WST3415: SPRING 2015

transnational feminism(s)

Real sisterhood a sisterhood of solidarity rather than saving can perhaps only come from a place of inward
looking; a place where we are willing to listen, critique our own expectations and assumptions how our own
privileges lead to other womens exploitations and be unafraid to constantly evolve and change.
Sayantani DasGupta, Can Sisterhood be Global? Fifty Shades of Transnational Feminism (2013)

instructor:
phone [personal]:
phone [office]:
office:
office hours:

Jamie Lee Marks

jamielm@ufl.edu
[727] 773-7081
[352] 846-1138
Tigert 302
TBA

TA:
phone [office]:
office:
office hours:

Your name
email@ufl.edu
[352] 846-1138
Your Office
TBA

COURSE DESCRIPTION

In the 1980s, there was increasing attention to forging what Robin Morgan called a global
sisterhoodor a network of women from around the globe working together to address
womens issues. However, as activists and scholars globally pointed out, the idea of a united,
global sisterhood coming from U.S. and European contexts often assumed shared visions of
womanhood and gender equality, as well as shared priorities for organizing Early international
feminisms failed to address differences across women with regard to race, class, sexuality,
nationality, cosmology, etc. As such, debates about womens lived experiences had largely
homogenized, or Westernized, narratives regarding womens issues and concerns. Transnational
feminism(s) challenged universalizing global/international feminist frameworks that erase
differences within and between national contexts. This involved attention not only to political
and economic systems affecting womens subjugation. Transnational feminisms also draw

Syllabus 2
attention to the ways that lives in some places of the globe deeply impact lives lived
elsewhere by highlighting experiences and narratives from those elsewheres.
This course explores transnational feminist frameworks, focusing on historical debates about
gender and the global that underlie their development, as well as social movements across that
address feminist issues in a global context. Course readings will explore development,
reproductive politics, family relationships, gendered divisions of labor, and social mobilization.
Examples will provide insights into the complexities of organizing to address these issues in a
transnational context: How do differences of class, national origin, race, and sexual orientation
affect the experiences of women organizing for social justice? How do power relations between
individuals and collectives both within nations and across them impact prospects for solidarity
and collaboration? This course will also challenge Western feminists to locate and situate
themselvesor examine their own position within a global system that connects the (often
uneven) exchange of persons, capital, and ways of knowing.
outcomes
By the end of this course students will/will be able to
- Define and distinguish between transnational, international, multinational, and global feminisms
- Understand historical debates within feminist theory that have informed the development of
transnational feminist frameworks
- Analyze historical and contemporary systems of privilege and oppression, with special attention
to the ways gender intersects with race, class, ethnicity, sexuality, religion, and nationality
- Think critically about the intersections of national, regional, and global communities and how
they impact gender equity
- Locate themselves in these global systems of capital, persons, and ideas
- Identify the partial, situated, and political nature of all ways of knowing
- Identify, understand, and critique popular tropes of western and non-western
Required Books (All other articles and chapters will be provided to you on Canvas)
1. Naples, Nancy A., and Manisha Desai. 2002. Women's activism and globalization: linking local struggles
and transnational politics. New York: Routledge.
2. Kelly, Patty. 2008. Lydia's open door: inside Mexico's most modern brothel. Berkeley: University of
California Press.
3. Satrapi, Marjane. 2004. Persepolis. New York: Pantheon Books.
4. Sangtni Writers and Nagar, Richa. 2006. Playing with fire: feminist thought and activism through seven
lives in India. Minneapolis, MN: University of Minnesota Press.
Other [free!] Resources
Reading and Writing Center
http://www.at.ufl.edu/rwcenter/students/writing_assist.html
UF Gender Studies Library Guide
http://guides.uflib.ufl.edu/gender
The Purdue Online Writing Lab (OWL)
http://owl.english.purdue.edu/
Zotero
A browser plug-in or stand-alone reference manager.

