Wentworth Course Syllabi December 2014

C o u r s e S y l l a b i C h e l s e a We n t w o r t h

Course Syllabi I am prepared to teach a number of courses including: Gender and Sustainability; Anthropology of Food; Gender, Medicine, and Health; Patients and Healers; Introduction to Gender, Sexuality and Women’s Studies; Sustainable Development in Anthropological Perspective; Foodways and Health in the Pacific; Maternal and Child Health; Anthropology of Gender; Political Ecology; Cultures of the Pacific Islands; Introduction to Cultural Anthropology; Introduction to Anthropology (four fields approach); Medical Anthropology; Anthropology and Ecology; Qualitative Field Methods. Subsequent pages include three syllabi that I have used in my teaching. The final assignments in these classes requires students to reflect on the course as a whole. Pedagogical research shows that reflective assignments focus, “on students’ awareness of how they interact with the content rather than solely on what the content [of the course] is...[and] that following the journal process, students are better able to anchor their new learning in experience and have the opportunity to solve actual problems” (Pavlovich et al. 2009). This type of learning environment and assignment structure is best suited for achieving the course learning objectives.!

Anthropology of Food: ANTH 1752

Varying the types of assignments and methods of instructional delivery is critical to meaningful learning and weekly class meetings reflect this as class time is filled with brief lectures, large and small group discussions, films and video clips, and an opportunity to reflect on the day’s learning with a brief in-class writing reflection. This is an upper-level undergraduate course designed for seniors or advanced underclassmen. Exemplifying a style of assignment I use in all of my courses, the Anthropology of Food syllabus illustrates students’ engagement in a number of different experiential activities with written reflection components. Teaching Evaluations for this course are provided in a separate document.!

Introduction to Gender, Sexuality, and Women’s Studies: WOMNST 0100(W)

The study of gender is important to anthropology and this syllabus demonstrates my willingness and ability to teach interdisciplinary courses. I am currently teaching two sections of this introductory course. I have taught this as a semester long course, as part of a Freshman Programs Academic Community, and as a University of Pittsburgh “Writing in the Disciplines” course. The version of the syllabus included here fulfilled the writing requirement; thus, there are numerous opportunities for students to write, receive feedback, and rewrite as they hone their writing skills. !

Gender and Sustainability: GSWS 1450

This is a new course that I have designed and am offering for the first time spring semester 2015. The course provides credit for students enrolled in the Gender, Sexuality, and Women’s Studies Certificate Program, and can also be applied to major requirement for students in Anthropology and in Environmental Studies. This course is designed to promote the holistic study of sustainable development, with practical applications for students interested in the social, health, and environmental sciences.

Reference: Pavlovich, Kathryn, Eva Collins, Glyndwr Jones. 2009. Developing Students’ Skills in Reflective Practice: Design and Assessment. Journal of Management Education 33:37-58.

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mailto:[email protected]


A n t h r o p o l o g y o f F o o d : A N T H 1 7 5 2

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University of Pittsburgh Department of Anthropology ANTH 1752 (CRN 21725) Spring 2013 411 Information Sciences Building Thursdays 6:00-8:30pm

Chelsea Wentworth Office: 3115 Posvar Hall Email: [email protected] Office Hours: Wednesday 12-1 Thursday 4:30-5:30 And by appointment

Anthropology of Food

Course Description: Food is a basic human need; however, beyond biological functions, food also has rich cultural significance. Taste, preference, ritual, tradition, gender, social class, and nationality all influence food choices and behaviors. In addition, economic and environmental factors, globalization, localization, and social movements all affect our access and attitudes toward food. In this course, we will examine how food behaviors are shaped by culture, and what anthropology can offer to the study of food and nutrition. Learning Objectives: At the end of the course, you should achieve the following: • Expanded cross-cultural understanding and awareness, and reduced ethnocentrism by learning

to think critically about your own culture as well as other cultures. • Improved reading and writing skills through effective synthesis of research data, and

subsequently, the ability to convey course concepts in a concise and clear manner to peers. • Greater knowledge of the field of anthropology and how anthropologists approach the study of

food. • Ability to use anthropological methods of inquiry to critically reflect on the role of food in

cultural practice. • Enhanced awareness of the social, economic and environmental aspects of our global food

system, and the various ways in which individuals and societies interact with and experience food.

Course Materials The primary text for this course is:

Counihan, Carole and Van Estrik, Penny, eds. 2012. Food and Culture: a reader, 3rd Edition. New York: Routledge. ISBN: 9780415521048 (“FAC”)

In addition we will be reading significant sections of the following books:

Wilk, Richard, ed. 2006. Fast Food/Slow Food: The Cultural Economy of the Global Food System. Lanham: AltaMira Press. ISBN: 9780759109155 (“FFSF”)

MacClancy, Jeremy, Jeya Henry and Helen MacBeth eds. 2007. Consuming the Inedible: Neglected Dimensions of Food Choice. New York: Berghan Books. ISBN: 9781845456849 (“CI”)

As ethnography is important to anthropology, students will read one of the following two ethnographies; however, half of the class will be reading one ethnography and the other half of the class will be reading the other. Therefore ethnography assignments will be made on a “first come, first serve” basis. Choices must be made and submitted to me via email BEFORE the 3rd class meeting.





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Gewertz, Deborah and Frederick Errington. 2010. Cheap Meat: Flap Food Nations in the Pacific Islands. Berkeley: University of California Press. ISBN: 9780520260931

West, Paige. 2012. From Modern Production to Imagined Primitive: The Social World of Coffee from Papua New Guinea. Durham: Duke University Press. ISBN: 9780822351504

Books will be placed on reserve in Hillman Library; however, as we are using the new edition of FAC, the University has not yet purchased this book for the library. If/when it becomes available in the library I will notify you, and it will be placed on reserve. Additional course materials will be made available on Courseweb as .pdf files. Films will be viewed in class, and the content of these films will be the student’s responsibility.

Course Requirements and Assignments Assignments Field Journal: 70 points total. Breakdown of points for individual assignments listed below. The primary assignment for this course, in addition to the readings, is a Field Journal. The journal will be made up of a number of different assignments that you will complete throughout the semester and will consist of both reading responses as well as stand alone assignments. There are deadlines throughout the semester for the individual assignments, which I will return to you graded. The Field Journal consists of all of your Reading Responses, Food and Nutrition Activities, your Ethnography Discussion Report, and your final Field Journal Reflection paper. On the last day of the semester, you will turn in your completed Field Journal with all your previously graded entries. Your Field Journals will be retuned to you after they are graded. Reading Responses: 30 points. You are responsible for reading the assigned readings listed in the Course Schedule BEFORE you come to class each week. In addition, you are responsible for submitting 10 reading responses throughout the semester. You may hand in ONLY ONE reading response per week. You may choose which 10 weeks you wish to complete a reading response. You may NOT hand in a reading response on April 18, 2013 as you will be turning in the Ethnography Discussion Report that week. All reading responses must be turned in DURING class. If you are absent for a class period, you are not eligible to turn a reading response for that week. Reading responses can be NO LONGER than 1 page single-spaced. Each reading response should include the following three components:

1. A list of key points and concepts learned from each of the assigned readings 2. At least three questions or topics for class discussion based on the readings. These can be

questions you have about the readings, or concepts/ideas that you would like to explore in more depth during class discussion.

3. A one-paragraph discussion on how the readings for that week link to broader course content. This can include references to in-class discussions, films, or previous class readings. You may also reference personal experiences, current events, readings that are not required for this course, and/or activities you completed as part of the Food and Nutrition Activities section of the course. If you reference readings not assigned in this course, you are required to provide a citation.





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Reading Responses will be graded on a scale of 1, 2 or 3. 1. (Poor): Response is insufficient and short and does not demonstrate that the student actually

read all of the assigned readings. Response includes only unsubstantiated opinions or irrelevant autobiographical anecdotes AND/OR only one or two readings were referenced AND/OR one of the three components of the reading response listed above is missing.

2. (Average): At least half of the readings were included in the reading response AND the response demonstrates that the student read the material, but did not critically engage in the material.

3. (Excellent): All of the readings are included in the reading response AND the student engages with the course material demonstrating a deeper level of understanding.

Food and Nutrition Activities: 30 points. You will choose to complete 3 Food and Nutrition Activities. Each is worth a total of 10 points, and should be 2-3 pages in length. You will choose which 3 Food and Nutrition Activities you wish to complete out of a possible 5 options. Each of the activities is described in a separate handout. There are 5 due dates for Food and Nutrition Activities listed on the Course Schedule. You will choose which 3 dates you will hand in a Food and Nutrition Activity. You may turn in ONLY ONE Food and Nutrition Activity per week, and they MUST be turned in during one of the designated dates on the Course Schedule. Field Journal Reflection: 10 points This will represent the final entry in the Field Journal, and provides you with an opportunity to reflect on the entire course. Here you will have an opportunity to demonstrate the cumulative knowledge you acquired throughout the course. The Field Journal Reflection should be 5 double-spaced pages in length. A more detailed description of this assignment will be posted on Courseweb and discussed in class near the end of the semester. Additional Assignments and Requirements: Ethnography Discussion Report: 10 points This will be due both in paper copy and in electronic copy to the instructor BEFORE class on April 18, 2013. After our classroom discussions, I will post all of the discussion reports on Courseweb for all students to view so you may read what your peers have to say both about the ethnography you read as well as the other ethnography. A detailed description of this assignment will be handed out January 24, 2013 with the list of which students are reading each ethnography. You will also be required to submit your graded Ethnography Discussion Report in your final Field Journal submission an April 25, 2013. Attendance, Preparation and Participation: 20 points Attendance is VERY important to your success in Anthropology 1752! You will notice that this is 20% of your grade in the course. Simply showing up is not enough to earn an A in this portion of your grade. You can earn up to 20 points for attendance, preparation and participation, and 15 of those points are based on your active participation in discussions. You will be expected to contribute meaningful reflections and questions on the reading assigned and materials presented in this course. There are no stupid questions, and everyone is to be respectful of others’ comments and questions. You are allowed two (2) free absences but every additional absence will result in a subtraction of two points from your total grade. Please be respectful of both our time and yours, and be punctual to classes and meetings. Excessive tardiness will result in a reduction of points from your attendance grade. Many of the films used in this class are not available at Hillman library. You are responsible for all the content of the films you miss due to an absence. If you do miss class, it is your responsibility to obtain any information regarding the missed class from your classmates.





Courseweb: This class will be using the University’s Courseweb (Blackboard). You can access courseweb through the following webpage: http://courseweb.pitt.edu/

Grading: The grading scale below will be used to evaluate your work and assignments in this course, and to determine final grades.

Grading Scale Letter Grade Points Earned (100

total possible) A 100-94 A- 93-90 B+ 89-87 B 86-84 B- 83-80 C+ 79-77 C 76-74 C- 73-70 D+ 69-67 D 66-64 D- 63-60 F 59 or Below

Academic Integrity: Plagiarism or cheating of any kind will not be tolerated in this course. Cheating includes but is not limited to: copying someone else’s work and claiming it as your own, copying someone else’s answers during an exam or quiz, having someone else do your work (this includes tutors and friends), using pre-written or recorded material in an essay, exam, or quiz that has not been authorized in advance. The consequences for cheating are severe, and the University of Pittsburgh like other colleges nation-wide is cracking down on cheating and plagiarism. You are responsible for knowing what constitutes cheating and plagiarism, and for avoiding it in your work. If you have any questions, please do not hesitate to ask me about this! Disabilities Services: If you have a disability for which you are or may be requesting an accommodation, you must notify your instructor within the first two weeks of the course. Please also notify Disability Resources and Services, 140 William Pitt Union, 412-648-7890. You may be asked to provide appropriate documentation of your disability.

Course Schedule

This schedule is subject to change. In the event of any changes you will receive advance notice from your instructor. You are expected to have completed the readings listed on the syllabus BEFORE you come to class each week. Preparation is critical to successful discussion and your participation grade in this course. 1. Thursday, January 10, 2012—Introduction: Why Study the Anthropology of Food?

What is anthropology, and how do anthropologists study food? Discussion of course topics and assignments. Introducing yourself to your peers.





Film: “The Meaning of Food: Episode 1 Food and Life” PBS Documentary Not in Hillman

2. Thursday, January 17, 2012—Theoretical Background: A framework for moving forward in this course This week we look back at some early anthropological writings on food. What are some of the different approaches and models these authors take? How do these early works frame our thinking of food studies today?

Readings:

Pelto, G., A. Goodman and D. Dufour. 2012. “The Biocultural Perspective in Nutritional Anthropology.” In Nuturtional Anthropology, A. Goodman et al (Eds.) Oxford: Oxford University Press.

Barthes, Roland. “Toward a Psychosociology of Contemporary Food Consumption.” (FAC) Bourdieu, Pierre. “Distinction: A social critique of the judgement of Taste.” (FAC) Levi-Strauss, Claude. “The Culinary Triangle” (FAC). Douglas, Mary. “The Abominations of Leviticus.” (FAC) Mintz, Sidney. “Time, Sugar, and Sweetness” (FAC)

3. Thursday, January 24, 2012—Food and Nutrition: Hunger in a Time of Plenty Food serves a basic human need, yet malnutrition and famine are persistent global problems. This week we will begin to explore why.

Readings:

Nestle, Marion. !2002 “Appendix: Issues in Nutrition and Nutrition Research.” In Food Politics: How the Food Industry Influences Nutrition and Health.” Pp. 375-385. Berkeley: University of California Press.

Weismantel, Mary. 2012 “The Children Cry for Bread: Hegemony and the transformation of consumption.” In Nutritional Anthropology, A. Goodman et al (Eds.) Oxford: Oxford University Press. Elliott, C.D. 2005 Childhood Obesity and our “Toxic Environment”: Suggestions for Future Research. Journal of Family and Consumer Sciences Education 23: 47-51. Hamelin, A et al. 2002 Characterization of household food insecurity in Quebec: food and feelings. Social Science and Medicine 54: 119-132. Poppendieck, Janet. “Want Amid Plenty: From Hunger to Inequality.” (FAC) Albritton, Robert. “Between Obesity and Hunger: The Capitalist Food Industry.” (FAC)

Film: “Food Stamped” Not available in Hillman Library Due: Ethnography choices must be emailed to me BEFORE class. Final list will be shared in class. We will discuss the ethnography assignment.





4. Thursday, January 31, 2012—Food and Identity: Defining self, community and social status How do we use food to help define our ideas of self? How is food used to identify communities and community boundaries? How do individuals and communities use food to convey status in society? What is the role of food sharing and reciprocity in shaping community identity and social status? Do these food patterns help identify us as human?

Readings:

Counihan, Carole. “Mexicans’ Food Voice and Differential Consciousness in the San Luis Valley of Colorado.” (FAC) Williams-Forson, Psyche. “More than Just the ‘Big Piece of Chicken’: The power of race, class, and food in American Consciousness.” (FAC) Long, Lucy M. 2004 Culinary Tourism: A Folkloristic Perspective on Eating and Otherness. In Culinary Tourism, edited by Lucy Long. Lexington: University of Kentucky Press, pp. 20-50.

Caldwell, Melissa. “Tasting the Worlds of Yesterday and Today: Culinary Tourism and Nostalgia Foods in Post-Soviet Russia.” (FFSF)

Fran Osseo-Asare. 2002 “We Eat First with Our Eyes”: On Ghanaian Cuisine. Gastronomica 49-57.

Kirch, Patrick V. 2001 Polynesian Feasting in Ethnohistoric, Ethnographic, and Archaeological Contexts. In Feasts: Archaeological and Ethnographic Perspectives on Food, Politics, and Power, Michael Dietler and Brian Hayden, eds. Pp. 168-184. Washington, DC: Smithsonian.

Due: Food and Nutrition Assignment

5. Thursday, February 7, 2012—Food and Gender—Guest Lecturer: Dr. Laura Macia

How is gender identity reinforced through food? What gender stereotypes are reinforced through food preparation and consumption? How does food preparation and consumption influence gender roles within families? Readings:

Parasecoli, Fabio. “Feeding Hard Bodies: Food and Masculinities in Men’s Fitness Magazines.” (FAC) Holden, T.J.M. “The Overcooked and the Underdone: Masculinities in Japanese food programming.” (FAC) Swenson, Rebecca. “Domestic Divo? Televised treatments of masculinity, feminity and food.” (FAC) Carrington, Christopher. “Feeding Lesbigay Families.” (FAC) Srinivas, Tulasi. ‘”As Mother Made It:’ The Cosmopolitan Indian Family, “Authentic” Food and the Construction of Cultural Utopia.” (FAC)

Van Esterik, Penny. The Politics of Breastfeeding: An advocacy update (FAC).





Film: “Ladies of the Land”

6. Thursday, February 14, 2012—Food and the Social Body Food is both a source of comfort and joy as well as a source of pain and illness. This week we will discuss eating disorders, overeating and under-eating, and how food becomes a reflection of self.

Readings:

Mead, Margaret. Why Do We Overeat? (FAC)

Brownell, Kelly D. 2002 The Environment and Obesity. In Eating Disorders and Obesity: A Comprehensive Handbook, second edition. Christopher G. Fairburn and Kelly D. Brownell, eds. Pp. 433-438. New York: Guilford Press.

Richard O’ Connor. “Demedicalizing Anorexia: Opening a New Dialogue.” (FAC) Susan Bordo. “Not just 'a white girl's thing': The changing face of food and body image problems.” (FAC) Brewis, Alexandra A. 2011. Introduction: The Problem of Obesity, and Big-Body Symbolism, Meanings, and Norms. In Obesity: Cultural and Biocultural Perspectives. Pp. 1-10 and 99-124. New Brunswick: Rutgers University Press.


7. Thursday, February 21, 2012——Food and Social Class

How can food reflect social class? How can shopping for food reflect social status, and how do individuals demonstrate social status through the foods they purchase and eat?

Readings:

Koenig, Dolores. “Food for the Malian Middle Class: An Invisible Cuisine” (FFSF) Pilcher, Jeffrey M. “Taco Bell, Maseca, and Slow Food: A postmodern apocalypse for Mexico’s Peasant Cuisine?” (FFSF or FAC) Paxson, Heather. “Artisianal Cheese and the Economics of Sentiment in New England.” (FFSF) Roseberry, William. 1996 The Rise of Yuppie Coffees and the Reimagination of Class in the United States. American Anthropologist 98(4):762-775. Guthman, Julie. “Fast Food/Organic Food: Reflexive tastes and the making of ‘yuppie chow’.” (FAC) Yasmeen, Gisèle. “Not ‘from Scratch’: Thai food systems and public eating.” (FAC)

Due: Food and Nutrition Assignment 8. Thursday, February 28, 2012—Food and non-Food: Other things we eat

How do we define what is food and what isn’t food? What types of non-food do we eat? Can you take a food and modify it to the extent that it is no longer a food? What changes a food from





an editable product to an inedible product? How do we define food cross-culturally? To what extent does the procurement or preparation of the food determine what constitutes an edible foodstuff?

Readings:

Young, Sera L. “Evidence for the Consumption of the Inedible: Who, What, When, Where and Why?” (CI) González Turmo, Isabel. “The Concepts of Food and Non-food: Perspectives from Spain.” (CI)

Messer, Ellen. “Food Definitions and Boundaries: Eating Constraints and Human Identities.” (CI)

Hladik, Claude Marcel. “Salt as a ‘Non-food’: To What Extent do Gustatory Perceptions Determine Non-food vs Food Choices?” (CI)

Schiefenhövel, Wulf and Paul Blum. “Insects: Forgotten and Rediscovered as Food: Entomophagy among the Eipo, Highlands of West New Guinea and in Other Traditional Societies.” (CI)

Portalatín, María Jesús. “Eating Snot: Socially unacceptable but common: why?” (CI) Macbeth, Helen et al. “Cannibalism: No myth, but why so rare?” (CI) MacClancy, Jeremy. “Afterward: Earthy Realism: Geophagia in literature and art.” (CI) Dylan Clark. The Raw & the Rotten: Punk Cuisine. (FAC)

Recommended Additional Readings:

Young, Sera L. “A Vile Habit?: The potential biological consequences of geophagia, with special attention to iron.” (CI)

Medina, F. Xavier. “Eating Cat in the North of Spain in the Early Twenteieth Century” (CI) 9. Thursday, March 7, 2012—Food and Political Economy

How can political economy as a theory be used to better understand food and culture? How is our understanding of food shaped by political and economic forces?

Readings:

Mintz, Sidney. “Food at Moderate Speeds.” (FFSF) Wilk, Richard. “From Wild Weeds to Artisanal Cheese.” (FFSF) Barndt, Deborah. “On the Move for Food: Three Women Behind the Tomato’s Journey” (FAC). Julier, Alice. The Political Economy of Obesity (FAC).


Bestor, Theodore. “Kaiten-zushi and Konbini: Japanese Food Culture in the Age of




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Mechanical Reproduction.” (FFSF)

Film: TBA: “Food Inc.” or “King Corn”


Thursday, March 14, 2012—NO CLASS: Spring Break.

10. Thursday, March 21, 2012—Food and the Nation How is national identity created and distributed through the production and consumption of food? How do individuals exhibit national identity through foodways? How do governments use food as a means to promote nationalism or political and economic national agendas?

Readings:

Arjun Appadurai (1988) How to Make a National Cuisine: Cookbooks in Contemporary India. Comparative Studies in Society and History 30(1): 3-24.

Wilk, Richard. “‘Real Belizean Food’: Building Local Identity in the Transnational Caribbean.” (FAC)

Allison, Anne. “Japanese Mothers and Obentos: The lunch box as ideological state apparatus.” (FAC)

Heldke, Lisa. “Let’s Cook Thai: Recipes for Colonialism.” (FAC)

Recommended Additional Readings: Goody, Jack. “Industrial Food: Towards the Development of a World Cuisine.” (FAC) Egan, James A. et al. “Building Lives with Food: Production, Circulation and Consumption of Food in Yap.” (FFSF)

Film: TBA “King Corn” or “FDA: A History”

11. Thursday, March 28, 2012—Food and Globalization What is globalization, and how do anthropologists study it? How is food shared and distributed in an increasingly globalized world? What is gained and what is lost in food trade and consumption on a global scale? How has food production changed as a result of globalization?

Readings:

Theodore Bestor. 2000. “How Sushi Went Global” Foreign Policy 121(Nov/Dec 2000).

Schlosser, Eric. “The Chain Never Stops.” (FAC)

Matejowsky, Ty. “Global Tastes, Local Contexts: An ethnographic account of fast food expansion in San Fernando City, the Philippines.” (FFSF) Shiva, Vandana. !2000. The Stolen Harvest of Seed (Chapter 5). In Stolen Harvest: The Hijacking of the Global Food Supply. Pp. 79-94. Cambridge, MA: South End Press. Hendrickson, Mary K. and William D. Heffernan

Schaeffer, Robert K. !1997 Technology, Food, and Hunger (Chapter 8). In Understanding





Globalization: The Social Consequences of Political, Economic, and Environmental Change. Pp. 143-182. New York: Rowman & Littlefield.

Recommended Additional Readings: Yan, Yungxiang. “Of Hamburger and Social Space: Consuming McDonald’s in Beijing.” (FAC) Elisha P. Renne (2007) Mass Producing Food Traditions for West Africans Abroad. American Anthropologist 109(4): 616-626.

Due: Food and Nutrition Assignment 12. Thursday, April 4, 2012—Social Activism: Food and Localization

What types of social movements have developed in response to the globalization of food? What role do social movements such as Fair Trade, Slow Food, and Community Supported Agriculture play in understanding contemporary foodways?

Readings:

Menezes, F. 2004. Food Sovereignty: A vital requirement for food security in the context of globalization. Development 44(4): 29-33. Schnell, Steven M. 2007. Food with a Farmer’s Face: Community Supported Agriculture in the United States. Geographical Review 97:550-564. Wilkins, J. 2005. Eating Right Here: Moving from Consumer to Food Citizen. Agriculture and Human Values: 22: 269-273.

Van Esterik, Penny “From Hunger Foods to Heritage Foods: Challenges to Food Localization in Lao PDR.” (FFSF)

Lyon, Sarah. “Just Java: Roasting fair trade coffee.” (FFSF) de St. Maurice, Gregory. Article in press provided on Courseweb.

Recommended Additional Readings: Leitch, Alison. “Slow Food and the Politics of ‘Virtuous Globalisation’.” (FAC) Film: “Black Gold”

13. Thursday, April 11, 2012—Food and Health and Healing

We have discussed problems that food may cause to health, but how is food used to promote health? How is food used medicinally? What types of social movements are designed to influence food choice and eating behaviors for health?

Readings:

Nabhan, Gary Paul. “Rooting Out the Causes of Disease: Why diabetes is so common among desert dwellers.” (FAC) Dillinger, Teresa L. et al. 2000. Food of the Gods: Cure for Humanity? A cultural history of the medicinal and ritual use of chocolate. Journal of Nutrition 130:2057s-2072s.




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Etkin, Nina. 2012. “Spices: The Pharmacology of the Exotic.” In Nutritional Anthropology, A. Goodman et al (Eds.) Oxford: Oxford University Press.


Wiley, Andrea S. 2007. Transforming Milk in a Global Economy. American Anthropologist 109(4):666-677.

Film: “Forks Over Knives”

14. Thursday, April 18, 2012—Food Systems

How can we think of food and culture as a global system? How can the study of food as a commodity help us better understand the local and global impacts of food on cultural practice? Readings:

You should have finished your ethnography by this class period and be prepared for discussion. Both Cheap Meat and From Modern Production to Imagined Primitive will be discussed today.

Due: Ethnography Discussion Report

15. Thursday, April 25, 2012—Food and Applied Anthropology What is applied anthropology? Now that we have examined the broad spectrum of the anthropology of food, where do we go from here? What role can anthropology play in shaping future programs/ development/ public policy?

Readings:

Levoke, Charles Z. “Learning Democracy through Food Justice Movements.” (FAC) Clapp, Jennifer. “The Political Economy of Food Aid in an Era of Agricultural Biotechnology.” (FAC) Stanford, Lois. “The Role of Ideology in New Mexico’s CSA (Community Supported Agriculture) Organizations: Conflicting Visions between Growers and Members.” (FFSF) Sutton, David. “Cooking Skills, the Senses, and Memory: The fate of practical knowledge.” (FAC)

Due: 1) Class Potluck. 2) Final Field Journals.



I n t r o d u c t i o n t o G e n d e r, S e x u a l i t y, a n d Wo m e n ’s S t u d i e s : 0 1 0 0


University of Pittsburgh Gender, Sexuality and Women’s Studies Program WS 0100: Introduction to Gender, Sexuality and Women’s Studies (Writing Intensive)

Chelsea Wentworth Office: 2203 WW Posvar Hall Email: [email protected] Office Hours: Tues/Thurs 10:45-11:45 And by appointment

Introduction to Gender, Sexuality, and Women’s Studies Course Description: This course is designed to offer students an overview of the field of Gender, Sexuality, and Women’s Studies. As this field is interdisciplinary, this course will introduce students to the range of scholarship from various departments and epistemological perspectives that are engaged in promoting the discipline. This course will serve as a foundation for future coursework in the Gender, Sexuality, and Women’s Studies Program at the University of Pittsburgh, and as a result will encourage students to engage in activities and events promoted by the Program. Through the readings, activities and assignments in this course, students will develop tools to critically analyze the ways in which social and cultural forces shape us as gendered individuals in the context of the world in which we live. We will analyze a range of perspectives and consider the ways that gender, sex, biology, race, class, nationality, power, politics, and social movements intersect to influence our understanding of gender and culture. In fulfillment of a University Writing Requirement, this course writing intensive course will provide students with opportunities to write, revise and hone their academic writing skills. Course prerequisites: none. Learning Objectives: At the end of the course, you should achieve the following: • Demonstrate an introductory understanding of the field of gender, sexuality, and women’s studies,

and utilize a range of interdisciplinary tools and methods for understanding and analyzing sex, gender, and sexuality in culture.

• Develop a rich comprehension of both feminist and queer approaches to the social and cultural construction of gender and sexuality.

• Construct and enhance a critical understanding of intersectionality, including an awareness of gender and its complex intersections with other social, cultural, and biological categories, including but not limited to sex, race, ethnicity, class, nation, sexuality, ability, and age.

• Cultivate a language framework for thoughtfully articulating the critical vocabulary in the field of gender, sexuality and women’s studies.

• Improve reading and writing skills through effective synthesis of written material, and subsequently, the ability to convey course concepts in a concise and clear manner both verbally and in writing.

• Develop a skillset to think critically and thoughtfully about the self and others through a deepened understanding of how social, cultural, and biological categories shape our lives, and our understandings of the world.

Peer Learning and Contacts: Learning from and offering instruction to your peers is very helpful to your development as a student and to your success in this course. You will have many opportunities for discussion and group work in class to help you get to know your peers. If you are absent from class or have questions, please reach out to your peers first for clarification. If you have further questions, please don’t hesitate to contact your instructor, but you are required to contact your peers first. To help facilitate this process, write the name and contact information of two students in this class in the space below for your future reference. Name____________________________________________ Email: ________________________________ Name____________________________________________ Email: ________________________________





Course Materials The primary texts for this course are:

Shaw, Susan and Janet Lee. 2011. Women’s Voices, Feminist Visions: Classic and Contemporary Readings. 5th Edition. New York: McGraw Hill. ISBN: 007351232X/9780073512327 (In Syllabus as: “WVFV”) Halberstam, J. Jack. 2012. Gaga Feminism: Sex, Gender, and the End of Normal. Boston: Beacon Press. ISBN: 978-0-8070-1098-3 (In Syllabus as: “GF”)

In addition we will be reading several articles. All additional readings and articles will be made available on CourseWeb as .pdf files. As this is a writing intensive course, I also recommend the following text: Strunk, William Jr. and White, E.B. 1999. The Elements of Style. Harlow: Longman.

ISBN: 978-0205-30-9023

Course Requirements and Assignments

Assignments Field Journal: 60 points total. Breakdown of points for individual assignments listed below. The primary assignment for this course, in addition to the readings, is a Field Journal. This will be made up of a number of different assignments. There are deadlines throughout the semester for the individual assignments, which I will return to you graded. You will keep these graded assignments and resubmit everything at the end of the course with the Field Journal Reflection paper as the last submission in your full Field Journal. Learning is a cumulative process, and your grade for your Field Journal will reflect your improvement over the course of the semester, as well as your thoughtful reflections and changes made based on instructor feedback on your individual assignments. The Field Journal will include:

1) Reading Responses 2) Gender, Sexuality, and Women’s Studies Activities and Papers 3) Field Journal Reflection paper.

Details about how to complete each of the assignments in the Field Journal are outlined below. Your final Field Journals will be returned to you after grading. Reading Responses: 30 points. You are responsible for reading the assigned readings listed in the Course Schedule BEFORE you come to class each week. In addition, you will submit 8 reading responses. You may choose which 8 dates you turn in a reading response; however, you may hand in ONLY ONE reading response per course topic. Course topics are in bold on the Course Schedule, and often there are 2 class meetings that fall within one course topic, giving you a chance to choose which date you would like to submit your reading response. As the readings are different for each class meeting within a course topic, the readings discussed in your reading response must be those discussed in-class the day you turn in your reading response. All reading responses must be turned in at the beginning of class. If you are absent for a class period, you are not eligible to turn a reading response for that week. Reading responses can be NO LONGER than 1-page single-spaced. Examples of previous student’s Reading Responses will be made available on CourseWeb for you to see an example of how I expect you to complete this assignment.





Each reading response should include the following three components:

1. A list and explanation of key points and concepts learned from each of the assigned readings. 2. At least two questions for class discussion based on the readings. These can be questions you

have about the readings, or concepts/ideas that you would like to explore in more depth during class discussion.

3. A one-paragraph discussion on how the readings link to broader course content. You do not need to mention every reading in this section of the reading response. Here you have the opportunity to focus on what you found most provocative. You will link the readings for this class period to other class concepts. This can include references to in-class discussions, films, or previous class readings. You may also reference personal experiences, current events, readings that are not required for this course, and/or activities you completed as part of the Women’s Studies Activities section of the course. If you reference readings/websites not assigned in this course, you are required to provide a citation.

Reading Responses will be graded on a scale of 1, 2 or 3.

1. (Poor): Response is insufficient and short and does not demonstrate that the student actually read all of the assigned readings. Response includes only unsubstantiated opinions or irrelevant autobiographical anecdotes AND/OR only 1 or 2 readings were referenced AND/OR one of the three components of the reading response listed above is missing.

2. (Average): At least half of the readings were included in the reading response AND the response demonstrates that the student read the material, but did not critically engage with the material.


Gender, Sexuality and Women’s Studies (GSWS) Activities and Papers: 20 points. You will complete two (2) GSWS Activities. You can choose from a possible four (4) options. Each is worth a total of 10 points, and should be 4-5 pages in length. There are 2 due dates for the GSWS Activities listed on the Course Schedule. There are drafts of these papers due in-class for peer-review sessions before the final due date. Each of the activities is briefly described below, and more detailed instructions about these assignments in general and what specifically you need to turn in for each is listed on a separate handout. Life History Interview: Choose a woman over 40-years-old and interview her about her life and experiences. The interview must specifically address how being a woman has affected her life and decision-making processes. Alternatively, you can conduct this interview with a LBGTQ individual over 40-years-old. Your interview should consider gender, race, class, sexuality, work, and family. Then, write a 4-5-page paper highlighting some of her life story, how some of her experiences connect to themes from this course and readings, and conclude with what you have learned from this activity.

Choose only two (2) of the following assignments

Life History Interview

The Language Experiment

Community Based Action

Gendered Transgressive Art Project





The Language Experiment: Practice identifying and analyzing various forms of oppressive language. This can be sexist (“bitch”), racist (“black sheep”), classist (“white trash”), homophobic (“fag”), ableist (“retarded”), etc. You will analyze how these types of oppressive language are used in three (3) different contexts. You will choose one example from each of the following three categories: audio material (songs, radio), visual material (TV, magazines, print media), and interpersonal communications (talk you overhear, conversations you’re engaged in, etc.). Then you will write a 4-5-page paper describing the context of these expressions, critically analyzing why and how this language is oppressive, and the description of your experience and personal response to the use of this language. Community-Based Action: You will participate in two (2) gender-based community actions (community service, community awareness, protest or demonstration, Gender, Sexuality and Women’s Studies Program event etc.). You MUST have your community-based actions approved by the instructor PRIOR to your participation! After you participate in your community-based action you will write a 4-5-page paper comparing and contrasting the events, and critically analyzing how these actions relate to one of the themes discussed in this course. Gendered and Transgressive Art Project:

“Sometimes we learn not just by reading and thinking about a subject but by doing and participating in it as well. Try your hand at creating some transgressive art. Create an art project in which you attempt to transgress a particular notion, idea, or norm. What norms would you choose to transgress? Gender norms? Sexual norms? Norms surrounding public and private behavior? Think of your art as an advertisement that would be posted around your local community. How would that community respond? What kinds of transgressive collages would be particularly provocative in your community? That is, what kinds of transgressive tactics would be politically useful without so alienating community members that they simply ignore your message?” (Meem, Gibson, & Alexander, 2010, p. 300).

Your Gendered and Transgressive Art Project can take many different forms. Some examples include: 1) A collection of your poetry (minimum of 4 poems) 2) A video you create (write, direct, and edit that is a minimum of 10 minutes in length) 3) A painting 4) A performance art piece (of your creation/design that MUST be performed in class about 10

minutes in length) 5) Other ideas are encouraged but MUST be approved by the instructor in ADVANCE

In addition to creating your Gendered and Transgressive Art Project, you will write a 4-5-page paper critically analyzing how this project relates to, or helps us better understand, one of the themes from this course. Field Journal Reflection: 10 points This will represent the final entry in the Field Journal, and provides you with an opportunity to reflect on your learning in the entire course. Pedagogical research shows that reflective assignments focus, “on students’ awareness of how they interact with the content rather than solely on what the content is…. [and] that following the journal process, students are better able to anchor their new learning in experience and have the opportunity to solve actual problems” (Pavlovich et al. 2007). Here you will have an opportunity to demonstrate the cumulative knowledge you acquired throughout the course, and to discuss how your thinking on this topic has changed and/or advanced as a result of participating in this course. The Field Journal Reflection should be 4 double-spaced pages in length. A more detailed description of this assignment will be posted on Courseweb and discussed in-class near the end of the semester.





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Additional Requirements:

Photo-Elicitation Project: 20 points Choose a topic from the list below (or suggest a new topic to the instructor for preapproval before you commence this project), and collect photo documentation throughout the semester as your research data from at least five different locations. Each location will contribute to your knowledge on the one topic you have chosen for this assignment (all the photos from all 5 locations should support your research into a single topic/theme). You will then write a 7-8-page paper on what these photographic data illustrate about your topic/theme. Describe the five locations you chose and why. How can we better understand this theme through the photographic evidence you collected? What types of photographs did you anticipate taking, and what photographs were you able to take once you arrived at your destination? How do the photos taken at the various locations combine to help us learn more about the topic as a whole? Compare and contrast the photographs taken at the various locations. You will turn in your selection of photographs (printed with at least 5 from each location), with brief captions for each photograph, as well as your 7-8-page paper on the topic. Captions should indicate where the photo was taken, what the photo shows, and why you included this photo in your selections for this assignment. This should be very brief—no more than 3 sentences per photo. Don’t forget to link your paper reflections to the course readings. We will have time in-class for peer review, and you will turn in a draft of your paper to your instructor. You will receive feedback with plenty of time for revision, and with time to incorporate instructor feedback into the further development of your project. During the last week of class you will also present your photos and discuss your project with the class. More information on the presentation requirements will be provided closer to the end of the semester.

Possible topics for this project:

a) Gender, Sexuality and Health—How do we engage in gendered health behaviors and practices? What types of health products are targeted at women and men and why?

b) Gender, Sexuality and Science—Consider different ways technology and biomedicine are challenging our understandings of gender and sexuality. How important is science to discussions of gender and sexuality? How does science shape LBGTQ discourse?

c) Gender and Education—How are educational events gendered? Think about different educational activities (not just formal education but seminars or extra-curricular events) and how they influence gender constructs in our society.

d) Gender and Political Action—How do people engage in politics, social movements, and action on gendered themes or in gendered ways?

e) Gender and Food—Think both about femininity and masculinity, how do people shop, prepare and consume food in gendered ways?

Attendance, Preparation and Participation: 20 points Attendance is VERY important to your success in this course! You will notice that this is 20% of your grade. Simply showing up is not enough to earn an A. You can earn up to 20 points for attendance, preparation and participation, and 15 of those points are based on your active participation in discussions. You will be expected to contribute meaningful reflections and questions on the reading assigned and materials presented in this course. There are no stupid questions, and everyone is to be respectful of others’ comments and questions. You are allowed two (2) free absences but every additional absence will result in a subtraction of 10% of your total grade. Students who miss 5 or more class periods will not pass the course. Please be respectful of both our time and yours, and be punctual to classes and meetings. Excessive tardiness will result in a reduction of points from your attendance grade. Many of the films used in this class are not available at Hillman library. You are responsible for all the class content you miss due to an absence. If you are absent, it is your responsibility to obtain any information regarding the missed class from your classmates. Courseweb: This class will be using the University’s Courseweb (Blackboard). You can access courseweb through the following webpage: http://courseweb.pitt.edu/





Course Grading and Policies Grading: The grading scale below will be used to evaluate your work and assignments in this course, and to determine final grades.

Grading Scale Letter Grade Points Earned (100 total possible) A 100-94 A- 93-90 B+ 89-87 B 86-84 B- 83-80 C+ 79-77 C 76-74 C- 73-70 D+ 69-67 D 66-64 D- 63-60 F 59 or Below

Late Work: Late work is NOT accepted. You must turn in hard copies of all graded assignments. You must be present in class to turn in assignments. Academic Integrity: Plagiarism or cheating of any kind will not be tolerated in this course. Cheating includes but is not limited to: copying someone else’s work and claiming it as your own, copying someone else’s answers during an exam or quiz, having someone else do your work (this includes tutors and friends), using pre-written or recorded material in an essay, exam, or quiz that has not been authorized in advance. The consequences for cheating are severe, and the University of Pittsburgh like other colleges nation-wide is cracking down on cheating and plagiarism. You are responsible for knowing what constitutes cheating and plagiarism, and for avoiding it in your work. If you have any questions, please do not hesitate to ask me about this! Disabilities Services: If you have a disability for which you are or may be requesting an accommodation, you must notify your instructor within the first two weeks of the course. Please also notify Disability Resources and Services, 140 William Pitt Union, 412-648-7890. You may be asked to provide appropriate documentation of your disability. Technology and Cell Phones: The use of new technology, computer programs, e-books, and applications has greatly advanced in the past several years, and course policies are evolving to follow the fast-paced development of these products. Your instructor recognizes the value of accessing new technology to aid and advance the learning process, but also realizes that when used inappropriately these can be a major hindrance to student learning. Because this is a very small class and we will be engaging in lots of dialogue, laptop computers will NOT be permitted in class. E-readers will be permitted in class, only if you purchased an electronic version of a text, but the instructor reserves the right to ask a student to discontinue their use if it is believed that the student is using the device for non-class related purposes. This includes checking email and Facebook. Students are required to have the required books readily available during class so that we can discuss and read from assigned texts during class discussions. Cell phones must be off, NOT on vibrate, as to avoid distracting your peers, and texting will be strictly prohibited! Disruptions caused by cell phones and texting will result in a decrease in your course participation grade.





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Course Schedule This schedule is subject to change. In the event of any changes you will receive advance notice. You are expected to have completed the readings listed on the syllabus BEFORE you come to class each week. Preparation is critical to successful discussion and your participation grade in this course.

Date Topic, Reading, Film List Due Introduction: Why Study Gender, Sexuality, and

Women’s Studies?

T 8/27 Introduction to course H 8/29 hooks, Selections from “Feminism is for Everybody” The History of Women’s Studies and Feminist Theory T 9/3 Chapter 1: Women’s Studies: Perspectives and Practices pp 1-41

(WVFV)

H 9/5 Chapter 2: Systems of Privilege and Inequality pp 42-98 (WVFV) Gender, Sexuality and Identity T 9/10 Chapter 3: Learning Gender (WVFV) H 9/12 Preface, Introduction, and Chapter 1: Gaga Feminism for

Beginners (GF) Queen, “The Queer in Me”

Critical Examination of Gender Roles, Socialization and Media

T 9/17 Chapter 5: Inscribing Gender on the Body. Pp 213-233 (WVFV) Steinem, “If Men Could Menstruate” (WVFV) Weitz, “What We Do For Love” (WVFV) Miya-Jervis, “Hold That Nose” (WVFV) Martin, “Love Your Fat Self” (WVFV) Weil Davis, “Designer Vaginas” (WVFV)

H 9/19 Kimmel, “Masculinity, Mental Illness, and Guns: A Lethal Equation?” Rich, “Compulsory Heterosexuality and Lesbian Existence”

Creating Culture T 9/24 Chapter 9: Women Confronting and Creating Culture (WVFV) H 9/26 Chapter 2: Gaga Genders (GF) GSWS Activity 1 Due:

Rough Draft in paper copy for peer review

F 9/27 5:00pm in GSWS Office GSWS Activity 1 Due: Final Draft

Gender, Sexuality and Science T 10/1 Shulman, “Implications of Feminist Critiques of Science for the

Teaching of Mathematics and Science” Shiva “Democratizing Biology” Chapter 3: Gaga Sexualities: The End of Normal (GF)

H 10/3 Talbot, “About a Boy” Film: Excerpts from Orgasm, Inc.

Gender, Sexuality and Health T 10/8 Chapter 6: Health and Reproductive Rights 279-309

Sanger, “My Fight for Birth Control” (WVFV) Fugate Woods, “A Global Health Imperative” (WVFV) Lewis et al. “HIV Risk Behavior Among College Students in the United States” (WVFV)





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H 10/10 Parks, “Rethinking Radical Politics in the Context of Assisted Reproductive Technology” (WVFV) Sillman et al. “Women of Color and Their Struggle for Reporductive Justice” (WVFV) Chapter 10: Resisting Violence Against Women pp 503-524 (WVFV) Visit: www.scarleteen.com

Gender and Food T 10/15 NO CLASS: FALL BREAK H 10/17 Avakian and Haber 2005. “Feminist Food Studies: A brief

history” Grossman, “Beating Anorexia and Gaining Feminism” (WVFV) Walshe, Shushannah. “Chris Christie’s Struggle and the Politics of Weight”

Relationships, Marriage, Partnerships T 10/22 Chapter 4: Sex, Power, and Intimacy (WVFV) H 10/24 Chapter 4: Gaga Relations: The End of Marriage (GF)

Film in-class: Freedom to Marry GSWS Activity 2 Due: Rough Draft in paper copy for peer review

F 10/25 5:00pm in GSWS Office GSWS Activity 2 Due: Final Draft

Families and Parenting T 10/29 Chapter 7: Family Systems, Family Lives (WVFV) H 10/31 hooks, “Feminist Parenting”

Rudzik, “Breastfeeding and the “Good Mother” Ideal” Widmer, “Making Mothers”

Gender and Work T 11/5 Chapter 8: Women’s Work Inside and Outside the Home pp 391-

428 (WVFV)

H 11/7 Chapter 8: Women’s Work Inside and Outside the Home pp 429-447 (WVFV)

Draft 1 Photo-Elicitation Projects

Gender and Politics T 11/12 Chapter 11: State, Law and Social Policy H 11/14 Muthuki, “Challenging patriarchal structures”

Chapter 5: Gaga Manifesto (GF) Film Clip in-class: Wangari Maathai and the Green Belt Movement

Future of Feminism and Gender, Sexuality and Women’s Movements

T 11/19 Chapter 13: Activism, Change and Feminist Futures (WVFV) H 11/21 NO IN-CLASS MEETING: Time to work on Photo Project and

complete peer review Conduct Peer Review of Draft 2 of Photo-Elicitation Project

T 11/26 Walby, “Alternative Futures” Baumgardner and Richards, Manifesta: Young Women, Feminism, and the Future, excerpts

Final Field Journals

H 11/28 NO CLASS: THANKSGIVING T 12/3 Photo Project Presentations Final Photo-Elicitation

Papers H 12/5 Photo Project Presentations



G e n d e r a n d S u s t a i n a b i l i t y : G S W S 1 4 5 0


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University of Pittsburgh Gender, Sexuality and Women’s Studies Program GSWS 1450: Special Topics: Gender and Sustainability Writing Course Mondays: 6:00-8:30pm 402 CL

Chelsea Wentworth Office: 402-D Cathedral of Learning Email: [email protected] Office Hours: Tues/Thurs 10:45-11:45 And by appointment

Gender and Sustainability Course Description: This course will critically analyze sustainability from gendered perspectives. This course will take a three-pronged approach to the study of sustainability and gender, engaging with the economic, social and environmental components that contribute to our understandings of sustainability and sustainable development. Through readings, written assignments and class discussions, students will examine the intersectionality of gender and sustainability with class, race, ability, age, nationality, religion, power, politics, social movements and health from local and global perspectives. Students will critique practical applications of sustainable development and the role of gender in creating a more sustainable future. Taking an interdisciplinary approach, this course will draw on perspectives from anthropology, sociology, environmental studies, gender and development, human geography, public and international affairs, political science, economics, engineering, geology, business, urban studies, and a range of health sciences. Students will have the opportunity to learn about gender and sustainability through case study analyses stemming from a variety of geographic regions. There are no prerequisites for this course, although GSWS 0100: Introduction to Gender, Sexuality and Women’s Studies, GSWS 0500 Introduction to Feminist Theory or another course on gender is recommended.

Learning Objectives: At the end of the course, you should achieve the following: • Demonstrate an understanding of sustainability as complex interconnections between economics,

culture, and the environment, and explain the significance of gender in the context of sustainability. • Outline the history of sustainability and how it has influenced development, globalization and

environmental politics. • Develop a skillset to think critically and thoughtfully about the theoretical concepts for discussing

development in gendered perspective. • Enhance a critical understanding of the intersectionality of gender and sustainability with concepts

including: power relations, environmentalism, politics, global health, class, race, religion, social movements, colonialism, economic development, and peace and justice movements.

• Reduce ethnocentrism and cultivate a language framework for thoughtfully and respectfully articulating the critical vocabulary in the interdisciplinary field of gender and sustainability.

• Improve reading and writing skills through effective synthesis of written material, and subsequently, the ability to convey course concepts in a concise and clear manner both verbally and in writing.

Peer Learning and Contacts: Learning from and offering instruction to your peers is very helpful to your development as a student and to your success in this course. You will have many opportunities for discussion and group work in class to help you get to know your peers. If you are absent from class or have questions, please reach out to your peers first for clarification. If you have further questions, please don’t hesitate to contact your instructor, but you are required to contact your peers first. To help facilitate this process, write the name and contact information of two students in this class in the space below for your future reference. Name____________________________________________ Email: ________________________________ Name____________________________________________ Email: ________________________________





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Course Materials Required Texts:

Cruz-Torres, María Luz and McElwee, Pamela eds. 2012. Gender and Sustainability: Lessons from Asia and Latin America. Tucson: The University of Arizona Press.

Haenn, Nora and Wilk, Richard R. (eds.) 2006. The Environment in Anthropology: A Reader in Ecology, Culture and Sustainable Living. New York: New York University Press.

As ethnography is important to anthropology and for case study review, students will read one of the following three ethnographies; however, the class will be split in thirds with each third reading one of the three different ethnographies. Therefore ethnography assignments will be made on a “first come, first serve” basis. Choices must be made and submitted to me via email BEFORE the

third class meeting. Choices for the Ethnography Include:

Barker, John. 2007. Ancestral Lines: The Maisin of Papua New Guinea and the Fate of the Rainforest, 2nd Edition. Toronto: University of Toronto Press. Vacanti Brondo, Keri. 2013. Land Grab: Green Neoliberalism, Gender, and Garifuna Resistance in Honduras. Tucson: The University of Arizona Press.

Kamat, Vinay R. 2013. Silent Violence: Global Health, Malaria, and Child Survival in Tanzania. Tucson: The University of Arizona Press.

In addition we will be reading several articles. All additional readings and articles will be made available on CourseWeb as .pdf files.

Course Requirements and Assignments

Assignments Reading Responses: 15 points. You are responsible for reading the assigned readings listed in the Course Schedule BEFORE you come to class each week. In addition, you will submit 5 reading responses. You may choose which 5 dates you turn in a reading response; however, you may hand in ONLY ONE reading response per week. The readings discussed in your reading response must be those discussed in-class the day you turn in your reading response. If you are absent for a class period, you are not eligible to turn a reading response for that class. Reading responses can be NO LONGER than 1-page single-spaced. Examples of previous student’s Reading Responses will be made available on CourseWeb for you to see an example of how I expect you to complete this assignment. Each reading response should include the following three components:

1. A list and explanation of key points and concepts learned from each of the assigned readings. 2. At least two questions for class discussion based on the readings. These can be questions you

have about the readings, or concepts/ideas that you would like to explore in more depth during class discussion.

3. A one-paragraph discussion on how the readings link to broader course content. You do not need to mention every reading in this section. Here you have the opportunity to focus on what you found most provocative. You will link the readings for this class period to other class concepts. This can include references to in-class discussions, films, or previous class readings. You may





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reference personal experiences, current events, readings that are not required. If you reference readings/websites not assigned in this course, you are required to provide a citation.

Reading Responses will be graded on a scale of 1, 2 or 3.

1. (Poor): Response is insufficient and short and does not demonstrate that the student actually read all of the assigned readings. Response includes only unsubstantiated opinions or irrelevant autobiographical anecdotes AND/OR only 1 or 2 readings were referenced AND/OR one of the three components of the reading response listed above is missing.

2. (Average): At least half of the readings were included in the reading response AND the response demonstrates that the student read the material, but did not critically engage with the material.


Gender and Sustainability Activities and Paper: 15 points. You will complete one (1) of the following activities and write a corresponding paper. You can choose from a possible three (3) options. Regardless of the topic you choose, all papers are due on the date listed in the course schedule. Each of the activities is briefly described below, and more detailed instructions about these assignments in general and what specifically you need to turn in for each is listed on a separate handout. Media Analysis: Choose three (3) articles from a selection of newspapers or other appropriate media sources that address gender and sustainability. Read and analyze the media treatment of these issues. Then, write a 3-4-page paper highlighting the approach used by the author and media outlet, critique the article based on course readings and discussions, and conclude with what you have learned from this activity. Programmatic Interventions: Identify a program that strives to achieve a sustainable development goal. Write a 3-4-page paper in which you describe the program and proposed intervention, analyze whether you think the intervention is engaged with sustainability or not, describe the role that gender plays in this intervention, and conclude with your opinions of how this program could be improved. Sustainability In Action: You will participate in two (2) gender and sustainability community actions (community service, community awareness, protest or demonstration, Gender, Sexuality and Women’s Studies Program event etc. that is related to sustainability). You MUST have your sustainability community-based actions approved by the instructor PRIOR to your participation! After you participation in these two events, you will write a 3-4-page paper comparing and contrasting the events, and critically analyzing how these actions relate to one of the themes discussed in this course. Ethnography Discussion Report (15 points) This will be due both in paper copy and in electronic copy to the instructor BEFORE class on DATE. After our classroom discussions, I will post the discussion reports on CourseWeb for all students to view so you may read what your peers have to say both about the ethnography you read as well as the other ethnography. A detailed description of this assignment will be handed out on the 3rd class meeting, along with the list of which students are reading each ethnography. Final Research Project: 40 Total points Develop a research project on a topic of your choosing. There are five (5) graded components to this project that are due throughout the semester: the Research Topic and Outline, Rough Draft and Peer Review, Presentation of Research Paper, Final Research Paper, and . These are described below, and a more detailed assignment sheet will be distributed in class.





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Research Topic and Outline (2 points) Early in the term you will identify your research topic and write a one-page summary of your topic. This overview will also include 3 course readings that you plan to use to help inform your research and an outline of your thinking for this project. Rough Draft and Peer Review (3 points) Bring your draft of at least 7 pages to class for in-class peer review. You are expected to write notes on your partners paper, as well as fill out a peer review form provided in class. Presentation of Research Paper: (5 points) As part of developing your oral communication skills, you will create and deliver a presentation based on your research paper. Presentations will be brief, and you will have time to highlight the most important aspects of your research. In an effort to broaden you media skills, you will use Prezi to create and share your presentation via their website at www.prezi.com. Everyone can create a free Prezi education account by using your @pitt.edu email address. Additional information on this assignment will be provided later in the semester. By completing this task in advance of the due date of your final paper, you will have an opportunity to get feedback about your project, and provide constructive feedback to your peers. Final Research Paper (25 points) This is the final draft of your 8-10 page research paper. Captions should indicate where the photo was taken, what the photo shows, and why you included this photo in your selections for this assignment. This should be very brief—no more than 3 sentences per photo. Don’t forget to link your paper reflections to the course readings. We will have time in-class for peer review, and you will turn in a draft of your paper to your instructor. You will receive feedback with plenty of time for revision, and with time to incorporate instructor feedback into the further development of your project. During the last week of class you will also present your photos and discuss your project with the class. More information on the presentation requirements will be provided closer to the end of the semester. Project Reflection Summary Paper: (5 points) This will provide you with an opportunity to reflect on your learning in the entire course and how your research project intersects with the interests of your peers. Pedagogical research shows that reflective assignments focus, “on students’ awareness of how they interact with the content rather than solely on what the content is…. [and] that following the journal process, students are better able to anchor their new learning in experience and have the opportunity to solve actual problems” (Pavlovich et al. 2007). Here you will have an opportunity to demonstrate the cumulative knowledge you acquired throughout the course, as you write a 2-page summary paper describing the intersections of your learning in this course with that of your classmates. A more detailed description of this assignment will be posted on Courseweb and discussed in-class near the end of the semester. Attendance, Preparation and Participation: 15 points Attendance is VERY important to your success in this course! You will notice that this is 15% of your grade. Simply showing up is not enough to earn an A. These points are based on your active participation in discussions. You will be expected to contribute meaningful reflections and questions on the reading assigned and materials presented in this course. There are no stupid questions, and everyone is to be respectful of others’ comments and questions. You are allowed two (2) free absences but every additional absence will result in a subtraction of 5% of your total grade. Students who miss 5 or more class periods will not pass the course. Please be respectful of both our time and yours, and be punctual to classes and meetings. Excessive tardiness will result in a reduction of points from your attendance grade. Many of the films used in this class are not available at Hillman library. You are responsible for all the class content you miss due to an absence. If you are absent, it is your responsibility to obtain any information regarding the missed class from your classmates.





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Courseweb: This class will be using the University’s Courseweb (Blackboard). You can access courseweb through the following webpage: http://courseweb.pitt.edu/

Course Grading and Policies

Grading: The grading scale below will be used to evaluate your work and assignments in this course, and to determine final grades.

Grading Scale Letter Grade Points Earned (100 total possible) A 100-94 A- 93-90 B+ 89-87 B 86-84 B- 83-80 C+ 79-77 C 76-74 C- 73-70 D+ 69-67 D 66-64 D- 63-60 F 59 or Below

Late Work: Late work is NOT accepted. You must turn in hard copies of all graded assignments. You must be present in class to turn in assignments. Academic Integrity: Plagiarism or cheating of any kind will not be tolerated in this course. Cheating includes but is not limited to: copying someone else’s work and claiming it as your own, copying someone else’s answers during an exam or quiz, having someone else do your work (this includes tutors and friends), using pre-written or recorded material in an essay, exam, or quiz that has not been authorized in advance. The consequences for cheating are severe, and the University of Pittsburgh like other colleges nation-wide is cracking down on cheating and plagiarism. You are responsible for knowing what constitutes cheating and plagiarism, and for avoiding it in your work. If you have any questions, please do not hesitate to ask me about this! Disabilities Services: If you have a disability for which you are or may be requesting an accommodation, you must notify your instructor within the first two weeks of the course. Please also notify Disability Resources and Services, 140 William Pitt Union, 412-648-7890. You may be asked to provide appropriate documentation of your disability. Technology and Cell Phones: The use of new technology, computer programs, e-books, and applications has greatly advanced in the past several years, and course policies are evolving to follow the fast-paced development of these products. Your instructor recognizes the value of accessing new technology to aid and advance the learning process, but also realizes that when used inappropriately these can be a major hindrance to student learning. Because this is a very small class and we will be engaging in lots of dialogue, laptop computers will NOT be permitted in class. E-readers will be permitted in class, only if you purchased an electronic version of a text, but the instructor reserves the right to ask a student to discontinue their use if it is believed that the student is using the device for non-class related purposes. This includes checking email and Facebook. Students are required to have the required books readily available during class so that we can discuss and read from assigned texts during





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class discussions. Cell phones must be off, NOT on vibrate, as to avoid distracting your peers, and texting will be strictly prohibited! Disruptions caused by cell phones and texting will result in a decrease in your course participation grade.

Course Schedule

This schedule is subject to change. In the event of any changes you will receive advance notice. You are expected to have completed the readings listed on the syllabus BEFORE you come to class each week. Preparation is critical to successful discussion and your participation grade in this course.

Week 1: Monday, January 5, 2014 Introduction: Why Study Gender and Sustainability?

What is sustainability and how is it related to gender? Introductions, course goals and schedule. In-Class Reading of News Articles These brief articles will be read in separate groups and shared for class discussion. Reference these and our growing understanding of the distinctions between environmentalism and sustainability and the role of gender in sustainable development. 1. James, Adam. “True Sustainability Requires Gender Equality” From the Center for American

Progress. March 8, 2013. http://www.americanprogress.org/issues/green/news/2013/03/08/55750/true-sustainability-requires-gender-equality/

2. Women’s Environment & Development Organization. “Prioritizing the Intersection of Women’s Rights and Empowerment, Gender Equality and Sustainable Development.” January 16, 2013. http://www.wedo.org/library/prioritizing-the-intersection-of-womens-rights-and-empowerment-gender-equality-and-sustainable-development

3. Scampini, Alejandra. “Sustainable Development Goals: Where to Gender Equality and Women’s Rights Stand?” From the Association for Women’s Rights in Development. February 28, 2014. http://www.awid.org/News-Analysis/Friday-Files/Sustainable-Development-Goals-Where-do-Gender-Equality-and-Women-s-Rights-Stand

4. UN News Centre. “At UN debate, African leaders say global sustainability agenda much reflect local realities” September 29, 2014. http://www.un.org/apps/news/story.asp?NewsID=48932#

5. McAvan, Linda and Maria Arena. “ A vital opportunity to empower girls and change the world.” Devex. October 10, 2014. https://www.devex.com/news/a-vital-opportunity-to-empower-girls-and-change-the-world-84526

Film: TBD

Week 2: Monday, January 12, 2014 What is Sustainability?: A Framework for Moving Forward in this Course

What is sustainability and how is it different from environmentalism? What does gender have to do with sustainability? This week we will begin to examine the differences between sustainability and environmentalism, and how sustainability came to grow in popular discourse.

Readings:

1. Hackett S.C. (2006), “Introduction to the Concept of Sustainability”, in Hackett (2006), Environmental and Natural Resources Economics : Theory, Policy, and the Sustainable Society, 3rd ed., Armonk, N.Y. : M.E. Sharpe, chap. 12, pp. 323-338.

2. Norton, Bryan. 1992. Sustainability, Human Welfare and Ecosystem Health. Environmental Values 1(2):97-111.

3. Robinson, John. 2004. Squaring the circle? Some thoughts on the idea of sustainable development. Ecological Economics 48(4):369-384.





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4. Brundtland. 1987. Our Common Future, Chapter 2: Towards Sustainable Development. UN Documents. Available at: http://www.un-documents.net/ocf-02.htm

Monday, January 19: NO CLASS, MLK Observance Week 3: Monday, January 26, 2014 Human Rights, Women’s Rights: The Social Side of Sustainability

What is the importance of linking culture with sustainability? How are women’s rights important to sustainable development? Readings: 1. Universal Declaration of Human Rights:

http://www.un.org/en/documents/udhr/index.shtml 2. Schuftan, Claudio “Gender Equality Is Not Just a Women’s Issue, But a Development and a

Human Rights Issue,” in Murthy, Padmini; and Clyde Lanford Smith. Women's Global Health and Human Rights. Boston: Jones and Bartlett Publishers, 2010, pp. 437-440.

3. Murray, Anne Firth. “Women’s Health, Poverty, and Rights,” From Outrage to Courage: Women Taking Action for Health and Justice. Maine: Common Courage Press, 2008, pp. 1-12.

4. Ikeme, Jekwu. 2003. Equity, environmental justice and sustainability: Incomplete approaches in climate change politics. Global Environmental Change. 13(3):195-206.

5. Green, Donna. 2009. Opal Waters, Rising Seas: How Sociocultural Inequality Reduces Resilience to Climate Change Among Indigenous Australians. In Anthropology and Climate Change: From Encounters to Actions.

6. Ethelston, Sally. 2006. Gender, Population, Environment. In The Environment in Anthropology: A Reader in Ecology, Culture and Sustainable Living. Haenn, Nora and Wilk, Richard R. (eds.) New York: New York University Press. (5 pgs)

Due: Ethnography choices must be emailed to me BEFORE class. Final list will be shared in class. We will discuss the ethnography assignment.

Week 4: Monday, February 2, 2014 Sustainable Development and Economics: You can’t have development without economics

What is political economy? Isn’t development all about the economy? Can you have sustainable development without economic development? What is the role of women in economic development and how is that different from their role in sustainable development? Readings: 1. Hopwood B., Mellor M. and G. O'Brien (2005), “Sustainable development: mapping different

approaches”, Sustainable development 13, 38-52. 2. Kates R.W., Parris T.M. and Leiserowitz A.A. (2005), ”What Is Sustainable Development?

Goals, Indicators, Values, and Practice”, Environment 47(3), 8-21 3. Lélé S.M. (1991), “Sustainable Development: A Critical Review”, World Development, 19(6),

607-21. 4. Christine J. Walley, “ Our Ancestors Used to Bury Their 'Development' in the Ground:

Modernity and the Meanings of Development within a Tanzanian Marine Park”, Anthropological Quarterly 76, no. 1 (2003): 33-54.

Week 5: Monday, February 9, 2014 Sustainable Development and the Environment: Adding the Environment back into the Mix

What is political ecology? Is it possible to promote economic and environmental development at the same time? How does gender fit into sustainable development? Readings: 1. Chapter 1: Introduction: Gender and Sustainability (GS)





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2. Chapter 2: Environmentalism and Gender in Intag, Ecuador (GS) 3. Rocheleau, Dianne, Thomas-Slayter, Barbara, and Wangari, Esther. 2006. Gender and

Environment: A Feminist Political Ecology Perspective. In The Environment in Anthropology: A Reader in Ecology, Culture and Sustainable Living. Haenn, Nora and Wilk, Richard R. (eds.) New York: New York University Press.

4. Stonich, Susan C. and DeWalt, Billie R. 2006. The Political Ecology of Deforestation in Honduras. In The Environment in Anthropology: A Reader in Ecology, Culture and Sustainable Living. Haenn, Nora and Wilk, Richard R. (eds.) New York: New York University Press.

Due: Gender and Sustainability Activity Paper

Week 6: Monday, February 16, 2014 Feminist Theories of Sustainable Development: Working toward a theoretical synthesis

How does feminism fit into sustainable development? Can feminist theory and sustainability theories inform each other effectively? How can we envision theories of sustainable development in both the developed and the developing world? Can sustainable development be used as a bridge between the developed and the developing world? Readings: 1. Women, the Environment and Sustainable Development: Towards a Theoretical Synthesis by

Rosi Braidotti; Ewa Charkiewicz; Sabine Hausler; Saskia Wieringa 2. Robert R.M. Verchick (2004). Feminist Theory and Environmental Justice. In Rachel Stein (ed.)

