LGBT Politics Spring 2013
Jyl Josephsonvisibility
…
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6 pages
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NOTE: this syllabus will not be printed and distributed; with the exception of quizzes, printed materials will not be distributed in this course. All materials will be available through Blackboard. Thus, if you wish to have a printed copy of course materials you should print them. My apologies if this creates inconveniences; this is both a cost--cutting and an environmental measure on the part of the university. Course description: This course explores LGBTI political movements and related public policies in the United States,and locates these within historical contexts and with reference to theories about gender and sexuality. The importance of intersecting identity categories such as race, class, sex, gender, sexual orientation, and gender identity will be explored as they impact political mobilization and public policy strategies and impacts of the movement. What role should the state play in regulating the relation between sexual identity and expression? What is at stake in the debates over same--sex marriage and the claims by sexual minorities for equal rights? How have responses to the LGBTI movement, including anti--gay political organizing, affected the political landscape and the strategies of the movement? Is it possible for sexual minorities to become full participants in democratic citizenship? How is the US context for LGBTI activism unique, and how is it similar to other national political contexts?
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RUTGERS UNIVERSITY
WS 390/POS 378 LGBTI Politics
Spring 2013, Mondays 2:30 to 3:50; Wednesdays 1:00 to 2:20, Smith Hall 245
Professor Jyl Josephson
Office: 716 Hill Hall
Phone: 973‐353‐5125
Office Hours: M 4 to 5 pm W 2:30 to 3:30 pm
email: jylj@andromeda.rutgers.edu
NOTE: this syllabus will not be printed and distributed; with the exception of quizzes, printed
materials will not be distributed in this course. All materials will be available through Blackboard.
Thus, if you wish to have a printed copy of course materials you should print them. My apologies if
this creates inconveniences; this is both a cost‐cutting and an environmental measure on the part
of the university.
Course description: This course explores LGBTI political movements and related public policies in
the United States,and locates these within historical contexts and with reference to theories about
gender and sexuality. The importance of intersecting identity categories such as race, class, sex,
gender, sexual orientation, and gender identity will be explored as they impact political
mobilization and public policy strategies and impacts of the movement. What role should the state
play in regulating the relation between sexual identity and expression? What is at stake in the
debates over same‐sex marriage and the claims by sexual minorities for equal rights? How have
responses to the LGBTI movement, including anti‐gay political organizing, affected the political
landscape and the strategies of the movement? Is it possible for sexual minorities to become full
participants in democratic citizenship? How is the US context for LGBTI activism unique, and how
is it similar to other national political contexts?
The modern gay and lesbian movement in the United States emerged out of the New York
City Stonewall uprising of 1969. What began as an appeal for basic human dignity has emerged
today inside mainstream American interest group politics. At the ballot box, in Congress and state
legislatures, through protests and in the courts, gay, lesbian, bisexual, intersex, and transgender
people are seeking recognition and asserting claims to rights and protections under law. LGBTI
issues – such as non‐discrimination laws, hate crimes, AIDS funding, marriage, and so forth – are
increasingly prominent in mainstream political debates. Yet, gays, lesbians, bisexuals and
transgender and intersex persons remain the nation’s most controversial, misunderstood, and
disliked minority, and most Americans remain deeply ambivalent and conflicted over the
movement’s struggle for rights and visibility.
Specific Learning Outcomes
•
•
•
•
Students will understand the history of LGBTI political mobilization in the U.S. and the
background for current claims for changes in public policy.
Students will examine specific political claims of the U.S. LGBTI movement, and the use of
different strategies such as appeal to courts, legislatures, executive agencies, and public
opinion in making these claims.
Students will examine the normative and empirical claims and conflicts that are central to
LGBTI mobilization and to anti‐gay responses to LGBTI movement.
Students will examine the conflicts within the LGBTI movement over claims, strategies,
norms, values, citizenship, and inclusion.
•
Students will develop their writing skills through participation in the class blog discussion
list as well as two written papers on the course readings.
