from On Mon, 24 Jun 1996 11:26:28 -0400 Patricia Christian @ Sociology & Anthropology > >Example: last semester two of my advisees described their experiences >in a colleague's class; one said "God, he is brilliant, he knows >everything about the subject, he doesn't even need lecture notes.", >the other said "I hate his course, we never talk about anything, >he doesn't care what we think, he is the most arrogant person I've ever >seen." I would guess that the students we are complaining >about -- the ones who think they deserve at least a B >because they are paying so many dollars for the course, are from that more >traditional background, and society has encouraged them to think they >should "get what they pay for". > This set of circumstances is probabpy wide spread, but I suggest an additional complication. Since I have not had the 'I paid for it and I should get a higher grade' claim, but I have had specious reasons given for a higher grade, I expect the "new Student" who has learned that contributing an opinioin is important is more likely to complain than the "traditional student" who too readily accepts the authority of the professor. Some of the "new students" have learned to express opinions without fully leanrning that opinions are not all equal in terms of the evidence and use of evedence that supports or fails to support them. Thus, I get students saying "but I wrote two pages about what I actually feel and I should not get a C." It is my job, of course, to teach, among other things, how to use evidence, reason, resources, to test and evaluate contentions. When I get such a response, I know that for that student, I have not got that aspect of the course across. Yet, I suspect that many other faculty reward such expression, however poorly expressed or supported as desirable while I am fully convinced that such expressions are a very useful first step toward learning, but do not represent an achievemnt or demonstration of learning. I doubt that my response contradicts anything in the quoted material, regurgitation is also only a first step toward learning, a demonstration of some knowledge, but it is not a demonstration of how to use knowledge which I take to be my primary purpose. How should we deal the highly expressive students who resist evidence and reason? That seems to me to be one of our most difficult tasks. *********************** WM W. PENDLETON DEPARTMENT OF SOCIOLOGY EMORY UNIVERSITY 404 7277524 SOCWWP@EMUVM1.BITNET SOCWWP@EMUVM1.CC.EMORY.EDU SOCWWP@EMORYU1.CC.EMORY.EDU BPENDL@SOC.EMORY.EDU ========================================================================= Date: Mon, 24 Jun 1996 13:57:56 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Laura Sells Subject: Re: journals (fwd) oops, just noticed the request for public discussion. ---------- Forwarded message ---------- Date: Mon, 24 Jun 1996 13:56:17 -0400 (EDT) From: Laura Sells To: Nelda K Pearson Subject: Re: journals dear Nelda: I love journals and I do understand your points. What I do to resolve this problem is grade the journals quantitatively rather than qualitatively. Here is what my syllabus says: You are required to keep a jounral in which you write three entries minimum per week reflecting on the issues we discuss in class. Each week you will be given several journal questions; you must answer at least two questions from the list. Your third entry is an "open" entry; you may choose to answer another question from the list if you can't think of your own topic or issue. Entries not relevant to the class will not be graded. To keep parity between students, each entry must be at least 150 words (about one hand written page or 2/3 typed page). Journals will be graded purely on a quantitative basis: 22=A; 21-19=B; 18-16=C; 15-12=D; less than 12=F. This is from my summer syllabus. The page requirements vary depending on the length of the course. I have been using this method for about three years now. My experience has been that students have a difficult time doing the journal the nite before. The questions I hand out ask them to process course material. Students who wait till the nite before find they can't really complete more than about 12-15 entries....it's like writing a 15 page paper. I think my system rewards students who take journaling seriously, regardless of their writing or thinking skills, while it penalizes students who blow the assignment off. Also, by grading only on quantity not quality, the students have more freedom and safety to process the issues and voice their opinions. Hope this helps. Laura Sells University of South Florida sells@luna.cas.usf.edu On Mon, 24 Jun 1996, Nelda K Pearson wrote: > I know we have discussed a variety of pedagogical techniques of late and > discussed journaling in the classroom in the past. Have we discussed how > we evaluate journals. I use them both as reading logs and as student > response to class and service-learning. I am not satisfied with how I > credit them in the class. To date I have simply given points for doing > the journal, given written feedback on comments made, and not evaluated > in any way. I am not satisfied with this. Some students take their > journal very seriously while others clearly write all the entries the > night before they are to be handed in. Since this is part of their grade > I would like to be able to develop a fair means of crediting those who do > take it seriously but not penilizing those who simply are not very good > at journaling as opposed to those who simply don't invest at all. does > anyone have any suggestions ? Any citations speific to the use and > evaluation of journals in classes ? Please post me privately. > > Nelda K. Pearson > Prof Dept Soc/Anth > Radford University > Radford, VA 24142 > npearson@runet.edu > ========================================================================= Date: Mon, 24 Jun 1996 14:01:00 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Phyllis Holman Weisbard Subject: course packets, libraries, and treasure hunts >From the perspective of a librarian, course packets roughly correspond to putting articles or books on reserve -- instances where instructors want all students to read the same material, and multiple copies are desirable or necessary to achieve that. I suppose there's some added benefit to be gained by having students walk into the library to find the reserve area, but it is rather minimal and in no way can be considered teaching them library research skills. As for treasure hunts or other assignments given out to students designed to get them to use library resources, PLEASE PLEASE work those out in advance with your librarians. This will assure that the assignment is doable on that campus that semester, library staff will be prepared to assist the students, and you can be alerted to new and/or better resources that could be included in the assignment. Phyllis Holman Weisbard ************************************************************************ Phyllis Holman Weisbard University of Wisconsin System Women's Studies Librarian Room 430 Memorial Library, 728 State Street, Madison, WI 53706 http://www.library.wisc.edu/libraries/WomensStudies/ pweis@doit.wisc.edu ************************************************************************ ========================================================================= Date: Mon, 24 Jun 1996 15:45:39 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Vashti Braha (SAR)" Subject: Ginette Castro on Solanas' SCUM Manifesto Someone emailed me to request that I put a critique of the SCUM Manifesto as being a parody on this list. Ginette Castro, a professor of English at the University of Bordeaux III, France, wrote 1-2 pages about the Manifesto in her book, _American Feminism: A Contemporary History_, NYUP, 1990. (Trans.: Elizabeth Loverde-Bagwell.) The chapter is "Radicalism" and the subsection is called "'Men are the Enemy'". After discussing the Redstockings, Ti-Grace Atkinson, and Robin Morgan, Castro tentatively concludes that "for the radical feminists, in general, the proposition that 'men are the enemy' is aimed at man not as a biological animal but as the incarnation and perpetuation of a behavior that has become the glue binding together a sexual class. "The exception to the rule would appear to be Valerie Solanas, expressing her views in the _SCUM Manifesto_. It is indeed man, the biological animal, that she attacks: this genetically inferior animal, resulting from a 'biological accident,' is said to be an 'incomplete female...an emotional cripple'..." [Castro goes on to summarize Solanas' ideas.] ..."Published in 1968 in French by Maurice Girodias, who saw there an excellent commercial opportunity after Valerie Solanas had shot at Andy Warhol, the SCUM Manifesto_ was much talked about in France as well as in the United States, and was greeted as the expression of a characteristically feminine paranoia. It is high time to bring back the _SCUM Manifesto_ to its true proportions. The author tried to do this in 1977 by writing an introduction to a new edition of the original text, freed from the accretions of Maurice Girodias. "If we examine the text more closely, we see that its analysis of the patriarchal reality is a parody. The author chooses to express herself through the channel of an outrageous conscious parody intended as exorcism. It is the well-known device of resorting to madness in order to expose the truth. The content itself is unquestionably a parody of the Freudian theory of femininity, where the word _woman_ is replaced by _man_, and where, in a reversal of the psychological spectrum, the word _femininity_ has been replaced by _masculinity_. All the cliches of Freudian psychoanalytic theory are here: the biological accident, the incomplete sex, "penis envy" which has become "pussy envy," and so forth. This reversal of the psychological spectrum plays with the Freudian explanation of projection-internalization, and this waggish exploit loses the reader in a maze of sexual labels, whether the behavioir they describe is supposed to be innate--the masculinity of males, as reviewed and corrected by Valerie Solanas--or acquired--the femininity of women, which, in contrast to what French feministscall _feminitude_ (womanliness), is none other than the projection of the masculinity of men! Here we have a case of absurdity being used as a literary device to expose an absurdity, that is, the absurd theory which has been used to give "scientific" legitimacy to patriarchy. To "misogyny" disguised under a pseudo-scientific mask, Solanas responds with "misandry" disguised under the same mask. What about her proposal that men should quite simply be eliminated, as a way of clearing the dead weight of misogyny and masculinity? This is the inevitable conclusion of the feminist pamphlet, in the same way that Jonathan Swift's proposal that Irish children (as useless mouths) should be fed to the swine was the logical conclusion of his bitter satirical pamphlet protesting famine in Ireland. Neither of the two proposals is meant to be taken seriously, and each belongs to the realm of political fiction, or even science fiction, written in a desperate effort to arouse public consciousness." (from pp.72-74.) +*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*++ * Vashti (how do you say your name again? Vasati? Vashiti? Vesta?) * + Braha (what country are you from?) + * New College of USF "Of course to the Nazis, * + 941-387-9101 I appear a rebel, but to the rebels + * I appear like a normal person from Venus" * + Nina Hagen + *+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+** ========================================================================= Date: Mon, 24 Jun 1996 14:27:34 MST Reply-To: Women's Studies List Sender: Women's Studies List From: Eileen Bresnahan Organization: Political Science Dept., U of U Subject: SCUM Manifesto The SCUM Manifesto was published in English by Olympia Press in 1968, with a second printing in 1970. The 1970 paperback edition I own has a publisher's introduction by Maurice Girodias, saying that even though the book was planned before Solanas shot Andy Warhol, it was not published until after--due, essentially, to editorial delays. He calls its publication "my contribution to the study of violence." There is also an introduction by Vivian Gornick which, at 21 pages, is almost half as long as the Manifesto itself. +=+=+=+=+=+=+ Keep Abortion Available, Safe, and Legal +=+=+=+=+=+=+ Eileen Bresnahan, Assistant Professor University of Utah, Political Science and Women's Studies 252 Orson Spencer Hall, Salt Lake City, UT 84112 embresn@poliserve.poli-sci.utah.edu +=+=+=+=+=+=+=+=+=+=+ Free Abortion, On Demand +=+=+=+=+=+=+=+=+=+=+ ========================================================================= Date: Mon, 24 Jun 1996 21:50:42 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Phyllis Povell Subject: Re: journals Nelda, I, also, have spent a great deal of time condidering the same issues that you raise about evaluating journals. The distinction made between reader based prose and writer based prose is a valid one. However, I do understand your need to reward the efforts of those who have taken the assignment seriously. Have you thought of asking the students to develop a class standard for evaluating their own journals? I am considering this route for next semester. Phyllis Povell Povell@eagle.liunet.edu ========================================================================= Date: Tue, 25 Jun 1996 06:49:55 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Ginzberg Subject: Re: evaluating journals I use a system of comments (the primary feedback mechanism) for evaluating journals and providing feedback. But then I record an evaluative 'mark' (for grading purposes) of '+' (plus), check, or '-' (minus) ... or '0' if it was not handed in at all. Although I find that students are not entirely happy with this system, it is the best I've found yet. I tell them (because it is true) that the usual and normally awarded mark is 'check' -- which covers the entire range from 'barely adequate' to 'really quite good' -- and they should be able to tell from the comments where in that range their own 'check' falls. I reserve '+' ('plus') for the occasional journal which, taken as a whole, really knocks my socks off with its insightfulness and engagement with the material, and '-' (minus) for work which truly does not meet minimum standards of quality or quantity (usually this takes care of those which are obviously dashed off the night before in a hurried and/or superficial way). '0' is for when nothing was handed in -- OR when what was handed in was so embarrassingly scant that it probably shouldn't have been handed in at all. I collect journals on a random and unannounced basis (which means that they need to bring their journals to class every day). In order to randomize the collection of journals, I have 10 "straws" which I put in a cup, with numbers on them from 0-9. Each day (or week, depending on the class) I draw from 1 to three straws *in class* (actually I have a student do the drawing), and then have students whose *last* digit in their student ID matches the one(s) drawn that day, hand in their journals before they leave. For students who keep their journals on a computer, I give them a few hours after class to send their journal to me electronically ... which means that for those students who commute & don't go home during the day that they'd better bring to class with them a floppy disk with their journal on it so that they can go to the library & stick their floppy in a computer in the library & send me the journal pretty soon after the class in which their number was drawn. Due to the randomness of random numbers, this does mean that occasionally some students have their numbers drawn 2 weeks in a row, and some students may not have their journals collected for quite a few weeks. I try to keep a watch on this, and if there is some group of students whose number hasn't been drawn for TOO long a time, I do administratively just announce that I am collecting those at some point, whether or not their number is