SYLLABUS University of Adelaide MA: Women's Studies 1992 Core topic: Research Strategies Convenors: Sem 1: Kay Schaffer kschaffe@adam.adelaide.edu.au University of Adelaide 228 1675 (w) 228 1607 (messages) Susan Sheridan Flinders University 201 2331 (w) 201 2404 (messages) Venue: Research Centre for Women's Studies, 701 Schulz Bldg. Time: Mondays, 5-7:30 pm (includes supper break) This topic will convene for 13 weeks during each of two semesters throughout the year. For the most part, it will be organised around student led seminars and discussions, with students regrouping under the supervision of appropriate lecturers for directed research seminars in weeks 9-11. Grading will be on a D,C,P,F scale as determined by the institution in which the student is enroled. Final papers will be double marked. STRUCTURE AND KEY DATES SECTION ONE: IDENTIFYING THE ISSUES WEEK 1 Introduction: Survey of student interests and research experience WEEK 2 Modes of traditional research: an overview with reference to research on anorexia nervosa. Read:one of the anorexia articles cited in the bibliography before class. Question for discussion: Do feminists do it differently? How does eminist research challenge traditional modes of mainstream research practice? WEEK 3 Research Issues: Feminist theory and feminist research Readings: See Study Guide, Session 2 and related readings. Questions for discussion: Why is an understanding of feminist theory central to feminist research? What is the relevance of the various discipline bases (natural sciences, social sciences and humanities) to feminist research? WEEK 4 Relationships of theory to research: modernist and post-modernist perspectives and their implications for the research process. Readings: See Study Guide, Session 3 and related readings. Question for discussion: How useful are Michele Barrett's understandings of "difference" in locating the framework of a piece of Australian feminist research with which you are familiar? WEEKS 5 & 6 Visiting the library: Locating research tools, bibliographic services, reference collections, computer based research and data files. Beginning bibliographic work. Readings: See Study Guide, Session 5 and related readings. Discussion of research/data collection techniques; research skills. SECTION 2: DOING FEMINIST RESEARCH WEEK 7 Assignment 1 due: bibliography: 4 May, 1991 Methods and methodologies: the debate between quantitative and qualitative research methods and contemporary feminist responses Readings: See Study Guide, Session 4 and related readings. Questions for discussion: 1) What are the key issues in the qualitative vs. quantitative methods debate? 2) How do postmodern feminist critics contribute to the feminist methodological debates? 3) How would you evaluate the strengths and weaknesses of the various approaches? WEEK 8 Feminist Research: Discipline-based and Interdisciplinary approaches Choosing an Interest Area: Feminist Historical Research (Margaret Allen/Susan Magarey) Literary Studies (Susan Sheridan/ Kay Schaffer) Semiotics and Cultural Analysis (Kay Schaffer/Susan Sheridan) Feminist Sociological Research (tba) Sociology of Education (Myra Betschild) Readings: See Study Guide, Session 6 and related readings in one area. Questions for Discussion: How does research in a particular area reflect the current debates within feminism and modes of feminist research? WEEKS 9, 10, 11 Meeting with lecturers from special interest areas Dates and topics for discussion to be individually negotiated with specialist lecturers. Assignment 2 due: Short paper : critical review of feminist approaches in one interest area: 5 June, 1991 WEEK 12 Queen's Birthday (no class) WEEK 13 Return of short papers. Discussion of similarities and differences in relation to modes of research across the disciplines. Planning for Sem. 2. ______________________________________ READINGS FOR SESSION ONE 1.1 C. Wright Mills, "On Intellectual Craftsmanship", in The Sociological Imagination. Melbourne: Oxford University Press,(2nd ed.), 1971, pp. 215-248. READINGS FOR SESSION TWO: 2.1 Sarah Fildes, "The Inevitablity of Theory", Feminist Review 14 (1983), 62-70. 