Sex/Gender, Gender identity, Gender Stereotypes, Gender Discrimination, Gendered division of labour, Heteronormativity, Gender continuum and LGBTIQ,Social institutions, and Gender reproduction, Patriarchy as an ideology and practice
Inequalities of women trahan & growe (focus) doneWilliam Kritsonis
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NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
FINAL EXAM INSTRUCTIONS 1.Berger and Luckmann state that we ar.docxcharlottej5
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FINAL EXAM INSTRUCTIONS
1.
Berger and Luckmann state that we are born into an 'objective social structure' and that we have only a limited ability to subjectively appropriate and interpret it for ourselves.  Discuss how the categories of race, gender, and class predate any one individual, and how we are bound to identify ourselves in relation to them.  To what extent can an individual redefine themselves in relation to these categories, and what are the possible social sanctions they may face for doing so?
Try to make your answer around 500 words, and cite any pertinent sources from the course. Â
2.
Though Sociologists have long studied race, class, gender, and other categories of identity, those who argue for the merits of Intersectional Theory claim that it offers a distinct advantage in understanding the power of such categories.  What do you believe is that advantage?  Put in terms of this course, how would studying diversity through the lens of Intersectional Theory give you a better understanding than studying diversity without it?
Try to make your answer around 500 words, and cite any pertinent sources from the course.Â
3.
Matters of race, ethnicity, class, gender, and sexuality are often in the public eye, and tend to be at the center of many passionate (and unfortunately even violent) conflicts.  While discussing diversity in the context of institutions and organizations remains important, it is as important to ask to what extent we accept diversity and difference as a society.  One such case occurred August 11th, 2017 when a white nationalist group marched in protest of the potential removal of a statue of Robert E. Lee from the campus of the University of Virginia.  Local organizations such as the NAACP and citizens of the town had argued that the statue (erected in 1924) needed to be removed as it was a symbol of the enslavement and oppression faced by blacks in the South.  You may read more details of the case at the following link:
https://www.nytimes.com/2017/08/13/us/charlottesville-rally-protest-statue.html
Using the knowledge you've accumulated in this course, write a short letter to the editor of your local newspaper arguing why or why not you believe the removal of the statue from public view is in the interest of cultivating a more diverse society. Make sure to use the concept of microaggression and standpoint theory, including definitions. Do not use quotes to explain; use your own words.  Try to make your response between 750-1000 words, and cite at least two scholarly sources from course readings or your own research to support your argument.   Â
9/28/2017 Patricia Hill Collins, Black Feminist Thought in the Matrix of Domination
http://www.hartford-hwp.com/archives/45a/252.html 1/11
Documents menu
http://www.runet.edu/~lridener/courses/BLKFEM.HTML
Black Feminist Thought in the Matrix of
Domination
From Patricia Hill Collins, Black Feminist Thought:
Knowledge, Consciousness, and the Politics of
Empowerme.
Critical Theory - Emergence of critical theory â Frankfurt School, Culture Industry - Horkheimer and Adorno Revival of Critical theory â Jurgen Habermas
Inequalities of women trahan & growe (focus) doneWilliam Kritsonis
Â
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
FINAL EXAM INSTRUCTIONS 1.Berger and Luckmann state that we ar.docxcharlottej5
Â
FINAL EXAM INSTRUCTIONS
1.
Berger and Luckmann state that we are born into an 'objective social structure' and that we have only a limited ability to subjectively appropriate and interpret it for ourselves.  Discuss how the categories of race, gender, and class predate any one individual, and how we are bound to identify ourselves in relation to them.  To what extent can an individual redefine themselves in relation to these categories, and what are the possible social sanctions they may face for doing so?
Try to make your answer around 500 words, and cite any pertinent sources from the course. Â
2.
Though Sociologists have long studied race, class, gender, and other categories of identity, those who argue for the merits of Intersectional Theory claim that it offers a distinct advantage in understanding the power of such categories.  What do you believe is that advantage?  Put in terms of this course, how would studying diversity through the lens of Intersectional Theory give you a better understanding than studying diversity without it?
