Gender and Social Justice is a mid-level elective for philosophy majors at Cabrini University. However, it was originally developed as a co-taught introductory feminist philosophy course during graduate school. Over time, the course has gone through many instantiations, each influenced by reading new works, attending exciting lectures, discussing course content and pedagogy with colleagues, and/or making responsive changes as necessary during the semester.
A majority of the students who take Gender and Social Justice at Cabrini do so to satisfy a core requirement. There are no prerequisites for the course and, therefore, it is necessary to prepare a class that is accessible to students with varying levels of exposure to philosophy and/or feminist theory. This is accomplished by strategically crafting assignments that allow for students to apply the knowledge they have not only from the course, but also from their major and personal experiences, selecting readings that differ in density and difficulty, and explicitly modeling the virtues of good philosophical argument, writing, and engagement during class. In addition to the general need to meet students where they are in any course, this course strives to achieve several other pedagogical goals that should be applied in every course.
First, it is important that the course be diverse not only in terms of topics and content, but also regarding the identities and intersectionalities of the authors represented. To emphasize the epistemic importance of representation, the course begins by discussing the exclusion of certain voices from the philosophical canon and the practical and intellectual consequences of such marginalization. To familiarize students with philosophers of various backgrounds (e.g., race, gender, ethnicity, religion, sexuality) brief author bios with pictures are presented at the start of each class session. Overall, the syllabus is representative of many marginalized voices (though there is always work to be done) and strives to interrogate the traditional canon with special attention paid to the exclusionary nature of the first and second waves of feminism. Additionally, it is also important that Western assumptions be challenged through the inclusion and consideration of non-Western feminisms (e.g., Persepolis (2007), Abu-Lughod) and the global status of women (e.g., Sen).
Second, in a course dealing with social justice issues it is important that students have a sophisticated understanding of the concepts of power, privilege, and oppression at both the individual and structural levels. Consequently, articles meditating on these notions have intentionally been included (e.g., Frye, MacIntosh, Yancy) to spark additional conversation and clarity regarding these issues. To personalize the relevance of these concepts, students also participate in an in-class exercise that reveals to them the various forms of privilege and oppression operating in their own lives. This allows for more honest and fruitful discussion about these issues.
Third, to make the material most relevant to students it is important for them to be able to apply the content to their daily lives and to use philosophical tools to analyze their own world. This is encouraged through the selection of topics that apply to the current context and conditions of their lives (e.g., implicit bias, stereotype threat, sexual assault on college campuses, women in the workplace) and through assignments that challenge them to analyze and/or solve problems in the real-world using course content (e.g., pop culture presentation, extra credit paper, final paper and project).
The last pedagogical goal is to help students develop their reading, writing, and oral communication skills. This is done formally through the course readings (e.g., Concepción), assignments (e.g., three papers with an option to rewrite the first, two presentations), and by taking time in class to model these skills through mini in-class workshops and using course content as examples. However, a further practical issue that must be taken into consideration is that students cannot learn these skills if they cannot afford to access the course materials. Consequently, all course materials are provided as PDFs in Blackboard and any required films can be checked out of the library at no cost. Many students struggle to afford books and this is an easy way to relieve that burden for them.
Given the number of pedagogical goals to be achieved, initial course construction is always a challenging, time-consuming, and imperfect process. Additionally, the course is always a work-in-progress because it strives to track contemporary issues, injustices, and events; student demographics continue to change; and students continue to introduce new material to the course through their presentations, group projects, and discussions of their personal cultures and traditions. For example, at the suggestion of a student, the next version of the course will include, among other changes, readings on the gender ideals of machismo and marianismo operating in Latinx culture.
The best part of teaching this course is watching students identify and connect with author(s) “like them” and watching them make connections between course content and their personal lives. The course typically prompts students to begin using a different lens when interacting with the world, especially in their media consumption. It is a privilege to witness the empowerment they feel in being able to identify, analyze, and critique injustices in their world. They really make the course and the content their own, which serves as an educational process for the instructor as well. While the course can be challenging to teach at times, the courageous conversations, self-discovery, and skill development students participate in throughout the semester make the process exciting and personally fulfilling.