Syllabus 3
Refworks
This is free to you through UF libraries, and pretty handy. It keeps references in order for you, creates
citations and bibliographies, etc. Visit the library site for more information:
http://www.uflib.ufl.edu/refworksufpage.html
[tip- if you have a question related to formatting, check out the resources available to you on Sakai, try
OWL Purdue next, and shoot your instructor an email if you are still in need of an answer]

GRADING AND ASSIGNMENTS

More detailed descriptions of all assignments can be found on Canvas throughout the semester.
READING RESPONSES (to be posted on Canvas) (10 @ 30 points; 300 total points)
Each student is expected to share with the class 10 brief written reflections (1-3 paragraphs each) that
flow from the assigned readings for 10 weeks/topics of choice. Such commentaries (each worth 30
points) can include questions to the class, reactions to other postings, and reference to personal
experiences, but they should not depart from the analysis of the weekly class material. Commentaries
should be posted through the Sakai Discussion Folder by 5PM the day before the next class
discussion, so they available in advance of discussing the readings and concepts in class.
DISCUSSION LEADING (100 total points)
In order to democratize class discussion, each student will lead at least one classroom discussion (with a
partner) of course material this semester as part of an individual or group assignment. Classroom discussion
can be organized in several ways, but all discussants should be sure that there is equity in participation from
class members. You are expected to complete a sheet with a list of key concepts for our critical glossary as well
as critical discussion questions.
Here are some discussion tips: You might begin by reviewing the weeks readings. This should not be a
summary, but if you choose to summarize dont spend more than 5 minutes doing so. Be certain to raise the
critical questions and issues in each reading. How are these readings connected? Compare and contrast
readings, etc. All students are expected to bring the readings to class, and you should refer to specific passages
of text where applicable. Textual focus is essential to class discussion. Discussion means discussion, not
lecturing. The discussion should move towards a very clear understanding of each reading and its complex
context. The role of the discussion leader is to move the discussion along and on topic, making sure all of the
readings get covered. Be sure to create an open environment where all points of view can be heard and
students can feel safe to express their opinions. The discussion leaders must take a strong role to ensure that
the discussion covers the material and that there is equity and continuity in the discussion. Be sure discussion
stays on the readings.

EXAMS (2 @150; 300 total points)

There will be two in-class short-answer and essay tests based on course material and discussion.

FINAL PROJECT (300 points total)

Individual reports of 4-5 double-spaced pages due at the end of the semester, on topics relevant to
the course, constitute the final course requirement. There will be several options for this final essay,
urging you to connect course concepts to social movements, historical or contemporary issues
addressed by feminist activists in a transnational context, or cultural texts such as (1 or a set of) films,
short stories, novels, social media campaigns, etc. You will be required to submit an abstract with
citations in advance of submitting the final essay.

Syllabus 4
Total (1000 points)
Grading Scale
A
4.0
93-100
A- 3.67 90-92
B+ 3.33 87-89
B
3.0
83-86
B- 2.67 80-82
C+ 2.33 77-79

930-1000
900-929
870-899
830-869
800-829
770-799

C
CD+
D
DE

2.0
1.67
1.33
1.0
0.67
0.00

73-76
70-72
67-69
63-66
60-62
0-59

730-769
700-729
670-699
630-669
600-629
0-599

Written Work Assessment Rubric

CONTENT

SATISFACTORY (Y)

UNSATISFACTORY (N)

Papers exhibit evidence of ideas that

respond to the topic with complexity,
critically evaluating and synthesizing sources,
and provide an adequate discussion with
basic understanding of sources.

Papers either include a central

idea(s) that is unclear or off- topic or
provide only minimal or inadequate
discussion of ideas. Papers may also
lack sufficient or appropriate
sources.

Documents and paragraphs

ORGANIZATION exhibit identifiable structure for topics,
AND COHERENCE including a clear thesis statement and topic
sentences.

Documents and paragraphs lack

clearly identifiable organization,
may lack any coherent sense of logic
in associating and organizing ideas,
and may also lack transitions and
coherence to guide the reader.

