SHORT PAPER GUIDELINES -...

IAFF 2190: Women and Global PoliticsClark: Fall 2013

THE GEORGE WASHINGTON UNIVERSITYELLIOTT SCHOOL OF INTERNATIONAL AFFAIRS

IAFF 2190W.14: WOMEN AND GLOBAL POLITICSFall Semester 2013

Prof. Michele A. [email protected] hours: M 1:00-3:00Suite 604E1957 E Street NW (The Elliott School)

Classes will be held Mondays from 3:30-6:00 PM in Funger Hall, Room 220 (2201G St NW)

COURSE DESCRIPTION AND GOALS

This course is an overview of the global status of women in the Twenty-First Century, focusing on the discrepancies between normative frameworks and policy developed to benefit women and their actual implementation. The course examines how political, economic, social, cultural and religious frameworks affect the wellbeing of women as well as contribute to a systemic lack of access to resources. The course further underscores the imperative for increased focus on the human rights of women. Readings will include academic texts, journal articles and narratives by contemporary women leaders and writers. The class will also feature distinguished guest speakers.

The course is taught seminar-style, with students actively engaged in creating a dynamic learning environment. As such, classes are a combination of student presentations, instructor lectures and class discussions based on assigned readings. Students will be assigned to bring questions to class based on their readings.

Women and Global Politics is designated as a WID course. Writing assignments will focus on skills needed for professional writing notably in international development, advocacy and human rights fields.

By the end of the class, students will be able to

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mailto:[email protected]


1. Assess the status of women around the world according to international conventions and leading indicators of wellbeing and development.

2. Critically analyze factors contributing to the limited representation of women in elected political office.

3. Examine and identify the role of women as change agents in social and dissident movements.

4. Critically analyze widespread and diverse acts of violence against women, pinpointing root-causes and assessing merits of various intervention programs.

5. Analyze the challenges of social, cultural and religious norms in determining the status of women.

6. Evaluate the economic, political and social consequences of public policy decisions affecting the rights of women.

7. Articulate a personal philosophy of engagement in global women’s issues.

8. Write advocacy statements, policy briefs, reviews and issue-based reports on course-related topics.

COURSE OVERVIEW

Introduction: Women in the World Today1. August 26: Setting the Stage: Course overview and

introduction. Women’s human rights in the world today2. September 9: An International framework: The Convention to

Eliminate All Forms of Discrimination against Women (CEDAW)3. September 16. The West and the Rest: The feminization of

globalization

The Politics of Politics4. September 23. Women in the halls of power: Institutional

politics5. September 30. Different voices: Non-traditional power, civil

society, revolutionaries and suicide bombers. Book discussion. “I, Rigoberta Manchu.”

The Politics of Sex, Violence and Exploitation6. October 7. Global violence against women: Rape, domestic

violence and human trafficking.7. October 14. Women as Commodities: The price of a body.

Prostitution, pornography and trafficking.Book Discussion: “Women at Point Zero”/ “The Dancing Girls of

Lahore.”

The Politics of Culture, Religion and Tradition8. October 2. Is multiculturalism bad for women?

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Case Studies. Polygamy in France; honor killings in Pakistan; child marriages and forced marriages in India.

9. October 28. The Good Books: The conflict of religion, rights and empowerment.

10. November 4. Book Discussion: “Infidel.”

The Politics of Resources11. November 11. The Feminization of poverty: A gender

approach to development. 12. November 18. The importance of access: Education,

health, finances and justice13. December 25. Book Discussion: “Unbowed”.14. December 2: Wrap up and final presentations.

READINGS AND REQUIRED TEXTS

Readings will include chapters form required texts as well as various articles and journals, which will be posted on Blackboard.

Required texts:

Ali, Ayaan Hirsi. Infidel. New York: Free Press, 2008.

Henderson, Sarah L., and Alana S Jeydel. Women and Politics in a Global World. Second Edition. New York: Oxford University Press, 2010.

El Saadawi, Nawal. Woman at Point Zero. London: Zed Books, Ltd., 2007.