New Perspectives on Environmental Justice: Gender, Sexuality and Activism. New Brunswick, New Jersey: Rutgers University Press. 63-77.

3. Harding, S. 1995. “Just Add Women and Stir?” In Missing Links: Gender equity in science and technology for development, compiled by the United Nations.

4. Chapter 7: Meaningful Waters: Women, Development, and Sustainability along the Bhagirathi Ganges (GS)

5. Bhavnani et al., ―An Introduction to Women, Culture, and Development,‖ in Kum-Kum Bhavnani et al. (eds.), Feminist Futures: Re-imagining Women, Culture, and Development (New York: Zed Books, 2003), pp. 1-39.

Due: Research Topic and Outline

Week 7: Monday, February 23, 2014 Governance: Sustainability and Policymaking

What roles does the government play in sustainable development? How can governments promote and create sustainable development policy? Readings: 1. Alyson Brody. “Gender and Governance: an overview”. Gender and Development In Brief.

Institute for Development Studies. March 2009. 2. Chapter 3: Democratic Spaces across Scales: Women’s Inclusion in Community Forestry in

Orissa, India (GS) 3. Lazrus, Heather. 2009. The Governance of Vulnerability: Climate Change and Agency in

Tuvalu, South Pacific. In Anthropology and Climate Change: From Encounters to Actions. 4. Fiske, Shirley J. 2009. Global Change Policymaking from Inside the Beltway: Engaging

Anthropology. In Anthropology and Climate Change: From Encounters to Actions. 5. Puntenny, P.J. 2009. Where Managerial and Scientific Knowledge Meet Sociocultural Systems:

Local Realities, Global Responsibilities. In Anthropology and Climate Change: From Encounters to Actions.

6. Amy Lind and Jessica Share, ―Queering Development: Heterosexuality in Development Theory, Practice, and Politics in Latin America,‖ in Kum-Kum Bhavnani et al. (eds.), Feminist





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Futures: Re-imagining Women, Culture and Development (New York: Zed Books, 2003), pp. 55-73. Case Study Analysis and Systems Thinking—While Case Studies have been employed throughout our discussions, for the remainder of the term well will focus on closer readings of specific examples of gender and sustainability. How are theories of gender and sustainable development employed in these case studies? What are the strengths and weaknesses of these cases as examples of sustainable development? How can you apply your learning from these examples to your major or career and professional goals? Week 8: Monday, March 2, 2014 Sustainability and Global Health

How does sustainable development impact health? What are syndemics, and why should we be concerned about the interconnections of health and the environment? This week we will look at gendered health disparities and how they tie to sustainability. Readings: 1. Dowdall, Marie and Koltz Ryan J. 2014. Introduction and Chapter 2: Public Health and

Vulnerable Populations. In Pesticides and Global Health: Understanding Agrochemical dependence and Investing in Sustainable Solutions. Walnut Creek: Left Coast Press.

2. Bear, Hans and Singer, Merrill. 2009. Chapter 6: Ecosyndemics: The interaction of changing environment and disease. In Global Warming and the Political Ecology of Health: Emerging Crises and Systemic Solutions. Walnut Creek: Left Coast Press.

3. Jim Tarter (2002). Some Live More Downstream than Others: Cancer, Gender and Environmental Justice. In Joni Adamson, Mei Mei Evans & Rachel Stein The Environmental Justice Reader: Politics, Poetics & Pedagogy. Tucson: The University of Arizona Press. 213-228.

Monday, March 9, 2014: NO CLASS: SPRING BREAK Week 9: Monday, March 16, 2014 Ethnographic Length Case Studies: Ethnography Discussion Reports

You will read ONE (1) of o the following ethnographies, and prepare your Ethnography Discussion Report Due in-class today.

Barker, John. 2007. Ancestral Lines: The Maisin of Papua New Guinea and the Fate of the Rainforest, 2nd Edition. Toronto: University of Toronto Press.

Kamat, Vinay R. 2013. Silent Violence: Global Health, Malaria, and Child Survival in Tanzania. Tucson: The University of Arizona Press.

Vacanti Brondo, Keri. 2013. Land Grab: Green Neoliberalism, Gender, and Garifuna Resistance in Honduras. Tucson: The University of Arizona Press.

Due: Ethnography Discussion Report

Week 10: Monday, March 23, 2014 Food and Water

Basic necessities of life, food and water are often the focus of sustainable development projects. In what ways are these types of projects gendered? How can using food and/or water be a productive lens for more careful analysis of sustainable development projects? Readings: 1. Gussow, Joan Dye. 2006. Reflections on Nutritional Health and the Environment: The Journey

to Sustainability. Journal of Hunger & Environmental Nutrition 1 2006: 3-25.





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2. Wutich, Amber. 2012. Chapter 5: Gender, Water Scarcity, and the Management of Sustainability Tradeoffs in Cochabamba, Bolivia. (GS)

3. Buechler, Stephanie J. 2012. Chapter 6: Gendered Fruit and Vegetable Home Processing New the US-Mexico Border: Climate Change, Water Scarcity, and Non-capitalist Visions of the Future (GS)

4. Vu, Hong Anh. 2012. Chapter 8: Gender, Sustainability, and Shrimp Farming: Negotiating Risky Business in Vietnam’s Mekong Delta. (GS).

5. Cruz-Torres, Maria Luz. 2012. Chapter 10: Contested Livelihoods: Gender, Fisheries, and Resistance in Northwestern Mexico. (GS)

Due: Classroom Visit and Campus Lecture by Maria Cruz-Torres Week 11: Monday, March 30, 2014 Peace and Social Justice

What role does sustainable development have on creating a more peaceful future? What role does social justice play in sustainable development? How can social justice be achieved through sustainable development practices or policies? Should sustainable development play a role in peacemaking? We will also have in-class time for peer review of your research papers and projects. Readings:

1. Valerie Kyketz (2002). The Movement for Environmental Justice in the Pacific Islands. In Joni

Adamson, Mei Mei Evans & Rachel Stein The Environmental Justice Reader: Politics, Poetics & Pedagogy. Tucson: The University of Arizona Press. 125-142

2. Chowdhury, Anwarul K. “Women Engagement: Essential to Building the Culture of Peace,” in Murthy, Padmini; and Clyde Lanford Smith. Women's Global Health and Human Rights. Boston: Jones and Bartlett Publishers, 2010, pp. 495-497.

3. Checker, Melissa. 2002. “It’s in the Air”: Redefining the Environment as a New Metaphor for Old Social Justice Struggles. Human Organization. 61(1):94-106.

4. Checker, Melissa. 2007. “But I Know It’s True”: Environmental Risk Assessment, Justice, and Anthropology. Human Organization. 66(2):112-124.

5. Shiva, V. 2006. Staying Alive: Women, Ecology, and Development. In The Environment in Anthropology: A Reader in Ecology, Culture and Sustainable Living. Haenn, Nora and Wilk, Richard R. (eds.) New York: New York University Press.

Due: Research Paper Draft and Peer Review Week 12: Monday, April 6, 2014 Resistance and New Forms of Sustainable Development

What is ecofeminism? How are new forms of feminist sustainable development creating social change? Is sustainable development a social movement? Readings:

1. Chapter 10: Contested Livelihoods: Gender, Fisheries, and Resistance in Northwestern

Mexico (GS) 2. Chapter 11: Why Gender Matters, Why Women Matter (GS) 3. Ramachandra Guha, ―Radical Environmentalism: A Third-World Critique,‖ in Carolyn

Merchant (ed.), Ecology: Key Concepts in Critical Theory (Atlantic Highlands, NJ: Humanities Press, International, Inc., 1994), pp. 281-289.

4. Karen Hébert, “In Pursuit of Singular Salmon: Paradoxes of Sustainability and the Quality Commodity”, Science as Culture, 19, no.4 (2010): 553-581.

5. Luke, Timothy W. 2005. Neither Sustainable nor Development: Reconsidering sustainability in development. Sustainable Development 13(4):228-238.





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Due: Part of class will be devoted to your presentations of your research projects (1/2 the class will present this week, and half will present next week). Final papers will be due, Monday of Finals week. A presentation schedule will be posted on CourseWeb.

Week 13: Monday, April 13, 2014 Research in Sustainable Development: The Way Forward

This week we will continue to examine new forms of feminist sustainable development. How can sustainable development be used to create a more just future, and what would that future look like? What key themes of gender and sustainability can we bring with us as we engage in practical application of this knowledge. Readings: 1. Wichterich, C. (2012). The future we want - a feminist perspective. Heinrich Böll Foundation,

Berlin. Available at: http://www.boell.de/publications/publications-the-future-we-want-publication-14180.html

2. Vandana Shiva (2005). Principles of Earth Democracy. In Earth Democracy: Justice, Sustainability and Peace. Cambridge, Mass: South End Press. 1-11.

3. Button, Gregory V. and Kristina Peterson. 2009. Participatory Action Research: Community Partnership with Social and Physical Scientists. In Anthropology and Climate Change: From Encounters to Actions.

Due: Part of class will be devoted to your presentations of your research projects (1/2 the class will present this week, and half will present next week). Final papers will be due, Monday of Finals week. A presentation schedule will be posted on CourseWeb.

Finals Week: Monday, April 20, 2014

Class will NOT meet during finals week.

Due: Monday, April 20, 2014 1. Final Research Paper 2. Reflection on Final Research Projects and Presentations