Documents use persuasive and confident

presentation of ideas, strongly supported
with evidence. At the weak end of the
ARGUMENT AND
satisfactory range, documents may provide
SUPPORT
only generalized discussion of ideas or may
provide adequate discussion but rely on
weak support for arguments.

Documents make only weak

generalizations, providing little or no
support, as in summaries or
narratives that fail to provide critical
analysis.

STYLE

Documents use a writing style with word

choice appropriate to the context, genre,
and discipline. Sentences should display
complexity and logical structure.

Documents rely on word usage that

is inappropriate for the context,
genre, or discipline. Sentences may
be overly long or short with
awkward construction. Documents
may also use words incorrectly.

MECHANICS

Papers will feature correct or error-free

presentation of ideas. At the weak end of the
satisfactory range, papers may contain a few
spelling, punctuation, or grammatical errors
that remain unobtrusive and do not obscure
the papers argument or points.

Papers contain so many mechanical

or grammatical errors that they
impede the readers understanding
or severely undermine the writers
credibility.

Syllabus 5
COURSE SCHEDULE (Tentative- this schedule is a guide and subject to change according to class
need as the semester unfolds)
Reading Unit 1: Theoretical Background
Week 1: Introduction to the Course and Course Concepts
January 7-9
W Review syllabus, expectations, and assignments.
F Critiques and Silences/Silencings
to be discussed: bell hooks Feminist Politics: Where We Stand; Audre Lorde, Open
Letter to Mary Daly and The Master's Tools Will Never Dismantle the Master's House
Week 2: Feminism and Colonialism
January 12-16
M Under Western Eyes
to be discussed: Chandra Mohanty: Under Western Eyes: Feminist Scholarship and
Colonial Discourses
W
to be discussed: Chandra Mohanty, Cartographies of Struggle
F
to be discussed: Naples and Desai, Preface and Ch 1, Naples, Changing the Terms, to p
14.

Week 3
January 19-23
M NO CLASS (holiday).
HW- make sure to have the readings done by Wednesday.
Reflect on social justice.
Injustice anywhere is a threat to justice everywhere.
Dr. Martin Luther King, Jr.
W
to be discussed: Ch 2, Desai, Transnational Solidarity, pp 15-33.
Ch 3, Naples and Desai, Womens Local and Translocal Responses, pp. 34-41.
discussion leaders:
Reading Unit 2: Transnational Activism: Case Studies
F
to be discussed: Naples and Desai Ch. 4. Weber- Women to Women: Dissident Citizen
Diplomacy in Nicaragua
discussion leaders:

Syllabus 6
Week 4: Case Studies Continued
January 26- 30
M
to be discussed: Naples and Desai Ch. 5- Hrycak- From Mothers Rights to Equal Rights:
Post-Soviet Grassroots Womens Associations
discussion leaders:
W Naples and Desai Ch. 5- Navarro- Las Mujeres Invisibles/The Invisible Women
to be discussed:
discussion leaders:
F
to be discussed: Naples and Desai Ch. 8- Mendez- Creating Alternatives from a Gender
Perspective: Transnational Organizing for Maquila Workers Rights in Central America
discussion leaders:

Week 5: Case Studies Continued

All Homework TBA
February 2-6
M
to be discussed: documentary Maquilopolis (to be viewed before class)
discussion leaders:
W Desai and Naples TBA
to be discussed: Desai and Naples Ch. 7- Purkayastha- Contesting Multiple Margins:
Asian Indian Community Activism in the Early and Late Twentieth Century
discussion leaders:
F
to be discussed: Desai and Naples Ch. 9- Wells- Rural Women Organizing to Confront
Local/Global Economic Issues
discussion leaders:

Week 6: Case Studies Continued

February 9-13
M
to be discussed: Desai and Naples Ch. 10- Karides- Linking Local Efforts with Global
Struggle--Trinidads National Union of Domestic Employees
discussion leaders:
W
to be discussed: Desai and Naples Ch. 11- Wing- Women Activists in Mali: The Global
Discourse on Human Rights
discussion leaders:

Syllabus 7

F
to be discussed: Desai and Naples Ch. [TBA- would choose either 12 or 14. Both are rad)
discussion leaders:

Week 7: Wrap Up
February 16-20
M
to be discussed: Desai and Naples Conclusion Chapter (15)- The Challenges and
Possibilities of a Transnational Feminist Praxis
discussion leaders:
W Exam 1
discussion leaders:
Reading Unit 3: Transnationalism: Communities and Selves
F
to be discussed: TBA
discussion leaders:

Week 8: Consumption
February 23-27
M
to be discussed: TBA (Food security)
discussion leaders:
W
to be discussed: Grewal, Inderpal. Traveling Barbie: Indian Transnationalities and the
Global Consumer. Transnational America: Feminisms, Diasporas, Neoliberalisms. (Pgs.
80-120).
discussion leaders:
F
to be discussed: Ramamaurthy, Priti. Material Consumers, Fabricating Subjects:
Perplexity, Global Connectivity Discourses, and Transnational Feminist Research in
CulturalAnthropology (online). 18(4). (Pgs. 524-550).
discussion leaders:
MARCH 2-6: SPRING BREAK!

Syllabus 8
Week 9: Reproductive and Sexual Rights
March 9-13
M
to be discussed: Pande, Amrita. Commercial Surrogacy in India: Manufacturing a Perfect
Mother-Worker.
discussion leaders:

W
to be discussed: Correa, Sonia. From Reproductive Health to Sexual Rights:
Achievements and Future Challenges. Reproductive Health Matters, Vol. 5, No. 10. (Pgs.
107-116)
discussion leaders:
F
to be discussed: Scheper-Hughes Excerpt on Culture/Motherhood
discussion leaders:

Week 10
March 16-20
M
to be discussed: First half of Patty Kelly- Lydias Open Door
discussion leaders:
W
to be discussed: Last half of Patty Kelly- Lydias Open Door
discussion leaders:
F
to be discussed: Narayan, Uma. Cross-Cultural Connections, Border-Crossings, and
Death by Culture: Thinking about Dowry-Murders in India and Domestic-Violence
Murders in the US. Dislocating Cultures: Identities, Traditions, and Third World Feminism
(Thinking Gender). (Pgs. 1-40).
discussion leaders:

Syllabus 9
Week 11:
March 23-27
M
to be discussed: Alcalde, Cristina M. Ripped from the Headlines: Newspaper
Depictions of Battered Women in Peru.
Local Violence, Global Media. (Pgs. 46-64)
discussion leaders:
W McDonald, Myra. Muslim Women and the Veil: Problems of Image and Voice in
Media Representation. Feminist Media Studies 6(1). (Pgs. 7-23)
discussion leaders:

F
to be discussed: Abu-Lughod- Do Muslim Women Really Need Saving?
discussion leaders:

Week 12
March 30-April 3
M Persepolis (first )

W Persepolis (second )
F Playing with Fire (Second 1/2)
Week 13
April 6-10
M Playing with Fire (Second 1/2)
W review
F Exam 2
Week 14: Wrap up: What does solidarity look like?
April 13-17
M
to be discussed: to be discussed: Mohanty, Chandra Talpade. Women Workers and
Capitalist Scripts: Ideologies of Domination, Common Interests, and the Politics of
Solidarity. Feminist Genealogies, Colonial Legacies, Democratic Futures. (Pgs. 3-29)
discussion leaders:

Syllabus 10
W
to be discussed: Mohanty- Under Western Eyes Revisited
discussion leaders:
F
Week 15
April 20-22
HW: TBA
M
W Final class.
Course Policies
Absences and Tardiness
Attending class means arriving punctually and remaining until the end of each class period. An
attendance signin sheet will be circulated at the beginning of each session after the first few
weeks of class. If you are more than 15 minutes late, it will count as an absence for the entire
class session. In such a case, however, you may enter the class and receive credit for in-class
work that you complete during the remaining class time.
Because much of our work depends upon group discussion of the texts and in-class activities,
you should plan to attend every class session. You may miss up to three (3) absences over the
course of the term with no grade penalty. Each absence beyond three will lower your overall
grade by 20 points for each occurrence. For example, if you have four absences, you will lose 20
points, five absences, you will lose 40 points, etc.
I exempt from this policy only those absences involving university-sponsored events, such as
athletics, band, and religious holidays. Absences related to university-sponsored events must be
discussed with instructors prior to the date that will be missed. If you are absent you are still
responsible for all due dates and for turning assignments in on time.
Requirements for class attendance and make-up exams, assignments, and other work in this
class are consistent with university policies that can be found at
https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx
Technology in Class
Cell phones are permitted in class to be used only as [silent] clocks. If your phone rings in class,
or I notice that you are texting, I will ask you to step outside to take care of your business and
not come back that day; the incident will count as one absence. Even in the case that I dont ask
you to step out because I dont feel like dealing with it at the moment, know that I take note of
it and dislike it. Dont run the risk that one of your instructors might find it, and you,
disrespectful of the learning environment.
Laptops and other computing devices will not be used in class. The urge to surf, or work on
other things, is simply too great and we want the thinkers in us all to get the most out of our

Syllabus 11
time together. Your instructor will announce in advance which classes are laptop friendly.
Bring printed copies of the readings and/or notes. If, as the class unfolds, we need to revisit this
policy together we can.
Plagiarism
Plagiarism is a serious violation of the Student Honor Code. Students caught plagiarizing will
receive a failing grade on an assignment and be reported to the honor board at the Office of the
Dean of Students.
The Honor Code prohibits and defines plagiarism as follows:
Plagiarism. A student shall not represent as the students own work all or any portion of
the work of another. Plagiarism includes (but is not limited to):
a.) Quoting oral or written materials, whether published or unpublished, without proper
attribution.
b.) Submitting a document or assignment which in whole or in part is identical or
substantially identical to a document or assignment not authored by the student.
(University of Florida, Student Honor Code, 15 Aug. 2007
<http://www.dso.ufl.edu/judicial/honorcode.php>)
University of Florida students are responsible for reading, understanding, and abiding by the
entire Student Honor Code.
Important Tip: You should never copy and paste something from the internet without providing
the exact location from which it came.
Class Discussion Etiquette
The best kinds of discussions emerge out of classes where the classroom is thought of as a
community of learners and knowers, in which each participant is assured of a position as both.
Thus, it is crucial that everyone feels comfortable expressing his or her opinions in an
environment that is free from hostility, even in moments where we might disagree. Please keep
in mind that students come from diverse cultural, economic, and ethnic backgrounds. All of the
texts we will discuss and write about engage controversial topics and opinions. Diversified
student backgrounds combined with provocative texts require that you demonstrate respect for
ideas that may differ from your own. Disrespectful behavior will result in dismissal, and
accordingly an absence from the class.
One of the most important skills to develop for people committed to social justice is responding
appropriately when youve been called out for unintentionally circulating ideas or words that
facilitate the oppression of a marginalized group. For example, say you use an idiom or saying
you didnt know had a problematic origin? Or you say something that implies all couples are
heterosexualwhen you didnt mean to at all? You care, right? Someone should let you know,
right? Calling someone out, or asking someone to reflect on his/her/their assumptions and
habits, should be done as kindly as possible, but should likewise be interpreted generously, as
an opportunity to grow and an invitation to become an ally. Everyone who has participated in

Syllabus 12
activist dialogue has been called out (speaking from personal experience, probably many,
many times). Its simply part of working for social change, and crucial to personal growth and
coalition building. If youre called out, recognize the opportunity if offers, and know its not at
all a commentary on your intentions.
Here are some neat resources on how to respond when youre called out.
-

a great video by YouTube activist Chescaleigh: https://www.youtube.com/watch?v=C8xJXKYL8pU

a cartoon by the Think and Die Thinking collective:
http://thinkanddiethinking.tumblr.com/post/38480374534/how-to-deal-with-being-called-outfrom-the

