ࡱ>  4ybjbjtt :p, 8 qh 666Vgd4=q?q?q?q?q?q?q,zt,wnkq-kq;$66q;$;$;$66=q;$=q;$;$y`gPI,"]cF)qq0qctw;$wpg;$ghPkqkq;$qw :    Women, Men, Gender, and Development International Relations IR 239 Womens Studies WST 231 Spring 2015 Wednesdays 2:00 pm to 4:40 pm LeChase 181 Professor: Milena Novy-Marx Email: mnovymarx@gmail.com Office Hours: Wednesdays 1 pm to 2 pm, immediately after class, or by appointment Location: Harkness, Room TBD Course Description This course examines a range of issues in international development from the perspective of women and girls, and also men and boys. We will review recent literature on gender and development, including how development policies, programs and issues affect men and women, and girls and boys, differently. It brings a critical eye to gender inequality and how it is addressed in the field of international development. We will examine recent trends in economic growth and sustainable development across low, middle and high-income countries, with a particular emphasis on changes in poverty levels in regions such as Africa, Southeast Asia and the emerging economies of Brazil, India and China. We will explore causes of extreme poverty and their differing impact on women and girls and men and boys. We will study how gender roles and norms are socially constructed, vary by society and culture, and change over time. Students will have the opportunity to examine development issues, policies, and programs that address poverty and development in a range of sectors including health, education, agriculture, microfinance, migration, and the environment. We will explore the ways in which gender differences arise through social interactions, and in intersection with race/ethnicity, social class, income level, and sexualities. Learning Objectives The course learning objectives focus on substantive knowledge and critical thinking, and (for W students) research and writing skills. By the end of the semester, students should: Be familiar with thematic and conceptual debates on gender and development Understand basic issues, trends, and concepts in the field of international economic and sustainable development and gender inequality Possess a heightened capacity to identify and critically analyze the relevance and influence of gender in a range of development issues, including economic development, poverty, sexual and reproductive health, masculinity and engaging men, the environment and climate change, microfinance, agriculture, and migration Be familiar with current and emerging global issues related to the Millennium Development Goals and the post-2015 development agenda, including the Sustainable Development Goals Have a greater understanding of the role gender relations can play in project planning and management, and a basic knowledge of some gender analysis tools and frameworks Have a greater awareness of how and why gender is important in development and the evolution of approaches to gender and development, including gender mainstreaming W Students should also be able to: Demonstrate their critical thinking, research and writing skills in a 12 to 15 page research paper on a topic of their choice related to gender and development (topic must be approved); Articulate and defend the principal findings of their research paper in an oral presentation to the class. Jan 14 Introductory Session: The Global Gender Gap (Week 1) Hausmann, R., Tyson, L.D., Bekhouche, Y. and Zahidi S. (2011), Part I: Measuring the Global Gender Gap in Global Gender Gap Report 2013, pp. 1-38 (38 pages), World Economic Forum at  HYPERLINK "http://reports.weforum.org/global-gender-gap-report-2013/" http://reports.weforum.org/global-gender-gap-report-2013/ Explore the country profiles of one developing and one developed country of your choice in the Global Gender Gap Report and come prepared to discuss in class.  HYPERLINK "http://reports.weforum.org/global-gender-gap-report-2013/" http://reports.weforum.org/global-gender-gap-report-2013/ Watch short Global Gender Gap Report Video with Saadia Zahidi (2 minutes) at  HYPERLINK "http://www.weforum.org/issues/global-gender-gap" http://www.weforum.org/issues/global-gender-gap Reeves, H. and Baden, S. (February 2000), Gender and Development: concepts and definitions (BRIDGE Report No. 55), (40 pages) Institute of Development Studies. At  HYPERLINK "http://www.bridge.ids.ac.uk/reports/re55.pdf" http://www.bridge.ids.ac.uk/reports/re55.pdf Watch in class: Video:  HYPERLINK "http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html" Ted Conversations Chimamanda Ngozi Aichie: The danger of a single story. Video:  HYPERLINK "https://www.youtube.com/watch?v=zQucWXWXp3k" Shrinking Women, Lily Myers Discussion Questions (come to class prepared to discuss the following): How is the Global Gender Gap measured? What countries have the greatest gender gaps? What countries have the smallest gaps? What is the definition of gender? Contrast the Women in Development and the Gender and Development approaches to gender inequality (Reeves and Baden) What is gender mainstreaming and why is it needed? Jan 21 Trends in International Development and Gender Inequality (Week 2) World Development Report 2012: Gender Equality and Development, International Bank for Reconstruction and Development, Washington, D.C. Main Messages and Overview, pp. 2 38.  HYPERLINK "http://wdronline.worldbank.org//worldbank/a/c.html/world_development" http://wdronline.worldbank.org//worldbank/a/c.html/world_development See Ana Revenga, World Bank Development Report Director, Video, Why Does Gender Inequality Matter? 1 minute  HYPERLINK "http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTRESEARCH/EXTWDRS/EXTWDR2012/0,,menuPK:7778074~pagePK:7778278~piPK:7778320~theSitePK:7778063~contentMDK:22851055,00.html" http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTRESEARCH/EXTWDRS/EXTWDR2012/0,,menuPK:7778074~pagePK:7778278~piPK:7778320~theSitePK:7778063~contentMDK:22851055,00.html Razavi, S., World Development Report 2012: Gender Equality and Development: A Commentary, Development and Change, Volume 43, Issue 1 (2012). (13 pages). Discussion Questions: How would you define international development? How does the World Banks approach to measurement of gender equality differ from that of the Global Gender Gap Report? Why does gender equality matter for development? What is the Banks global agenda for gender equality? What are some of the critiques of World Banks World Development Report on Gender Equality and Development by Razavi? Jan 28 From the Millennium Development Goals (MDGs) to the post-MDG agenda (Week 3) United Nations (2012) The Millennium Development Goals Report 2012. 53 pages. Glossy document. http://www.un.org/en/development/desa/publications/mdg-report-2012.html Read the entire Report, then choose 2 MDGs and focus on examples of successes and/or areas still needing progress, coming to class prepared to discuss in small groups. Sachs, J.D. (2012) From Millennium Development Goals to Sustainable Development Goals. The Lancet, Volume 379, Issue 9832, Pages 2206 - 2211, 9 June 2012. 6 pages. http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(12)60685-0/fulltext McArthur, J.W. (2012) Rethinking Global Development Goals. Stanford Social Innovation Review, Fall 2012. 2 pages. http://www.ssireview.org/pdf/Fall_2012_Rethinking_Global_Development_Goals.pdf Discussion Questions: What are the Millennium Development Goals (MDGs)? How were they created? Which goals have we achieved? Which are we on track to achieve by 2015? On which are we falling furthest behind? Do any of the MDGs specifically address men and boys? Which goals specifically address women, girls, and gender inequality? What might replace the MDGs when they expire in 2015? What are the proposed Sustainable Development Goals (SDGs)? What process is being used to shape the post-MDG development agenda and define the new set of goals? Is it inclusive? Feb 4 The Economics of Sustainable Development (Week 4) Sachs, J.D. (2008) Common Wealth, Part I pp. 3-53. (51 pages). Reading the entire book is recommended, but only Part 1 will be required for this session. Rockstrm, R. et al. A Safe Operating Space for Humanity, Nature, Volume 461, Pages 472-475, 24 September 2009. 4 pages. http://www.nature.com/nature/journal/v461/n7263/full/461472a.html Poverty: Not Always With Us, The Economist, June 1, 2013.  