PHI 275: Gender and Social Justice
Fall 2019, Cabrini University
Class Meetings (Lecture):
T/R 12:30 – 1:45
Professor: Jennifer A. Bulcock, PhD
Course Description:
In this course we will examine how gender inequality and oppression have affected different groups of women throughout history as well as contemporarily in the United States and abroad. To understand the particular ways in which gender complicates discussions of social justice we will examine historical and contemporary texts addressing women’s oppression and liberation. We will also consider how other intersectionalities such as race, ethnicity, class, sexuality, and religion make achieving gender justice more complex. Contemporary issues to be considered are the portrayals of women in the media; campus sexual assault; and women in the work place.
Required Texts:
All readings for this course will be posted to Blackboard. However, you will need to watch the movie Persepolis (2007) for this class. It is available through many streaming services for about $4. I will also put a Blu-ray copy on reserve in the library.
Assignments:
Attendance & Participation 10%
Pop Culture Presentation 10%
Paper #1 20%
Final Paper 20%
Final Project 20%
Paper #2 20%
*Extra Credit Paper: Receive up to 10 bonus points on your lowest paper grade.
Assignment Descriptions
Attendance: Students are expected to attend every class and to arrive at class on time. Students who are chronically late to class will receive an unexcused absence for every three class periods they are late. Students are permitted one unexcused absence from class. After one unexcused absence your attendance and participation grade will drop one whole letter grade for each class you miss. If you have more than 6 unexcused absences you will automatically fail the course regardless of the grades you receive on your course assignments. Officially excused absences will receive attendance credit. In order for a class to be officially excused, the student must obtain prior approval from the professor (this includes classes missed for athletics)or document an illness or injury. If there are other extenuating circumstances, please consult with me. We are all human beings and sometimes things happen. Please come talk to me!
Participation: Philosophy is a discussion-based discipline. Therefore, participation in class is essential to your success. Your class participation grade will reflect how frequent and thoughtful your contributions to class and group discussions are. To get an A for participation you should thoughtfully participate in most classroom discussions.
Pop Culture Presentations: Student presentations will begin during the sixth week of class. Students will present in pairs. Each pair will be responsible for making a 10-minute presentation to the class. The actual presentation will be roughly 8 minutes long with 2 minutes to field questions from your classmates. For your presentation you should pick (in consultation with your partner) a short (no more than 2 minutes) clip from popular media that relates to one of the topics we have covered in class. You should select a clip that will allow you to conduct a feminist analysis of the news coverage you selected or the treatment of the topic in popular media for your classmates. Both members of the pair are expected to make part of the oral presentation. Additional information about this assignment will be distributed in class before the first presentation occurs.
Papers 1 & 2: There are three papers for this course (see the course schedule for due dates). Each paper should be at least 700 words long. This is a required minimum word count although you are welcome to exceed it. If you fall short of the minimum word count your paper grade will be docked one full letter grade (e.g., B àC). For the first two papers I will provide you with 2-3 prompts. You will choose one prompt to respond to in your paper. Before your first paper is due you will be provided with additional information about what is expected of you in your papers and some guidance on how to write good philosophy papers. See below for information about your final paper.
Final Paper & Final Project: Your final paper should be at least 700 words long. This is a required minimum word count although you are welcome to exceed it. If you fall short of the minimum word count your paper grade will be docked one full letter grade (e.g., B àC). For this assignment you will reflect critically on an element of your life, culture, society, college, etc. and offer a feminist analysis of it, including how things could be made better. Once you have written and handed in your paper I will grade it and return it to you.
For your final project you will work in groups of three or four. Once you have been put into groups you will discuss and select as a group one issue from your papers that you want to work on for the final project. While your final paper will focus on providing a feminist analysis of some element of your life, etc., the final project will focus on providing a practical solution(s) to such an issue. For example, if one of your group members has written her/his final paper on the treatment of women in the media, your group may choose to provide practical solutions, perhaps proposing some type of legislation, to help fix the problem identified. As a group you will work on a proposal to fix the problem you all have agreed to address. During our final exam period your group will give a 15-minute presentation during which you will present the problem you have identified, explain why it is controversial and the different positions held regarding it, and then present the practical solution(s) your group has come up with to address the problem. You will then entertain questions from your classmates about your proposal (this is not included in the 15 minutes). Each group member should be responsible for a portion of the presentation and must also provide a 300-word (required minimum) summary of the proposed solution(s) your group is presenting. Additional information about this assignment will be given to you later in the semester and you will be given time in class to work with your group. However, you will most likely need to arrange to meet with your group members outside of class. Please note, you are not allowed to use a Powerpoint or other kind of presentation software for this project. You are to think creatively about how to showcase the solution you create. For example, you can create a pamphlet, poster, song, etc.