Ehrenreich, Barbara and Arlie Russell Hochschild. Global Woman: Nannies, Maids and Sex Workers in the New Economy. Henry Holt and Company. 2002.

Maathai, Wangari. Unbowed: A Memoir. Alfred A. Knopf, 2006.

MacKinnon, Catharine: Are Women Human? And Other International Dialogues. Harvard University Press. 2006

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Menchu, Rigoberta: I, Rigoberta Menchu: An Indian Woman in Guatemala.

Okin, Susan Moller, with respondents. Is Multiculturalism Bad for Women? Edited by Joshua Cohen, Matthew Howard, and Martha C. Nussbaum. Princeton: Princeton University Press, 1999.

Supplemental Readings:

Brown, Louise: The Dancing Girls of Lahore: Selling Love and Saving Dreams in Pakistan's Pleasure District . Harper Collins, 2006

Chang, Jung. Wild Swans: Three Daughters of China. New York. Touchstone Books. 1991

Hvistendahl, Mara. Unnatural Selection: Choosing Boys over Girls, and the Consequences of a world Full of Men. New York: Public Affairs. 2011.

Wilkinson, Stephen. Bodies for Sale: Ethics and Exploitation in the Human Body Trade. New York: Routledge. 2003.

ASSIGNMENTS AND ACTIVITIESThis class is designated as a Writing in the Disciplines (WID) course. WID courses “are designed to facilitate student involvement with particular bodies of knowledge, their methods of scholarship, and modes of communication. These discipline-based courses have a significant writing component, but are not designed to teach students basic writing skills. Rather, the function of WID courses is to engage students in writing frequently and intensively with editing and rewriting to improve both learning and communication.” (See website for further details about the WID program: http://www.gwu.edu/~uwp/wid/)

NOTE: ALL ASSIGMENTS ARE TO BE HANDED IN THROUGH BLACKBOARD.

To provide “a significant writing component”, this course includes three journal entries, a presentation paper, three short policy papers and a final report.

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http://www.gwu.edu/~uwp/wid/


1. Journals : Students will keep electronic journals following each class session. Journals will be responses to discussions and class readings. These will be submitted three times during the semester, with the exception of the first entry..

2. Presentations and Presentation Papers : Presentations and student-led discussions form the core of this class. Presentations provide context for our readings and broaden our perspective on assigned topics. Students will select from a list of assigned topics and will be responsible for two activities: a 15 minutes in class presentation on the topic, following presentation guidelines, and a written paper (between 5-7 pages). Guidelines will be distributed in class. Students will work in pairs on the assigned date to make the presentations a seamless part of the class.

3. Policy Papers : Students will write three short (3-4 page) policy papers on course topics.

4. Final Report: Students will identify a key issue related to the topic of this course and write a 15-page analytical report. This paper will be written in progressive stages with input from peers and professor at each step.

A NOTE ON GRADES

1. Attendance and participation (10%): This class is taught in a participative and interactive style with strong emphasis on student input. For each class, designated students will be asked to prepare discussion questions based on readings. Students are required to attend all classes or notify the professor in advance if attendance is not possible. Students will be responsible for all missed readings. Students are excused for religions holidays according to the University’s stated policies and are asked to notify the professor in advance.

2. Journal Entries: 20%3. Presentations (Paper and Delivery): 10%4. Policy Papers: 30%5. Final Report: 30%

Journals 20%Presentations 10%Policy Papers 30%Report 30%Participation and 10%

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Attendance

Late work will be penalized (5% of the assignment total) unless previously cleared with instructor or due to mitigating circumstances such as illness and family emergencies.

Assignments and deadlines: Note: Individual presentations will be assigned each week.