drawn on that particular day. This helps with the "night before" syndrome (I think) because each student knows that her journal might be the one collected that day, no matter how recently (or how long ago) it was last collected. It also helps me to balance my own workload, so on a particularly busy week (for *me*) I may draw only 1 or 2 straws, and on a week when I have more time I may draw 3 or 4, or maybe even 5 straws (1/2 the class). I am very emphatic that the marks of plus, check and minus do *NOT* translate into 'grades' of 'A', 'B', and 'C' (or whatever). I tell them that the portion of the grade based on the journals will be based on the *overall pattern* of plus, check, and minuses they received on the journals. If they get all 'checks' then their grade will not differ from what it would be based on all their other work. Mostly 'checks' with a couple of minuses might lower their final grade by a 1/2 step (e.g., from 'B' to 'B-'). If there are any 'pluses' that might raise their mark from that of their other work (e.g., from B to B+). If a student has continually outstanding jounrals (multiple pluses) it might raise their final grade as much as a whole letter grade -- depending on what else was done and how they did on it. All (or mostly) minuses and zeros will lower it by as much as a whole letter grade, and all zeros (journals never handed in at all) will constitute a failing grade in the class, regardless of how well they did on all the other stuff. -rg ---------- Ruth Ginzberg (ginzberg@uky.campus.mci.net) ----------- : If no response, or if mail bounces from this address, then try : : Business: RGinzberg@aol.com Dog-Stuff: SpanielMom@aol.com : ------------------------------------------------------------------ ========================================================================= Date: Tue, 25 Jun 1996 07:28:48 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Scott Kerlin Subject: Effects of downsizing in the academy: Query Comments: To: AERA-GSL@ASUVM.INRE.ASU.EDU, AERA-J@ASUVM.INRE.ASU.EDU As part of my continuing post-doctoral research on the status of the academic profession, I am focusing upon the experiences of graduate students, faculty, and administrators who have been personally affected by downsizing and budget cutbacks within the university. If you have taught or been enrolled in a program which has been closed or reduced by your university, if your university has recently experienced manor budget cutbacks, or if you have encountered difficulty in the academic job market that you believe is related to downsizing within the academic profession, I'd like to hear from you. I will promise to keep all private responses confidential. I am also investigating the possibility of creating a separate discussion list for academics who are unemployed, underemployed, or who consider themselves to be marginalized within the academic profession. If you would be interested in joining such a list, please let me know. Thanks in advance, Scott Kerlin Co-Host, AERA-GSL Graduate Studies Discussion List (AERA-GSL@ASU.EDU) Scott's Home (Page): http://bolt.lakeheadu.ca/~facedwww/Scott/home.html ========================================================================= Date: Tue, 25 Jun 1996 08:05:31 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Elza Subject: Re: commodification of higher ed In-Reply-To: Have you seen the movie "clueless"? It has a segment where the girl "negotiates' her grades upward. her father knows and says he is just as proud as if she had earned the grades herself. her father is a lawyer. My impression after 22 years of teaching is that students see tests as a trick the professor plays on them. the better they know the teacher and the rules, the better they think they can do. Dr. Jane Elza jelza@grits.valdosta.peachnet.edu Political Science Dept., Valdosta State University Valdosta, Ga. 31698 ========================================================================= Date: Mon, 24 Jun 1996 21:14:42 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jacqueline Haessly Subject: Re: course packets, libraries, and treasure hunts In-Reply-To: <26062414013484@vms2.macc.wisc.edu> With all the conversation about "packets" for course work, I wonder what/how faculty are addressing the copyright issue. This is a major issue for writers and publishers. I look forward to comments. Peace, jacpeace@acs.stritch.edu ========================================================================= Date: Tue, 25 Jun 1996 08:39:17 EDT Reply-To: dbic6066@uriacc.uri.edu Sender: Women's Studies List From: "Donna M. Bickford" Subject: Re: reconstructionist Beatrice: I second your call for a new term, but to me "reconstructionist" seems to allow the dominant colonial influence to become invisible. Who put some of these countries in situations where they need to/want to "reconstruct?" It also seems to obscure the fact that many previously colonized countries are still negotiating (within themselves and with the colonizing power) the power dynamics of what an ongoing interaction will look like. I also agree that "developing" doesn't cut it, as it indicates that Western countries are what other countries should aspire to develop to . . Maybe "recovering" is an appropriate term? ..... Donna On Sun, 23 Jun 1996 21:22:59 EDT, beatrice wrote: >And your use of quotation marks around the term "third world," Linda, sets off >my proposal for new terminology. Reasons for dissatisfaction with "third >world" are clear. "developing" nations is also unsatisfactory because it sug- >gests a beginning from ground zero, denying not only the colonial but also pre- >European colonial history. What do listmembers think of "reconstructionist" - >a term that I think conveys understanding of new beginnings and acknowledges >pasts that must be/may be revised? beatrice bfdgc@cunyvm.cuny.edu Donna M. Bickford Department of English University of Rhode Island Wakefield, RI 02881 USA ========================================================================= Date: Tue, 25 Jun 1996 08:39:44 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Winkler Organization: West Virginia Network Subject: course packets and copyright I use coursepackets and always have the service who is doing my course packet production get copyright permissions. This means the packets cost more, but I've been able to find competitive services for the copying/production part. Unfortunately, we have to do this - I say unfortunately, because my sense is that the royalties do not substantially go to the authors? but rather to the publishers. Barbara Scott Winkler, WVU ========================================================================= Date: Tue, 25 Jun 1996 08:51:09 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Linda L Wong Subject: Re: Help with Anzaldua's address Comments: To: Lahoucine.Ouzgane@UALBERTA.CA Responding to the message of Sat, 22 Jun 1996 11:07:50 -0600 from Lahoucine Ouzgane : > > Greetings. I would like to get in touch with Gloria Anzaldua and would > appreciate any help with her address, phone number or fax number. Please > respond privately and thank you in advance. > > Prof. Lahoucine Ouzgane > English, U of Alberta, Canada Lahoucine, The last time I spoke with Gloria was 5 years ago? But at that time she was at he University of Santa Cruz and her name was in the phone book. She was very recpetive to personal calls and does return calls. I think she was in the English department. If you would like that address I can look it up. Linda Wong wong0083@maroon.tc.umn.edu ========================================================================= Date: Tue, 25 Jun 1996 08:54:47 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Linda L Wong Subject: Re: Audre Lorde quote Comments: To: PEGUEROS@URIACC.URI.EDU Responding to the message of Sun, 23 Jun 1996 21:16:26 EDT from Rosa Maria Pegueros : > > Does someone out there know the citation for the quote from Audre > Lorde: > > The master's tools cannot dismantle the master's house. > > I would appreciate the correct wording and the citation if you have it. > Please reply privately to: > > ....................................................................... > Rosa Maria Pegueros 217C Washburn Hall > Department of History e-mail: pegueros@uriacc.uri.edu > 80 Upper College Road, Suite 3 telephone: (401) 874-4092 > University of Rhode Island > Kingston, RI 02881-0817 > "When a great adventure is offered, you don't refuse it." Rosa, I know her quote was used by Trihn T-Minh Ha's book Women Native Other. It was in the first Chapter. I you need specificsI could look it up. Linda Wong wong0083@maroon.tc.umn.edu ========================================================================= Date: Tue, 25 Jun 1996 10:33:28 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Pat Murphy Subject: Re: Women and the Law At 09:18 PM 6/23/96 -0400, you wrote: >I have recieved numerous replies to my request for help with a course I >will be teaching on women and the law. I will compile a bibliography for >WMST-L as soon as I return from my vacation in mid-July. Thanks to >everyone who wrote; I will write to you privately if I have not done >so already. > Rosie I just recieved another book that might be interesting. It is called Gender Trials and is by Jennifer Pierce, 1995 U call Press. It's an ethnography of how the legal professionis gendered. I saw that you were sending the compilation to the wmst-l in mid july. Is it possible to get some sources from you before then. I still haven't picked out the books/readings for my class yet, but should do it in the next two weeks or so. Did anyone recommend a good text? Thanks, Pat Pat Murphy Assistant Professor of Sociology SUNY Geneseo Geneseo, N.Y. 14454 716-245-5324 Murphy@uno.cc.geneseo.edu ========================================================================= Date: Tue, 25 Jun 1996 09:10:31 MST Reply-To: Women's Studies List Sender: Women's Studies List From: Beverly Miller Subject: Re: course packets, libraries, and treasure hunts In-Reply-To: Message of Mon, 24 Jun 1996 21:14:42 -0500 from On Mon, 24 Jun 1996 21:14:42 -0500 Jacqueline Haessly said: >With all the conversation about "packets" for course work, I wonder >what/how faculty are addressing the copyright issue. This is a major >issue for writers and publishers. I look forward to comments. I have wondered about this too. Although some on this list and elsewhere have suggested that a recent court decision frees faculty from responsibility for copyright compliance, I personally wouldn't count on it. I have not used packets -- although I wanted to -- because of the lead time required to secure CR permission. At the end of the last semester, I asked my students whether they would like to have had packets (instead of copying things put on reserve or from the journal collection) and they said no, they appreciated having the less expensive option of copying or simply taking notes on the materials in the library. This really suprised me because ours is a commuting campus and most of the students are older, non-traditional students with many demands on their time. ========================================================================= Date: Tue, 25 Jun 1996 11:29:36 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: Re: commodification of higher ed In brief response to Patricia's and William's recent post about the "new student" who desires either authoritarian or relativist teachers, I would just mention that _Women's Ways of Knowing_ (Goldberger et al.) contains a very useful discussion of the stages of development in young adults which I think are relevant to both sexes (based on William Perry's model). Sometimes I think we have to remind ourselves that students will be at different places cognitively and that the years between 18-22 are years of enormous intellectual change (perhaps that's why in some ways adult students are easier to teach). Students at this stage often move from a dualistic position in which there are right and wrong answers, truth and falsity and little grey, to a relativist position in which everybody's answer is the right one (most of my students seem to fall in this category these days), finally emerging with much struggle into a position from which they can evaluate more critically the persuasive power of a particular argument. I'm not sure that knowing this makes our job of trying to move students from these first two positions any easier, but it is, perhaps, worth keeping in mind. Laurie Finke finkel@kenyon.edu ========================================================================= Date: Tue, 25 Jun 1996 10:43:43 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Helen Power Subject: Re: journals Comments: To: Women's Studies List In-Reply-To: <96062421504250@eagle.liunet.edu> I've asked my journal-writing students to write an essay at the end of the semester about their own journals. Many students have taken that as a good opportunity to reflect on the course and their reactions to it. And I feel more comfortable "evaluating" a more traditional essay than evaluating what should indeed be expression rather than communication. (I do require a minimum number of pages, and I do read the journals for a genral sense of the content.) Helen Power Washington University in St.Louis On Mon, 24 Jun 1996, Phyllis Povell wrote: > Nelda, > I, also, have spent a great deal of time condidering the same > issues that you raise about evaluating journals. The distinction made > between reader based prose and writer based prose is a valid one. > However, I do understand your need to reward the efforts of those who > have taken the assignment seriously. Have you thought of asking the > students to develop a class standard for evaluating their own journals? > I am considering this route for next semester. > Phyllis Povell > Povell@eagle.liunet.edu > ========================================================================= Date: Tue, 25 Jun 1996 11:03:54 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Linda Brigance Subject: Re: evaluating journals I really appreciate this discussion. I am going to use journal writing for the first time in a Gender Roles and Communication course in the fall and have lately been giving a great deal of thought to evaluation, etc. I am going to use the journal writing assignment to encourage students to incorporate the reading of assigned essays (from a book entitled Gender Images) with the readings from the primary text (Julia Wood's Gendered Lives), class discussion, and their lived experiences. I taught this course in the spring and was disappointed in their (and my) failure to adequately incorporate these esssays. They are less "academic" than other course readings and I had hoped they would be fun and "light" yet allow an avenue for the students to do some self-relfection. Journal writing seems to fill that bill better than expect alot of self- disclosure in class. I had planned on providing some minimum critera. Those that do not hand in an "up to date" journal will get a "0", those meeting the minimum get a "check" and those who appear to have put careful thought into their reading and writing will get a "plus." I am going to collect them on a rotating basis (for my own sake), but am debating whether to have "surprise" collections or pre-determined dates for collection. I don't like the "I'm going to catch you" feeling of spot collections....and figure those that don't keep up and do it all the night before will not get any pluses because of the quality (or lack thereof) of last minute entries. I would appreciate comments on this plan. LindaBrigance linda-brigance@weeg.uiowa.edu ========================================================================= Date: Tue, 25 Jun 1996 13:16:51 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Maureen Reddy Subject: resources on women in RI Comments: cc: tired9@aol.com, S03767@grog.ric.edu Dear Colleagues, A former student of mine is working on a senior honors thesis in the history department here on women in Rhode Island between 1780 and 1830. She is especially interested in how women viewed themselves as opposed to how they were