2.2 Joan Kelly, "The Doubled Vision of Feminist Theory: A Postscript to the 'Women and Power' Conference",Feminist Studies 5,1 (1979), 216-227. 2.3 Moira Gatens, "Feminism, Philosophy and Riddles without Answers" in Carole Pateman and Elizabeth Gross (eds.), Feminist Challenges: Social and Political Theory (Sydney: Allen & Unwin, 1986), 13-29. 2.4 Chris Weedon, "Principles of Post-structuralism", in Feminist Practice and Poststructural Theory. London: Basil Blackwell, 1987,12-42. READINGS FOR SESSION THREE: 3.1 Alison Kelly, "Feminism and Research", Women's Studies International Quarterly 1 (1978), 225-232. 3.2 Hartsock, Nancy, "The Feminist Standpoint: Developing the Ground for a Specifically Feminist Historical Materialism," in Discovering Reality: Feminist Perspectives on Epistemology, Metaphysics, Methodology and Philosophy of Science. Ed. by Sandra Harding and Merrill B. Hintikka. Boston: B. Reidell Pub. Co., 1983, 283-311. 3.3 Sneja Gunew, "Authenticity and the Writing Cure: Reading Some Migrant Women's Writing", in Grafts: Feminist Cultural Criticism. Ed. by Susan Sheridan. London: Verso, 1988, 111-123. 3.4 Michele Barrett, "The Concept of Difference", Feminist Review 25 (Spring, 1987), 29-41. Further Readings: Feminist Standpoint Critiques of the Academic Disciplines: 3.5 Hilary Rose, "Hand, Brain and Heart: A Feminist Epistemology for the Natural Sciences", Signs 9,1 (1981), 73-90. 3.6 Evelyn Fox Keller, "Feminist Critique of Science: A Forward or Backward Move?", Fundamenta Scientiae 1 (1980), 341-349. 3.7 Marcia Westcott, "Feminist Criticism of the Social Sciences", Harvard Education Review 49, 4 (1979), 422-430. 3.8 Elaine Showalter, "Feminist Criticism in the Wilderness," Critical Inquiry (Winter, 1981), 179-205. Postmodern Critiques of Feminist Standpoint Positions: 3.9 Elizabeth Gross, "What is Feminist Theory?", In Feminist Challenges.: Social and Political Theory Ed. by Carole Pateman and Elizabeth Gross. Sydney: Allen and Unwin, 190-204. 3.10 Teresa deLauretis, Feminist Studies/Critical Studies: Issues, Terms, and Contexts", in Feminist Studies/Critical Studies. Ed. by Teresa deLauretis. Bloomington: Indiana University Press, 1986, 1-19. 3.11 Philipa Rothfield, "New Wave Feminism: Feminism and Postmodernism", in Discourse and Difference. Ed. by Andrew Milner and Chris Worth. Melbourne:Centre for General and Comparative Literature (Monash University), 1990, 93-105. 3.12 Sneja Gunew, "Migrant Women Writers: Who's on Whose Margins?", in Gender, Politics and Fiction. Ed. by Carole Ferrier. St. Lucia: Quensland University Press, 1986, 163-178. Feminist Postmodern Debates: 3.13 Barbara Creed, "From Here to Modernity: Feminism and Postmodernism", Screen 28,2 (1987), 47-68. 3.14 Toril Moi, "Feminism, Postmodernism, and Style: Recent Feminist Criticism in the United States," Cultural Critique 9 (1988), 3-22. 3.15 Mary Poovey, "Feminism and Deconstruction", Feminist Studies 14,1 (Spring, 1988), 50-65. READINGS FOR SESSION FOUR: 4.1 Liz Stanley and Sue Wise, "'Back into the Personal' or: Our Attempt to Construct 'Feminist Research'" in Theories of Women's Studies. Ed. by Gloria Bowles and Renata Duelle Klein. London: Routledge and Kegan Paul, 1983,Bowles and Klein (eds.), 192-209. 4.2 Toby Epstein Jayaratne, "The Value of Quantitative Methodology for Feminist Research" , Ibid. , 140-161. 4.3 Claire Williams, "Patriarchy and Gender: Theory and Methods", in A Sociology of Australian Society. Ed. by Jake Najman and John S. Western. Melbourne: Macmillan, 1988, 92-123. 4.4 Shulamit Reinharz, "Experiential analysis: A Contribution to Feminist Research" in Bowles and Klein (eds.), 162-191. 4.5 Patti Lather, "Deconstructing/Deconstructive Inquiry: Issues in Feminist Research Methodologies", unpublished paper delivered to the New Zealand Women's Studies Associaltion Conference, Aug. 25-27, 1989. FURTHER READING: 4.6 Patti Lather, "Issues of Validity in Openly Idelolgical Research: Between a Rock and a Hard Place," Interchange 7,4 (Winter, 1986), 63-84. 4.7 Patti Lather, "Research as Praxis", Harvard Educational Review 56,3 (Aug., 1986), 257-277. READINGS FOR SESSION FIVE: The Research Process 5.1 Anon. Women's Studies, Reference Guide for Women's Studies. Adelaide: Barr Smith Library, Adelaide University, n.d. 5.2 Anon. Bibliographic Style (Harvard, author-date system) Adelaide: SACAE External Studies Unit, 1990. READINGS FOR SESSION SIX: 1) Feminist Historical Research 6.1.1 Joan Kelly-Gadol, "The Social Relation of the Sexes: Methodological Implications of Women's History", Signs 1,4 (1976), 809-825. 