• You are encouraged to make connections between the topics explored during the

• You are encouraged to make connections between the topics explored during
the guest speaker/scholar visits and the themes and concepts presented in
notes.
• You are not required to present a thesis or make a complicated argument.
• Please share your thoughts and reflections about what these
speakers/scholars present.
Guidelines:
• Include Teaching Assistant, Section Meeting Day/Time
• 1-page
• double-spaced
• Times New Roman
• 12 point font
• 1-inch margin

five pages, typed and double spaced –literary analysis (the exploration of lite

five pages, typed and double spaced
–literary analysis (the exploration of literature / stories)
–MLA style (don’t forget your works cited page)
–a thesis with a pro / con argument and three feminist traits (vocab words) from class
It should look like this:
THESIS: The thesis will be your first sentence on page one. The next paragraph will describe the story’s plot in a way that connects to your thesis argument. Who is the protagonist? What struggles and obstacles are they confronting in this story?
PROOF: Now pages 2, 3, 4 will be your proof. We need at least three outside sources to back up your argument. Sometimes it helps to think of each page as a mini essay for each trait. Sources can include blogs, TV / film critiques, interviews with the writer, directer, cast, etc. It should be a voice with an opinion (not facts that we could easily find on a Wiki page).
CONCLUSION: Page five should give the reader something new. This could be another vocab word. Or a predicition about the future. Will we see more stories like this? If so…why? We need proof here as well. How did the protagonist grow and change as a result of confronting obstacles? (character arc)

• You are encouraged to make connections between the topics explored during the

• You are encouraged to make connections between the topics explored during
the guest speaker/scholar visits and the themes and concepts presented in
notes.
• You are not required to present a thesis or make a complicated argument.
• Please share your thoughts and reflections about what these
speakers/scholars present.
Guidelines:
• Include Teaching Assistant, Section Meeting Day/Time
• 1-page
• double-spaced
• Times New Roman
• 12 point font
• 1-inch margin

There are many strong female characters in The Odyssey, both mortal (Penelope, N

There are many strong female characters in The Odyssey, both mortal
(Penelope, Nausikaa, Helen) and immortal (Kalypso, Athena, Kirke). Discuss the
place of women in the Odyssey, the possibly different roles played by mortal vs
immortal women, and whether different rules govern their behavior.
Basically: are all women in the odyssey oppressed or are there circumstances like being immortal that change their position in the story? How do the different types of women compare and contrast?
Include quotes with page numbers from Robert Fitzgerald′s translation of the odyssey.

Applying the theories studied in class, develop a theoretical-practical analysis

Applying the theories studied in class, develop a theoretical-practical analysis of decolonial intersectionality in a cultural product. Be sure to take into account:
Intersectionality (Kimberley Crenshaw)
Decolonial Intersectionality and Transnational Feminism (Sara Salem)
Postcolonial and Decolonial Dialogues (Gurminder K. Bhabra)
Borderlands/La frontera (Gloria Anzaldúa)
Follow these steps to complete your analysis:
Choose one of the following cases and study it closely:
Case a. Short story: “The Smallest Woman in the World” Clarice Lispector. Available through JSTOR
Case b. Documentary: “Period. End of Sentence.”Period. End of Sentence. | FULL FEATURE | Netflix (Links to an external site.)
2. Once you have chosen the case you will analyze, identify the following concepts (you can combine some of the concepts, for example Anzalduan intersectional feminism or decolonial intersectionality):
Topic & Author
List of Concepts
1. Intersectionality (Crenshaw)
Elements that can be crossed in an intencional analysis (race, gender, sexuality, class, etc.)
2. Decolonial Intersectionality and Transnational Feminism (Salem)
Aspects particular to decolonial intersectionality
3. Postcolonial and Decolonial Dialogues (Bhabra)
Elements of decolonialism or postcolonialism, alterity, voice or subjectivity
4. Borderlands/La frontera (Anzaldúa)
The “Coatlicue State”, social oppression, domination, in-betweenness
Using the concepts above, write your analysis in 500 words. Be sure to cite the texts or paraphrase the theoretical concept and illustrate it in the case you have chosen. Use specific and concrete examples in the film or text to exemplify the theory and justify their relation to one another. I suggest limited the number of examples from your case study/cultural product to one or two, in order to show the theory applies while staying within the word limit.
Identify and contest (in 100 words) two (2) commonly used discourses (visual or verbal) or behaviours in every-day life that tends to legitimate colonial and dominating patterns such as those presented in your case. E.g.: the origins of the commonly used terms for female domestic workers in Mexico or the prevalence of light-skinned models in advertisements.