viewed in relation to such issues as the cult of true womanhood, separate spheres, religious revivalism, and legal restrictions. She has read the basic books available on this time, such as Nancy Cott's *The Bonds of True Womanhood*, Laurel Ulrich's *Goodwives*, and the like. She has also found some primary documents, such as funeral sermons, diaries, and tracts published in RI in this period. However, she isn't sure she has exhausted every possible source--especially primary sources--and would really appreciate some guidance in locating possibly overlooked sources. I am appealing to members of the list because history is not my field and there isn't anyone in her department who can help with this area. Please reply privately to me--mreddy@grog.ric.edu--or to the student, Ann Flaherty, S03767@grog.ric.edu. Thanks very much for your help. Maureen Reddy Director, Women's Studies Rhode Island College ========================================================================= Date: Tue, 25 Jun 1996 13:24:44 EDT Reply-To: Women's Studies List Sender: Women's Studies List Comments: RFC822 error: Incorrect or incomplete address field found and ignored. From: Rhoda Unger Subject: Request for submissions to Feminism & Psychology Announcement: Forthcoming special feature on Postgraduate Work in Progress We are pleased to invite submissions of up to 1,500 words for another special feature on "Postgraduate Work in Progress" planned for publication in Feminism & Psychology during 1997. Priority will be given to contribu- tions based on feminist dissertations currently being prepared by graduate students in psychology. We are keen to encourage contributions from postgraduates outside the UK. Graduate students should send in two copies of their contributions, prepared according to the journal's Notes for Contributors (see inside back cover of any issue) by december 1, 1996 to Harriette Marshall, School of Social Sciences, Staffordshire University, Stoke on Trent, ST4 2DE, UK; or Kate Gleeson, Faculty of Health and Social Care, University of the West of England, St. Matthias Campus, Oldbury Court Road, Fishponds, Bristol, BS26 2JP, UK. For further information, please contact the journal's guidelines for postgraduate students (Vol 2, number 1); and/or the previous special features on "Postgraduate Work in Progress" (published in volumes 2 and 3, number 4). ========================================================================= Date: Tue, 25 Jun 1996 15:31:22 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Susan Tucker Subject: Journals for small libraries The Newcomb Center for Research on Women has several duplicate issues for several women's studies journals. Because we have run out of space, we are interested in donating these titles to small libraries or research centers that may need them. We cannot pay for postage but we will work with you, if you need assistance in finding air carriers who might be willing to arrange for transportation. For a listing of available titles and issues, please respond to me privately. Thank you, Susan Tucker (susannah@mailhost.tcs.tulane.edu) Or write, Newcomb College Center for Research on Women, Tulane University, New Orleans, La. 70118 ========================================================================= Date: Tue, 25 Jun 1996 16:36:01 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: DAPHNE PATAI Subject: Naomi Weisstein A friend has asked me to inquire if anyone has an address of any sort for Naomi Weisstein, whom she would like to contact to get permission to use some work of hers in an anthology. Please write to me privately (address below) if you have an address or phone number. Many thanks, Daphne -- ====================== Daphne.Patai@spanport.umass.edu ========================================================================= Date: Tue, 25 Jun 1996 14:08:21 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Schweitzer Subject: Re: Course packets, Notes, and Passivity # Let me briefly offer my own reactions to this discussion: 1. Course packets. Course packets are wonderful -- IF you can get them put together in time, and IF there is a good system at your university to do so. I am often required to teach different courses each semester, and I also am capable of changing what I want them to read in the same course from semester to semester. To put it bluntly, it is very difficult for me to always be able to get everything together in time to get it to the copy room of our University (we're not supposed to send it to Kinko's because the lawyers are paranoid) -- in time for them to write for permission to duplicate the articles -- in time for it to be ready for the students first thing first day of the semester. I have also offered seminars where I wanted to see what the STUDENTS wanted in terms of the direction we would go in -- I made up a reading list as we went along to suit THEIR needs. Too late to go get a packet made up in that instance. So who ends up doing the xeroxing for everybody? And the collating? Care to guess? I am offended when students -- PARTICULARLY graduate students -- REFUSE to go to the reserve room to read material left there for them. Yes, packets are nice. But sometimes we don't have packets. You think YOU could find the time to go take the reading out and xerox it yourself if you want it at home, instead of me doing it for you? When I first started teaching, I assumed the students would do what I did -- go to the reserve room and do the readings. Or xerox them (for all except my freshman and sophomore years in college, I had a child at home, so I preferred to xerox the readings and go home). Imagine my astonishment when MASTER'S students refused to do this! And felt perfectly justified, because OTHER professors (who never changed their reading lists year after year after year) gave them packets. I think that's what the original posting was about -- not the desire for packets, which is certainly understandable, but the EXPECTATION of packets, and REFUSAL to go out of their way to do the work on their own. (And when you do go to the trouble of getting a packet put together, watch how many of them don't read a page of it ...) 2. Taking notes. I'm glad to see that at least one person here knows about different learning styles. The majority of students, however, are BOTH aural AND visual learners. Thus the act of listening at the same time they are writing is taking advantage of both skills, and reinforcing the learning process. We always recommend that students take down notes from the textbook, too, as part of the learning process. How many do that these days? So at least they go through that part when they are in the lecture hall. It is the PROCESS, as others have said, that helps with the learning. If a student is a strong aural learner (as are both my chidlren, one of whom is also quite dyslexic), then suggest they use a tape recorder so they can go over the lecture later if they want. Doesn't that make sense? I don't lecture from notes that anyone else could understand - in part because you do a better job if you don't -- you play more to your audience. We also vary where we go in different semesters, again depending on what the class seems to want more information on. For me, having to pass out my notes would be too ironclad. It would not work with my own teaching style. If someone else wants to do it, fine -- but the students HAVE to be willing to LEARN from a variety of teachers. (BTW, I am a strong visual learner and MUST take notes or I won't remember a thing!) 3. Passivity. What this comes down to is passivity. The students are used to being passive learners. And -- at least where I have taught -- when they want to "discuss", they just want to give their "opinions". Ironically, it is only in my women's history classes that we were ever able to have true discussions, because they really WANTED to learn this stuff and participate in the learning process, and they were PATIENT and INVOLVED enough to let me teach them how to HAVE a discussion (rather than an opinion contest). I don't think it's commodification, and I don't think it's the high cost of a college education. I think, quite frankly, it's the results of the lowering of expectations and rules in public schools because funding has dropped so dramatically and teachers are overwhelmed; because administrators are such whimps that they are afraid of disciplining any kid because they think the lawyers will show up, and -- where I live, at least -- because racists think that African-American kids are naturally unruly and that when you have integration, well, then structure and discipline is no longer possible. That last is a real cynical statement, but I am convinced of it. I've heard too many administrators talk about how you can't control "them". Finally, students have been taught to be passive learners via tv, and the talkshow format has taught them that "discussion" means "arguing" and "arguing" means blaring opinions back and forth. end of tirade. back to hybernation. Mary Schweitzer, Dept. of History, Villanova University (on leave 1995-97) ========================================================================= Date: Tue, 25 Jun 1996 17:20:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: US News article on women's sites I thought I'd provide some information and boast a bit at the same time. The current (July 1) issue of the weekly newsmagazine US News & World Report includes an article on pp. 58-60 entitled "Welcome, women"; the subheading is "These nifty sites show why more women are frequenting the Internet." Among the eight women-oriented sites described is my "Gender-Related Electronic Forums" compilation (whose URL is http://www-unix.umbc.edu/~korenman/wmst/forums.html). This frequently-updated compilation, once part of the WMST-L User's Guide, describes more than 200 women-related e-mail lists and newsgroups. The US News piece includes a shorter "Pro and Con" section entitled "How women should use the Internet: Do special 'women's sites' help or hurt users?" Parts of the US News article, plus letters people have written in response to the "Pro and Con" section (and the chance for you to add your response) can be found on the US News web site at http://www.usnews.com/usnews/nycu/womhigh.htm (that's htm, not html). This web page includes links to all the sites mentioned. I thought some of you might want to take a look, or perhaps even raise some of these issues in your women's studies classes. (Yeah, well, I also wanted to let everyone know :-) ). Joan Korenman ***************************************************************************** * Joan Korenman korenman@umbc2.umbc.edu * * U. of Md. Baltimore County * * Baltimore, MD 21228-5398 http://www-unix.umbc.edu/~korenman/wmst/ * * * * The only person to have everything done by Friday was Robinson Crusoe * ***************************************************************************** ========================================================================= Date: Tue, 25 Jun 1996 22:30:51 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: Re: Course packets, Notes, and Passivity Mary before you go back to hibernation, I, for one, would like to hear more about strategies you use to teach students how to have discussions rather than blare opinions. I find managing discussions the hardest thing I do. My students always feel I'm too unstructured (I happen to like unstructured conversation). While we are on the topic I would love to hear suggestions from you or anyone out there who has any. Laurie ========================================================================= Date: Tue, 25 Jun 1996 23:14:04 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: beatrice Subject: Re: analysis tool for books, etc. In-Reply-To: Message of Mon, 24 Jun 1996 10:24:57 -0500 from Jacqueline, the tools are interesting and useful. Do you also have a way of getting past the there/not there paradigm? I think we need to show our student s how to probe for values and power relations, e.g., what is considered a prob- lem, why a particular person (kind of person) has it, whether and how it's resolved, by whom (individual or collective), responsibilities for and to whome. beatrice bfdgc@cunyvm.cuny.edu ========================================================================= Date: Wed, 26 Jun 1996 14:43:31 JST Reply-To: Women's Studies List Sender: Women's Studies List From: Claire Maree Thanks for the response to my posting in which I inadvertantly forgot to include my address. I get the feeling that resending it will be definitely not appreciated, so here it is in condensed form. Dictionaries & gender As far as I can determine very little work has been done in this area of sexism, gender representation in dictionaries for *non-native speakers* (there has been quite a body of work on dictionaries for native speakers) and would appreciate if anyone could point me to references (please reply privately) other than those listed below. Linda White "Feminism and Lexicography: Dealing with Sexist Language in a Bilingual Dictionary" Frontiers Vol X.No3 1989 (This is the only BILINGUAL DICTIONARY reference I have) Alma Graham "The Making of a non-sexist dictionary"(sorry, don't have source with me) Francine Frank Wattman & Paula A. Treichlar Language Gender and Professional Writing MLA Press 1989 Janet Whitcut "Sexism in Dictionaries" LEXeter'83 Proceedings Bejoint, H. Tradition and Innovation in Modern English Dictionaries Clarendon Press 1994 Bader Fabienne "Feminism and Linguistics..." in Feminist Collections V17 1996 Thankyou Claire Maree claire@phiz.c.u-tokyo.oc.jp ========================================================================= Date: Wed, 26 Jun 1996 10:38:36 +0200 Reply-To: Women's Studies List Sender: Women's Studies List From: Debjani Das Subject: Subject: NGOs and W/S Comments: To: WMST-L@UMDD.UMD.EDU. Linda D. Wayne's comments were: > The issue that Debjani Das's post regarding NGOs brings up for me is one of language. After working in non-profit housing in Canada and tracking the links to "experimental" mirror housing projects being organized by particular NGO's in so-called "Third World" countries it started to become clear that "leftish" terms such as "empowerment" and "ownership" were being used in order to attract and exploit women's unpaid labor in the building of the projects. This was a difficult issue to broach in my teaching however, since the terms themselves were seen by the students as so overly positive and benevolent that trying to unpack them left some enlightened but many others simply confused. I face a very similar problem in the courses that I teach within the "NGO department", which trains german and third world post-graduate students who wish to work in NGOs. I joined the department and chose my subject out of the belief that NGOs were "the hope of the last decade of this century" (as an indian NGO leader put it), and would strengthen people's movements and give direction to people-centred developmental strategies, where left parties and trade unions had failed. My close contacts with many "progressive" NGOs increasingly led to a loss of innocence. In no other field does there seem to be such a surreal divergence between rhetoric and reality. In the field of population control, NGOs are increasingly being coopted by central and global governments to implement provider- (and not user-) controlled programs aimed to reduce the fertility of poor women, very often with coercive means or bribes. What is internally called "meeting targets", in official jargon becomes "women's empowerment". The same is true of "participation". In the field worker level, this may mean underpaid daily labour, usually by women, who are defined even by many NGOs and donors as primarily housewives (witness the tailoring, embroidery and nutrition courses which are the standard NGO contributions to income generation). In a period of strong attacks into people's autonomy and the real need for political organisation and developmental alternatives, donor and world-bank-sponsered "participation" seems a red herring, which doesn't stand any close examination