Try to make your answer around 500 words, and cite any pertinent sources from the course.Â
3.
Matters of race, ethnicity, class, gender, and sexuality are often in the public eye, and tend to be at the center of many passionate (and unfortunately even violent) conflicts.  While discussing diversity in the context of institutions and organizations remains important, it is as important to ask to what extent we accept diversity and difference as a society.  One such case occurred August 11th, 2017 when a white nationalist group marched in protest of the potential removal of a statue of Robert E. Lee from the campus of the University of Virginia.  Local organizations such as the NAACP and citizens of the town had argued that the statue (erected in 1924) needed to be removed as it was a symbol of the enslavement and oppression faced by blacks in the South.  You may read more details of the case at the following link:
https://www.nytimes.com/2017/08/13/us/charlottesville-rally-protest-statue.html
Using the knowledge you've accumulated in this course, write a short letter to the editor of your local newspaper arguing why or why not you believe the removal of the statue from public view is in the interest of cultivating a more diverse society. Make sure to use the concept of microaggression and standpoint theory, including definitions. Do not use quotes to explain; use your own words.  Try to make your response between 750-1000 words, and cite at least two scholarly sources from course readings or your own research to support your argument.   Â
9/28/2017 Patricia Hill Collins, Black Feminist Thought in the Matrix of Domination
http://www.hartford-hwp.com/archives/45a/252.html 1/11
Documents menu
http://www.runet.edu/~lridener/courses/BLKFEM.HTML
Black Feminist Thought in the Matrix of
Domination
From Patricia Hill Collins, Black Feminist Thought:
Knowledge, Consciousness, and the Politics of
Empowerme.
Critical Theory - Emergence of critical theory â Frankfurt School, Culture Industry - Horkheimer and Adorno Revival of Critical theory â Jurgen Habermas
2.1 Different waves of Feminism, Feminist Perspectives - Liberal, Radical, Socialist, Eco-feminism and Postmodern.
2.2 The Equality/Difference debate; public vs. private, womenâs studies/gender studies. 2.3 Queer politics, Queer theory
Gender as a Social Construct -: Sex/Gender, Gender identity, Gender Stereotypes, Gender Discrimination, Gendered division of labour, Heteronormativity, Gender continuum and LGBTIQ, Social institutions and Gender reproduction, Patriarchy as an ideology and practice
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as âdistorted thinkingâ.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. 2.2. Equality/difference - the feminist
debate
Whether gender equality or womenâs di
ff
erences from men and each other need to be valued?
Especially during
fi
rst wave; equal payâwhen can do a job the same as a man and should be
paid the same; but maternity leave discussions shift to the idea of women as di
ff
erent from
men because their ability to bear children; should value this di
ff
erence
Concerns regarding equality - liberal feminismâ reforms within the present system without
challenging it
Womenâs di
ff
erence from menâ radical stance; critical of present social system which
devalue the di
ff
erence
Equality/di
ff
erence stances - western second wave feminism
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3. Men are the seen as the standard, the norm against which women are measured and usually found lacking
Biological essentialism
At the same time, smallness of womenâreinforced by sociocultural eating practices
Di
ff
erence theorists argue that heaviness and largenessâas superior feature, maintenance of power over
the small â under patriarchy womenâs smallness as inferior
Removing women from speci
fi
c historical and cultural contexts
Womanly as seductive; caring
Manly as competitiveness, aggression, individualism
1960-70s cosy sisterhood focus-di
ff
erent colours, sexual orientations, classes, abilities etc; overlapped
identities (eg. black working lesbian )
So the di
ff
ernce/equlaity debate is meaningless prompting the feminists to turn towards culture
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4. seeitssam@gmail.com
other, needed to be valued. Although feminists can be grouped into
those with equality or difference stances, this tends to oversimplify the
way such ideas have been used within feminism. Often individual
How Can Gender Best be Explained? 77
Central ideas
View of women
Equality
Rational individuals have
certain rights that should be
common to all
Women are equal, practically
the same as men
Difference
Womenâs difference (even if not
ânaturalâ) should be recognized
and valued. Sometimes
separatists
Women are different, but not
appreciated within patriarchy
Table 4.5 The equality/difference debate within feminism
6. The Personal is Political
As an intellectual distinction from earlier forms of feminist political activities
This slogan was iconic in expressing the challenge posed by public and private
distinction
The need to see womenâs everyday experiences put on the political agenda or
as an encouragement to women to change themselves as a political act
