IR 316: Gender and Global Issues
Fall 2014
School of International Relations
University of Southern California
Monday, Wednesday 5:00p-6:20p
Instructor: Jessica
Office Hours: Wed 10-11:45a and by appointmentOffice: THH336
Course Objectives
Around the world, despite women's progress, despite the increasing visibility of LGBTQ issues and despite the movements of many states towards a more gender equitable society, there continues to be a relatively rigid gender division of labor, between paid and unpaid work, according to economic sector, and along hierarchies. Though women and minorities do participate in the political process in most states, they are underrepresented in governments and in international institutions. Around the world, (certain)men (and sometimes particular women) dominate international security apparatuses and the making and fighting of wars. Everywhere we look we find evidence that the global gender order makes the global political order possible.
Despite the importance of gender in international politics and processes, gender is still not fully integrated into the academic study of International Relations. Feminist approaches are offering new views of a field previously defined as devoid of gender or gender-neutral (something we will learn is never true). Early IR feminists challenged the discipline to think about how its theories might be reformulated and how its understandings of global politics might be improved if gender were included as a category of analysis and if women's experiences were part of its subject matter. IR feminists critically reexamined some of the key concepts in the field - concepts such as sovereignty, the state, and security. They began to ask new questions - such as whether it makes a difference that most foreign policy leaders, military personnel and heads of international corporations are men and why women remain ignored and relatively disempowered in matters of foreign and military policy. IR feminists have also sought to make women visible as subjects in international politics and the global economy. They draw attention to women's invisibility and gender subordination in the theory and practice of international politics. More recently IR feminists have moved away from asking “where are the women?” to asking “what women and what men?” This enlarges analysis beyond the construct of gender, to include constructs of race and class and sexuality and studies their interactions and effects upon men and women and upon notions of femininity and masculinity within the international arena
Feminist scholars suggest that if we put on "gendered lenses" we get quite a different view of international politics (Peterson and Runyan 1999: 21). This course examines that suggestion through the study of feminist work in International Relations. At the end of the course students will be able to 1) articulate the integral role of gender in the international system and relations between and within states; 2) understand the history of feminist theorizing within the discipline of International Relations; 3) identify how concepts and theories of International Relations are gender biased rather than gender neutral; 4) identify and articulate the impact and effect of gender within their lives and upon their interactions.
Required Readings
J. Ann Tickner. 2001. Gendering World Politics: Issues and Approaches in the Post-Cold War Era
Cynthia Enloe. 2000. Bananas, Beaches and Bases: Making Feminist Sense of International Politics
V. Spike Peterson and Anne S. Runyan. Global Gender Issues 4th Ed.
***Additional readings will be available on Blackboard***
Course Requirements
Gender Assignment5%
Current Event5%
Pop Quizzes10%
Blog20%
Response Journal10%
Midterm25%
Final Project25%
Gender Assignment (5%):
Students will observe an issue, incidence or event which illuminates gender in their own lives or as part of something personal to them. In 4-5 pages this paper will 1) explain the event, issue, incidence;2) define gender in the context of said event; 3) explore what is learned about about gender through an analysis of the event;4) draw out whether the conclusions you reach are the same or different for men versus women; 5) think about how the event you describe links to the broader global (political) economy, global labor flows, international politics, etc. This assignment will be due on Wednesday 9/3 and must be submitted to turnitin.com prior to the start of class.
Current Events Presentation (5%):
Each student will present on a current event once during the semester. This presentation will be no more than 5 minutes in length and will present a news story that the student found interesting AND which relates to the course and its substantive topics. It is the responsibility of the students to keep up to date on news and media events by reading reputable news sources throughout the semester. Students will choose the date of their current events presentation the second week of class.
Blogs (20%)
Each student will be responsible for creating and presenting a critical/reflective blog post throughout the semester. The point of these blogs to further your understanding of how feminisms view different issues and to better understand what feminism (potentially) adds to the study and understanding of International Relations and vice versa. The point of the post is to inspire critical thought and debate around the topic or issues being discussed that week by drawing on both academic and pop culture resources. It is expected that these posts will be dynamic with embedded links, videos, graphics, etc. Further instructions and requirements will be handed out in class.
Response Journal (10%)
Each student will keep a response journal. This journal will respond to the key questions presented on the syllabus throughout the semester. The key questions will help us to think through and structure our discussion each week, therefore I want you to use the journal to write down your own thoughts and feelings about the question posed. The response itself should be divided into two parts, the first part should address your initial thoughts and reactions while the second part should address how your thoughts have potentially changed, given our discussion and readings that week. Students will write on each question for a total of 10 response entries (each worth 1%). Response journals will be due the final class period, Wednesday, December 3rd
Midterm (25%)
The format will be short answer questions and will cover all material in class discussed to date. The midterm will be held in class.