6.1.2 Helen Jones, "The Pinacle of the State-School System: The Advanced School for Girls, Adelaide", Australian and New Zealand History of Education Society Journal 4,1 (1975), 1-13. 6.1.3 Alison MacKinnon, "Educating the mothers of the nation: The Advanced School for Girls, Adelaide" in Margaret Bevege et al (eds.), Worth her Salt Sydney : Hale & Iremonger, 1982, 62-72. 6.1.4 Patricia Grimshaw, "Women in History: Reconstructing the Past" in Jacqueline Goodnow and Carole Pateman (eds.), Women, Social Science and Public Policy . Sydney: Allen & Unwin, 1985, 32-55. 6.1.5 Judith Allen, "Evidence and Silence: Feminism and the Limits of History" in Carole Pateman and Elizabeth Gross (eds.), Feminist Challenges. Sydney: Allen & Unwin, 1986, 173-204. 6.1.6 Ann Curthoys, "What is the Socialism in Socialist Feminism?", Australian Feminist Studies, 6 (Autumn, 1987), 17-23. 6.1.7 Rosemary Pringle," 'Socialist Feminism' in the Eighties: Reply to Curthoys", Ibid. , 25-30. Discussion: 6.1.8 Ann Curthoys, "Reply to Rosemary Pringle," Australian Feminist Studies 7&8 (Summer, 1988), pp. 171-178. 6.1.9 Pauline Johnson, "More on the Socialism in Socialist Feminism: A Response to Pringle", Ibid., pp. 179-186. 6.1.10 Carol Johnson, "Is it Worth Salvaging the Socialism in Socialist Feminism?", Ibid., 187-192. READINGS FOR SESSION SIX: 2a) Literary Studies 6.2.1 Frances McInherny, "Miles Franklin, 'My Brilliant Career' and the Female Tradition" Australian Literary Studies 9,3 (1980), 275-285. 6.2.2 Susan Sheridan "Review Article : 'Who is She: Images of Women in Australian Fiction'", Australian Literary Studies 13, 2 (1984), 6.2.3 Michel Foucault, "What is an Author?" in Donald Bouchard (ed), Language, Counter-Memory, Practice. Ithaca, N.Y.: Cornell University Press, 1977, 113-118. Case Study (choose either readings on Baynton or Prichard): Barbara Baynton: 6.2.4 Barbara Baynton, "The Chosen Vessel", in Bush Studies. Ed. by A.A. Phillips. Melbourne: Angus and Robertson, 1972 ed., 133-140. 6.2.5 A.A. Phillips, "Barbara Baynton's Stories" Ibid. 29-42. 6.2.6 Lucy Frost, "Barbara Baynton: An Affinity with Pain" in Shirley Walker (ed), Who Is She?: Images of Women in Australian Fiction. St. Lucia, Qld.: University of Queensland Press, 1983, 56-70. 6.2.7 Kay Iseman, "Barbara Baynton: Woman as 'The Chosen Vessel'", Australian Literary Studies, 11,1 (1983),25-37. Katharine Susannah Prichard: 6.2.8 Ellen Malos, "Some Major Themes in the Novels of Katharine Susannah Prichard", Australian Literary Studies 1,1 (1963), 32-42. 6.2.9 J.A. Hay, "Betrayed Romantics and Compromised Stoics: K.S. Prichard's Women", in Shirley Walker (ed), 98-117. 6.2.10 Kay Schaffer, "Critical Dilemmas: Looking for K.S.P.", Hecate 10, 2 (1984), 45-52. 2b) Semiotics and Cultural Studies: Semiotics 6.2.11 Elizabeth Cowie, "Woman as Sign", m/f 1 (1978), pp. 49-63. 6.2.12. Lita Barrie, "Further Toward a Deconstruction of Phallic Univocality Deferrals," AG&MANZJ (Art Gallery and Museums Association of New Zealand Journal) 17, 4 (Summer, 1986-7), pp. 3-12. 6.2.13 Michel Foucault, "The Discourse on Language," The Archeology of Knowledge. New York: Pantheon, 1972, Appendix, 215-237. Cultural Studies: Mass Culture 6.2.14 Griselda Pollock, "Feminist Interventions in the History of Art: An Introduction," Vision and Difference: Femininity, Feminism and the Histories of Art. London: Routledge, 1988, 1-17. 6.2.15 Barbara Creed, Medusa in the Land of Oz: The Female Spectator in Australia," Camera Obscura 20-21 (May-Sept., 1989), 53-67. Cultural Studies: Identity, Difference and Otherness 6.2.15 Edward Said, "Introduction," Orientalism. New York: Pantheon, 1978, 1-28, 329-30. 6.2.16 Jacques Derrida, "Structure, Sign and Play in the Discourse of the Human Sciences," Trans. by Alan Bass. in Writing and Difference. Chicago: University of Chicago Press, 1978, 278-293, 339. 