Extra Credit Paper: You may choose to write a paper of 1000 words (required minimum) wherein you offer a feminist analysis of a feature-length film. Your analysis can be pro, con, or anything in between, and can concern the film as a whole or a detailed scene, but should be clear and well-argued with support from the film. I will provide a list of suggested films, though you also can speak with me about choosing an alternative film. If you choose to complete this assignment you will be eligible for up to 10 bonus points to be added to your paper #2 grade.
Course Policies
Respect: In this course we may touch upon or fully engage controversial and/or sensitive topics. Consequently, it is essential for all students to feel safe and comfortable expressing their thoughts and ideas during classroom discussions. To this end, please be mindful of how you speak to your fellow students and choose your words and tone carefully. It’s okay to disagree in this class. In fact, it is encouraged. But you must disagree respectfully. This means no personal attacks on other students (e.g., name calling), no raising your voice, and no offensive language. I will not hesitate to remove a student from class for disrespectful behavior.
Rewrite Policy: Any student who has demonstrated a sincere effort on the first graded version of the first paper onlyis welcome to rewrite their paper. The grade of the rewritten paper will be averaged with the initial grade received. Before submitting a rewrite the student must meet with me to discuss the paper. If you do not meet with me I will not grade your rewrite. Papers can only be rewritten and submitted for a grade once. Rewrites must be submitted within two weeks of receiving your graded paper.
Anonymous Grading: I will make every effort to grade all assignments anonymously. To ensure anonymous grading, please carefully follow all instructions for assignment submission, being careful not to provide identifying information on your assignments unless otherwise instructed.
Course Schedule:
Week 1: Introduction to the Class & Feminism
Tuesday (8/28): No reading due. Syllabus overview, course introduction, wave terminology, and timeline of historical events
Thursday (8/30): Stone, Introduction from An Introduction to Feminist Philosophy
Week 2: Introduction to Feminist Philosophy
*** September 5this the last day to add or drop classes***
Tuesday (9/4): Tuana, “Reading Philosophy as a Woman”(pp. 1-12) AND Concepción’s “How to Read Philosophy”
Thursday (9/6): Witt, “Feminist History of Philosophy” (pp.1-15)
Week 3: History (1stWave): Wollstonecraft & Mill
Tuesday (9/11): Wollstonecraft, Selections from A Vindication of the Rights of Women (pp. 1-8)
Thursday (9/13): Mill, Selections from The Subjection of Women
Week 4: History (2ndWave): Simone de Beauvoir & The Meaning of Oppression
Tuesday (9/18): de Beauvoir, Selections from The Second Sex
Thursday (9/20): Frye, “Oppression”
Week 5: Privilege, Race, & Gender
Tuesday (9/25): McIntosh, “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women’s Studies”
Thursday (9/27): Yancy, “Dear White America”
PAPER #1 DUE: September 30th@ 11:59 PM
Submit via Blackboard
Week 6: Race & Class
*** Pop Culture Presentations Begin***
Tuesday (10/2): Humm, Selection on Angela Davis from Feminisms: A ReaderAND “The Combahee River Collective Statement”
Thursday (10/4): hooks, Feminism is for Everybody, Chs. 7 & 8
Week 7: Sexuality & Gender Performativity
Tuesday (10/9): Butler, Selections from Gender Trouble
Thursday (10/11): Rich, “Compulsory Heterosexuality and Lesbian Existence”
Week 8: MIDTERM: Rape Culture
Tuesday (10/16): Wikipedia, “Rape Culture” AND Amherst University Newspaper, “An Account of Sexual Assault at Amherst College”
In Class: The Hunting Ground (2015)
Thursday (10/18): May and Strikwerda’s “Men in Groups: Collective Responsibility for Rape”