of field realities. Why does almost the entire NGO-literature, donor evaluations, world bank, U.N. and governments alike form such a shallow but strong consensus, to perpetuate this developmental myth? My mistrust of the particular (invariably populist) vocabulary used to describe and celebrate NGOs, leads my classes to be rather destructive, and confuse and alienate students who ask "o.k. so what's the right solidarity, and help", etc. I'm afraid I'm much worse at providing secure answers than asking inconvenient questions. Making students share my doubts, weakening their self-conviction and conviction of doing good, without coming to together develop alternative futures within an NGO perspective, is not a very good way of ending a class. P.S.: beatrice bfdgc@cunyvm.cuny.edu replied >And your use of quotation marks around the term "third world," Linda, sets off >my proposal for new terminology. Reasons for dissatisfaction with "third >world" are clear. "developing" nations is also unsatisfactory because it sug- >gests a beginning from ground zero, denying not only the colonial but also pre- >European colonial history. What do listmembers think of "reconstructionist" - >a term that I think conveys understanding of new beginnings and acknowledges >pasts that must be/may be revised? And "Donna M. Bickford" suggested > "recovered" Funnily, I find it much more necessary to put seemingly self-explanatory concepts like "empowerment" in quotes, as in the absence of strong movements, they may be (and are being) used to justify relationships which may not empower women and the poor at all. On the other hand, I think there can be little misunderstanding about what is the third world. I think this is closer to the truth than euphemisms like "one world". It also teaches me who my allies are, what we have in common, and what we are struggling again. There is very real third world solidarity, based on a strong third world identity of common oppression (this was very much in evidence for example in the anguish of bus and taxi drivers, and most other people I met in the markets and the streets of Bombay in 1992 during and after the U.S. bombings of civilian Iraq. Although many illiterate people didn't know anything about Iraq and its dictatorial government, and the indian government remained neutral in the gulf war, people on the streets in India everywhere and obviously took sides against what they understood as aggression of the north of a third world people. No, I can't think of changing third world for "reconstructionist" or "recovered". To me, it is a political, not an impolite, term. fax: (+49 421) 218 7542 Debjani Das e-mail: debdas@zfn.uni-bremen.de snail-mail: Vorstrasse 99 E 23, 28359 Bremen Oooo. .oooO ( ) ( ) ) / \ ( (_/ ========================================================================= Date: Wed, 26 Jun 1996 08:08:26 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Nelda K Pearson Subject: Re: Subject: NGOs and W/S In-Reply-To: <9606260838.AA42641@alf.zfn.uni-bremen.de> from "Debjani Das" at Jun 26, 96 10:38:36 am Debjani Das has written how depressing and alienating it is to her students to hear all the lack of feminist consciousness most NGO's have. Plossible reading to help counter this might be in the area of participatory community development and participatory action research which focuses on training communities to develop their own agenda. A rading list for this is long so good place to start is: Arnold, Burke, James, Martin, and Thomas _Educating for Change_ ISBN 0-921284-48 published by: Between the Lines , Toronto This has an excellent bibilography Park, Brydon-Miller, Hall and Jackson _Voices for Change- ISBN 0-7744-0397-7 OISE Press, Toronto Also, contact: Highlander Research and Educational Center 1959 Highlander Way New Market, TN 373820 Look at publications by and aboout DAWN Hope these suggestions are a light in the dark. Nelda Pearson Dept of Soc/Anth Radford University Radford, VA. 24142 npearson@runet.edu ========================================================================= Date: Wed, 26 Jun 1996 08:50:08 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Linda Holtzman Subject: Re: journals I use journals for many of my classes on media and cultural diversity, mass communication and other classes. The journals are guided journals with specific and/or open-ended questions. The journals usually constitute 10-20% of the students grade. I evaluate them according to how thoroughly they respond to the questions whether I think they are "right" or not. I let the students know early on that I do not evalute their journals according to spelling, grammar, sentence structure, etc. I don't want them to worry about proper form--only content. I grade the journals "grade school" style. Students earn a check plus if they respond to the guidelines with thoroughness and thoughtfulness, a check if their responses are adequate and a check minus if they have clearly not responded to the questions or guidelines. Students always have the opportunity to rewrite their journals if they turn the first one in on time. I usually write long responses to their journals. One of the things I love about journals is that it offers students and I a great opportunity to communicate one -on-one outside of class. Linda Holtzman Coordinator, Media and Cultural Diversity Program Webster University St. Louis, Mo. ========================================================================= Date: Wed, 26 Jun 1996 13:55:43 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: Judy Evans Subject: Re: Course packets, Notes, and Passivity In-Reply-To: <199606252108.OAA13992@dfw-ix3.ix.netcom.com> On Tue, 25 Jun 1996, Schweitzer wrote: > 1. Course packets. Course packets are wonderful -- IF you can get > them put together in time, and IF there is a good system at your > university to do so. I am often required to teach different courses > each semester, and I also am capable of changing what I want them to > read in the same course from semester to semester. (etc.) Yes, I agree.Also there is a kind of "revolution of rising expectations" among students: the more you give the more they want. But I just had an idea my students accepted: put a lot more items in our Library's photocopy reserve collection (there is also a photocopy non-reserve one): if you haven't got one, try to get one. > I have also offered seminars where I wanted to see what the > STUDENTS wanted in terms of the direction we would go in -- I made up a > reading list as we went along to suit THEIR needs. Too late to go get > a packet made up in that instance. So who ends up doing the xeroxing > for everybody? And the collating? Care to guess? This happened to me too -- and then they couldn't find them in the General Office (unpredictable turnaround) But the worst thing was when some done a week ahead weren't picked up and one student announced he couldn't begin seminar discussion without one... > (And when you do go to the trouble of getting a packet put > together, watch how many of them don't read a page of it ...) They don't always read reading lists... > days? So at least they go through that part when they are in the > lecture hall. It is the PROCESS, as others have said, that helps with > the learning. Not when they have lecture handouts. (And if you don't follow the handout, they take notes but say they couldn't follow the lecture. If you do, they say it was well-structured but boring.) > one of whom is also quite dyslexic), then suggest they use a tape > recorder so they can go over the lecture later if they want. Doesn't > that make sense? I don't mind tape recorders. Some people do. > I don't lecture from notes that anyone else could understand - in > part because you do a better job if you don't -- you play more to your > audience. We also vary where we go in different semesters, again > depending on what the class seems to want more information on. For me, > having to pass out my notes would be too ironclad. It would not work > with my own teaching style. If someone else wants to do it, fine -- > but the students HAVE to be willing to LEARN from a variety of > teachers. I agree. But the final sentence is the problem. Because I don't think they are willing. A minority are, yes. --------------------------------------------------------------- Judy Evans + Politics + jae2@york.ac.uk using voice-recognition software: please ignore editing errors --------------------------------------------------------------- ========================================================================= Date: Wed, 26 Jun 1996 09:07:39 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Scott Kerlin Subject: Downsizing in the Academy: [2] Follow-up Comments: To: AERA-GSL@ASUVM.INRE.ASU.EDU, AERA-J@ASUVM.INRE.ASU.EDU This is just a quick note to acknowledge those of you who have written publicly or privately regarding your own experiences with downsizing within the academic profession. I am very much interested in each and every one of your stories and, as time permits, will try to write back to you individually. Meanwhile, I will begin investigating the creation of a discussion list for those of you who would like to participate in this discussion in the future. If you've not yet written but have an interest and/or experience with this topic, be sure to drop me a line. Scott Kerlin Co-Host, AERA-GSL Graduate Studies Discussion List Scott's Home (Page): http://bolt.lakeheadu.ca/~facedwww/Scott/home.html ========================================================================= Date: Wed, 26 Jun 1996 10:52:27 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Shahnaz C Saad Subject: Re: Course packets, Notes, and Passivity In-Reply-To: from "Judy Evans" at Jun 26, 96 01:55:43 pm I'm a little bemused by the tone of the discussion on course packets. When readings are put on reserve rather than distributed in class, usually only 1 or 2 copies are put on reserve. Students therefore often go to read or photocopy the reserve materials only to find that they are out. Students have other courses, full or part time jobs, and families: they often don't have time to keep going back to the library in search of reserve materials. And after 2 or 3 experiences in which they go to the library and find the reserve materials out, it is not unreasonable for them to just give up and stop even trying to read the reserve materials. People on this list have been complaining that students in previous years used to be more dedicated. Perhaps this is because students in previous years were less likely to hold jobs while going to school. There are only so many hours in a day. Chris ******************************** Chris Saad saad@dolphin.upenn.edu ******************************** ========================================================================= Date: Wed, 26 Jun 1996 10:36:04 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Pamela Yvette Cook Subject: Re: innovative research methods In-Reply-To: Dear Joan, I would like to be added to a list to receive the final list of innovative research methods resources. Thank you. Pamela pycook@midway.uchicago.edu ========================================================================= Date: Wed, 26 Jun 1996 10:55:21 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Benay Blend Subject: Re: Coopting of Native Traditions Several essays in *The State of Native America* address this issue, as well as an essay by Andy Smith in *Ecofeminism and the Sacred*. You might also look at relevant parts of Vera Norwood's *Woman and Nature*. Good luck, Benay Blend blend@alpha.nsula.edu ========================================================================= Date: Wed, 26 Jun 1996 12:03:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: Electronic Reserves Recently, Chris Saad wrote: > When readings are put on reserve rather than distributed in class, > usually only 1 or 2 copies are put on reserve. Students therefore often > go to read or photocopy the reserve materials only to find that they are > out. Students have other courses, full or part time jobs, and families: > they often don't have time to keep going back to the library in search of > reserve materials. And after 2 or 3 experiences in which they go to the > library and find the reserve materials out, it is not unreasonable for > them to just give up and stop even trying to read the reserve materials. Here's one place where technology may prove to be a great help. My university, UMBC, is starting to make use of electronic reserves in addition to the usual reserves in hard copy. Electronic reserves can be accessed via the World Wide Web by many students at once, and at their convenience. In the case of material covered by copyright, that material can be put in a special part of the site that is password protected: only students in the course will know the password. Of course, electronic reserves raise all the same questions as other uses of technology, especially the danger of privileging richer students at the expense of those less well off. But UMBC is trying to provide enough student computer labs so that students need not have computers at home, and of course there ARE still hard copy reserves available as well. I'm just learning about electronic reserves, so I don't think I can answer many questions, but I thought I'd mention this promising possibility since it seemed so pertinent to Chris's remark. Joan Korenman ***************************************************************************** * Joan Korenman korenman@umbc2.umbc.edu * * U. of Md. Baltimore County * * Baltimore, MD 21228-5398 http://www-unix.umbc.edu/~korenman/wmst/ * * * * The only person to have everything done by Friday was Robinson Crusoe * ***************************************************************************** ========================================================================= Date: Wed, 26 Jun 1996 12:41:15 EDT Reply-To: Women's Studies List Sender: Women's Studies List Comments: Resent-From: Rosa Maria Pegueros Comments: Originally-From: Diane Lowe Fowlkes From: Rosa Maria Pegueros Subject: Re: Audre Lorde quote Several folks have written to ask me for the citation of the Audre Lorde quote so here it is. I will be gone for several weeks, so I hope everyone who needs it, sees it. Rosie ...................................................................... Rosa Maria Pegueros 217C Washburn Hall Department of History e-mail: pegueros@uriacc.uri.edu 80 Upper College Road, Suite 3 telephone: (401) 874-4092 University of Rhode Island Kingston, RI 02881-0817 "When a great adventure is offered, you don't refuse it." --Amelia Earhart ----------------------------Original message---------------------------- The quote is actually contained in an essay of the same name. The exact words are: "The master's tools will never dismantle the master's house." The essay is in _Sister Outsider_ collection of Audre Lorde's speeches and essays, published by Crossing Press/Trumansburg, New York 14886, in 1984. ========================================================================= Date: Wed, 26 Jun 1996 12:44:28 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Andrea Austin <3AJA1@QUCDN.QUEENSU.CA> Subject: Re: Course packets, Notes, and Passivity In-Reply-To: Message of Wed, 26 Jun 1996 10:52:27 -0400 from There's one aspect of the reading packets that no one has yet mentioned: the dreadful waste of paper. One prof. I t.a.'ed for became fairly disheartened at the amount of paper being wasted with course packets when he became aware of how little of the readings students were actually doing. The solution? put the materials online for interested students to retrieve directly. Students need not have own modem or pc if campus comp. facilities are adequate. An added plus is that they're also learning or practicing valuable computer skills that they *will* need in the workplace. Of course, a trip to reserves to photocopy the information should be the option for those who can't/won't access the online readings. After all, they only have to save the file to disk or their own computer and then, if they want, print it out--sure, some may balk, but I have