Date AssignmentAugust 26, 2013

September 9 First Journal Entry: “This I believe”

September16

September 23 Policy Paper 1

September 30 Journal Entries (weeks 2-4)

October 7

October 14

October 21 Policy Paper 2

October 28 Term Paper Abstracts due

November 4 Journal entries (weeks 5-9)

November 11 Draft and Annotated Bibliography

November 18

November 25 Policy paper 3

December 2 Journal entries (Weeks 10-13)

December 11 Final Report Due

UNIVERSITY POLICIES

Academic Integrity

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Academic dishonesty is strictly prohibited. Enforcement of the Academic Integrity Code will be done to the fullest extent possible.Academic dishonesty is defined as cheating of any kind, including misrepresenting one's own work, taking credit for the work of others without crediting them and without appropriate authorization, and the fabrication of information.For the entirety of the Academic Integrity Code visit: http://www.gwu.edu/~ntegrity/code.html

University Policy on Religious HolidaysStudents must notify the instructor during the first week of the semester of their intention to be absent from class on their day(s) of religious observance. These students will be given the courtesy of absence without penalty on such occasions, including permission to make up examinations.

Support for Students Outside the ClassroomDisability Support Services (DSS)Any student who may need an accommodation based on the potential impact of a disability should contact the Disability Support Services office at 202-994-8250 in the Marvin Center, Suite 242, to establish eligibility and to coordinate reasonable accommodations. For additional information please refer to: http://gwired.gwu.edu/dss/

University Counseling Center 202-994-5300The University Counseling Center (UCC) offers 24/7 assistance and referral to address students' personal, social, career, and study skills problems. Services for students include: - crisis and emergency mental health consultations - confidential assessment, counseling services (individual and small group), and referralshttp://gwired.gwu.edu/counsel/CounselingServices/AcademicSupportServices

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LECTURES

Week 1: August 26Overview and introduction

Review of syllabus, course content and goals. Discussion of writing assignments, presentations and readings. Introductory discussion: Women’s human rights in the world

today.

Readings:Fraser, Arvonne. "Becoming Human: The Origins and Development of Women's Human Rights." Women, Gender and Human Rights: A Global Perspective. Ed. Marjorie Agosin. New Brunswick, New Jersey: Rutgers University Press, 2002 (BLACKBOARD)

McKinnon, Catherine A. “Human Rights and Global Violence Against Women” and “Are Women Human?” from Are Women Human? And Other International Dialogues. Harvard University Press. 2006 (BLACKBOARD)

Week 2: September 9The Convention on the Elimination of all Forms of Discrimination against Women (CEDAW)

This class will introduce students to the CEDAW convention through a discussion of its history, its strengths and weaknesses, and its accomplishments.

Guest Speaker: Dr. Mohamed Mattar, Executive Director, The Protection Project, Johns Hopkins University School of Advanced International Studies

Readings: The Convention on the Elimination of all Forms of Discrimination against Women (BLACKBOARD

Assignments: “This I Believe” Journal entries due.

Week 3: September 16The West and the Rest Collide: The feminization of globalization, the westernization of feminism.

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This class will discuss the rise of western feminism and the changing role of women worldwide. Discussions will focus on how events and cultural shifts in the west have affected the lives of women in other areas. Case studies: The feminization of migration.

Readings:

Flanagan, Caitlin. "How Serfdom Saved the Women's Movement." Atlantic Monthly March 2004. (BLACKBOARDhttp://www.theatlantic.com/magazine/archive/2004/03/how-serfdom-saved-the-women-s-movement/302892/

Slaughter, Anne Marie: “Why Women Still Can’t Have it All.” Atlantic Monthly. July/August 2012http://www.theatlantic.com/magazine/archive/2012/07/why-women-still-cant-have-it-all/309020/

Global Women edited by Barbara Ehrenreich and Arlie Russell Hochschild: Introduction; Love and Gold; The Nanny Dilemma; The Care Crisis in the Philippines: Children and Transnational Families in the New Global Economy; Migration Trends: Maps and Charts.

Presentations:

The feminization of migration A non-western women’s movement

THE POLITICS OF POLITICS

Week 4: September 23 Women and institutional politics

This class will address the dearth of women in elected political office through a discussion of issues such as the history of suffrage and political representation, mandated quota systems, and the challenges facing women in elected positions today. Presentations will provide examples from Scandinavia and Africa.

