Learning Objectives / Teaching Methods

Read about the teaching methods and approach to the class here (or scroll below photo).

Learning Objectives:

By the end of the course the student will be able to critically apply gender analysis to:

1.Interpret the use of violence in armed conflict in the post-Cold War era;

2.Critique academic reflections of and policy responses to violence during armed conflict;

3.Critically examine the productive/destructive abuse/use of civilians by the state and international community in the pursuit of peacebuilding.

On Teaching WMST 403-503

University of British Columbia

September 2008

About Feminist Pedagogy

WMST 403-503 will adopt feminist pedagogical practices which:

•strive for egalitarian relationships in the classroom

•try to make all students feel valued as individuals

•use the experience of students as a learning resource

Feminist pedagogy is a theory about teaching, about institutions where learning occurs, and about the democratic creation of knowledge. Teachers who use feminist pedagogy believe in establishing a collaborative learning environment where student ideas count as contributions to knowledge; they also believe that students must learn to be responsible for their own learning. We will mix collaborative learning activities with traditional measures of assessment (written, formal papers). Each individual student will be responsible for his or her understanding of the course materials. Class time will be spent exploring the meanings of course readings; sometimes the professor will lecture in order to provide background information not present in the readings, but at other times class will be more loosely structured to accommodate discussion, small group activities, and exploratory writing.

It is important to understand that the use of feminist pedagogy in the classroom means that students are more responsible for the creation of knowledge than they are in a traditional classroom. The emphasis in a feminist classroom is on students' understanding and synthesis of course readings and discussion for their own purposes and goals. This does not mean, however, that students can never be wrong in a feminist classroom. The professor's job, in this context, is to suggest to students when interpretations are not grounded in defensible interpretations of facts or texts. A feminist classroom will, however, focus attention on the interested, or political, nature of all interpretations. Students are never required to hold any particular view; students will be required to understand both their own views and views that they do not agree with. Feminist theory and pedagogy require students and faculty to understand and be responsible for the particular positions that they take up, defend, and espouse. That means realizing the political, social, and economic stakes in any idea, theory, or action.

Class Structure and Substance

Tuesdays

•In the first half of the class (Tuesdays) the first 30 minutes will be spent providing background on the class topic, at times combining audio-visuals. Graduate students are encouraged to volunteer to assist in this process at least once, by means of short presentations or introducing an audio-visual.

•The remaining 1 hour of class will be spent in small groups (4 groups of 7) critically reviewing the contents of the class readings that week. These groups will be identified at the start of Sept. and will remain the same throughout the semester. Students are encouraged to identify critical themes raised in the literature, how different authors explain the topic, what assumptions are made in the literature and what is left out. Students may (but are not required to) reflect on their own experiences and how this helps ‘make sense’ of the academic materials – for example, students may want to relate particular readings to news items they have read, documentaries viewed, life experiences or story telling of others they have met.

•In addition, each group must develop 2-3 questions to discuss and debate in the second half of class. At the end of discussions, one person should volunteer (different each week) to summarize the key themes and questions into 1-2 pages and submit to me electronically by 6pm the next day, Wednesday.

Thursdays

•In the second half of the class (Thursdays), the first 30 minutes will be devoted to small group discussion of one or more of the questions identified by the students in the previous class and sent to me electronically, with input from myself (different groups on different questions, students will have the opportunity to self-selection or chose what group to go into). In the remainder of the time, we will meet in plenary to discuss the questions together.

Note taking

Students should take short notes that summarize the discussion and critique of the literature, identifying contributions (reflections and questions) of students participating by their initials. Do not write more than 2 single spaces! Put your name and student number on the top of each. Identify key thematic questions for debate and discussion at the start of each summary, with initials of contributor(s) – some ideas may be arrived at collaboratively in which case you can indicate this.

Plenary

Students are encouraged to make a contribution to the topics being discussed at least once per class. Please be respectful of each other, providing space and time for people to contribute fairly, without monopolizing class time. Of course in some classes you will have more to say than others, and that is ok, just try to ensure it’s not every class and those who are more reserved are given opportunities. Use respectful, diplomatic language always.

Grading of Participation

Participation will be graded on the basis of volunteering to play different roles as note taker but also in quality of submission of note taking, questions and in the presentation in plenary discussions and the quality of the contributions you made in terms of demonstrating your read and critically thought about the literature. You can make an appointment with me during class time to discuss participation grades at mid-point if you are concerned.

Class location

The class will move to the Liu Institute for Global Issues (6476 NW Marine Dr.). Week two will take place in the Boardroom on the third floor, thereafter we will permanently move to the Research Unit of the Liu Institute on the group floor. The Liu Institute provides a roundtable for discussion and break-out rooms, as well as audiovisual equipment.

Instructor: Erin Baines

Class Time: Tuesdays and Thursdays, 2:00-3:30

Class Location: Research Unit 1, Liu Institute for Global Issues

Office Hours: Tuesdays and Thursdays, 3:30-4:30

Phone / Email: 604-822-4579 Erin.Baines@ubc.ca

Office Location: Liu Institute for Global Issues, Room 213