found that once they understand it as an environmentally responsible solution and one that teaches valuable job skills at the same time, they are less resistant; detailed instructions and/or a workshop to demonstrate the procedure for accessing and saving the info. has worked well for me. Andrea Austin +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ + + + Andrea Austin | 3aja1@qucdn.queensu.ca + + Dept. of English | 3aja1@qlink.queensu.ca + + Queen's University | webeng@qsilver.queensu.ca + + Kingston, Ont. | http://qsilver.queensu.ca/english/ + + K7L 3N6 | http://qlink.queensu.ca/~3aja1/ + + + +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ ========================================================================= Date: Wed, 26 Jun 1996 12:39:00 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Carolyn Feser Subject: comodification etc I was wondering what is thought about a student that argues for an A when she has an average of 93.67. The syllabus read that a B was 86 - 93, an A was 94 to 100. I gave my professor a hard time with this one. He still said "no". You really can't blame me for trying. We don't get pluses or minuses. Peace, Carolyn Feser ========================================================================= Date: Wed, 26 Jun 1996 13:50:33 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Christine Smith <10casmith@BSUVC.BSU.EDU> Subject: Re: Course packets, Notes, and Passivity The obvious solution to student complaints that only 1 or 2 articles are on reserve and they are out when the student attempts to retrieve them is, put more copies on reserve. I put 4 copies of everything on reserve. That way articles are likely to be available when students get to the library. And students can use the lack of availability as an excuse for not having the reading done. A related issue is bound copies or articles versus library reserve. I too generally do not decide which articles to use until a few days before class begins. Sometimes is is because I am working on other things than class preparation and other times it is because I am looking for just the "right" thing. As a grad student, faculty members often put articles in the department office for us to copy. I never heard anyone complain, unless the articles weren't there. I guess it surprises me that grad students would expect that articles should be bound and ready. Maybe because faculty members never bound our articles that we didn't expect this. Christine Smith Psychological Science Ball State University ========================================================================= Date: Wed, 26 Jun 1996 11:51:59 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Schweitzer Subject: Re: evaluating journals # Ruth Ginzberg must be my unknown twin sister out there -- that's how I evaluate journals, too. She wrote: >I use a system of comments (the primary feedback mechanism) for >evaluating journals and providing feedback. But then I record an >evaluative 'mark' (for grading purposes) of '+' (plus), check, or '-' >(minus) ... or '0' if it was not handed in at all. Although I find >that students are not entirely happy with this system, it is the best >I've found yet. I tell them (because it is true) that the usual and >normally awarded mark is 'check' -- which covers the entire range from >'barely adequate' to 'really quite good' -- and they should be able to >tell from the comments where in that range their own 'check' falls. I >reserve '+' ('plus') for the occasional journal which, taken as a >whole, really knocks my socks off with its insightfulness and >engagement with the material, and '-' (minus) for work which truly >does not meet minimum standards of quality or quantity (usually this >takes care of those which are obviously dashed off the night before in >a hurried and/or superficial way). '0' is for when nothing was handed >in -- OR when what was handed in was so embarrassingly scant that it >probably shouldn't have been handed in at all. One thing I find with this system is it returns the students to the REALITY that "just doing the assignment" is not an "A"! But I also like it because I like to "talk to" the students through their journals -- I want them to be honest, and open, and we have an ongoing dialogue through the semester that's a little different from the one in class. I truly enjoy this, and I think the students do, too (though my family shakes their heads at how much time goes into it.) (Of course, this was before I went on medical leave, sigh.) However, the way I have them hand journals in is a little different from Ruth's, and it evolved over time. Generally, they are supposed to have written an analysis of the reading BEFORE the class discussion so we have something to talk about. I have learned (the hard way) to have them XEROX that analysis BEFORE the class and hand the xerox in to me. If they want to continue writing in their journals about the subject after the class, that's fine. But this way I have been able to prevent the student sitting in the back of the classroom madly writing down the discussion to hand in as her assignment. Why not simply collect them before the discussion? Well, I find that the students really prefer having them in front of them to help remind them what they wanted to say. And the good students like to keep adding on as the discussion proceeds. So this way works out best -- it works FOR the students who are trying to do it right. I also find that students are much freer in discussion when they are not so worried about someone stealing their thoughts, frankly. I go over the individual assignments and write comments on them -- if someone has a writing problem, I talk to them individually to see what we can work out, but I try not to be critical of writing or spelling or grammar in this because I want them to be focusing on their THOUGHTS and ANALYSIS and not worried about their inadequacies. (This is an old skill learned from teaching writing to little kids YEARS ago -- the idea is to remind them that reading and writing are COMMUNICATION skills, that the object is communication and not evaluation.) I hand them back sporadically -- my life was not always easy either, after all. But at the end of the semester, they gave me back the completed journal, with the original assignments and sometimes additions (only a few did that), and I looked at it once more. The more that could be done DURING the semester so they could look at and respond to comments, the better. Just exhausting, that's all! In addition to the handed in assignments, BTW, I also learned to have them fill out a seating chart in the beginning of each class (I never had less than 40 in a class, which is kind of large for a discussion class). I did that because I am a highly visual learner and I just can't remember people's names when they tell me aurally! But it also worked well in two ways -- the students who spoke up felt they were really getting credit for it and not just lipservice, (and they were); I could look at the chart for a name of someone who wrote wonderful assignments but never spoke up, check out the expression on their face, and see if I could get them to speak up in class -- often could. Finally, with the seating charts I had a record for the whole semester of who showed up -- and who didn't. I graded on an EASY curve, because in truth these students worked harder than any students I have ever had. They worked for the SUBJECT. I truly miss those classes, and the students. Mary Schweitzer, Dept. of History, Villanova University (on leave 1995-97) I collect journals on a random and unannounced basis (which means that they need to bring their journals to class every day). In order to randomize the collection of journals, I have 10 "straws" which I put in a cup, with numbers on them from 0-9. Each day (or week, depending on the class) I draw from 1 to three straws *in class* (actually I have a student do the drawing), and then have students whose *last* digit in their student ID matches the one(s) drawn that day, hand in their journals before they leave. For students who keep their journals on a computer, I give them a few hours after class to send their journal to me electronically ... which means that for those students who commute & don't go home during the day that they'd better bring to class with them a floppy disk with their journal on it so that they can go to the library & stick their floppy in a computer in the library & send me the journal pretty soon after the class in which their number was drawn. Due to the randomness of random numbers, this does mean that occasionally some students have their numbers drawn 2 weeks in a row, and some students may not have their journals collected for quite a few weeks. I try to keep a watch on this, and if there is some group of students whose number hasn't been drawn for TOO long a time, I do administratively just announce that I am collecting those at some point, whether or not their number is drawn on that particular day. ========================================================================= Date: Wed, 26 Jun 1996 12:05:12 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Schweitzer Subject: Re: Commidification of education - True Story! # There's an old book with somewhat outdated language that I loved 25 years ago, and still do, called "Teaching as a Subversive Activity" that talks about the "inoculation" theory of education -- you "take" a subject, and once you "take" it, you have "had" it. Heh heh heh. I find it amazing that there is so little discussion of sound educational THEORY among academicians. We are, after all, SUPPOSED to believe in the value of research and scholarship. But who has the time? The basic rule of teaching is this: the student has to want to learn it. The old-fashioned way of doing this was to make the student fear that if he/she didn't learn it, he/she would flunk out. During the late '60s and '70s that changed (in part because if you flunked a male student out, you were giving him a one-way ticket to Vietnam). Then student evaluations arrived -- originally intended to help students who were "out of the loop" pick good courses, but soon taken over by administrators looking for an easy way to evaluate teaching for purposes of tenure and promotion. Also, it became impossible to catch a student cheating. Just a ridiculous hassle. And for a number of reasons I'm not totally sure of, cheating increased dramatically as an approved activity in student culture. Which means, I think, very few students ever REALLY flunk exams or papers. They cheat instead. SO -- where does that leave us? With students who don't WANT to learn the material for itself because they never found out you can do that. With students whose fathers are yelling at them to get a good paying job after they graduate to pay for this blinking education, so what little love of learning-for-itself existed within their bosoms has been beaten out of them as foolish and irresponsible. With students who'll savage any teacher on course evaluations if he/she hands out serious grades. And with parents who'll sue if you accuse a student of cheating or give him/her an "F". Niffy. My own pandering compromise has been to grade on as high a curve as I can without getting yelled at by my Dean -- which at my school is pretty durn high. And to try to get the students to do the material because the MATERIAL IS WORTH DOING. This got old fast. That's why I prefer teaching women's studies, because they voluntarily work their hearts out. Okay -- after all this time, the real story I promised you: My first semester teaching, at Notre Dame, a student came up to me at the beginning of spring semester about his fall grade. He was upset because he got an "A-" and he wanted an "A". I foolishly spent time explaining to him that the numerical difference between the two was miniscule in the large scheme of things -- it would wash out by the time he graduated. Finally he burst out, "You don't understand. My father promised me a new car if I made a 3.5 my first semester, and I need that "A" to make it." Hmmmmmm. Maybe I should have asked him how much a car was WORTH to him ... Mary Schweitzer, Dept. of History, Villanova University (on leave 1995-97), ========================================================================= Date: Wed, 26 Jun 1996 11:16:13 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jacqueline Haessly Subject: Re: Discussions/Conversations In-Reply-To: <009A466E.6E066220.34@kenyon.edu> The question of how to hold "discussions" in class reminds me of something I heard some years ago that has made a big impression on me and in my work. It has to do with how language communicates: DISUCSSION -- PERCUSSION -- CONCUSSION all have to do with an image of "hammering", "hitting" awat at an idea, an instrument, a head! Where other words, such as Conversation, Dialogue, have to do with an excanged of information which is based on MUTUAL sharing and listening. I cannot cite source, except to state that the statement was made by a participant in a study group session during a seminar on Team Leadership held in Tiburon, CA in May of 1993. Since "listening" is the least understood and least practiced of all communication skills, it might be helpful to set the "listening" ground rules. One technique to do that comes from Native Tradition of the "Talking Stick", which offers one person an opportunity to speak while all others listen without comment. As the stick wends its way around the group, others have a chance to engage in sharing from their own experience. There is two excellent communication board games: "Ungame" and "Social Security", both of which allow for this same type of talking and listening. Both games allow for conversation about personal life, current events, and critical justice issues as well as about an array of controversial topics. The games can be adapted for any setting. Another strategy might be to use the model of Current "Talk Show" format to examine how ideas do and do not get communicated in any society. Taping a show and bringing it to class for class viewing and an exchange of thoughts and ideas might help in this process. Select a show that addresses a topic relevant to the course. Peace, Jacqueline Haessly jacpeace@acs.stritch.edu ========================================================================= Date: Wed, 26 Jun 1996 09:38:33 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Kathy Miriam Subject: Re: Coopting of Native Traditions In-Reply-To: <199606191618.LAA11990@ns-mx.uiowa.edu> Hi Dawn, there was an issue of Lesbian Ethics out about a year ago that has an article critiquing the motherpeace tarot as ethnocentric (not particular to coopting *just* native american traditions). also, do you know the poem by Chrystos entitled "Shame On"? if i think of anything else i'll let you know. good to see you on the internet. Kathy Miriam Kmiriam@cats.ucsc.edu On Wed, 19 Jun 1996, Dawn Atkins wrote: > I am teaching a feminsit spirituality course this summer. I would like to > add material to my ethics section about the debate over the use of Native > American religions by those of European heritage. Can anyone suggest some > readings I can assign for my class? > > > Dawn Atkins > dawn-atkins@uiowa.edu > ========================================================================= Date: Wed, 26 Jun 1996 14:21:59 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Jezek N Bjornsson Subject: Re: SCUM Manifesto Comments: To: bs86 In-Reply-To: <9606201724.AA26410@umailsrv1.umd.edu> The SCUM manifesto was written by Valerie Solanas in the late 1960's--she's the woman who "shot Andy Warhol"--also the name of a reently released film--it was published (I think) shortly after she shot warhol but am not sure of publisher or where to track it down now--books out of print? ========================================================================= Date: Wed, 26 Jun 1996 19:20:27 EST Reply-To: Women's Studies List Sender: Women's Studies List From: "Gina Oboler, Anthropology & Sociology, Ursinus College" Subject: Re: Coopting of Native Traditions Benay Blend: Could you please provide a full citation for THE STATE OF NATIVE AMERICA? It sounds like something I should at least look at and maybe use for course reading. Thanks. -- Gina ========================================================================= Date: Wed, 26 Jun 1996 18:56:50 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: beatrice Subject: Re: Subject: NGOs and W/S In-Reply-To: Message of Wed, 26 Jun 1996 10:38:36 +0200 from Yes, "empowerment" and "ownership" are terms to be questioned. There's the prob lem expressed by the slogan that goes something like "Small tyrants threatened by big ones think they know what liberty is." And, yes, there's a general sense of an opposititional position to the West in "third world" countries, but there's also an understanding of pragmatism and self interest that colors activ ity of one kind or another. And I wouldn't write off illiterate people or people with little formal schooling as having either no astute political anala- sis or pragmatic interest. An interesting example of the complexity of our postcolonial era and "third world" issues turned up in a report in yesterday's New York Times: The Sumo people in Nicaragua are struggling against the encroachment of their land by Korean loggers who were granted rights to it by their government. They and othe rs who historically had access to hundreds of thousands of acres of woodlands and rivers stand to lose more as their governments entertain bids for logging rights from Indonesia, Malaysia, and Taiwan. As for NGOs, I think we and our students need to examine their work in terms of negotiation processes and see where they're headed before we write them off. SEWA in India, e.g., empowers women in the informal economic sector, teaches and helps with getting loans and managing enterprises, incidentally teaches literacy; in group sessions women discuss gender and other political issues, gain self assertiveness at home. Understanding the effect of limitations on th e informal sector by macro level economic factors and the lack of security in small enterprises, SEWA reports itself trying to move toward larger issues. Another e.g.: Mahila Samakhya leaders are well aware of the danger of co- optation by donors, try to deal with that as they develop local projects and orientation of local leaders. How well they'll do is an open question. Their commitment is to start with village women's priorities; if a water pump, that's the project. I have grave reservation about the prohibition campaigns: women (and men) will be impoverished without liquor and men who don't drink also beat their wives. I wondered whether the Dutch government would continue to fund projects if they began to oppose capitalist exploitation. (It funded the Asian- African Women's Conference last year; the objective was for Mahila Samakhya to show African women what they were doing in villages.) But let's watch and see what develops. I think what we should be teaching is our responsibility for each of our own government's investment in other countries, informing ourselves protesting exploitation in our name, and pointing to directions to take. beatrice bfdgc@cunyvm.cuny.edu ========================================================================= Date: Wed, 26 Jun 1996 19:45:00 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Ingrid Alisa Bowleg Subject: Seeking University of London contacts Hello, I'm hoping that the six degrees of separation hypothesis will be proven with this posting. I was wondering if anyone might have an address for Janet Holland or Caroline Ramazanoglu. The former is affilated with the Social Science Research Unit, Institute of Education at the University of London. The latter is affiliated with Goldsmiths' College, University of London. Both are members of the Women, Risk and AIDS Project team in London. Suggestions for getting in contact with the University of London (either by e-mail or phone) are also welcomed. Please respond to me privately. Thank you. Lisa Bowleg Women's Studies Program Georgetown University Internet: lisabow@gwis2.circ.gwu.edu ========================================================================= Date: Wed, 26 Jun 1996 19:55:47 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Virginia T. Bemis" Subject: Re: Course packets, Notes, and Passivity In-Reply-To: <01I6D7G7YU2G8WWHIY@BSUVC.bsu.edu> Either electronic access or course packets helps when dealing with one problem that particularly affects women students. On many campuses, going to the library at night isn't safe. That means a lot fewer hours when any library reserve material is available. Ideally, women should be able to go anywhere on a campus at any time, but face facts--it can be dangerous. Virginia Bemis voice: 419 289-5120 English Department Ashland University Ashland, OH 44805 vbemis@ashland.edu ========================================================================= Date: Wed, 26 Jun 1996 20:00:37 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Virginia T. Bemis" Subject: Re: Coopting of Native Traditions In-Reply-To: Beth Brant has written and talked about the subject--her views on many issues are worth listening to. Virginia Bemis voice: 419 289-5120 English Department Ashland University Ashland, OH 44805 vbemis@ashland.edu ========================================================================= Date: Wed, 26 Jun 1996 21:35:25 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Tammie Davis Subject: Re: Coopting of Native Traditions Dawn, I am reading a book now called Walking in the Sacred Manner, by Mark St. Peirre and Tilda Long Soldier. It sounds like something you would be interested in. I haven't finished yet, but so far it is good. tammie justicetoo@aol.com ========================================================================= Date: Wed, 26 Jun 1996 21:31:22 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Phyllis Povell Subject: Re: Course packets, Notes, and Passivity Laurie, One strategy that is effective in keeping students in a discussion format in which they respond to each other's ideas is to ask them to summarize what the person before them has expressed before they offer their own ideas into the discussion. This should be done in few words otherwise it becomes very tedious. Phyllis Povell Povell@eagle.liunet.edu ========================================================================= Date: Wed, 26 Jun 1996 22:55:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: W Pendleton Subject: Thanks and a Thought I want to thank the many people whose comments on teaching have benn useful. I especially like the seating chart idea which had not been part of my plans, but really solves many problems. I also want to mention a facility I used to some advantage last year and expect to use more--the facility is called learnlink which allows students to log into several conferences and subconferences in a way that is user friendly. Thus they can click on an icon for my class and get a series of icons that represent subconferences-- last term one had the course outline etc with the requirements, another had questions I posed for the class, another was for students to post questions and answers to each others questions, another was for electronic office hours where they could chat with me and each other, and another was itself subscribed to the listserver for the class so that students could get all the listserv discussion without actually having to subscribe. I hope next year to extend this use and perhaps replace the need for the listserver. I am thinking of asking students to submit journal like information and responses to assigned questions to the subconferences for general discussion in class and electronically. All this was voluntary last year. Now it will become an integral part of the course. Does anyone have any thoughts? I hope to set up a web page as well so that students can have access to infromation-census reports for example--with fairly little effort. My purpose is not to make thinks unnecessarily difficult for students, but to require thought without offering a means to avoid it in the name of being friendly or supportive. By the way, the system I have used for e-mail (IBM-VM) will soon have its mail facility stripped. I have appended a new address below and at some point I shall have to unsub and resub to the lists I now receive. I believe a mechanism will be devisied so that I shall miss no mail while I am away for about a month, but that is not certain. If those who have contacted me directly get returned mail, I guess the transition was not perfect. If they get no reply, it may be because I an out of the country until the Olympics are over. I appreciate everyones responses and I shall not be ignoring anyone. *********************** WM W. PENDLETON DEPARTMENT OF SOCIOLOGY EMORY UNIVERSITY 404 7277524 SOCWWP@EMORY.EDU SOCWWP@EMUVM1.CC.EMORY.EDU SOCWWP@EMORYU1.CC.EMORY.EDU BPENDL@SOC.EMORY.EDU Acknowledge-To: W Pendleton ^?^? Undeliverable Mail ========================================================================= Date: Thu, 27 Jun 1996 07:07:27 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Molinda Lauxmiller Subject: Re: comodification etc In-Reply-To: Actually, Carolyn... if you were in my class and earned that average I would encourage further good effort by giving the A! Blessings, Molinda On Wed, 26 Jun 1996, Carolyn Feser wrote: > I was wondering what is thought about a student that argues for an A when > she has an average of 93.67. The syllabus read that a B was 86 - 93, an > A was 94 to 100. I gave my professor a hard time with this one. He > still said "no". You really can't blame me for trying. We don't get > pluses or minuses. > Peace, > Carolyn Feser > ========================================================================= Date: Thu, 27 Jun 1996 14:18:08 +0000 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Makoff Subject: Call for Papers - Sexualities Sexualities Sexualities is an exciting new international journal publishing articles, reviews and scholarly comment on the shifting nature of human sexualities. The journal will provide a forum for debate and discussion over controversies surrounding contemporary sexualities. Sexualities will be published quarterly from February 1998. The journal will adopt a broad, interdisciplinary perspective covering the whole of the social sciences, cultural history, cultural anthropology and social geography, as well as feminism, gender studies, cultural studies and lesbian and gay studies. If you would like to submit a manuscript you should contact: Professor Ken Plummer Department of Sociology University of Essex, Wivenhoe Park Colchester, CO4 3SQ Fax: 01206 873598 Email: plumk@essex.ac.uk For further information on the journal, please contact: Jane Makoff, SAGE Publications ========================================================================= Date: Thu, 27 Jun 1996 15:21:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List Comments: RFC822 error: RESENT-DATE field duplicated. Last occurrence was retained. Comments: Resent-From: Valerie_TURNER@umail.umd.edu (vr9) Comments: Originally-From: Valerie_TURNER@umail.umd.edu (vr9) From: vr9 Subject: Call for work In-Reply-To: WOMEN- Is racism inevitable? Is it a permanent stain in our lives? Believe this? No? How do you believe it is possible to eliminate racism in our society? We are looking for work by women for an anthology that focusus on the ways racism can be overcome. We want to collect stories, poems, essays, pictures that demonstrate how racism has been successfully challenged in your lives, and work that envisions how it can be eradicated in the future. We seek solutions, remedies, and healing work. Please send your visions, stories (double-spaced), poems, and photographs or art work (none larger than 6 X 8") to E/Racism, co: VJ/CHF, POB 218, Glenn Dale MD 20769. Send SASE for the return of material. Deadline: December 31 1996 Valerie Jean (vj) _________________________________________ | "I wish to live because life has | Email:VR9@umail.umd.edu or | within it that which is good, that | TURNER@umail.umd.edu | which is beautiful, and that which | | is love... I have found them to be | Phone:(301) 405-9232 | reason enough and - I wish to live." | | | |___________Lorraine Hansberry__________|------------ End Forwarded Message ------------- ========================================================================= Date: Thu, 27 Jun 1996 00:40:19 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jacqueline Haessly Subject: "Politically Correct" origin I wonder if someone from the list can help me. I am searching for the origin of the term "Politically Correct". I remember reading some years back that is originated from a conference with that title, and had something to do with finding strategic ways to influence political issues. Am I remembering correctly? If anyone has accurate information: Place, Purpose of the use of the term, person, date of the conference, it would be most helpful, anything else that might be of use to know, I'd greatly appreciate it. I'd also appreciate any information on when the political right began to use the term for their own purposes. I am using the term in a publication about to go to press and the editor would like a reference. thanks in advance for any assistance. Please reply privately. Jacqueline Haessly jacpeace@acs.stritch.edu ========================================================================= Date: Thu, 27 Jun 1996 17:21:30 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Ann Ferguson Subject: Two-Thirds World Women Comments: cc: korenman@umbc2.umbc.edu 6/27 I think the suggestion to speak of First World and Two-Thirds World Women rather than First and Third World Women is a great political move. Who first coined the term? I note that Angela Miles, in (1996, Routledge) uses the term too. But another solution to the problem is to speak of Northern and Southern countries and women. Best, Ann Ferguson ferguson@philos.umass.edu ========================================================================= Date: Thu, 27 Jun 1996 18:48:24 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Lynn H. Collins" Subject: Association for Women in Psychology, Baltimore 1998 Are you interested in shaping the ASSOCIATION FOR WOMEN IN PSYCHOLOGY March 1998 Conference in BALTIMORE? AWP is the organization that brought the need for a division on the Psychology of Women to the attention of the American Psychological Association (APA). It is closely affiliated with APA's Division 35. The Association for Women in Psychology is a not-for-profit scientific and educational organization committed to encouraging psychological research, theory, and activism related to women's concerns, with an awareness of and responsibility to incorporate cultural diversity as well as a strong anti-racism position. Involvement offers wonderful opportunities for students and professionals to network with women on the cutting edge of psychology from across the world. Participation is open to a wide variety of specialty areas, including but not limited to psychologists, psychiatrists, social workers, nurses, counselors, sociologists and others interested in psychological issues. I am serving as Conference Coordinator and am looking for individuals who would be interested in shaping this conference. If you would like to get on the mailing list for upcoming monthly organizational meetings, please send me your name, address, and phone numbers. I can be reached by phone at (410) 837-5283. You can also mail me this information: Lynn H. Collins Professional Counselor Pre-Certification Program Division of Applied Psychology 1420 North Charles Street Baltimore, MD 21201-5779 PLEASE FEEL FREE TO FORWARD THIS POST TO INTERESTED INDIVIDUALS AND RELEVANT LISTSERVS! ----- End forwarded message ----- End forwarded message ========================================================================= Date: Thu, 27 Jun 1996 20:06:49 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: William Pendleton Organization: Emory University - Atlanta, Georgia, USA Subject: Re: "Politically Correct" origin In-Reply-To: Message of Thu, 27 Jun 1996 