Final projects: Syllabus and Report Syllabus Students will produce a syllabus wi

Final projects: Syllabus and Report
Syllabus
Students will produce a syllabus with 13 weeks (26 meetings of 1 hour and 25 minutes) of course material
The syllabus will be formatted as an actual syllabus. A template will be made available.
Students may use readings from current syllabus.
At least 13 classes (i.e., half the class material) must be new material. Students may include more than 13 class with new material, but not less.
The material for each class period must be distinct in some way:
On an entirely different topic.
On a different topic in a similar country (family law and Shi’a women in Lebanon).
On a similar topic in a different country (Arab Spring in Egypt and Tunisia).
On a similar topic but in a different medium (example: reading and film on Afghanistan).
Report
In addition to the syllabus, students will submit a 4-5 page written report evaluating their own process of creating a syllabus and the syllabus itself which address the following questions:
Why did you choose certain new readings?
Why did you keep the ones you did from the current syllabus?
Why did you order the class material the way you did?
What do you hope future students will learn from your course as a whole?
What did you learn from creating a syllabus versus writing a research paper?
How has this assignment changed the way you look at syllabi for other classes?

ASSIGNMENTS Trends/Issues/Practices Paper (500 points): Students will select on

ASSIGNMENTS
Trends/Issues/Practices Paper (500 points): Students will select one of the areas as listed in our readings (e.g. social responsibility, critical pedagogy, the work of Habermas, critical HRD, etc.) and research one narrow aspect of the area in relation to HRD. This could include a practice, research trends, or a current dilemma that interests you. This work should include no fewer than 10 sources.
This will be completed in 3 sections; a) The topic must be selected and approved by the professor on the date noted on the course calendar (25 points); b) a tentative outline with annotated bibliography is required as noted on the calendar (175 points); and c) the final product (300 points).
I NEED THE FINAL PAPER ONLY. I will upload the previous 2 papers and you will do the final paper for me. It is due immediately.

Kincaid is an antiguan-america writer; she was born in antigua and teaches at harvard

After watching the lesson on “The Social Construction of Gender,”
write a 200-300 word reflection on how Kincaid’s “Girl” reflects ideas espoused by Lorber and discussed in the video.
In your response, refer back to particular passages in both readings to support your claims. Remember
to include the page number when quoting or paraphrasing.
This short story was first published in 1978.
Kincaid is an Antiguan-America writer; she was born in Antigua and teaches at Harvard
The following
•Consider the tone and why this approach has been taken.
•What do the italics signal?
•What words and phrases stand out from the reading?
WATCH and READ the 2 uploaded files and answer questions
https://us02web.zoom.us/rec/play/Pxcb9sWAl2O-lGkybTLXpyf0I5mu4BOBtn9M1Z8jfhxypa849zP0q4SEZbeN9sSrja9sVo86PwMxdJnA.zyv-5z4CU7Cf7SZh?continueMode=true&_x_zm_rtaid=REpCj499TmWJqB5iYypbag.1664478398866.a55cc5d61b2c9387a99a0678cc37d8fd&_x_zm_rhtaid=343

In lieu of a traditional research paper, students will complete an assignment re

In lieu of a traditional research paper, students will complete an assignment reviewing a cultural artifact of their choice, in conversation with our course ideas, themes, controversies, debates, etc. Possible questions you may consider: what makes a cultural artifact “feminist”? What kind of feminism is being navigated, questioned, or contested in this artifact? How might this artifact be critiqued from a feminist perspective? What feminist politics are at stake in this artifact?
(Review Essay)

A narrative short story about infleuncer Rafal Habib. It is a story telling bas

A narrative short story about infleuncer Rafal Habib.
It is a story telling based on an interview with Rafal, transcript and questions have been attached. Take the audio trancript and form the story about Rafal. It should have an introduction, conflict, and conclusion. (all info attached in the documents). At the end of the transcript file there is comments made by the instructor that must be added to the final story (this can be all made up to fit the rest of the story). Follow the sample if needed.
Pre-production worksheet is to describe the project and who we chose to interview.