Final Project (20%)
Guidelines for the final project will be given later in the semester. The final project will be due during the final exam time and will also consist of a short presentation to the class.
A Note on Attendance
I expect you to treat this class as you would anything you commit to. Thus the expectation is that you will be in every class and you will not be late or leave early. Excessive absence, tardiness or leaving class early will result in points being taken off your final grade. I consider two or more unexcused absences excessive.
Grading Scale
The final course grades will be based upon the following grade scale:
93 – 100 A90 – 92 A-
87 – 89 B+83 – 86 B80 – 82 B-
77 – 79 C+73 – 76 C70– 72 C-
67-69D+63-66D60-62 D-
0-59E
A Note On Grading
This is a college course, thus I expect you to do college work. Doing work that is not sufficient will result in a lowered grade. As the professor in this course I determine what is acceptable and what is not. I will not haggle over grades. If you complain to me about your grade or ask me to change it I will automatically take points off of that assignment.
Also, do not email me at the end of the semester to inquire about a grade. I will not respond to such emails. Any questions you have about final grades will be addressed next semester during a prearranged meeting time.
A Note on Recommendation Letters
Given the extensive requests I receive for recommendation letters I have implemented the following policy for ALL students. I will only accept requests for recommendation letters if you have taken at least two classes with me and received an A in both courses. If the previous requirements are met, I cannot guarantee that I will write you a letter, but I will take your request into consideration.
A Note On Emails
I am more than happy to respond and/or converse over email. Given the very busy schedules all of us have, I understand that sometimes email is the best and easiest way to contact me. However, I WILL NOT respond to your emails if 1) the information you are seeking and/or asking about is in the syllabus; 2) the information can be found on Blackboard; 3) I have addressed what you are inquiring about multiple times in class; 4) you ask me about a concept the night before an exam or date your assignment is due.
Important Policies
Classroom Conduct:
Please be courteous at all times to your instructor and fellow students. Respect and tolerance is at the core of classroom discussion and I expect students and the professor to follow this at all times. Please refrain from sleeping in class, text messaging, listening to mp3 players and answering cell phones. All cell phones, iphones, mp3 players, blackberries, and similar devices should be switched off during class and should remain out of sight. Texting or surfing the web in class is NOT allowed. Participation is a large part of your grade and one cannot participate in classroom discussion if they are busy texting, on facebook, twittering etc. Any of the previously mentioned behaviors will result in points taken off from your final grade.
Communications
The best way to contact me is to email me or stop by my office hours. I encourage students to raise any issues or ask any questions they may have. In most cases I will respond to emails within 24 hours, though I ask that you give me 48 hours to respond before sending a follow up. I will also, at times, communicate with you through email or BLACKBOARD. It is your responsibility to check your emails and BLACKBOARD for any communications.
Policy on Missed deadlines
I WILL NOTprovide any makeups for current events presentations or blogs. I will be sending out a sign-up sheet for the current events presentation and debates the second week of class. Think very hard about which day/week you want to submit because once it is decided I will not change it.
In regards to other assignments, students may miss deadlines only with university-accepted excuses. In the event of an EXCUSED illness, students should notify the professor prior to the deadline and no later than 24 hours after it has passed. Students must also provide proper documentation from their physician or another acceptable source. If students do not have an acceptable excuse then they are subject the following penalties:
All assignments are due at the beginning of class on the day that they are due in the syllabus. The “beginning” means the first five minutes. Any assignment turned in after the first five minutes of class will be docked half a letter grade. Anything turned in after 24 hours will be docked a whole letter grade. Assignments turned in after 24 hours will be subject to a 24 hour/1 letter grade deduction (48 hours= 2 letter grades, 72 hours= 3 letter grades, etc).
Statement for Students with Disabilities
I am happy to accommodate students with disabilities. However, I must be informed of these accommodations. Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776
Statement on Academic Integrity
USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles. Scampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at:
Policy on Cheating and Plagiarism
All students should observe the University of Southern California’s standards of academic honesty. Progress in the social sciences is predicated on the principle of open access to theories and results produced by other scholars. We staunchly seek to guard our peers’ intellectual property because that is the only way we can make sure that science as we know it survives. You are expected to participate fully in our efforts. In the event that a student is found cheating or plagiarizing, the student will automatically fail the course and will be reported to Student Judicial Affairs.
Acts of Cheating and Plagiarism include:
?Turning in a paper or any other assignment that was written by someone else (i.e. another student, a research service, a scholar, downloaded off the internet).
?Copying, verbatim, a sentence or a paragraph of text from the work of another author without properly acknowledging the source through a commonly accepted citation style and using quotation marks.
?Paraphrasing (i.e. restating in your own words) text written by another author without citing that author.
?Using an unique idea or concept, which you discovered in a specific reading without citing the author.