00:40:19 -0500 from On Thu, 27 Jun 1996 00:40:19 -0500 Jacqueline Haessly said: >I wonder if someone from the list can help me. I am searching for the >origin of the term "Politically Correct". I remember reading some years >back that is originated from a conference with that title, and had >something to do with finding strategic ways to influence political >issues. Am I remembering correctly? If anyone has accurate information: > I have encountered this question on another list but I do not remember which one. I can attest to my own first? encounter with the term in the late sixties. There was a grape strike in California, Chavez came to national prominance, and I atttended a dinner party given by a left leaning member of our faculty. She served grapes from Chile and wondered aloud whether it was politically correct or no to do in the circumstances. She was serious about the implications, and I assume felt that raising the question gave her some absolution if the rest of us were concerned about the grapes. I believe that the term was used rather extensively in some marxist circles earlier as a means of drawing attention to activities, questions, etc. that, whatever their merit itellectually, might discredit the received wisdom of the left. Thus, another colleague suggested that studying generaltional patterns of crime might lead to conclusions that could suggest a genetic component was politically incorrect regardless of whether or not there was any scholarly merit to the proposal to do so. The other list never came to any conclusion about the origin, but if you do, please tell us all about it. *********************** WM W. PENDLETON DEPARTMENT OF SOCIOLOGY EMORY UNIVERSITY 404 7277524 SOCWWP@EMORY.EDU ========================================================================= Date: Thu, 27 Jun 1996 13:54:00 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: caroline nachman Subject: lesbians on film Comments: To: wmst-l%umdd.BITNET@uunet.uu.net i am so disappointed with the recent crop of "lesbian films" and still maintain that john sayles' 1982 "lianna" is the best i've ever seen. any other recommendations? thanks, caroline || SquareNote3.5, like index cards on your PC, available free. || Email "sqn35net@sqn.com" for details. Used for organizing || research, collections, contacts, and keeping a daily journal. ========================================================================= Date: Thu, 27 Jun 1996 21:37:05 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: beatrice Subject: Re: Two-Thirds World Women In-Reply-To: Message of Thu, 27 Jun 1996 17:21:30 -0400 from Ann, Northern and Southern, tho used, doesn't really work because New Zealand and Australia are Southern and there's such a mix of colonizer and colonized there. Whom does "Southern" represent? "Two thirds "women? I'm pondering that. Troublesome questions, as always when we seen an umbrella term, e.g., does it flatten the difference between, for example, Violetta Chamarro, representing upper class iterests in Nicaragua in her administration leadership, and most Nicaraguan women? the same question applied to Khalida Zia (do I have the name right), Center right leader who just lost her prime minister post in BAngladesh and will contend for it again? and so on? beatrice bfdgc@cunyvm.cuny.edu ========================================================================= Date: Thu, 27 Jun 1996 23:16:26 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Christine Smith <10casmith@BSUVC.BSU.EDU> Subject: Re: lesbians on film Personally, I love "Go Fish." I've shown exerpts from it in my Female Sexuality course. It was made by lesbians and has real lesbians in it. It is not the classic "straight woman falls in love with a lesbian" storyline that characterize so many lesbian films. It is simply a "carefree lesbo looking for love " (quote from the film). Christine Smith Ball State University ========================================================================= Date: Fri, 28 Jun 1996 08:44:53 +0300 Reply-To: Women's Studies List Sender: Women's Studies List From: "Shoshanna Mayer Ph.D." Subject: all-girls science program We have a science-museum based educational enrichment program, several years old. Since observations showed boys dominating the scene in these classes, we intend to open an all-girls (age 7-9) class next year. The contents and enthusiasm of teachers seem fine, but for full authorization we are asked to supply references and most importantly research-findings or similar on such (science) programs, long or short term. Please help. Shoshana ========================================================================= Date: Fri, 28 Jun 1996 08:02:33 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Lori Rogers Subject: Last call for contributors NEIL JORDAN: THE FILMS AND THE NOVELIST A Call for Contributing Essayists I am seeking contributing essayists for _Neil Jordan: The Films and The Novelist_ , an anthology focusing on how Jordan's movies interact with Jordan's fiction, including his novels and short stories. Jordan, who has become internationally famous as a filmmaker (The Crying Game, Interview With the Vampire, etc), began his career as a novelist and short-story writer and has just published his third novel, _Nightlines_ , in the US. There has been a great deal of writing about Jordan's filmmaking; this compilation invites essayists who have also studied the themes of race, mutation, gender roles, post-colonial change, and performativity in Jordan's prose fiction. Queer, feminist, and other readings outside the usual ken of Irish Studies are particularly encouraged. Essays may focus on Jordan's films or prose, but must engage both, tracing the development of themes found in his fiction to themes presented in his films. Fiction includes: *The Past *The Dream of A Beast *Night In Tunisia (collected short stories) *Nightlines (or Sunrise With Seamonster) Films include: *Mona Lisa *Angel (released in US as Danny Boy) *High Spirits *Night in Tunisia *The Miracle *The Crying Game *Interview with the Vampire Anyone interested in contributing should send abstracts or completed papers (maximum 40 pages--MLA style) to: Lori Rogers, 3 Holland Street, Apt 3, Somervillem MA 02144. You can also email me for more information at rogerslr@aol.com Please respond to me privately and NOT to the list. Deadline for proposals: August 1, 1996 Lori Rogers Tufts University ========================================================================= Date: Fri, 28 Jun 1996 10:44:39 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: avril chalmers Subject: Re: "Politically Correct" origin >On Thu, 27 Jun 1996 00:40:19 -0500 Jacqueline Haessly said: >>I wonder if someone from the list can help me. I am searching for the >>origin of the term "Politically Correct". I remember reading some years >>back that is originated from a conference with that title, and had >>something to do with finding strategic ways to influence political >>issues. Am I remembering correctly? If anyone has accurate information: This might be a good moment to highly recommend Dorothy Smith's "'Politically Correct': An Ideological Code" in Richer, S. & Weir, L. (1995) Beyond Political Correctness: Toward the Inclusive University. Toronto: U of Toronto Press. She does a fine job of analyzing the neo-right deployment of the term "politically correct" to discredit socially conscious movements of various kinds. Avril avril_chalmer@sfu.ca . ========================================================================= Date: Fri, 28 Jun 1996 13:47:46 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "John C. Berg" Subject: Re: "Politically Correct" origin In-Reply-To: <199606281743.KAA07017@ferrari.sfu.ca> I had always heard that "politically correct" originated as self-deprecating humor on the left--but I cannot cite any sources. John C. Berg jberg@acad.suffolk.edu Department of Government Tel: +617-573-8126 Suffolk University Fax: +617-367-4623 Boston, Massachusetts 02108-2770 U.S.A. ========================================================================= Date: Fri, 28 Jun 1996 13:31:13 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Rebecca Lynn Eisenberg Subject: Re: lesbians on film In-Reply-To: You may grill me for this, but imho, nothing beats "the incredibly true adventrues of two teenagers in love." it dealt with race, class, gender, and sexuality issues, and did so in an entertaining, not-overly-heavy-handed way. in fact, i would say it was one of the best, if not the best, film of that year -- lesbian film or not. rebecca eisenberg rebeca@netcom.com rebecca@cyborganic.com http://www.cyborganic.com/People/rebecca On Thu, 27 Jun 1996, caroline nachman wrote: > i am so disappointed with the recent crop of "lesbian films" and still > maintain that john sayles' 1982 "lianna" is the best i've ever seen. any > other recommendations? > > thanks, > caroline > || SquareNote3.5, like index cards on your PC, available free. > || Email "sqn35net@sqn.com" for details. Used for organizing > || research, collections, contacts, and keeping a daily journal. > ========================================================================= Date: Fri, 28 Jun 1996 18:20:32 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Vashti Braha (SAR)" Subject: Re: lesbians on film In-Reply-To: I have been disappointed by many "lesbian films" but I LOVE the very recent "When Night is Falling". I don't remember the director, but she did "I've Heard the Mermaids Singing", which was also very good. I also liked "French Twist". Non-American movies certainly seem to be able to depict lesbians with more dignity, realism, and/or professionalism. (This one is French, the two above are Canadian.) +*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*++ * Vashti (how do you say your name again? Vasati? Vashiti? Vesta?) * + Braha (what country are you from?) + * New College of USF "Of course to the Nazis, * + 941-387-9101 I appear a rebel, but to the rebels + * I appear like a normal person from Venus" * + Nina Hagen + *+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+** On Thu, 27 Jun 1996, caroline nachman wrote: > i am so disappointed with the recent crop of "lesbian films" and still > maintain that john sayles' 1982 "lianna" is the best i've ever seen. any > other recommendations? > > thanks, > caroline > || SquareNote3.5, like index cards on your PC, available free. > || Email "sqn35net@sqn.com" for details. Used for organizing > || research, collections, contacts, and keeping a daily journal. > ========================================================================= Date: Fri, 28 Jun 1996 21:21:53 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Rebecca E. Rosenblum" Subject: U.S. Follow-up to Beijing Conference Comments: To: powr-l@uriacc.uri.edu Comments: cc: pwinet-l@vms.cis.pitt.edu Greetings all! I received, last week, a packet from Hillary Rodham Clinton and the President's Interagency Council on Women (a body set-up to implement the Beijing Platform for Action in the United States) announcing plans for follow-up regarding implementation of the Platform. They are encouraging a populist participation, and would like to have 1) feedback on and ideas for the National Action Agenda, and 2) information on successful actions in local communities. They would prefer a response by July 31, 1996. Further information can be obtained through their home page: http://www.whitehouse.gov/WH/EOP/Women/IACW/html/IACWhome.html or ... Mail: Fax: The White House 202/456-7357 New Executive Office Building Suite 3212 Washington, DC 20503 Additionally they are planning a national conference with local satellite links for September 28, 1996 to report on activities since Beijing, and share ideas on local projects. There is a list of state contacts, and anyone who is interested in the name of their contact person OR in obtaining a hard copy of the platform for action can e-mail me PRIVATELY. Please note, there are no contacts for: Alaska, Arkansas, Idaho, Maine, Mississippi, North Dakota, or the "territories" or Puerto Rico. Thanks! Rebecca Rosenblum, AWP Representative to the UN ********************************** Rebecca Rosenblum snail mail: c/o GSAPP PO Box 819, Busch Campus, Piscataway, NJ 08855 e-mail: rebeccar@eden.rutgers.edu ========================================================================= Date: Thu, 27 Jun 1996 21:57:00 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: Helga Dickel Subject: Old Women and Gynecology Dear Women, I am looking for references, sources for a friend (a feminist gynecologist) who wants to write an article on old women (65 and older) and gynecology. I know that this is not a common topic and I have searched already in MedLine, but have not found very much. Is there anybody on the list who can give me a hint on books and/or other resources where I can search? I will have a look in the list of women's mailing lists, so you do not need to give me hints in this direction. Thank you very much in advance. Helga Dickel Cologne, Germany -------------------------------------------------------------------------- helga_dickel@connecta.zerberus.de / helga_dickel@fem-k.rhein-main.de h.dickel@link-k.gun.de -------------------------------------------------------------------------- ========================================================================= Date: Sat, 29 Jun 1996 00:29:04 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: beatrice Subject: Re: all-girls science program In-Reply-To: Message of Fri, 28 Jun 1996 08:44:53 +0300 from I believe the best way to help girls who are swamped by boys in school is to 1) teach the teachers to be equally respectful to girls and boys in their class rooms and to hold them accountable for doing that; 2) introduce a Women's Studies curriculum in the school (you'll have to be creative, there's none in elementary schools yet); 3)think thru how science is taught, why, and what science is all about and should/could be. Rather than leaping or, I should say, retreating, to single sex classes, we should be thinking about which sex we have in mind when we think about segre- gation. What will girls and boys learn about themselves and gender relations in single sex classes? the boys consolidating masculinity, networks for male identity in opposition to girls? girls doing the counterpart, with doing what boys do for special events like science, a male preserve to fit into? I do think it can be helpful for the girls and boys to have some separate sessions with feminist teachers to work thru some of their gender concerns. But since education is supposed to prepare children for the adult world, they shoul d be working together for that preparation in school. beatrice bfdgc@cunyvm.cuny.edu ========================================================================= Date: Sat, 29 Jun 1996 07:10:57 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Linda Holtzman Subject: Re: all-girls science program Shoshana, See the AAUW's book and study "Shortchanging Girls, Shortchanging America", Mary Pipher's "Reviving Ophelia" and Peggy Orenstein's "School Girls" . AAUW and Orenstein have information most relevant to support your work. Linda Holtzman Webster University St. Louis, Mo. ========================================================================= Date: Fri, 28 Jun 1996 16:01:12 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Bill Oetjen Subject: Re: "Politically Correct" origin In-Reply-To: Reflecting on the parallels between the conservative backlash of the fifties and the present one, Andre Cadresque (of All Things Considered) commented that "PC is the CP of the nineties." Bill Oetjen ========================================================================= Date: Sat, 29 Jun 1996 12:22:52 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Vashti Braha (SAR)" Subject: Re: all-girls science program In-Reply-To: On Sat, 29 Jun 1996, beatrice wrote: > Rather than leaping or, I should say, retreating, to single sex classes, we > should be thinking about which sex we have in mind when we think about segre- > gation. What will girls and boys learn about themselves and