Required Texts
Carlos A. Ball, From the Closet to the Courtroom (Beacon Press, Boston 2011)
Linda Hirshmann, Victory: The Triumphant Gay Revolution (Harper 2012)
Urvashi Vaid, Irresistible Revolution (Magnus 2012)
• Additional readings available in Blackboard
Required Assignments and Grading
• Two Reading Reaction Papers, 3‐5 pages (two, 20% each)
• Three in‐class reading comprehension quizzes (out of five opportunities):
• Class Blog Reading Summary
• Class Blog Participation
• Class Attendance and Participation
40%
30%
10%
10%
10%
TWO READING REACTION PAPERS: During the course of the semester you will submit two papers
(out of three opportunities) covering the units we discuss. Paper deadlines are noted in the
syllabus. All papers should be submitted through the “Assignment” feature of Blackboard. Papers
will be graded and returned in Blackboard. The purpose of the paper is to briefly summarize the
key points of the reading (no more than two paragraphs) and then critically analyze the reading in
light of class discussion and other readings. The paper should present your informed conclusions
about the reading and its content. It should be in standard essay format, with a thesis statement
and key points that develop that thesis. What does the author do well? What arguments are clear
and well supported? Are there points that the author makes that leave you with more questions
than answers? What do other course readings provide in the way of confirmation or contradiction
to the reading?
QUIZZES: Approximately every two weeks throughout the semester I will give a short quiz at the
beginning of class that is intended to assess your basic comprehension of the reading for that class
day. Some of these quizzes will be announced; others will be unannounced. There will be at least
five quizzes during the semester, and your final grade will include your top three scores on these
quizzes. The quizzes are intended to provide you with an incentive to actually read the course
materials ahead of class. In general quizzes will consist of 8 to 10 questions of the short answer,
multiple choice, or true/false variety though some quizzes may include slightly longer answers (e.g.
in one sentence summarize the main point of this article).
CLASS BLOG READING SUMMARY: Students will be required to provide a brief written summary of
one (1) of the course readings; a sign up sheet will be passed around during the first three class
sessions, and you should sign up for one reading. For purposes of this assignment, a course reading
is, for example, one chapter in an assigned book or one essay or article. Your summary should
outline and highlight the key points in the reading, and raise questions for class discussion. The
written summary and questions should be about three paragraphs in length, and must be posed to
the class blog site in Blackboard prior to the class during which that reading will be discussed. The
class may make specific reference to the reading summary and the questions during class
discussion of the reading. The goal of your summary and particularly of your questions is to
engender class discussion. Grades for this reading summary will be based on both the quality of
the summary and the quality of the questions for class discussion.
CLASS BLOG PARTICIPATION:
You are expected to participate in the class discussion board as a class member throughout the
semester, just as you participate in class discussion in the classroom. You will be graded on the
quality of your posts more than the quantity: how well informed and on topic is your
participation? Do your posts demonstrate knowledge of the material? Is your post substantive
(e.g., a paragraph in length should be the average post). I am not looking for statements of
unsubstantiated opinion, but rather for engaged discussion of the course material. In the class blog
discussion, you should respond to your classmates’ questions on the course reading (see “Class
Blog Reading Summary” above) and you are expected to post throughout the semester. To receive
full credit for discussion board participation you must post at least six times throughout the
semester. Grading will be based on the quality of your posts, your contribution to the discussion,
and on your participation throughout the course of the semester. Do not plan to complete this
requirement entirely in the month of January, or entirely in the month of April; this will affect your
grade negatively.
Course Policies
Please do not hesitate to talk with the instructor about the course materials. If you do not
understand something, please ask. You are welcome to come see the instructor during office
hours. Also, you may call at the office or contact the instructor via email. If you cannot make
office hours, please email to schedule an appointment.
This is what is expected of you:
• Complete the assigned reading before class.
• Take notes on the main points of the assigned readings.
• Arrive to class on time every day.
• Actively participate in the class discussion.
• Ask questions about the material.
• Take thorough notes in class.
• Review the readings after class if necessary.
• Turn in assignments on time.
• Fully document all sources you use in your papers.
• Abide by standards of academic integrity.
• Call, email, or stop by my office hours if you have any questions or concerns.
• Respect opposing views. The classroom is a place for open, vigorous, and civil discussion.
Attendance and Class Discussion:
Attendance is strongly encouraged, and attendance will be taken. Participation in class discussion
is essential for better understanding and intellectual discourse. The class discussion component of
your grade will be based on both the quantity and the quality of your participation. Absences
beyond a total of three over the course of the semester will be excused only with advanced notice
and for a legitimate reason that can be documented.