******All assignments will be turned in to turnitin.comto check for plagiarism.******
Bottom Line: DON”T PLAGARIZE OR CHEAT!!!!!!!!!
Part I: Defining Gender and International Politics
Week One (8/25-8/27):Introductions
Read: Peterson and Runyan pp 1-18; 24-28
**To start familiarizing yourself with the multitude of issues addressed by feminism and International Relations please also look around and read some of the entries on the Women in and Beyond the Global website found at
Week Two(9/1-9/3):What is Gender?
Read:Tickner Chapter 1
Excerpts from Black Girl Dangerous Blog (BLACKBOARD)
No Class 9/1: Labor Day
Wed 9/3: Gender Assignment Due
Week Three(9/8-9/10):Feminism and Feminist IR
Read:
Gillian Youngs. Feminist International Relations: A Contradiction in Terms? Or: Why Women and Gender Are Essential to Understanding the World 'We' Live in. International Affairs (Royal Institute of International Affairs 1944-), Vol. 80, No. 1 (Jan., 2004), pp. 75-87 (BLACKBOARD)
bell hooks, “Feminism: A Transformational Politic” in Talking Back: Thinking Feminist, Thinking Black” (HANDOUT)
“My Feminism Will Be Intersectional or It Will be Bullshit” (BLACKBOARD)
Key Question #1: Is feminism really for everyone? Does it apply to anyone?
Week Four (9/15-9/17): Gender in the International System
Read: Enloe Chapter 1, Peterson and Runyan chapter 2
Andrea Smith. 2003. “Not an Indian Tradition: The Sexual Colonization of Native Peoples.” Hypatia 18(2). (BLACKBOARD)
Key Question #2: Is gender important to understanding the personal, the political, and the international? Does gender really “make the world go ‘round?”
Week Five (9/22-9/24):Masculinities in World Politics
Read: Enloe chapter 3; Peterson and Runyan pp.18-24
C. Hooper, “Masculinist Practices and Gender Politics: The Operation of Multiple
Masculinities in International Relations,” ch.2 in M. Zalewski and J. Parpart, eds.
The “Man” Question in International Relations (BLACKBOARD)
bell hooks, “feminist focus on men: a comment” in Talking Back: Thinking Feminist, Thinking Black” (HANDOUT)
Key Question #3: Should feminism be concerned with men and masculinities?
Week Six (9/29-10/1): Gendering the State
Read:
Jan Jindy Pettman. 1996. “Women, Gender and the State.” In Worlding Women: A Feminist International Politics. (BLACKBOARD)
V. Spike. Peterson. 1992. “Security and SovereignStates: What is at Stake in Taking Feminism Seriously? In Gendered States: Feminist (Re)visions of International Relations Theory (BLACKBOARD)
Iris Marion Young. 2003. “The Logic of Masculinist Protection: Reflections on the CurrentSecurityState. Signs: Journal of Women in Culture and Society 29 (1)
Key Question #4: Is the state a tool of oppression or empowerment? Is it an institution which promotes equality or discrimination?
Week Seven (10/6-10/8): Security
Read: Tickner Chapter 2, Enloe chapter 4, Peterson and Runyan chapter 4
Key Question #5: Does one’s security depend on the insecurity of another? Can security be achieved without making someone or something else insecure?
Week Eight (10/13-10/15): War
Read:
Laura Sjoberg and Jessica Peet. “(An)other Dark Side of the Protection Racket: Targeting Women in Wars. International Feminist Journal of Politics. Summer 2011
V. Spike Peterson. 2010. “Gendered Identities, Gendered Ideologies, and Practices in the Context of War and Militarism. In Gender, War, and Militarism: Feminist Perspectives, eds Laura Sjoberg and Sandra Via. (BLACKBOARD)
Jan Jindy Pettman. 1996. “Men, Masculinities and War.” In Worlding Women: A Feminist International Politics. (BLACKBOARD)
Key Question #6: Would the world be more peaceful if women ruled? Would the international system be less prone to violence if more women were in leadership positions?
Week Nine (10/20-10/22):Review and Midterm
Wednesday 10/22: MIDTERM
______
Week Ten (10/27-10/29): Economy and Labor
Read: Tickner Chapter 3, Peterson and Runyan chapter 5
Monday 10/27: Guest Lecture/Roundtable with Dr. Fiona Robinson and Dr. Ann Tickner
Week Eleven (11/3-11/5):Economy and Labor
Read: Enloe chapter 6-7
Key Question #7: Is the persistent wage gap (between genders and races) the result of gender and racial discrimination? Would compensating individuals for their reproductive labor promote equality?
Week Twelve (11/10-11/12)Migration and Trafficking
Denise Brennan. “Selling Sex for Visas: Sex Tourism as a Stepping-Stone to International Migration. In Global Women. Eds. Barbara Ehrenreich and Arlie Russell Hochschild (BLACKBOARD)