gender relations > in single sex classes? the boys consolidating masculinity, networks for male > identity in opposition to girls? girls doing the counterpart, with doing what > boys do for special events like science, a male preserve to fit into? > I do think it can be helpful for the girls and boys to have some separate > sessions with feminist teachers to work thru some of their gender concerns. But > since education is supposed to prepare children for the adult world, they shoul > d be working together for that preparation in school. > beatrice bfdgc@cunyvm.cuny.edu I know this is a common way to view many sex-segregated situations, but when it comes to education, it seems to me that the impressive results of all-women colleges disproves these ideas. Graduates from such colleges emerge so well-prepared for the adult world that they are the few women who break through the glass ceilings and are listed in the "Who's Who" books (etc). They describe their college experience as being very fortifying and they emphasize the amount and quality of the time and attention they received from their professors. I'm abridging this information too much to do it justice. Please, to anyone who is interested in this topic or who has assumed that girl-only classes do more harm than good, look up the studies. Contact one of the all-women colleges for some of this information. Although I've only read about studies on college women, I now wish that I had spent at least part of my childhood in girl-only classes because I believe I would have similarly benefitted. ========================================================================= Date: Sat, 29 Jun 1996 13:06:46 EST 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, SWIP-L Moderator" Subject: Film Review Added: Striptease On Saturday, June 29, 1996, I reviewed "Striptease" on "The Women's Show," Tampa's womanist/feminist weekly radio show on WMNF-FM (88.5) "Radio Free Tampa." My review is now available for retrieval from the FILM FILELIST. To obtain this review send the following command to Listserv @UMDD (Bitnet) or UMDD.UMD.EDU (Internet): GET FILM REV180 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 3000 subscribers to WMST-L so there are probably 2999 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 ************************************************************* Linda Lopez McAlister, Editor, HYPATIA and Listowner SWIP-L Dept. of Women's Studies, University of South Florida, Tampa Tel. 813-974-0982/FAX 813-974-0336/mcaliste@chuma.cas.usf.edua ========================================================================= Date: Fri, 28 Jun 1996 16:35:49 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Westberg Subject: Students who don't want to learn >The basic rule of teaching is this: the student has to want to learn >it. The old-fashioned way of doing this was to make the student fear >that if he/she didn't learn it, he/she would flunk out. During the >late '60s and '70s that changed (in part because if you flunked a male >student out, you were giving him a one-way ticket to Vietnam). Then >student evaluations arrived -- originally intended to help students who >were "out of the loop" pick good courses, but soon taken over by >administrators looking for an easy way to evaluate teaching for >purposes of tenure and promotion. Also, it became impossible to catch >a student cheating. Just a ridiculous hassle. And for a number of >reasons I'm not totally sure of, cheating increased dramatically as an >approved activity in student culture. Which means, I think, very few >students ever REALLY flunk exams or papers. They cheat instead. > >SO -- where does that leave us? With students who don't WANT to learn >the material for itself because they never found out you can do that. >With students whose fathers are yelling at them to get a good paying >job after they graduate to pay for this blinking education, so what >little love of learning-for-itself existed within their bosoms has been >beaten out of them as foolish and irresponsible. With students who'll >savage any teacher on course evaluations if he/she hands out serious >grades. And with parents who'll sue if you accuse a student of >cheating or give him/her an "F". I find that one of my most important tasks as an educator is helping learners get in touch with their own questions and concerns and helping them understand the relevance to their lives of some of the areas I want them to pursue. I'm in medical education, so when I'm working with students and residents, we build classroom learning around patient care challenges that students or residents have encountered or anticipate encountering. Or I or others present cases or try to stimulate learning with challenges presented directly or indirectly in film clips, stories, or poetry. When I'm working with medical teachers, I similarly build learning sessions around instructional challenges the teachers are facing or anticipate facing or cases or other materials that I present. Once the learners get excited, it's almost hard to turn them off. And when they leave the classroom or faculty development workshop, they typically have questions they want to pursue. In women's studies, do you do anything that's equivalent to case or problem-based learning? (I've had a long term interest in women's issues but I'm new to women's studies so I don't yet know much about it.) Jane Westberg, PhD University of Colorado Health Sciences Center Department of Family Medicine 337 Arapahoe #304 Boulder, CO 80302 303-440-9247; Fax 303-440-7519 JWestberg@aol.com ========================================================================= Date: Sat, 29 Jun 1996 12:43:19 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Joshua Fausty Subject: Re: lesbians on film In-Reply-To: Your message of Fri, 28 Jun 1996 13:31:13 -0700 Does anybody know whether Maria Maggenti directed any other films after THE INCREDIBLE TRUE ADVENTURES . . . I also liked the film a lot, but I was a bit troubled by the way it maintains the class/race model typical of Hollywood films dealing with interracial, heterosexula couples (Sydney Poitier's films being perhaps the best example of that). Edvige Giunta c/o faustyj@eden.rutgers.edu ========================================================================= Date: Sat, 29 Jun 1996 15:31:12 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Suzanne Hildenbrand Subject: Re: all-girls science program In-Reply-To: I wonder about the reference to the success of women from single sex schools. I believe that the women first studied were graduates of Seven Sisters (elite) colleges. Does the high achievment level, after graduation, hold up for women who graduate from more humble institutions? For example, the numerous small colleges run by religious orders? SHildenbrand. ========================================================================= Date: Sat, 29 Jun 1996 17:14:40 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Angela Laviela Cotten Subject: Re: lesbians on film In-Reply-To: i have to second the opinion of the person who liked "the incredibly true adventures..." since i have had a hard time with representations of black lesbians in "lesbian-directed" films. whether it dealt with the complexities of race, class, gender and sex. orientation is a debatable matter. but that i got a chance to see the image of a classy effeminate black lesbian on screen was enough of a treat since everday i am inundated with images and utterances (both representations) of black women, in general, and black lesbians, in particular, as projecting "masculine" styles of dress and behavior. while i use these terms of gender style with caution (noting well the ways in which they circulate in both lesbian and anti-lesbian discursive and aesthetic economies), it seems that, culturally speaking, we have a hard time seeing black women/lesbians as anything other than tough soldiers who can take anything, at any time, in any place. angela cotten acotten@emory.edu ========================================================================= Date: Sat, 29 Jun 1996 22:21:25 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: beatrice Subject: Re: all-girls science program In-Reply-To: Message of Sat, 29 Jun 1996 12:22:52 -0400 from I'm not the first to point out that the studies of graduates of women's colleges involved privileged women, privileged by class, race, and ethnicity. Tidball and others who did such studies neglected to account for those contam- inating variables in the claim that attributed the larger number of graduates from those institutions, compared to grads of sex-integrated ones, to their sex segregated condition alone. Other contaminations: the connections of those college's trustees and administrators, linking to faculty mentors, as well as the students' families - all of whom were available launch the students after graduation. To be considered also: 1. the larger proportion of graduates from the single sex schools who didn't "achieve" what some did. 2. References to the "glass ceiling" are to corporations. What kind of social responsibility to workers in those corporations, for the products or services produced can be attributed to those women? In other words, what criteria do we use to evaluate the results of college education? To what extent do we hold a college or university respon sible for the thinking and behavior of its graduates? Were those women in Wo- men's Studies programs? Does that make a difference in post-graduate thought and behavior? Consider, too: the richer, richest funding for programs acceptable to elites in our society go to ed institutions where elite men are and men with backgrou- nds that promise elitism - and for programs elites (predominantly men) find compatible with their interests. I'm not denigrating all graduates of elite sex- segregated or -integrated schools (or of all-female schools or classes in elementary schools). I am cautioning against being overly impresed by a school as a measure of a valuable graduate. To drive my point home dramatically: I expect Goehring went to an elite school, most probably all male - the results ... On more mundane (?) note: this is the last time I can post from the email address I've been using. Tomorrow the university campus where I have my email account retires the VM system it's in. The new system was installed in my com- puter today. Hopefully,I'll be able to use it without too much agony in gettin started. I guess I'll have to resubscribe to wmst, for a few days, anyway, til l I leave for a 10 day vacation. My new email address: bkachuck@email.gc.cuny.edu "See" you all. beatrice ========================================================================= Date: Sun, 30 Jun 1996 10:57:19 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Cynthia GRIFFITH Subject: Re: lesbians on film In-Reply-To: I agree that Mermaids... and When Night Is Falling are terrific, visually appealing and feminist film theorists dream movies to show in women in film classes. A film called Heavenly Creatures is another excellent film, though very disturbing. It also comes from the British Empire. Cynthia Griffith griffith@alpha.acast.nova.edu ========================================================================= Date: Sun, 30 Jun 1996 09:45:23 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Schweitzer Subject: teaching with cases # Jane Westburg asked: >In women's studies, do you do anything that's equivalent to case or >problem-based learning? The short answer is No, there really isn't any kind of case-based teaching worked up formally for women's studies like there is in the business (and from what you say, medical) worlds. I've seen role-playing used successfully by VERY good teachers -- we have a history professor at 'nova who does an amazing job teaching race relations with role playing. But not the highly-developed type of case-based teaching that I think you mean. My husband also uses this style when teaching MBAs and bankers -- one reason, which I find amusing, is that the students are often mid-level executives who do NOT want to be embarassed in front of everyone else, so you have to find ways to motivate them without giving them bad grades or putting them on the spot. I guess that those of us who use journals, and help discussions about readings turn into discussions about life (without losing the scholarship part of the discussion) are doing pretty much the same type of thing -- finding ways to really engage students and help them connect real life problems with the process of studying and learning and discussing. I had no time to develop this before I collapsed with this stupid disease, CFIDS, argh (not to mention that I DID also have a family and a research agenda and commuted an hour and there are only 24 hours in a day ...) -- but my husband had suggested that I experiment with methods that put students in small groups to work some things out for themselves as a way of getting the shy ones to participate. I imagine that would work. But I never got to try it. I have seen one process that is very problematic that might be called case-oriented teaching in arts and sciences -- the general BS sessions some professors (and high school teachers) let students have -- no organization, no content, just filling up classtime with BS -- and the bombastic tend to dominate that stuff, and nobody learns anything they didn't walk in knowing. I knew of one women's studies program that shall go nameless in public here where the women's studies Poli Sci course was "taught" by a male professor who just let the BS sessions go unchecked. Guess what? The guys dominated with anti-feminism and pity poor white male me blather. (I used to give the women ammo to use back, heh heh heh.) Now, that of course is WAY over on the tail of the spectrum, but when you talk educational reform and participation to some professors, this is what you end up with. The students get lazier in their thought-processes with these no-purpose BS sessions, I find -- and it makes it even harder to help them learn how to discuss reasonably and intelligently -- let alone how to include very emotional subjects without blowing the discussion out of the water with anger or hurt. But I would be very interested in finding ways for those of us in liberal arts to learn the innovative techniques that are currently being used successfully to create non-combative, participatory, and productive classroom experiences in professional education. Mary Schweitzer, Dept. of History, Villanova University (on leave 1995-97) ========================================================================= Date: Sun, 30 Jun 1996 15:01:52 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Sally Wall Subject: Re: teaching with cases In response to the inquiry about case analysis: I use small group, collaborative learning techniques in most of my classes (Child Dev., Sex and Gender, Research methods and Stat. and Grad. Adulthood and Aging; I'm a psychologist.) and often the material on which the groups focusfocus is research article, ethics analysis, case study. These activities are structured by questions and procedures to avoid BS sessions. My colleague, Tracey Manning, and I just presented a very successful workshop on running collaborative learning groups at a teaching psychology conference. We have organized some of our classes to be completely organ- ized around these techniques. I have also encouraged my students to try these methods. For example, one pair of students in sex and gender brought their mothers and grandmothers to g and granmothers to class as part of the student's presentation. AFter a structured interview about the life experiences of the moms and gmoms, which we all heard, the class analyzed the material using the questions that were handed out ahead of time based on the material on family, aging, work, etc. that was in the text, and based on the article the students had distributed the week before. This method was very effective and also got rave reviews. Would be glad to discuss other techniques if you respond to me privately. Sally Wall College of Notre Dame of MD swall@ndm.edu