For feminists, the private refers to the domestic sphere; as opposite to a public
sphere (non domestic, which consist of state, the economy and arenas of public
discourse)
seeitssam@gmail.com
7. During second wave - consciousness-raising groups - met regularly to share
their experiences of living as woman within a male dominated society
Eg. menstruation experience- negative social attitudes to womenâs bodies
which helps to constrain women
By seeing everyday aspects of womenâs lives as being political, feminists were
challenging representations of âthe personalâ in patriarchal society
Need for access to twenty four hour free childcare; breastfeeding only for a
small portion of childâs life; Ultimate responsibility remains with mother.
Lactating males; unmaternal females-prolactin and oxytocin, the hormones
that govern lactation, are not produced by the ovaries, but by the pituitary
gland
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8. From private to public patriarchy
Womenâs subordination is due to their con
fi
nement to the private sphere
(Ronaldo, 1974); menâs work is always more highly valued than is that of
women; womenâs status would be the lowest in those societies where there is
the clearest split between the public and the private and where women are
isolated from one another
Men can be fathers without a
ff
ecting their career and job performance -
image of respectable, strongly heterosexual and e
ff
etely paternal
seeitssam@gmail.com
9. Boserup (1970) provides empirically rich account of di
ff
erent forms of sexual
divisions of labour, especially in agriculture, on a world basis; Africa-women
do farming , men-clearing and hunting;
Asia- plough agriculture, men
fi
eld labour, women is in seclusion and veiled
and performing domestic labour
Complex systems are also there; separated by class, caste or ethnicity; wives
of ruling men are domesticated, while lower catogoriesof women engage in
public labour
Colonial Europeans disrupted these patters creating further complex systems
of sexual division of labour
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10. Patriarchal appropriation of womenâs labour, sexuality and psychological care
Collective and private appropriation of women (private vs public)
Juteau and Laurin (1986) - certain categories of women, such as nuns, escape
private appropriation, but subject to collective appropriation
But today women have access to public spheres which were previously barred
Family-unfriendly workplaces can make combining work and care very
di
ffi
cult
seeitssam@gmail.com
12. Womenâs Studies
To critically engage with the notion of âwomanâ, to connect knowledge to
power and to transform the intellectual landscape radically
An approach to knowledge which places women at the centre of analysis,
challenging and androcentriic/phallocentric notion of knowledge which can be
de
fi
ned as menâs experiences and priorities being seen as mental and
representative of all
Womenâs movements of the 1960s and 1970s in the West - triggered by second
wave- establishment of Womenâs Studies courses in adult and higher education
seeitssam@gmail.com
13. Connecting the academic world to a social movement - setting up and
teaching such courses as a political act
Theoretical analysis intimately connected to social change (how to end the
subordination of women in patriarchal and capitalist societies)
By 1990s connection between movement and womenâs studies gradually
faded away
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14. The feminist insistence on the importance of sisterhood, the personal being political,
the false separation of public and private spheres, a recognition of the common
oppression of women and their diversity in terms of race, ethnicity, sexuality, class,
age, and levels of disability, the acknowledgement of the importance of womenâs
historical and immediate experience and the idea of the development of a feminist
consciousness
Informed the development Womenâs Studies
As a formal area of study emerged in the USA in the late 1960s ;
fi
rst course in Cornell
University in 1969 and
fi
rst program in San Diego State University 1969
In Britain; the left wing feminists, 1960s & 70s -womenâs studies courses with higher
education and in an adult education (womenâs health, history etc)
In Britain, 1980-MA in Womenâs Studies at the University of Kent; gradually UG also
introduced
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15. Womenâs studies encompasses the deconstruction of traditional disciplines in terms of
their subject matter and their structure
Teaching, learning and research are all transformed by a questioning of conventional
knowledge claims to objectivity and truth and the separation of experience from theory
Attempt to produce theories and concepts which re
fl
ect feminist concerns and
principles
Crossing of theoretical boundariesâmultidisciplinary, interdisciplinary, or
transdisciplinary; allows an issue to be examined from a variety of intellectual
standpoints
Why womenâs studies, not feminist studies? (Internal con
fl
ict within feminism)
seeitssam@gmail.com
Nature of W.S
16. Initially concerned with contesting masculine knowledge, gender-blind and gender
biased scholarships, linked to womenâs political agendas
Who engages with womenâs studies?