Readings:

Henderson/Jeydel: Chapter 1: Women and Institutional Politics

Hunt, Swanee. “Let Women Rule.” Foreign Affairs. May/June 2007. (BLACKBOARD)

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http://www.theatlantic.com/magazine/archive/2012/07/why-women-still-cant-have-it-all/309020/

http://www.theatlantic.com/magazine/archive/2012/07/why-women-still-cant-have-it-all/309020/

http://www.theatlantic.com/magazine/archive/2004/03/how-serfdom-saved-the-women-s-movement/302892/

http://www.theatlantic.com/magazine/archive/2004/03/how-serfdom-saved-the-women-s-movement/302892/


Lawless, Jennifer L. and Richard L. Fox. Men Rule: The Continued Under-Representation

Of Women in US Politics. Washington, DC: Women and Politics Institute. January 2012. (BLACKBOARD)

Assignment: Short paper 1

Presentations:

A case study of proportional representation Female legislators: Does it make a difference?

Week 5: September 30Different voices and non-traditional power: Civil society, revolutionaries and suicide bombers.

Although women may not figure prominently in institutional political leadership, they have had a dramatic impact on social policy and practices by mobilizing into powerful organizations as well as dissident movements around the world. This class will examine how and why women’s social and dissent movements form and will look at their political, economic and social impact.

Readings:

Henderson/Jeydel: Chapters 2 and 3

Book discussion: “I, Rigoberta Menchu.” Rigoberta Menchu was awarded the Nobel Peace Prize in 1992 for her work on behalf of Guatemala’s indigenous peoples during and after the Guatemalan civil war (1990-1996).

Assignments: Journal entries weeks 2-4

Presentations: Female suicide bombers: victims or warriors? Rigoberta Menchu: Her life and work as a non-state actor.

THE POLITICS OF SEX AND VIOLENCE

Week 6: October 7

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Global violence against women

At least one out of every three women around the world has been beaten, coerced into sex, or otherwise abused in her lifetime. The abuser is usually someone known to her. For women ages 15-44, violence is a major cause of death and disability worldwide. Rape and domestic violence cause more deaths than cancer, motor vehicle accidents, war and malaria, according to a recent World Bank study. In the US, the costs of domestic violence exceed US$ 5.8 billion a year.

This will class will examine the global politics surrounding rape and domestic violence.

Readings:

Hendersen/Jeydel: Chapters 11, 12

McKinnon, Catherine A. “Rape as Nation Building”, “Defining Rape Internationally”, from Are Women Human? And Other International Dialogues. Harvard University Press. 2006 (BLACKBOARD)

Presentations: Rape as a weapon of war Intimate partner violence: a global epidemic

Week 7: October 14Women as Commodities: The Price of a Body

In this discussion, the class will examine different ways in which women’s bodies have been turned into commodities and what are the moral, cultural and social factors that enable exploitative behavior. Topics to be discussed will prostitution, pornography and trafficking and will identify the challenges as well as the need for developing policies surrounding these issues.

Readings:

Wilkinson, Stephen. Bodies for Sale: Ethics and Exploitation in the Human Body Trade . Taylor and Francis, Inc, 2003. Selected readings posted on BLACKBOARD

El Saadawi, Nawal; Woman at Point Zero

McKinnon, Catherine A: Pornography as Trafficking. BLACKBOARD

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Presentations: Prostitution: An act of violence or a means of empowerment? Woman at Point Zero

THE POLITICS OF CULTURE, RELIGION AND TRADITION

Week 8: October 21Is Multiculturalism bad for women?

This class and the next will examine the influence of culture and religion in defining the roles of women in the public sphere. Discussions will focus on the clashes of culture, rights and the law. Case Studies: Polygamy, child marriage, honor killings.

Readings:

“Is Multiculturalism Bad for Women?” Edited by Joshua Cohen, Mathew Howard and Martha Nussbaum: Part 1; Part 2: “My Culture Made Me Do It”; “Barbaric Rituals”; “A Varied Moral World”: “A Plea for Difficult.

Assignments: Short paper 2

Presentations: Polygamy: The case of France Child marriage: Custom or Crime?

Week 9: October 28The Good Books” The Conflict of Religion, Rights and Empowerment

Is religion inherently harmful to or empowering of women? This class will address the question examining different religious traditions’ views on women/

Readings: TBA

Assignments: Term paper abstracts due.

