WGS 374 ECOFEMINISM
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Building on the core precept that the domination of women and the domination of nature are fundamentally connected, ecofeminism offers a distinctive, interdisciplinary lens on the world, drawing on not only feminism and ecology but also historical analysis, philosophy of science, cultural study, the arts, community development, spirituality, and a commitment to challenging oppression in all its forms. Through readings in the various disciplinary threads that inform ecofeminism, we will explore ways in which systemic social inequalities shape human relationships to the natural environment; challenge common abuses of the environment and offer alternatives; and study current movements globally. We will also learn first-hand about what people locally do to heal the earth.
The synthesis of the critical, the political, and the spiritual energizes ecofeminist theory and action, making it rich with resources for engaged citizenship. As a way of knowing, ecofeminism puts ecoscience and environmental action in dialogue with feminist theory and practice, drawing implications for how we manage our relationships with technology and the natural world. Our purpose in this course will be to enter that dialogue by applying core concepts of ecofeminism to the study of pressing contemporary issues (e.g., environmental justice, climate change, water resources, health, energy resources, food, women/gender and development).
LEARNING GOALS
A. Content
Students will gain:
• Knowledge of the gendered dimensions of major environmental issues
• A critical perspective on the partial, situated, and political nature of fields of knowledge related to human interactions with natural systems
• Competency in explaining, critiquing, and comparing integrations of feminist spirituality and philosophy with environmentalist world views and practices across several historical, cultural, and national contexts
• Practice formulating their own viewpoints on the intersections of ecoscience with feminist philosophical and spiritual thought
• Knowledge of women's historical and contemporary contributions as environmental activists and scientists
• Application of classroom learning, qualitative research, and critical reflection to environmental efforts in the broader community through field trips and community-based learning
These content goals integrate the missions of the Women's and Gender Studies program and the Environmental Studies concentration, and fulfill the liberal learning requirements for World Views and Ways of Knowing, Gender, and Community Engaged Learning.
B. Performance
Performance goals for WGS 374 correspond to the liberal learning goals for Intellectual and Scholarly Growth, with the expectation that students will perform at an advanced undergraduate level. Specifically:
• ACADEMIC DISCOURSE: Students are expected to gain intellectual curiosity and engagement with the course material; to consider questions, viewpoints, and controversies surrounding the course material; to engage in open, constructive, and civil exchange of ideas in class discussion and in oral presentations; to conduct individual and group research; and to envision how the course content may inform their lives beyond college.
• WRITING: Students will practice writing in a variety of rhetorical situations, with differing audiences and purposes, as an open, recursive process; they will analyze and synthesize from sources, integrating their own ideas with those of others; they will produce accurately documented and effectively revised and proofread final drafts.
• SPEAKING: In addition to active engagement in class discussion, students will individually or collaboratively create well organized presentations on a topic they have studied, stating the central goal of the presentation, supporting their claims with evidence, and choosing language that clearly communicates the intended message.
• LANGUAGES: Students will have the option of pursuing a project in a language other than English to fulfill the Languages Across the Curriculum requirement.
• INFORMATION LITERACY: Students will conduct research using digital and other technologies, effectively setting the focus, scope and scale of their research; critically evaluating the information and its sources, as well as its applicability to the broader project.
REQUIRED TEXTS
Carson, Rachel. Silent Spring . Mariner, 2002 (originally published in 1962).
Kingsolver, Barbara. Prodigal Summer . Harper, 2001.
Maathai, Wangari. The Green Belt Movement: Sharing the Approach and the Experience . Lantern Books, rev. 2003.
Piercy, Marge. Woman on the Edge of Time . Fawcett, 1985.
Shiva, Vandana. Soil Not Oil. South End, 2008.
Gray, WGS 374 Reader, University Readers. Order at www.universityreaders.com; help is available at 800.200.3908.
Additional readings will be available on SOCS or on reserve in the library.
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Disability Accommodations
Any student who has a documented disability and is in need of academic accommodations should notify the professor of this course and contact the Office of Differing Abilities Services (609-771-2571). Accommodations are individualized and in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1992. For further information, check this link: http://www.tcnj.edu/~wellness/disability/facultyaccomodations.html
Languages Across the Curriculum
A one-credit Languages Across the Curriculum independent study may be added to this course for those students who have intermediate level proficiency in another language and who wish to complement the work in this course by utilizing their language skills. Please visit the LAC website at http://internationalstudies.intrasun.tcnj.edu or contact dcompte@tcnj.edu for more information.