Students of WS varies in terms of race, ethnicity, age, class, sexuality, able-
bodiedness and nationality; may be connected with the womenâs movement and
diversity of feminist ideas
Womenâs lived experiences and perceived ideas
Majority of the students and teachers of WS are women
May be for political reasons, out of a curiosity to engage with feminism, or help
them to combat with sexism at work; for a quali
fi
cation; as an intellectual exercise
seeitssam@gmail.com
17. Pedagogy of the oppressed 1970
Engage with feminist principles in the classrooms
Dismantling and reconstructing previously comforting educational practices -
with intimacy and vitality of their experience
Recognition of power and attempts to challenge hierarchical notions of
assessment and learning
Collective working methods and joint student essays and presentations, non
traditional methods, collective marking etc
Struggle to analyse and overcome sexism, racism, heterosexism, classism ageism
etc
seeitssam@gmail.com
18. Gender Studies
GS emerged out of WS
Bell Hooks, âFeminist Theory from Margin to Centre (1984) - the impact of employing a monolithic
conception of womenâs experiences in the new scholarship on gender and sexuality
Black Womenâs Studies; A
ll
the Women are White,A
ll
the Blacks are Men, But Some of Us are Brave, Edtd by
Gloria Hull Patricia Bell Scott and Barbara Smith, 1982â transformation of womenâs studies , providing
a theoretical rationale for incorporating minority womenâs studies an intersectional analyses into
teaching and research
From the critical position established by WS; to look more broadly at gender as a phenomenon
More inclusive; talking about men, women and multiple genders
More universal and broader in scope, focuses on gender identity and gendered representation as central
categories analysis
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19. Adopts theories likeâ post-structuralist, postmodernist, postcolonial
studies, critical studies of masculinity, queer studies, critical race, critiques of
whiteness, ecofeminism, techno-science etc
Multidisciplinary nature; sociology, anthropology, psychology, biology etc.
(Gendered spaces, gendered technology, gendered economics)
Consciousness raising is not a prominent objective, unlike womenâs studies
Initially started as part of PhD in gender studies in the U.S. in 2005
seeitssam@gmail.com
20. Writing Activity
Discuss the contemporary relevance womenâs studies in India.
Distinguish between the nature of womenâs studies and gender studies.
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21. Reference
Sylvia Walby. (1991). Theorizing Patriarchy. Wiley Blackwell.
Boserup, Ester (1970) Womanâs Role in Economic Development. Allen and Unwin. London
Juteau, Danielle and Laurin, Nicole (1986), âNuns in the Labor Force : a Neglected
Contribitonâ. Feminist Issues, fall, pp. 75-87.
Mary Holmes (2007). What is Gender Sociological Approaches. SAGE ; New Delhi
Robinson, Victoria & Richardson, Diane. (1997). Introducing Womenâs Studies. MacMillan.
London.
Hooks, Bell. (1984). Feminist Theory from Margin to Centre. Boston, MA : South End Presa
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