6.2.17 Biddy Martin and Chandra Talpade Mohanty, "What's Home Got to Do with It," in Feminist Studies/Cultural Studies. Ed. by Teresa deLauretis. Bloomington: Indiana University Press, 1986, 191-212. Australian Applications: 6.2.18 Susan Sheridan, " 'Temper Romantic: Bias, Offensively Feminine': Australian Women Writers and Literary Nationalism," Kunapipi 7, 2 &3 (1985), 49-58. 6.2.19 Kay Schaffer, "Australian Mythologies: The Eliza Fraser Story and Constructions of the Feminine in Patrick White's 'A Fringe of Leaves' and Sidney Nolan's 'Eliza Fraser' Paintings," Kunapipi11,2 (1989), 1-15. 6.2.20 Meaghan Morris, "Two Types of Photography Criticism Located in Relation to Lynn Silverman's Series," The Pirate's Fiancee: Feminism, Reading Postmodernism. London: Verso, 1988, 137-150. READINGS FOR SESSION SIX: 3) Sociology of Education 6.3.1 Sandra Acker, "No-Woman's Land: British Sociology of Education 1960-1979", Sociological Review 29,1(1981), 77-104. 6.3.2 Katherine Clarricadates, "The Importance of Being Ernest, Emma, Tom, Jane. . ." in Schooling for Women's Work Ed. by Rosemary Deem, London: Routledge &Kegan Paul, 1980), 26-41. 6.3.3 Terry Evans, "Gender Differentiation and Interaction in Australian Primary Schools" in Women and Education. Ed. by Sandra Acker, et al (London: Kogan Page, 1984), 90-99. 6.3.4 Linda Kerber, et al ,"On 'In a Different Voice': An Interdisciplinary Forum", Signs 11, 2 (1986), 304-33. 6.3.5 Kathleen Weiler, "Feminist Methodology," Women Teaching for Change: Gender, Class and Power. New York: Bergin and Garvey, 1989, pp. 57-72. 6.3.6 Bronwyn Davies, "Education for Sexism: A Theoretical Analysis of the Sex/gender Bias in Education", Educational Philosophy and Theory 21,1 (1989), pp. 1-19. 6.3.7 Lyn Yates, "Australian Research on Gender and Education- 1975-1985", Unpublished paper, 1986. ASSESSMENT The subject is assessed by means of 4 assignments (2 each semester): Semester 1: Assignment 1: Compiling a bibliography with selected annotations Weighting: 25 % Length: approx. 1,500 words (annotations for 8-10 references) Due date: 4 May Assignment 2: Short paper: critical review of feminist approaches in one area of interest Weighting: 25 % Length: 1,500 words Due date: 5 June Semester 2: Assignment 3: Critical review essay Weighting: 35 % Length: 3,000 words Due date: Draft for distribution to class: 14 Sept. Final paper: 24 Oct.. Assignment 4: Short thesis proposal Weighting: 15 % Length: 1,500 words Due: 23 Nov. Details of assignments: Assignment 1: Compiling a bibliography with selected annotations Weighting: 25 % Length: Card entries plus approx. 1500 words (8-10 annotations) Due date: 4 May Each student will prepare a bibliography in a nominated area of interest. It may (but need not) be on a topic you are considering for your Master's thesis. Your area should be negotiated with a lecturer familiar with your field. This will be arranged in class at the appropriate time. It is advisable to think seriously about your topic and chose one that is likely to be related to your future area of research. The purpose of the assignment is to get you familiar with references available to you and how to use them most effectively. It also demands that you learn (if you don't already know) the proper bibliographic style and use it often enough to learn it well for present and future use. You should consult all the major sources for bibliographic reference including such resources as: subject catalogues, Women's Studies Abstracts, APAIS, Social Science and Humanities Index, and bibliographies in books and articles. For advice on materials available in your area of interest consult the Reference Guide for Women's Studies, compiled by the Barr Smith Library, University of Adelaide. Use computer based on line data files (CD ROMs) in appropriate areas, if they are available. Your bibliography should be as complete as you can make it. Include all relevant materials in the field including books, articles, reports, etc. This may be some 200 to 300 items. Your bibliography should be complied on 125x75mm (small) index cards or on a computer listing. Use either the Harvard or Chicago style format (See handout). It should be organised in alphabetical order and divided into the following categories : Reference sources and Indexes consulted (include years) Category