Presentations: Religion: A source of empowerment? Religion: A source of oppression?

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Week 10: November 4BOOK DISCUSSION: Infidel

Infidel is the powerful memoir of Ayan Hirsi Ali, a refugee from war-torn Somalia who sought asylum in the Netherlands and rose to a position in this country’s parliament. Her memoir recounts her traumatic childhood in Somalia, Saudi Arabia and Ethiopia and her confrontations with the brutalities of war and ethnic conflict. Raised as a Muslim, her personal experiences lead her to seek for a religious reform and take on the role of advocate for women who have been oppressed by religious and cultural practices.

Assignments: Journal entries: Weeks 5-9

Presentations: FGM: Tradition or taboo? The challenges of addressing cultural

practices Ayaan Hirsi Ali: Survivor, opportunist or hero?

PART IV: THE POLITICS OF RESOURCES

Week 11: November 11The Feminization of Poverty: A Gendered Approach to Development

Does it make sense to focus on the particular needs of women in international development or will women benefit from overall improvements in a country’s economic status? How are women included (or not) in international economic development policy? How can the importance of gender be assessed in development policy and programs?

Guest Speaker: Dr. Andrea BertoneDirector, Center for Gender Equity, FHI 360 and

Visiting Professor, GWU Elliott School.

Readings: Henderson/Jeydel Chapters 4, 5, 8

Assignments: Report drafts and annotated bibliographies

Week 12 – November 18Access to Education, Health Care and Legal Protection

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Illiteracy, sickness and legal status are the result of access to resources and political power. This is notably true regarding women. In this class, we will identify the need to challenge traditional norms and policies related to health care, education and legal rights.

Readings:

Henderson/Jeydel Chapters 9, 10, 12

Hvistendahl, Mara. “Where Have All The Girls Gone?”http://www.foreignpolicy.com/articles/2011/06/27/where_have_all_the_girls_gone?hidecomments=yes

Presentations: Sex selective abortions and global consequences Education for girls: A Human Right Surrogacy: Third world exploitation or first world entitlement?

Week 13– November 25: Book Discussion: “Unbowed: A Memoir”

Wangari Maathai received the Nobel Peace Prize in 2004. Her memoir is a challenging narrative of a young woman who challenged culture and tradition in order to get an education and rise to the heights of academic and political leadership in her own country. Committed to the development of her country, Kenya, and to the empowerment of her countrywomen, she founded the Greenbelt Movement. This book highlights the systemic limitations imposed on women and the challenges they face in pursuing an education as well as positions of prominence.

Assignment: Policy paper 3

Presentations: The feminism of Wangari Maathi The challenges facing women in East Africa

Week 14: December 2Wrap up and final presentations

Assignments: Journal entries weeks 10-13

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http://www.foreignpolicy.com/articles/2011/06/27/where_have_all_the_girls_gone?hidecomments=yes

http://www.foreignpolicy.com/articles/2011/06/27/where_have_all_the_girls_gone?hidecomments=yes


FINAL PAPER DUE December 11 at 5:00 PMPlease submit all final papers through BLACKBOARD

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JOURNALS:

Students will keep an electronic journal of observations and thoughts on issues relevant to this class. They will be submitted to the professor three times during the semester. The purpose of these journals is to explore freedom of expression, creative thinking and problem solving and the development of a personal philosophy of engagement in women’s issues in an unstructured and private setting. The requirement is one essay per week for the duration of the class. Each entry should be between 300 and 500 words. Entries may be responses to class readings and discussions or current events related to women’s issues; they may also be an opportunity to work through term-paper topics. These entries will be private communications between the student and the professor.

One way to approach your journal writings is to identify a question related to the various topics of discussion. Perhaps the discussions left you dissatisfied? Confused? Angry or frustrated? Address any of these feelings.

Or perhaps the class discussions and readings prompted you to look up news articles on current happenings surrounding a particular issue. Discussion a problem we have examined in class in real terms is also a valid way to approach the journals.

I will read and respond to every entry. If I raise questions, please answer. It is a way to keep the conversation going.