Papers:
Late papers will be penalized 5% of the grade per calendar day.
Plagiarism:
It is the policy in this course that any student who commits plagiarism or is guilty of some other
form of academic dishonesty is subject both to penalties affecting his/her grade in the course and
to University disciplinary action. These penalties range from failing the plagiarized assignment to
failing the class to dismissal from the University. Please consult the “student code of conduct” for
a full discussion of this issue. Cheating will not be tolerated.
Topical Outline
Note: This schedule and particular readings is not final and will be subject to change.
WEEK ONE: January 23, 2013
Introduction to Gay and Lesbian Politics/Theory
WEEK TWO:
January 28, 2013
Read: Linda Hirschmann, Victory, Introduction and Chapter One
January 30, 2013
Read: Linda Hirschmann, Victory, Chapters Two and Three
WEEK THREE:
February 4, 2013
Read: Linda Hirschmann, Victory, Chapters Four and Five
February 6, 2013
Read: Linda Hirschmann, Victory, Chapter Six
WEEK FOUR:
February 11, 2013
Read: Carlos Ball, From the Closet to the Courtroom, Introduction and Chapter One
February 13, 2013
Read: Linda Hirschmann, Victory Chapter Seven
WEEK FIVE:
February 18, 2013
Read: Carlos Ball, From the Closet to the Courtroom, Chapter Two
February 20, 2013
Read: Carlos Ball, From the Closet to the Courtroom, Chapter Three
♦♦Reading Reaction Paper 1 due ♦♦
WEEK SIX: February 25, 2013
Class will meet during FREE PERIOD (11:30) for talk by Kelly Cogswell of the Lesbian Avengers in
the Dana Room (4th floor) of the library.
February 27, 2013
Read: Carlos Ball, From the Closet to the Courtroom, Chapter Four
WEEK SEVEN:
March 4, 2013
Read: Carlos Ball, From the Closet to the Courtroom, Chapter Five
March 6, 2013
Women’s Studies Symposium: Attend the panel of the symposium held during class time
from 1 to 2:20. Symposium is in the Paul Robeson Center.
WEEK EIGHT:
March 11, 2013
Read: Paisley Currah, “Expecting Bodies,” Women’s Studies Quarterly 2008 36:3&4
Read: Paisley Currah, “Gender Pluralisms Under the Transgender Umbrella,” from Transgender
Rights 2006 (Blackboard)
March 13, 2013
Read: A Finn Enke, “The Education of Little Cis”
Read: International Transgender Bill of Rights
SPRING BREAK
WEEK NINE:
March 25, 2013
Read: Cheryl Chase, “Hermaphrodites with Attitude: Mapping the Emergence of Intersex Political
Activism,” in GLQ: A Journal of Gay and Lesbian Studies 4 (2):189‐211. (Blackboard)
March 27, 2013
Read: Creighton et al, “Intersex Practice, Theory and Activism: A Roundtable Discussion,” GLQ
15:2, 2009.
♦♦ Reading Reaction paper number two due ♦♦
WEEK TEN:
April 1, 2013
Read: Urvashi Vaid, intro and chapter 1
April 3, 2013
Read: Urvashi Vaid, chapter 2
Read: Cohen, Cathy J., “Punks, Bulldaggers, and Welfare Queens: the Radical Potential of Queer
Politics?” (Blackboard)
WEEK ELEVEN:
April 8, 2013
Read: Urvashi Vaid, chapter 3
April 10, 2013
Read: Urvashi Vaid, chapter 4
Read: Linda Hirschmann, Victory Chapter Eight
WEEK TWELVE:
April 15, 2013
Read: Urvashi Vaid, chapter 5 and 6
April 17, 2013
Read: Read: Linda Hirschmann, Victory Chapters 9 and 10
WEEK THIRTEEN:
April 22, 2013
Read: Urvashi Vaid, chapter 7
April 24, 2013:
Read: Urvashi Vaid, chapter 8
♦♦Reading Reaction Paper 3 due ♦♦
WEEK FOURTEEN:
April 29, 2013
Read: Urvashi Vaid, chapter 9
May 1, 2013
Read:
Read: Linda Hirschmann, Victory Chapter Eleven
Last Day of Class: May 6, 2013
Read: Linda Hirschmann, Victory Chapter Twelve
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