A: Most relevant sources Category B: Extension material Category C: Tangential material Choose 8 to 10 of the most relevant items and prepare an annotated bibliography of those items. An annotation is a brief abstract of the reference article or book. Your annotations may be on separate 175x100mm (medium) system cards or prepared on a typed list. Each annotation should include an overview of the purpose of the study, its theoretical and methodological directions, its place in the field of inquiry and its possible relevance to your research in, say, about 100 words. Further advice in regard to this assignment can be found in Session 5 of the Study Guide and in the practical guides to writing research papers (listed in the previously listed bibliography of recommended texts). You need to purchase one of these guides as soon as possible. Assignment 2: Short paper: critical review of feminist approaches in one area of interest Weighting: 25 % Length: 1,500 words Due date: 6 June In this paper you will consider the set of articles prepared for section two of the unit in one of the following areas: Feminist Historical Research Literary Studies Semiotics and Cultural Analysis Sociology of Education Choose three of the articles offered in the section of your choice which seem to address a similar problem but from a different methodological/ philosophical perspective. Write an essay which describes the problem as it is understood in each of the articles. Discuss the theoretical or conceptual framework underlying each approach and compare similarities and differences between the articles in terms of their feminist premises, modes of inquiry, and assumptions about such things as academic discipline boundaries, how gender is understood and the relation between the researcher and the researched. (See Session 5 in the Study Guide for an introduction to the articles and further reading). Assignment 3: Critical review essay Weighting: 35 % Length: 3,000 words Due date: 14 Sept.(draft); 24 Oct. (paper) Narrow the focus of your bibliography to one topic and formulate a question to research. Find 3 articles which approach the subject from 3 different methodological perspectives, using different modes of inquiry. They need not all be feminist approaches. Write a paper which examines the strengths and limitations of each approach. Include a consideration of the historical, philosophical, epistemological and ideological frameworks and assumptions, the ways in which the problem is formulated depending upon which framework is assumed, the different modes of inquiry and their various outcomes, including social and political implications for women and feminist practice. Evaluate the value of each from your adopted feminist stance. Alternately, you can do a more thorough review and evaluation of one extended piece of research (book or thesis), after consultation with your lecturer. (See handout "Critical Review Essay: Questions to Consider" as a guide to issues you need to take up in your paper.) Outline of topic and chosen articles to be submitted by: 31 Aug. Draft distributed by: 17 Aug. Final Paper due: 24 Oct. Nov. Assignment 4: Short thesis proposal Weighting: 15 % Length: 1,500 words Due date: 23 Nov. This assignment gives you the opportunity to formulate a draft thesis proposal and plan of research. It need not be the thesis topic you eventually decide to pursue, although it would be beneficial to you if it were. The thesis proposal should contain the following elements: the proposed title for the thesis topic: a suscinct statement of the problem, issue, question or claim to be investigated rational: a background for the study; why the study is important, your reasons for selecting the topic locus of research: a statement about where your research topic fits into the research literature in the field aims and objectives: a statement about what you hope to discover or achieve through the research methodology: a brief discussion of the theoretical or conceptual frameworks which will inform your study; what approach or strategies you hope to employ as you investigate your topic research methods/design: how will you proceed; what techniques will you employ to conduct your research