I will grade the journals according to the following:a. How have you used class discussions/readings to advance your

thinking on the policies that affect women’s lives?b. What reading/discussion had a particular impact on you: Did

you strongly agree? Disagree?c. Was anything new to you, or did anything surprise you in the

lecture/reading/discussion?d. As you read the papers/do work in other courses, how do you

see that women’s issues are addressed?e. How have readings/lectures/discussions caused you to think

differently about your role as a woman? For the men in the class: Have you begun to think differently about the roles of the women you interact with the most?

There will be a rubric accompanying the assignments, which will provide more detailed guidance on how the journals will be graded.

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A note on the first and last journal entries:The first journal entries will be modeled after the NPR radio series, “This I believe.” You will have a chance to describe your beliefs and conviction about one aspect of women in the world today, following the NPR guidelines. Please go to the NPR website, http://thisibelieve.org/guidelines/ to look at the guidelines. I also encourage you to read the original producer guidelines to the original 1950 series, found at http://thisibelieve.org/history/invitation/. And, as you think through your essay, have fun exploring some of the original essays. They can be found athttp://thisibelieve.org/essays/fifties/

In your last journal entries, you will have a chance to revisit these original journal entries, revise your essays if necessary, and post them for the rest of the class to respond to.

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http://thisibelieve.org/essays/fifties/

http://thisibelieve.org/history/invitation/

http://thisibelieve.org/guidelines/


SHORT PAPER GUIDELINESDuring this class, students will write THREE short response papers to the class readings and themes. The purpose of this activity is to develop reflective and analytical skills on a specific topic leading to recommendations for practice and policy.

In your papers, please follow the guidelines below (rubrics will be posted in the assignment page):

1. Introduce your paper by stating the issue and the primary challenges that are represented. Situate your topic within the larger context of women’s human rights, and make a strong case for why the question is important. Do not be afraid of strong writing. Frame your issue: The topics assigned will be fairly broad.

Your challenge will be to identify one aspect that you would like to explore and investigate. Refer to the readings of the week, student presentations and, when present, the “guest speaker” videos for ideas.

Be specific. Do not speak in vague generalities. Reflect on MacKinnon’s introduction to the essay entitled, “Human Rights and Global Violence Against Women.” By asking the reader to visual a decaying women’s skeleton and wondering how this women died, she encourages us to reflect on the complex relationships in a woman’s life and to come to grips with the consequences of violence.

Include facts and figures. Avoid sweeping generalizations.

2. Develop your response using illustrations and references to readings and presentations. Your essays are to be analytical. Therefore, while you may want to offer certain descriptions, your focus is to answer a question by looking for complex relationships, identifying contradictions and establishing connections. If you are arguing one point over another, make sure you present both sides of an argument before defending your point. The following verbs, adopted from Bloom’s taxonomy, may be useful to develop your analytical writing:

Analysis : Classify, compare, contrast, differentiate, discriminate, examine, explain, explore, investigate.

Synthesis : Formulate, generalize, integrate.

3. Conclude your essay in way that points the reader towards the next step. Your conclusion can summarize your main points, restate your position or conclusion and raise questions for

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future consideration. In some papers, you will be asked to offer recommendations for future actions. When this occurs, make sure your recommendations are grounded in the problems you have identified, and that you clarify who (or what organizations) are to serve as agents of change.

Suggested length: Between 3 and 4 pages, or 800-1,000 words. These are short papers, challenging you to think and write concisely. Please do not exceed the word limit.

References: Each paper must include a minimum of 5 references from the readings, presentations and lectures. Other outside references may also be used in addition.

Grammar, spelling and editing: If your paper is so poorly written that I find myself correcting grammar mistakes instead of content and argument (more than 5 edits in the first paragraph), I will stop reading the paper. Please proofread carefully as Spell-check does not catch all errors.

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PRESENTATIONS:

In this class, students will contribute significantly to each week’s topics through presentations and discussion questions.

On the first day of class, I will distribute a sign-up list of presentation topics and dates. Each student will prepare an oral presentation on the assigned topic and submit a written paper. The written paper is an academic paper, not a power point.