Week 9: Implicit Bias & Stereotype Threat
Tuesday (10/23): Before Class Activity: https://implicit.harvard.edu/implicit/demo/
“Mind Bugs” chapter from Banaji & Greenwald’s Blind Spot
Thursday (10/25): Steele, Selections from Whistling Vivaldi
Week 10: Women, Girls, and the Media
Tuesday (10/30): Douglas, The Rise of Enlightened Sexism, Ch. 4
Thursday (11/1): APA Task Force on the Sexualization of Girls
Week 11: Women & Work
November 8this the last day to withdraw from classes
Tuesday (11/6): Harvard Business Review, “Women in the Workplace: A Research Roundup”; Robin J. Ely, Pamela Stone, & Colleen Ammerman, “Rethink What You ‘Know’ About High-Achieving Women”; Eduardo Porter, “Motherhood Still Cause of Pay Inequality”; Center For American Progress, “What Causes the Wage Gap”; Catherine C. Giapponi & Sharlene A. McEvoy, “The Legal, Ethical, and Strategic Implications of Gender Discrimination in Compensation: Can the Fair Pay Act Succeed Where the Equal Pay Act has Failed?”; Joanne Lipman, “Let’s Expose the Gender Wage Gap”
Thursday (11/8): Sheryl Sandberg, “Why We Have Too Few Women Leaders” AND hooks’ “Dig Deep: Beyond Lean In”
PAPER #2 DUE: November 11th @ 11:59 PM
Submit via Blackboard
Week 12: Women Around the World & Cultural Differences
Tuesday (11/13): CABRINI DAY – NO CLASS
Thursday (11/15): Virtual assignment
- Please watch the movie Persepolis (2007). You can find this movie on popular movie streaming sites though you will have to pay to watch it. A copy of the Blu-ray will also be available in the library.
- After watching the movie write a 750-word feminist analysis of the film.
- This assignment is due on Blackboard by 11:59PM on Sunday, November 18th.
Week 13: Women Around the World & Cultural Differences
Tuesday (11/20): Lila Abu-Lughod, Do Muslim Women Need Saving?, Introduction “Rights and Lives”
In Class: Discussion of Persepolis (2007)and Abu-Lughod
Thursday (11/22): THANKSGIVING BREAK – NO CLASS
Week 14: Women Around the World & Cultural Differences
Tuesday (11/27): Lila Abu-Lughod, Do Muslim Women Need Saving?, Ch.1 “Do Muslim Women (Still) Need Saving?”
Thursday (11/29): Ch 4 of Martha Nussbaum’s Sex and Social Justice; “Judging Other Cultures: The Case of Genital Mutilation”, Nahid Toubia’s “Female Circumcision as a Public Health Issue”
Week 15: Women Around the World & Cultural Differences
Tuesday (12/4): Amartya Sen, “100 Million Women are Missing”
Thursday (12/6): Mandatory Attendance – In Class Time to Work on Group Projects
PAPER #3 DUE: December 9th @ 11:59 PM
Submit via Blackboard
Week 16: Final Exams (12/11-12/14)
Our final exam period is scheduled for Thursday, December 13th, 11AM – 1PM. We do not have a final exam for this course, however, you will present your group project during the final exam period.
The Syllabus Showcase of the APA Blog is designed to share insights into the syllabi of philosophy educators. We include syllabi that showcase a wide variety of philosophy classes. We would love for you to be a part of this project. Please email sabrinamisirhiralall@apaonline.org to nominate yourself or a colleague.
Jennifer Bulcock
Jennifer Bulcock is an Assistant Professor of Philosophy at Cabrini University in Radnor, PA. She also serves as the Assistant Director of theCenter on Immigration and Director of the Honors Program.Bulcock earned her doctorate in Philosophy from Rice University and her Master of Arts degree in Justice Studies and her Bachelor’s degree in English and Philosophy from the University of New Hampshire. Her research interests include social, political, and ethical issues at the intersections of the US immigration, criminal justice, and healthcare systems. She is currently writing a book arguing for the abolishment of the U.S. immigration detention system.
Good syllabus — and rationale. Thanks for sharing.