resources: what resources will you consult. Note any special needs or problems with the availability of resources and materials for research that you know about at this time special considerations: an indication of any special problems, considerations, factors or needs which may apply to your particular research timetable: an outline of your anticipated timetable for completion of your thesis. Include intended beginning and end dates for your thesis investigation. Remember to leave at least a month at the end for redrafting, reformatting, proofreading and other time-consuming last minute emergencies a trial table of contents: organise the thesis into 5-7 chapter headings, with brief coments on the content of each a brief bibliography: of 1 to 5 pages of most relevalt materials. This can be culled from the bibliography you completed in Sem. 1 and can contain annotations. Recommended Reading: Moses, Ingrid (1985) Supervising Postgraduates. HERDSA Green Guide No. 3. Code of Practice for Maintaining and Monitoring Academic Quality and Standards in Higher Degrees (1990), Canberra: Australian Vice Chancellor's Committee. Texts and References A Study Guide, Readers and audio tape are available for this topic and will be consulted extensively in preparation for the various sessions. Students will need to buy a handbook for research and writing appropriate to their area of interest. Recommended practical guides to writing research papers: Achtert, Walter S. and Joseph Gibaldi, MLA Style Manual. New York: Modern Language Association, 1985. A brief, concise version of Turabian's Manual. Contains information on stylistics (footnoting, referencing) Achtert, Walter S. and Joseph Gibaldi, MLA Handbook for Writers of Research Papers. 3rd ed. New York: Modern Language Association, 1988. An organisational how-to guide for students writing research papers in the humanities. Bate, Douglas and Peter Sharpe, Student Writer's Handbook. Sydney: Harcourt, Brace Jovanovich, 1990 revised edition. Good, general undergraduate guide. Betts, K. and Seitz, A. Writing Essays in the Social Sciences. Melbourne: Nelson Wadsworth, 1986. Basic practical guide for undergraduate social science students. Clanchy, John and Bridgid Ballard. Essay Writing for Students: A Practical Guide. Melbourne: Longmans Cheshire, 1990 reprint. Includes information on writing clear prose as well as outlining and organising the essay. Lester, James D., Writing Research Papers: A Complete Guide. Glenview, IL: Scott, Foresman and Company, 1976. A good general guide. Turabian, Kate A. Student's Guide for Writing College Papers (Third Edition). Chicago: University of Chicago Press, 1976. A good alternative to Lester. Turabian, Kate. A Manual for Writers of Term Papers, Theses, and Dissertations. Fifth edition. Chicago: University of Chicago Press, 1987. Most thorough guide for footnotes, bibliography, layout of charts, illustrations, etc. Some practical guides: Long, Thomas, et al. Completing Dissertations in the Behavioural Sciences and Education: A Systematic Guide for Graduate Students. San Francisco: Jossey-Bass, 1985. Phillips, Estelle. How to get a PhD: Managing the Peaks and Troughs of Research. Milton Keynes: Open University, 1987. Strunk, William Jr., and E.B. White. The Elements of Style. New York: Macmillan, 1972. Also consult STYLE GUIDES in the Reference section of the Library (REF 808.02 area) Feminist Research: Recommended texts (generally, the most recent are the most valuable) Ardner, Shirley (ed.) Defining Females: The Nature of Women in Society. London: Croon Helm, 1974. Beddoe, Deidre, Discovering Women's History: A Practical Manual. London: Pandora, 1983. Belenkey, Mary F. Women's Ways of Knowing. New York: Basic Books, 1988. Eichler, Margaret. Non-sexist Research Methods. Boston: Allen and Unwin, 1988. Gunew, Sneja (ed). Feminist Knowledge: Critique and Construct. London: Routledge, 1990. Harding, Sandra and Merrill B. Hintikka (eds.). Discovering Reality: Feminist Perspectives on Epistemology, Metaphysics, Methodology and Philosophy of Science. Boston: D. Reidel Pub. Co., 1983. Harding Sandra (ed.). Feminism and Methodology. Milton Keynes: Open University Press, 1987. Maguire, Patricia. Doing Participatory Research: A Feminist Approach. Amherst: Centre for International Education, 1987. Nielson, Joyce McCarl. Feminist Research Methods: Exemplary Readings i the Social Sciences. Boulder: Westview Press, 1990. Poland, Fiona. Breaking the Rules: Assessing the Assessment of a Girls' Project. Manchester: University of Manchester, 1986. Roberts, Helen (ed.). Doing Feminist Research. London: Routledge and Kegan Paul, 1981. Stanley, Sue and Sue Wise (eds.). Breaking out: Feminist Consciousness and Feminist Research. London: Routledge and Kegan Paul, 1983. Stanley, Liz (ed.) Feminist Praxis: Research, Theory and Epistemology in Feminist Sociology. London: Routledge, 1990. Tancred-Sheriff, Peta (ed.) Feminist Research: Prospect and Retrospect. Toronto: University of Toronto Press, 1988. Recommended Research Guides (by area; not necessarily feminist in orientation) Feminist Historical Research: Douglas, Louise, Alan Roberts and Ruth Thompson. Oral History: A Handbook. Sydney: Allen and Unwin, 1988. Patai, Daphne, "Constructing a Self: A Brazilian Life Story", Feminist Studies 14,1 (Sp., 1988), pp. 143-166. Purvis, June, "Reflections Upon Doing Historical Documentary Research from a Feminist Perspective" in Strategies of Educational Research: Qualitative Methods. Edited by Robert Burgess. London: Falmer Press, 1985, pp 192-197. Literary Studies: Mills, Sara, Lynne Pearce, Sue Spaull and Elaine Millard. Feminist Readings, Feminists Reading. Sydney: Harvester, 1989. Patterson, Margaret, Literary Research Guide. Gale Research Co., 1976. Warhol, Robyn and Diane Price Herndal (eds.), Feminisms: An Anthology of Literary Theory and Criticism. New Brunswick: Rutgers University Press, 1991. Semiotics and Cultural Studies: Bennett, Tony, Colin Mercer,and Janet Woollacott, Popular Culture and Social Relations. Milton Keynes: Open University Press, 1986. Game, Ann Undoing the Social. Milton Keynes: : Open University Press, 1991. Modleski, Tania (ed.) Studies in Entertainment: Critical Approaches to Mass Culture. Bloomington: Indiana University Press, 1986. Crowley, Sharon. A Teacher's Guide to Deconstruction. New York: NCTE (National Council of Teachers of English), 1978. Feminist Sociological Research: (General guides in addition to feminist texts listed above) Hakim, Catherine. Research Design: Strategies and Choices in the Design of Social Research. London: Allen and Unwin, 1987. Neill, P. Research Methods. London: Tavistock, 1985. Van Maalen, John. Tales of the Field: On Writing Ethnography. Chicago: University of Chicago Press, 1988. Wardsworth, Y. Do It Yourself Social Research. Melbourne: Victoria Council for Social Services, 1984. Sociology of Education: (General guides in addition to feminist texts listed above) Carr, Wilfred and Stephen Kemis, The Action Research Planner. Geelong: Deakin University School of Education, 1987. Lather, Patti. Getting Smart. New York: Routledge, 1991. Oxford Review of Education. Special Issue on Postmodernism, Gender and Education, 1989. Walker, Rob. Doing Research: A Handbook for Teachers. London: Methuen, 1985. Wittrock, M. (ed). The Handbook of Research on Teaching. London: Macmillan, 1986 (See esp. articles by Shulman and Erickson). GENERAL INFORMATION: Students are required to complete each piece of assessable work. Each piece will be graded according to the university's grading scheme 2. That is: Distinction 75- 100% Credit 65- 74% Pass 1 55- 64% Pass 2 50- 54% Fail 0- 49% The critical review essays will be double marked. Students are expected to attend all sessions and participate regularly in workshops and tutorials. Should a student miss more than 3 sessions, an additional piece of assessible work will be required the nature of which can be negotiated with the lecturer. Papers should be typed and double spaced. Students should follow a recommended style sheet for referencing guidelines. See subject bibliography for examples of MLA style entries. -- ############################################################################ Kay Schaffer Assoc. Prof: Women's Studies University of Adelaide Email:kschaffe@adam.adelaide.edu.au South Australia Intntl FAX: 0011-62-8-224-0464 ############################################################################