The presentation will provide background or supplementary information to enrich and inform a class discussion. For book discussions, a presentation could help us understand the author, or the author’s context. For thematic discussions, a presentation could provide a specific cases study to help us understand the application of principles. At the conclusion of each presentation the presenter will offer discussion questions to the class.

Students will be graded on their presentations and on their written papers.

A note: given the class size, there will usually be two presentations during each class. I will usually introduce the topic in general terms providing main themes and ideas. It is up to you, as the presenters, to integrate the larger themes of the class into your presentations and engage students in active, animated discussions. The two presenters will work together to function as a single unit, coordinating questions and class dynamics.

Purpose: Presentations provide students with the opportunity to explore in greater detail the weekly themes of the class and interact with fellow class members much in the same fashion as a class discussion.

Guidelines:

1. Each presenter will develop a PowerPoint presentation on a topic selected from the list below. On the appointed date, the presenters will upload their presentations into VoiceThread.

2. Oral presentations should be about 15 minutes long. If you are using a power point, consider 12-15 slides.

3. The goal of presentations is to provide context for the topic of the day. For example, if we are going to talk about Multiculturalism, a presentation can provide an in-depth examination of a particularly challenging area to illustrate the cultural universalism/relativism

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debate. Presentations should be practical and based in real-life instances. Use data to illustrate your points.

4. A note on visuals: Remember that power points are intended to help an audience focus, NOT reproduce all the word you are speaking. Keep words to a minimum, choosing compelling phrases, data or quotes that will make the audience want to know more from you.

5. Suggested approach:a. Topic and goals for your presentation, including relevance of

the issue (1-2 slides)b. Body of your presentation 6-10 slides): Provide us with a

situation, different perspectives, and examples to make your presentation real.

c. Conclusion (1 slide): Summarize the main points you want the students to remember, questions that remain to be answered, and implications of your findings on our ongoing discussions related to women in global politics.

d. Script your remarks for efficiency and clarity.6. A written paper will accompany each presentation. This paper is

the academic narrative to your topic and will reflect your own thinking and analysis of the issue. The outline of the paper may follow the outline of the power point and will contain references to works cited. Length: 6 pages (1,500 words).

Develop the paper as you would any other academic paper: a. Introduce your topicb. State the relevance of the issuec. Explain what questions you are going to answerd. Answer them, using specific examplese. Provide a synthesis of the issue: what questions does your

analysis raise? What predictions can you make about the future? What challenges do you foresee in moving ahead?

f. Cite your sources! You may use any format you are accustomed to.

g. Remember: The purpose of this presentation is to develop each of the class themes. Please refer to ideas which are presented in the readings.

7. Class members will have 24 hours to review the presentation and to post written and/or oral comments. You will comment on a minimum of 4-5 slides. You can comment as much as you would like. As you think about how to comment, think about what would prompt you to raise your hand and say something in a class discussion. Comments can:

Ask questions about information in the slide. Refer to similar thoughts/concepts from another source.

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Draw parallels between what is being presented and readings/previous discussions.

Respond to what another class member posted.8. Three important factors to keep in mind as you respond:

Be specific Refer to class readings or previous discussions Support your arguments or opinions with facts and data.

9. While your responses may be informal and even humorous, please display the same courtesy and respect as you would in a face-to-face classroom discussion.

10. After the comment period is closed, each presenter will review the questions and comments, and prepare a one-two page response, which will answer questions, reflect upon the comments, and provide a summary of the discussion. Presenters may offer personal opinions in the summary and reflections.

PRESENTATION ASSIGNMENTS

DATE TOPICS NAME

Week 3: 9/16The West and the Rest

The Feminization of MigrationA non-western women’s movement.

Week 4: 9/23Women and Institutional Politics

Proportional Representation: Case studyFemale legislators: does it make a difference?

Week 5: 9/30Different Voices

Female Suicide Bombers: victims or warriors:

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Rigoberta Menchu: Her life and work as a non-state actor.

Week 6: 10/7 Global violence against women

Rape as a weapon of war

Intimate partner violence: A global epidemic

Week 7: 10/14Women as commodities: The price of a body

Prostitution: An act of violence or a means of empowermentWoman at Point Zero

Week 8: 10/21Multiculturalism

Polygamy: The case of FranceChild marriage: Custom or crime?

Week 9: 10/28The conflict of religion

Religion: A source of empowerment?

Religion: A source of Oppression?

Week 10: 11/4Infidel

FGM: Tradition or Taboo the challenges of addressing harmful cultural practices

Ayaan Hirsi Ali; Survivor, opportunist or hero?

Week 12: Access to health, education and the law

Sex selective abortions: Local decisions – global consequences.

Education for girls: A human right?

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Surrogacy? Third world exploitation or first world entitlement?

Week 13: Unbowed, a Memoir

The feminism of Wangari Maathi

The challenges to women of East Africa

FINAL REPORTS

Assignment Goals: Throughout your professional careers, whether in government, private or non-profit sectors, you will write many reports. There reports communicate information to a particular audience in order to inform, educate, and generate support including support for causes, good will and financial contributions. In this

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instance, your reports will contain a policy component with recommendations for change.

Your task is to write a 15 page report on a current issue/challenging facing women today in one of the following categories, corresponding to the four issue areas addressed in this class:

1. The politics of institutional politics2. The politics of sex and violence 3. The politics of culture, religion and tradition4. The politics of resources

Reports may be on any topic covered in the course. The instructor must approve each topic. Good reports are researched based. You will therefore approach this assignment with the same academic rigor as you would other assignments.

Report Structure and Format

Title pageThis normally carries the title, sub-title if any, date, and the author's name and position

Executive SummaryA summary is not only useful, but it is sometimes necessary. Many people are too busy to read the entire report. A summary provides the gist without getting immersed in detail. However, if the summary is well written, it will encourage the reader to give the whole report a try. This is done by introducing the most compelling questions as well as citing a few key specifics in order to convey that the writer knows what he/she is talking about. In a brief report such as the one you are doing, the executive summary does not need to be more than 2 pages.

Table of ContentsThe Table of Contents will provide the reader with a road map of the report. The report will be divided into sections according to the purpose of the report. By reading the TOC, the reader will know where s/he is going and how to get there.

IntroductionThis gives the background to the report, and shows why it was necessary. The background can include a sharp increase in certain activities (reported instances of a crime for example) or changes in global trends (more women in elected positions than ever before). It usually identifies the main problem being addressed and its primary purpose. In this case, your report will focus on changing or challenging existing policy

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The Body of the ReportHere, you will set out to address the problems and challenges you have identified in your introduction. You will analyze the causes of the problem you have identified and indicate the implications of not solving the problem. You will provide documentation to support your conclusions.

Summary and ConclusionsIn this final section, you will summarize the main points of your report and offer policy recommendations to address the situation you have outlined. Recommendations must be specific. Identified actors must have the mandate and authority to address the issues you have addressed. Your target will primarily be governments, but will also include the NGO, advocacy and private sectors where relevant.

Grading Criteria:

In grading the papers, I will be look for the following:

1. Good Writing : While perhaps an obvious criterion, it is one that is worth repeating. If grammatical errors or spelling mistakes interfere with my ability to read your work in a straightforward manner, your paper will not be accepted. In other words, if I find that I am correcting grammar mistakes instead of following the development of your reasoning, you will be asked to rewrite the paper.

2. Good Thinking : The writing assignments of this class will require you to identify and analyze different forms of injustice against women. Identifying the basis for a wrong and being able to unravel a multifaceted problem will be at the heart of much of your writing in this area. Your assignments will require you to analyze your own convictions relate do gender inequality and violence against women. Before you can propose solutions, we have to understand how a situation unraveled.

3. Good Organization : Your writing should be descriptive, analytical and persuasive. Keep these in mind as you draft your document. Don’t shy away from detail, notably as you introduce your topic.

4. Thorough Research : Are your arguments supported by the data? If you claim that something is wrong, prove it to me. Writing about justice and rights is not the place for sweeping generalities – you will lose your audience.

(See rubric for grading details)

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