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WS 3600: Ecofeminist Theories and PracticesSpring 2010Instructor: Beth BartlettOffice: 481 HumanitiesOffice Hours: T,Th: 1-2 or by appointment Office Phone: 726-8284email: [email protected] email alias: ws3600-1-s2010course webpage: www.d.umn.edu/~bbartletCourse Objectives:This course will ground you in the multiple theoretical perspectives of ecofeminism. We will then link theory with practice, examining local, regional, and transnational issues of particular concern to the environment, women, and other oppressed groups, through the perspectives of ecofeminism. At its best, this course will inspire and inform, raise questions and awareness, and move you to reflect and act.Course Texts:Susan Griffin, The Eros of Everyday LifeVandana Shiva, Earth DemocracyVandana Shiva, Soil Not Oil: Environmental Justice in an Age of Climate CrisisStarhawk, The Earthpath: Grounding Your Spirit in the Rhythms of NatureSandra Steingraber, Having Faith: An Ecologist’s Journey to MotherhoodOther readings to be assigned.Course Evaluation:Your grade in the course will be based on the following:1) Class Participation (40 pts.)Part of this class will consist of my passing on knowledge and information to you, but I envision most of it as a collective endeavor. We are co-creators in this class. Thus, I value your participation and encourage it. This course is very much what we all make it. Thus, part of your participation grade will be based on your regularly being here, being prepared to discuss the readings, and your willingness to share your questions, insights, and ideas. Just as important as your speaking is your help in creating a climate in which speech and hearing are possible. To facilitate this, I ask that you keep in mind the following requirements of feminist practical discourse (Alison Jaggar): 1) Responsibility – for voicing opinions, participating in discussion2) Self-discipline in Struggle - If you disagree with someone's ideas, tell why you disagree with the idea. Personal attacks and derision, verbal and nonverbal, are unacceptable. This carries outside the classroom too. Use clear means of disagreement – no putdowns; use disagreement tolearn, grow, change; work to build unity in group, but not at expense of individuals. Avoid monopolizing the conversation. Recognize others' desires to speak.3) Respect - respect others and trust them to make responsible input. This also means shutting off cell phones and laptops, in order to give others in the class your full attention.4) Cooperation – look for areas of agreement and common ground and build on them; avoid competitive right/wrong, win/lose thinking5) Intent to understand - speak, listen, and raise questions with the intent to understand, rather than to “win” or dominate. I recognize that you will not always be able to be in class. Please, if you are sick, stay home. I will allow leeway for occasional absences. If something beyond your control is causing you to have extensive absences, please let me know.2) Responses: (2 pts. each/20 pts. total)I am asking that you do some reflecting and writing in response to the readings. You are to respond to one of the readings from 10 of the 12 sets of readings. For the responses you are to:a) focus on a single point in the reading - state main idea or quote, cite page(s); b) provide your reflections on it in terms of questions, comments, concerns, etc. -- something you'd like to discuss in class. This should be no more than one paragraph, but should be a developed thought, question, or comment, not just a couple sentences thrown together at the last minute.These are to prepare you for class discussion, so I will not accept late responses. If you know you will be unable to attend class that day, please get the response to me before class. If you are unexpectedly absent, please bring your response the next time you come to class, or email it to me. 3) Responsive Essays (30 pts. each/ 60 pts. total)You are to write two brief essays (about 2 pages) responding to particular readings in the first half of the course. The specific topics and formats of the essays are described on a separate handout.4) Ecofeminist Analyses of the Issues (30 pts. each/ 60 points total)You are to write brief ecofeminist analyses (about 2 pages) on any of the issues raised in the readings of two of the topics we address in the course: 1) seeds; 2) food and farming; 3) animals;4) reproduction, birthing and technology; 5) energy and climate change; 6) toxins; and 7) water. The specifics of what should be included in these analyses are described on a separate handout.5) Duluth Streams (20 points)There are 42 named streams and creeks in Duluth. I want you to get to know one. I will assign you a stream toward the beginning of the semester. I’d like you to find out where it flows, what flows into it, whose lives it touches and how, where it is covered and hidden, what lives in it and near it, and spend some time with it. When we come to the topic of water, I will also ask you to bring a jar of water from it. We’ll share these on Earth Day, April 22.4) Course Project (80 pts.)You are to do a course project that will enhance your understanding of any aspect of this course that is of particular interest to you. Choose a project that will enable you to bring your particular talents, skills, gifts, interests to this course. The basic format is to choose an issue, and address itthrough an ecofeminist perspective. The project is both to be handed in and to present to the class.e.g.,* if you are a biologist with a particular interest in water, you might want to do an analysis ofwater quality in several of Duluth's streams, and analyze your data with regard to the empirical connections of women and water with a possible political action plan.* if you are a literary theorist, you might want to analyze the symbolic and literary connections of women and nature in several of pieces of literature* if you are an historian, you might want to examine the relation of the local indigenous population with Lake Superior and Spirit Mountain and how the Euro-dominator culture has affected these relations, even to the present day, using the ecofeminist historical lens* if you are an activist, you might investigate local environmental or other related issues and choose one to get involved in and contribute to and analyze your experience from an ecofeministpolitical perspective* if you are a researcher, you


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U of M BIOL 3600 - Syllabus

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