Course Evaluations and Surveys

Students are expected to provide feedback on the quality of instruction in this course by
completing online evaluations at http://evaluations.ufl.edu. Evaluations are typically open
during the last two or three weeks of the semester, but students will be given specific times
when they are open. Summary results of these assessments are available to students at
https://evaluations.ufl.edu/results.
Because we value checking in with you along the way to make sure you get the most out of it, I
may organize online, ANONYMOUS surveys to be taken at certain points in the course. I ask that
you take the time to make thoughtful suggestions for change or let me know if something
worked well for you. This will help us make small adjustments in what we are doing before the
semester is over and those adjustments would, at that time, be relevant to your experience of
the course. Of course, if you need extra assistance of have any suggestions do not hesitate to
contact us at any point.
Deadlines and Participation
You must submit assigned work on the specified due date even if you are absent. Late papers
will incur a 10% penalty for each calendar day a paper is late. You must be in class for the exam
dates. Make-up exams are possible only if you can adequately document your inability to be
present and arrange a time to make up exams in our office hours. Papers and drafts are due at
the beginning of class and/or on-line at the assigned deadline. Failure of technology is not an
excuse.
Participation is a crucial part of success in this class. Students will be expected to work in small
groups and participate in group discussion sand other in-class activities. In general, students are
expected to contribute constructively to each class session. Come with the readings and
prepared to discuss them. Be brave and be respectful. Every persons opinion is welcome here.
Paper Maintenance Responsibilities
Students are responsible for maintaining duplicate copies of all work submitted in this course
and retaining all returned, graded work until the semester is over. Should the need arise for a
resubmission of papers or a review of graded papers, it is the students responsibility to have
and to make available this material.

Syllabus 13
Mode of Submission
All papers will be submitted as MS Word (.doc) or documents to Canvas and as hard copies. Final
drafts should be polished and presented in a professional manner. All papers must be in 12point Times New Roman or Calibri font, double-spaced with 1-inch margins and pages
numbered. As this is a social science course, papers will have proper APA formatting and use
APA citation style (unless you can demonstrate your major works with MLA or Chicago). Be sure
to staple papers before submitting hard copies. Unstapled papers will not be accepted. Papers
without word counts will not be accepted. Papers without page numbers will be docked
points. We do not require this to be ogres, but because we need to make comments on your
work, know whether or not it meets basic requirements, and not lose random sheets of your
printed work while grading. Help us out.
Students with Disabilities
The University of Florida complies with the Americans with Disabilities Act. Students requesting
accommodation should contact the Students with Disabilities Office, Peabody 202. That office
will provide documentation to the student whom must then provide this documentation to the
instructor when requesting accommodation. Please do let me know as soon as possible as well,
and we will make every attempt we possibly can to make the necessary accommodations.
Contacting Your Instructors
We look forward to learning with and from you in this class. Please do not hesitate to contact us
with any questions or concerns you might have that cannot be easily answered by looking at the
syllabus. We have an open door policy and mean thatreally. It is very important that you feel
comfortable meeting with or e-mailing us when you have questions or feel that you need
additional assistance. We will make every effort to get back to you within 24 hours of your
email on weekdays.
Please use the email provided on the syllabus or the email addresses we use to email you (you
will see this addresses in your inbox over the course of the semester).
Other Helpful Resources
UF Library: http://www.uflib.ufl.edu/instruct/neworient.html
UF Grading System: http://www.isis.ufl.edu/minusgrades.html.
UF Disability Services: http://www.ufl.edu/disability
UF Counseling Services: www.council.ufl.edu
UF Student Mental Health Services: www.shcc.ufl/edu/smhs
UF Career Resource Center: Reitz Union, 392-1601
Pascals Coffee House
112 NW 16th Street
Gainesville, FL 32603
The CSC is a nice place to meet, grab a coffee, write, etc. Some TAs, including myself) hold conferences
and class there, so Ive decided to include an address on the syllabus.

Syllabus 14
Track Your Own Absences:
Week 1:
Week 2:
Week 3:
Week 4:
Week 5:
Week 6:
Week 7:
Week 8:
Week 9:
Week 10:
Week 11:
Week 12:
Week 13:
Week 14:
Week 15: