{"id":82,"date":"2017-10-04T19:41:30","date_gmt":"2017-10-04T19:41:30","guid":{"rendered":"https:\/\/www.macalester.edu\/160-wgss\/schedules\/"},"modified":"2024-06-17T19:15:16","modified_gmt":"2024-06-17T19:15:16","slug":"schedules","status":"publish","type":"page","link":"https:\/\/www.macalester.edu\/wgss\/schedules\/","title":{"rendered":"Class Schedules"},"content":{"rendered":"
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\n \n Spring 2026<\/a>\n \n \n Fall 2026<\/a>\n \n \n\t\n\t\n\t\n <\/p>\n \n\t

Spring 2026<\/h2>\n

日韩精品 the Registrar's Class Schedule for live registration information<\/a><\/p>\n

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Num. \/ Sec. \/ CRN<\/th>\n Name<\/th>\n Days<\/th>\n Time<\/th>\n Room<\/th>\n Instructor<\/th>\n <\/th>\n \n <\/tr>\n <\/thead>\n
WGSS 194-02 32702<\/span><\/td>\n Reading Plays: Queer Theater<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>THEATR 101\n <\/td>\n \n Instructor: <\/span>kt shorb\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with THDA 112-01 (32700) and AMST 102-01 (32701)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n Reading Plays guides students in close readings of dramatic literature, in particular of plays that are typically left out of the traditional theatrical canon. This edition of Reading Plays will focus on texts and performances considered \u201cqueer\u201d with an emphasis on plays and performances created post-Stonewall and their relationship to queer history. Students will attempt to define several terms as a class and for themselves, in particular the terms \u201cqueer,\u201d \u201cqueer theater,\u201d and \u201cqueer performance.\u201d We will complicate these definitions by posing questions such as, what does queer embodiment illuminate about these plays and performances? What happens if these plays are performed without queer people? For straight audiences? Students will learn about the socio-historical context of each play, and in-class exercises will introduce them to the foundation of script analysis: they will examine the play\u2019s given circumstances, dialogue, dramatic action, characters, and style. While we will be studying theater scripts, you do not need to be a theater expert to enjoy this class. Students will read on average one play per week.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Fine arts\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 194-03 32805<\/span><\/td>\n LGBTQ2S+ Literature in America: Identities and Differences in U.S. Literature<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>03:30 pm-04:30 pm\n <\/td>\n \n Room: <\/span>MAIN 001\n <\/td>\n \n Instructor: <\/span>Rachel Gold\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with ENGL 105-01 (32203)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n This introductory English course covers lesbian, gay, bisexual, transgender, queer and Two Spirit literature in America\u2014with a focus on resistance and resilience. We will examine how American culture and politics have shaped and been shaped by LGBTQ2S+ writing and art. We\u2019ll appreciate intersections of race, ethnicity, and class in historical and current work. And we\u2019ll explore what it means to queer a text, a life and a culture. Requirements include written responses to reading, a creative project, a 5-7 page essay, and an optional escape room scenario. Authors we\u2019ll read include: Jewelle Gomez, James Baldwin, Audre Lorde, Qwo-Li Driskill, Gloria Anzald\u00faa, Allison Bechdel, Kai Cheng Thom, Tommy Pico, Mariko Tamaki, and Junauda Petrus.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WP\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 200-01 32720<\/span><\/td>\n Feminist\/Queer Theories and Methodologies<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>MAIN 011\n <\/td>\n \n Instructor: <\/span>Layla Zbinden\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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\n This course is a historical survey of theories and methodologies used in feminist and queer studies. Course material highlights the unique and intertwined knowledges feminist and queer scholars have produced; these include the re-makings of liberal, Marxian, antiracist, poststructuralist, and postcolonial theories, and their uses in humanities and social science methods. The course centrally examines how feminist and queer studies transform societies and are transformed through struggle over their gender\/sexual identities, racial formations, and global\/transnational locations. The course considers how feminist and queer studies have arisen in close relationships-of union, tension, and antagonism-and how feminist and queer work today may link. Prerequisite(s): Acquaintance with feminist, queer, and trans knowledges and experiences is great but not required. An enthusiasm to know more is a requisite.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 205-01 32730<\/span><\/td>\n Trans Theories and Politics<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>02:20 pm-03:20 pm\n <\/td>\n \n Room: <\/span>MAIN 001\n <\/td>\n \n Instructor: <\/span>Myrl Beam\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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\n \n Details\n <\/a>\n
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\n In less than ten years we have gone from Laverne Cox gracing the cover of\u00a0Time Magazine,\u00a0declaring that we have reached the "transgender tipping point," to a broad based anti-trans culture war. From Caitlyn Jenner to Laverne Cox, CeCe MacDonald to Chelsea Manning,\u00a0Transparent\u00a0to\u00a0Pose, trans people have experienced unprecedented media coverage over the past ten years. And yet, alongside this positive media coverage, trans exclusion has emerged as a key component of the global rise of white nationalism, and we see legislatures across the country foment fear of the transsexual child predator, pass bills to restrict trans kid's participation in sports, and limit gender affirming medical care for youth and adults. Even more concerning, The National Coalition of Antiviolence Projects reports that 2021 saw a record number of murders of transgender individuals, in particular trans women of color. In all of these instances, it's useful to consider how and why the specter of transness is raised. What social and political work does that figure do?This course investigates the ways that ideas about normative and non-normative gender are produced in the context of white supremacy and capitalism, recognizing that discourses about gender, race, class, sexuality and nation are co-constitutive and historically contingent. Foregrounding intersectionality, we begin with situating the production and policing norms around gender and sexuality as a key tactic of settler colonialism, and then we move forward in time through the nineteenth, twentieth, and twenty-first centuries to think about how norms around racialized gender and sexuality have been policed, resisted, and transformed in various historical moments.This course will examine transness as practices of gender transgression, rather than solely an identity category, practices that are historically and geographically contingent. In doing so, we will ask: What has gender non-conformity meant in various\u00a0 historical moments? How do race, class, gender, sexuality, and disability structure trans lives and communities? How have key institutions within the US constructed ideas about gender normativity and policed gender transgression? How has that policing impacted and shaped trans life? What is the relationship between feminism and trans people and trans liberation? How have trans people envisioned and fought for social justice? What space can trans embodiment and politics open up for new ways of living, relating, and imagining otherwise?\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 217-01 32800<\/span><\/td>\n Gender and Race Theory in Performance<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>THEATR 101\n <\/td>\n \n Instructor: <\/span>kt shorb\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with THDA 217-01 (32799)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n This course introduces students to debates, methods, and conceptual frameworks in race and gender, as represented in performance. It engages students in an interdisciplinary exploration of key terms - such as corporeality, embodiment, intersectionality, and performativity - that remain central to the fields of gender and sexuality, critical race theory, and performance. Through drafts and revisions of written work, critical dialogues and oral presentations in small groups, peer feedback, and analytical reading, students will engage in questions around identity formation, structural inequality, and the politics of citizenship.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Fine arts\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 250-01 32356<\/span><\/td>\n Race, Gender, and Medicine<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>THEATR 206\n <\/td>\n \n Instructor: <\/span>Amy Sullivan\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with HIST 350-01 (32355)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n This seminar-style class examines the intersection of race, gender, and sexuality in the history of medicine and health in the U.S. Our diverse topics for study include eugenics, sexuality, midwifery, cultural\/spiritual healing methods, pandemics, race- and gender-based ailments and medical experiments (such as the science and politics of the birth control pill and the infamous U.S Public Health Service syphilis experiment in Tuskegee), gender reassignment surgery, and sex-testing in the Olympics. This wide range of topics will prepare students to explore a research topic of their own choosing for a final paper. Can count towards "Gender," or "Race and Indigeneity," or "Law and Social Justice," or "North America" fields\u200b.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 263-01 32369<\/span><\/td>\n Muslim Women Writers<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>CARN 204\n <\/td>\n \n Instructor: <\/span>Jenna Rice Rahaim\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with INTL 263-01 (32367) and ENGL 263-01 (32368)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n Against the swirling backdrop of political discourses about women in the Islamic world, this course will engage with feminist and postcolonial debates through literary works by Muslim women writers. The course will begin with an exploration of key debates about women's agency and freedom, the Islamic headscarf, and Qur'anic hermeneutics. With this in mind, we will turn to the fine details of literature and poetry by Muslim women. How do these authors constitute their worlds? How are gendered subjectivities constructed? And how do the gender politics of literary texts relate to the broader political and historical contexts from which they emerge? Themes will include an introduction to Muslim poetesses and Arabic poetic genres, the rise of the novel in the Arabic speaking world, and Muslim women's literary production outside of the Middle East: from Senegal to South Asia, and beyond.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 294-01 32721<\/span><\/td>\n Feminist and Queer Ecologies<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>MAIN 011\n <\/td>\n \n Instructor: <\/span>Melanie Yazzie\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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\n \n Details\n <\/a>\n
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\n When you think of \u2018nature,\u2019 what comes to mind? Do gender and sexuality come to mind? How about racial capitalism, settler colonialism, or heteropatriarchy? In this course, we will examine how systems of power shape our concepts and relationships with nature, paying particular attention to the intersections of race, gender, sexuality, and the environment. We will place feminist and queer ecologies in dialogue to destabilize assumptions about nature and science that reinforce ideas of what is \u201cnatural\u201d and \u201cnormal.\u201d Feminist and queer ecologies critique the ways in which heterosexuality, monogamy, and gender binaries render \u201cnature\u201d as orderly and pure, in need of protection from populations or relationships deemed deviant or dangerous. Instead, feminist and queer ecologies invite us to reimagine how our relationships with nature are rooted in intimacy, multiplicity, and interdependence. Special emphasis will be placed on critiquing the colonial unconscious of feminist and queer ecologies that tends to erase longstanding Indigenous practices of other-than-human relationality and kinship. Topics we will explore include environmental justice, queer theory, environmental racism, ecofeminism, science and technology studies, urban studies, rural studies, new materialism, political ecology, queer Indigenous feminisms, relationality and kinship, reproductive justice, climate justice, feminist and queer futurities, animal studies, and posthumanism.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 294-02 32894<\/span><\/td>\n Emily Dickinson and Taylor Swift<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>ARTCOM 202\n <\/td>\n \n Instructor: <\/span>James Dawes\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with ENGL 294-01 (32225)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n Word for word, Emily Dickinson is one of the most powerful writers in the history of the English language. She is the King of All Media\u2014appearing everywhere from novels and video games to prestige TV and pop culture myth. Barring Shakespeare, no other English or American poet has inspired such fervent and lasting devotion. In contemporary music, Taylor Swift is an equally unparalleled force\u2014a songwriter whose work inspires a level of obsession, interpretation, and emotional investment rivaling Dickinson\u2019s. Known for her fascination with Dickinson, Swift is also\u2014 in one of literary history\u2019s most delightful surprises\u2014her distant cousin. What\u2019s behind the cults of Dickinson and Swift? In this class, you\u2019ll find out. We\u2019ll study their poems and songs\u2014works that are aesthetically joyful and existentially wrenching. And we\u2019ll study their legacies: how both have been mythologized, idolized, and contested, used to embody conflicting fantasies of gender, genius, privacy, power, and pain. To study Dickinson and Swift side by side is to trace some of the most revealing\u2014and unresolved\u2014ideological struggles in modern American life. Students will have the opportunity to write creative nonfiction, poetry, and songs. The course fulfills the 19th-century American literature requirement for the English major.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WC\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 294-03 32911<\/span><\/td>\n Gender Justice<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>MAIN 003\n <\/td>\n \n Instructor: <\/span>Lisa Gulya\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with SOCI 294-02 (32656)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n In this course, we examine the social construction of the gender binary and its weaponization. How has bodily autonomy been constrained because of gendered hierarchy, and how has that oppression been resisted? Cases we will consider will include access to abortion and hysterectomy as well as the politics of feeding infants. We will think through play and deep care as means of providing belonging in a world structured by gendered hierarchy, as well as how these practices have challenged and provided alternatives to gender injustices in the family, intimate relationships, and medicine.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 305-01 32722<\/span><\/td>\n Telling Queer and Trans Stories: Oral History as Method and Practice<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>10:50 am-11:50 am\n <\/td>\n \n Room: <\/span>MAIN 003\n <\/td>\n \n Instructor: <\/span>Myrl Beam\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with HIST 305-01 (32723)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n Much about the mainstream narratives of queerness and gender transgression have been determined by powerful, cis-dominated institutions, still even to this day: the media, schools, police, the law, doctors and psychiatrists. These are institutions structured by a racialized, heteronormative gender binary, and for whom trans people pose a problem to be managed.\u00a0Oral history offers the possibility for queer and trans people to tell their own stories, and, in doing so, give more nuanced, complex analysis of identity, activism, and of the intersectional operations of systems of power. Oral history also makes room for the complex interplay of joy, playfulness, grief, anxiety, and connection that makes queer and trans life so valuable. In this course, students will have hands-on experience building an archive of queer and trans oral histories in the context of the pandemic and uprisings for racial justice. In this community-engaged course we will work closely with the Tretter Transgender Oral History Project at the University of Minnesota, learning about oral history methodology, interview techniques, and having the opportunity to conduct oral history interviews and contribute to an online archive of queer and trans oral history. In particular, this semester, students will have the opportunity to work on an ongoing collaborative research project entitled "The Long Fire at Lake and Minnehaha," which uses oral history and archival research to grapple with the layers of history at the Lake\/Minnehaha intersection in South Minneapolis, from the legacies of colonialism, to the intersecting systems of racialized capitalism that unevenly expose some members of the community to homelessness, policing, and violence, to the narratives of racialized gender that animate these struggles over space.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 325-01 32635<\/span><\/td>\n Conquering the Flesh: Renunciation of Food\/Sex in the Christian Tradition<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>MAIN 002\n <\/td>\n \n Instructor: <\/span>Susanna Drake\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with RELI 325-01 (32634)*<\/p>\n

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\n This course explores how bodily practices of fasting and sexual abstinence have shaped Christian identities from the first century, C.E. to today. From Paul of Tarsus' instructions about sexual discipline to the True Love Waits\u00ae campaign, from the desert fathers' rigorous bodily regimens to the contemporary Christian diet movement, Christians have often understood the practice of renunciation as a necessary feature of spiritual perfection. In this course we will consider several ascetic movements in Christian history, including the development of ascetic practice in late antiquity, the rise of fasting practices among women in medieval Europe, and the culture of Christian dieting and chastity in the U.S. We will pay special attention to how Christian practices of piety both draw upon and contribute to cultural understandings of gender and the body.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 368-01 32614<\/span><\/td>\n Psychology of\/and Disability<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>THEATR 205\n <\/td>\n \n Instructor: <\/span>Joan Ostrove\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with PSYC 368-01 (32613)*<\/p>\n

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\n What is "disability" and what does an understanding of disability tell us about human experience more generally? What is a "disability identity" and what implications might claiming that identity have for psychological well-being and social change? How do stereotypes of disabled people and expectations of "normality" affect everyone's lives (not just those with disabilities)? Why don't many Deaf people consider themselves "disabled?" What might we learn from shifting the "problem" of disability from the individual person to the social environment? How do sexism, racism, classism, homophobia, transphobia, and other forms of oppression influence how different bodies are viewed, treated, educated, and experienced? This course will explore questions that emerge from thinking about the experience of disability (and its intersection with identities based on gender, race, class, and sexuality). Our work together will be grounded in critical disability and Deaf studies frameworks that are themselves informed by and in conversation with feminist, queer, and critical race theories and perspectives. Through a consideration of the socially, culturally, linguistically, and historically constructed meanings of physical, sensory, and cognitive "impairments," the course will rely on theoretical and empirical readings from psychology and related disciplines, personal essays, film\/video, and guest visitors as we explore the social and psychological meanings of disability. Prerequisite(s): PSYC 100;\u00a0PSYC 201\u00a0or\u00a0STAT 155; and one intermediate psychology course.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 394-01 32724<\/span><\/td>\n Indigeneity, Captivity, and Life Beyond Empire<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>07:00 pm-10:00 pm\n <\/td>\n \n Room: <\/span>THEATR 202\n <\/td>\n \n Instructor: <\/span>Sabina Vaught\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with EDUC 394-03 (32905)*<\/p>\n

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\n In this seminar, we will study across genres and knowledge traditions to consider gender in and through captivity stories. Specifically, we will study in response to ongoing anti-colonial calls to exceed frameworks of: Indigeneity as reducible to subject of settler colonial studies (J. K\u0113haulani Kauanui); carcerality as coterminous with prison (Ruth Wilson Gilmore); and resistance as featured solely by oppositional entanglement with empire (Cedric Robinson). How might we learn through capacious global Indigenous analytics, carcerality as a vast societal and ideological organizing colonial force, and refusal, resurgence, and self-determination as abundant epistemic and ontologic praxes beyond and outside the narrow dichotomies of empire? How does a global attention to captivity guide a political, intellectual struggle over and through colonial gender and gendering?\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 394-02 32725<\/span><\/td>\n Anti-Colonial Feminisms: Palestine and Arab Women's Resistance<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>MAIN 009\n <\/td>\n \n Instructor: <\/span>Layla Zbinden\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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\n Through Orientalist and Colonial "Feminist" lenses Arab and Middle Eastern women have been pigeonholed into a multitude of binaries: invisible\/hyper visible, silent\/silenced, submissive\/unruly, oppressed victim\/violent terrorist, etc. By de-centering European and U.S. dominated discourse, we will examine feminist movements in both Arab countries and their diasporas. From fights for women\u2019s education in 1920\u2019s Egypt to the Arab Springs in 2011, indigenous feminist movements like the 2019 "No Free Homeland Without Free Women" work of Tal\u2019at in Palestine and Iran\u2019s Jin, J\u00eeyan, Azad\u00ee (Women, Life, Freedom) movement in 2022, to the work of the Palestinian Feminist Collective against colonial feminism in the wake of October 7th, we will construct a living timeline of women\u2019s movements against intra-cultural patriarchy, liberal\/Western feminisms, and colonialism\/imperialism from the 20th century up through todays political world. Through this course, students develop anti-colonial language and gain historical context required to challenge ongoing erasure of the roles of Arab\/Middle Eastern women in liberation movements.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 400-01 32726<\/span><\/td>\n Senior Seminar: From Theory to Praxis<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>07:00 pm-10:00 pm\n <\/td>\n \n Room: <\/span>MAIN 011\n <\/td>\n \n Instructor: <\/span>Melanie Yazzie\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

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\n \n Details\n <\/a>\n
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\n The relationship between academic theorizing and community organizing for positive social and political change is a vital, complex, and an ever-changing source of feminist inquiry. This course builds on that relationship by juxtaposing activist social work with theoretical writings on globalization, gender, race, class-relations, sexuality, community, democracy, and civil society, and exploring how these arenas inform and transform each other. The issues in this seminar are related ultimately to the student's "location," personally and professionally, at the threshold of the future, in search of a space of her\/his own. One substantial research paper and a formal oral presentation on its ideas are the primary assignments. Prerequisite(s): At least three WGSS core courses and senior standing, or permission of instructor.\u00a0 Preferred: a working relationship with a local women's or minority organization, established the spring or summer prior to enrollment in the course.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n <\/tbody>\n <\/table>\n<\/div>\n\n \n\n \n\t

Fall 2026<\/h2>\n

日韩精品 the Registrar's Class Schedule for live registration information<\/a><\/p>\n

\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n
Num. \/ Sec. \/ CRN<\/th>\n Name<\/th>\n Days<\/th>\n Time<\/th>\n Room<\/th>\n Instructor<\/th>\n <\/th>\n \n <\/tr>\n <\/thead>\n
WGSS 100-01 10749<\/span><\/td>\n Introduction to Women's, Gender, and Sexuality Studies<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Layla Zbinden\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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<\/p>\n

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\n \n Details\n <\/a>\n
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\n This course is an introduction to the range and importance of 20th century as well as current feminist and queer theories and practices to our understanding of positive social change. It will analyze feminist and queer histories of resistance and alternatives to economic and political control, in the U.S. and elsewhere. The framework for the course is the intersection of gender and sexuality with race, class, nationality, and dis\/ability; it will address such issues as economic marginalization, social movements, the institutions of family and marriage, migration and the role of the state\/nation among others. Depending on the instructor, the course generally focuses on either LGBTQI studies or on transnational perspectives of these issues.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 170-01 10395<\/span><\/td>\n History of Childhood<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Amy Sullivan\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with HIST 170-01 (10394)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n This course examines the history of childhood and youth in the United States. The historical voices and perspectives of childhood that we study will pay close attention to the significance of race, ethnicity, class, gender, sexuality, time periods, and social settings. Some questions we will consider relevant to the study of history: Do children have agency? What is the role of children as subjects in history? How has childhood been socially and historically constructed? Why are children such galvanizing social and political symbols? How is identity shaped in childhood and what impact does this have on adult society at certain historical moments?\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WC\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 194-01 10776<\/span><\/td>\n Gender Relations in Islam<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>01:10 pm-02:10 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Ahoo Najafian\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with RELI 162-01 (10640)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n This course investigates the ways in which gender identities and relationships between \u201cmen\u201d and \u201cwomen\u201d have been articulated, constructed, and refashioned throughout the Muslim World. Starting with problematizing fixed notions of gender and sexuality, we map prominent attitudes through visiting a diverse array of sources from the Qur\u2019an, Sunna, and legal documents to historical and anthropological case studies, literature, and film from across the region. Exploring notions of femininity and masculinity, as well as attitudes towards homosexuality and transgendered populations, we witness their implications in case studies and stories, from a divorce court in Iran to a matriarchal utopia in India.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 258-01 10160<\/span><\/td>\n Gender and Sexuality in China<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>02:20 pm-03:20 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Xin Yang\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with CHIN 258-01 (10158) and ASIA 258-01 (10159)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n How are masculinity and femininity defined and transformed in modern and contemporary Chinese culture? How is the culturally constructed gender related to a larger social context? Through a rigorous analysis of the content and structure of modern and contemporary novels and films, this course examines the literary representation of gender and sexuality and its relation to the tumultuous social transformations, and engages with a variety of themes including: May Fourth enlightenment, anti-Japanese war, Socialist construction, the Cultural Revolution, and the liberalization of the post-Mao era. This course seeks to help students develop critical views of Chinese society and culture from gendered perspective, and gain familiarity with major authors, genres, and literary movements. This course assumes no prior knowledge of China or Chinese, and all reading materials are in English.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 264-01 10618<\/span><\/td>\n The Psychology of Gender<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>02:20 pm-03:20 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Melina Singh\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with PSYC 264-01 (10617)*<\/p>\n

\n
\n \n Details\n <\/a>\n
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\n This course critically examines the psychology of women and gender from a feminist and social constructivist theoretical framework. Readings, assignments, and discussions foreground issues of identity, power, and inequality, as well as avenues for social change. We will explore how laws, institutional practices, gender norms, media representations, and commonly held attitudes and beliefs work together to reinforce women\u2019s subordinate status and the psychological impacts of gender inequality on women, men, and gender nonconforming people. This course also utilizes an intersectional framework and interdisciplinary perspectives to highlight the ways that race, ethnicity, social class, sexuality, age, and other categories interact with gender at individual, interpersonal, and institutional levels. Counts as a UP3 course.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 294-01 10750<\/span><\/td>\n Health and Power: Disability and Debility in a Globalized World<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Layla Zbinden\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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<\/p>\n

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\n \n Details\n <\/a>\n
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\n What is \u201chealth\u201d in both a globalized world and a world shaped by legacies of colonialism, transatlantic enslavement, climate change, and forced migration? Is \u201chealthy\u201d a politically neutral and universally accessible classification? How do we understand disability - chronic or short term - as not just a biological experience, but a social one shaped by gender, sexuality, race, and empire? In this interdisciplinary class we will look at case studies to try to answer these questions. Some case studies include, but are not limited to, public health and labor migration between the US\/Mexico border, medical racism and biological warfare, US imperialism in the Pacific Islands, the War on Gaza, detentions and quarantine in Guantanamo Bay, and South African apartheid. Through these examples, we will discuss the ways that health, medicine, and disability become used to uphold US\/European power and white supremacy, and become the gauge for deciding who is worth the classification of \u201chuman\u201d and who is deemed not worthy of life.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 294-02 10445<\/span><\/td>\n Gender and Japanese Language<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Satoko Suzuki\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with JAPA 294-01 (10442), ASIA 294-01 (10443), and LING 294-01 (10444)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n When it comes to gender and English, people often think about third-person pronouns (they, she, he, ze, etc.), what others call you. In contrast, Japanese language speakers choose from a variety of first-person pronouns, what you call yourself. Some follow societal norms while others subvert them. This course examines how individuals and media creators make such linguistic choices (not just pronouns, but other expressions as well), and how these choices are fluid and based on such diverse factors as age, region, trend, rhetoric, and ideology. A very basic knowledge of Japanese is required, but all readings will be in English. Prerequisite: JAPA102 or permission of instructor.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 294-03 10663<\/span><\/td>\n Women in Science<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>07:00 pm-10:00 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Maria Fedorova\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*Cross-listed with RUSS 294-01 (10661) and HIST 294-03 (10662)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n How did gender beliefs influence the development of modern science? How did women shape modern science? This course explores the intersection of gender and science from the early modern period to the late twentieth century. It focuses on the Western scientific tradition, with special attention to Russian and Soviet experiences. In this course, we will examine the following topics: early modern beliefs about nature, science, and gender; women\u2019s participation in modern science; the development of modern scientific institutions; and biographies of women scientists.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 294-04 10775<\/span><\/td>\n Before Homosexuality: Same-Sex Desire and Expression in Pre-Modern Islamicate World<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Haci G\u00fcnd\u00fcz\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with CLAS 294-01 (10180), RELI 294-03 (10760) and HIST 294-04 (10782)*<\/p>\n

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\n \n Details\n <\/a>\n
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\n This course explores how same-sex desire, eroticism, and gender variance were understood in pre-modern Islamicate societies before the emergence of modern sexual identities such as \u201chomosexual\u201d and \u201cheterosexual.\u201d Drawing on literary texts, legal treatises, medical writings, visual culture, and modern scholarship, students examine how desire was conceptualized in relation to gender, age, power, ethics, and social order. Rather than asking whether \u201cgay people existed\u201d in the past, the course asks how desire itself was structured, interpreted, and regulated and how modern categories of sexuality reshape our reading of pre-modern cultures. The course places Islamicate societies in global conversation with Greek, Christian, and modern European thought, emphasizing historical difference, cultural specificity, and the politics of interpretation.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 300-01 10751<\/span><\/td>\n Worlds Upside Down: Revolutions in Theories and Practices<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Melanie Yazzie\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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<\/p>\n

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\n \n Details\n <\/a>\n
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\n Are we living in revolutionary times?\u00a0 How do we know? This course takes a journey through the last 50 years of some large upheavals across the world-in language, politics, economics, culture, and media-to find some answers of how we are similar and different.\u00a0 It uncovers how and why the struggles, in theories and practices, for power and representation have created the conditions in which we exist today. We travel through all kinds of 'post' and 'neo'-liberalism, humanism, feminism, nationalism, and colonialism-and how they intertwine in our own lived experiences.\u00a0 Some topics: protest against gender, sexual, race, economic, and linguistic bio-regimes, revolts of the colonized and marginalized, and resistant\/ liberatory creations in art, technology, and media. Authors include Linda Tuhiwai Smith, Michel Foucault, Theresa Cha, Silvia Federici, Noam Chomsky, Ta-Nehisi Coates, bell hooks, Chela Sandoval, and Gayatri Spivak, among others.\u00a0 At the end of the course, we will all know a little more about where we stand. People from all disciplines welcome. Prerequisite(s): Sophomore or junior standing or permission of instructor, and at least one course in the department (core course recommended, cross-listed accepted).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 324-01 10585<\/span><\/td>\n Women, Peace and Security<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>01:10 pm-02:10 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Wendy Weber\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with POLI 324-01 (10584)*<\/p>\n

\n
\n \n Details\n <\/a>\n
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\n In 2000, the United Nations Security Council adopted Resolution 1325 on Women, Peace and Security (WPS). This resolution acknowledged the inordinate impact of armed conflict on women and girls, as well as the crucial role that women can and do already play in conflict prevention, conflict resolution, peacekeeping and peacebuilding efforts. It urged states and other actors to increase the participation of women - and to incorporate gender perspectives - in all peace and security efforts. Since 2000, there have been nine additional resolutions that together have created the Women, Peace and Security agenda, a global framework for advancing gender equity in all areas of international peace and security. In this course we will explore feminist scholarship on armed conflict, peace and security leading up to the adoption of UNSCR 1325, as well as the 20 years of research, policy and practice on Women, Peace and Security. We will focus on the contributions and limitations of the WPS agenda as well as on new themes and issues that have emerged over time.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 354-01 10502<\/span><\/td>\n Gender and Music<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Victoria Malawey\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Permission of instructor required; MUSI 354-01 (10501)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n In this course, students will explore how gender is constructed in a variety of American and European musical styles and contexts, with an emphasis on popular genres. Learning objectives include for students to: (1) better understand the intersectional ways in which gender relates to and is informed by other aspects of identity formation, including class, race, and sexuality, (2) investigate issues that have affected women's participation in musical life, such as musical canons, gendered musical discourse, and gender stereotypes, (3) explore contributions of trans and non-binary musicians, as well as issues that affect their musical lives, (4) interrogate constructions of gender, masculinity, and femininity as they relate to music, and (5) to develop reading comprehension, critical thinking skills, and argumentative writing skills.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Fine arts\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 394-01 10752<\/span><\/td>\n Indigenous Feminist and Queer Studies<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>07:00 pm-10:00 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Melanie Yazzie\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with AMST 394-01 (10753)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Varies by semester. Consult the department or class schedule for current listing.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 394-02 10492<\/span><\/td>\n Critical and Creative Practices of Everyday Life<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Morgan Adamson\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with MCST 388-01 (10491)*<\/p>\n

\n
\n \n Details\n <\/a>\n
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\n This course explores how philosophers, creative writers, artists, and filmmakers have taken everyday life as a point of departure for critical reflection and creative practice. Grounded in cultural studies and feminist approaches to knowledge production, we will examine the everyday as a lens into a wide range of topics, including power, the body, race, gender, sexuality, capitalism, and colonialism. While surveying a wide range of approaches, the course will focus on the emerging genre of Autotheory, which blends critical theory with autobiography and memoir, leading to new insights and modes of resistance. In doing so, we will derive inspiration from contemporary writers, filmmakers, and artists who break with traditional approaches to academic writing and research by using the everyday as raw material. Students will have the opportunity to carry out a creative research project in the form of a written essay, film, or other multimedia form.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 394-03 10628<\/span><\/td>\n LGBTQ + Health<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span> \n <\/td>\n \n Instructor: <\/span>Brian Rood\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with PSYC 394-01 (10627)*<\/p>\n

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\n \n Details\n <\/a>\n
\n

\n This is an advanced course on the health of lesbian, gay, bisexual, transgender, queer, and other sexually and gender diverse (LGBTQ+) people. The course is designed to engage students in a critical examination of health and healthcare disparities among LGBTQ+ populations, and evidence-based health models that explain the root causes and drivers of disparities. Students will also learn about and gain experience in behavioral interventions: how these are researched, developed, and implemented to target disparities, and promote the health and wellbeing of LGBTQ+ populations. Class time will consist of didactic instruction, large and small group discussions, documentary film viewings, application activities, and student presentations. Counts as a UP3 course. Prerequisite(s): PSYC 100; PSYC 201 or STAT 155; or permission of instructor\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n <\/tbody>\n <\/table>\n<\/div>\n\n \n\n \n \n \n\n \n\n \n<\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":913,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-82","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.macalester.edu\/wgss\/wp-json\/wp\/v2\/pages\/82","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.macalester.edu\/wgss\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.macalester.edu\/wgss\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.macalester.edu\/wgss\/wp-json\/wp\/v2\/users\/913"}],"replies":[{"embeddable":true,"href":"https:\/\/www.macalester.edu\/wgss\/wp-json\/wp\/v2\/comments?post=82"}],"version-history":[{"count":1,"href":"https:\/\/www.macalester.edu\/wgss\/wp-json\/wp\/v2\/pages\/82\/revisions"}],"predecessor-version":[{"id":711,"href":"https:\/\/www.macalester.edu\/wgss\/wp-json\/wp\/v2\/pages\/82\/revisions\/711"}],"wp:attachment":[{"href":"https:\/\/www.macalester.edu\/wgss\/wp-json\/wp\/v2\/media?parent=82"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}