HYPERLINK "http://www.economist.com/news/briefing/21578643-world-has-astonishing-chance-take-billion-people-out-extreme-poverty-2030-not" http://www.economist.com/news/briefing/21578643-world-has-astonishing-chance-take-billion-people-out-extreme-poverty-2030-not (5 pages) Case Study: What is Development? Who is the Community? Voices from a Town Meeting in Indigenous Costa Rica, UC Santa Barbara Case Method Website at  HYPERLINK "http://www.soc.ucsb.edu/projects/casemethod/vandergrift.html" http://www.soc.ucsb.edu/projects/casemethod/vandergrift.html Review case carefully as preparation for role play in class. Discussion Questions What is the definition of sustainable development? What are its three pillars? What are the four goals that Sachs proposes we can achieve in the coming decades to reach sustainable development? What are the six trends that Sachs says will shape this century? What is Sachs proposed strategy for sustainable development? Can we reach the end of poverty by 2030 (Economist)? What would it cost? What is Rockstrom et als new approach for defining preconditions for human development? Consider differing definitions and priorities for development of different groups in the community from the Costa Rican case study and be prepared to do a role play in class W Students: Abstract Due Feb 11 Boys, Men, and Sexuality (Week 5) Because I am a Girl: So, what about boys? The State of the Worlds Girls Report, Plan International (2011).  HYPERLINK "http://plancanada.ca/Downloads/BIAAG/GirlReport/BIAAG-Report-2011-prerelease.pdf" http://plancanada.ca/Downloads/BIAAG/GirlReport/BIAAG-Report-2011-prerelease.pdf Read whole reportthis is our main reading for the week. Focus on one particular chapter and come prepared to discuss in class. Barker, G. et al,  Evolving Men: initial results from the International Men and Gender Equality Survey, International Center for Research on Women and Promundo, (2011). http://www.icrw.org/publications/evolving-- men Discussion Questions Why is gender a boys issue too? Why should men and boys engage and be engaged with gender equality? What do they have to gain? What do girls and women have to gain by engaging men and boys? What is the Life Cycle approach referred to by Plan International in their report? What are strategies for engaging boys and men in advancing gender equality? Based on the IMAGES (Involving Men and Gender Equity) survey, what statistics surprised you? Which statistics did you expect? How do the results of the survey vary across countries? Feb 18 NO CLASS (day off) Because our class is on a Wednesday, we have an extra class session in the schedule compared to classes held on other days. The registrar has granted a free day for those who choose. Take some time off, catch up on readings and review the material from past weeks in preparation for the midterm. Feb 25 Gender Analysis Frameworks and Gender Debates (Week 6) Candida Marsh, Ines Smyth, and Maitrayee Mukhopadhay, A Guide to Gender Analysis Frameworks, Oxfam (1999). Read pages 1 29, then choose and read about one of the gender analysis frameworks presented on pp. 30-119 and be prepared to discuss it in class. Good Practices Framework: Gender Analysis, CARE International Gender Network, (May 2012) Glossy report, 15 pages. Also explore CAREs gender analysis framework site http://gendertoolkit.care.org/Pages/core.aspx Kristof, N. and WuDunn, S, The Womens Crusade, In New York Times special issue, Saving the Worlds Women: How Changing the Lives of Women and Girls in the Developing World Can Change Everything, (2009).  HYPERLINK "http://www.nytimes.com/2009/08/23/magazine/23Women-t.html?pagewanted=all&_r=0" http://www.nytimes.com/2009/08/23/magazine/23Women-t.html?pagewanted=all&_r=0 Dingo, R., R. Riedner and S. Wingard, Feminist Networks, Feminist Assemblages, and Feminist Scales: Half the Sky is Only Half the Story, (2010).  HYPERLINK "http://www.womeninandbeyond.org/?p=721" http://www.womeninandbeyond.org/?p=721 Discussion Questions What is meant by a gender analysis framework? Is gender inequality a human rights issue? What are some of the conditions faced by women in developing countries as described by Kristof and WuDunn? How have these women improved their lives? Is such change possible on a wider scale? What is Dingo, Riedner. and Wingards critique of Kristof and WuDunns approach to gender inequality in developing countries? Do you agree? Mar 4 MIDTERM EXAM (in class) Mar 11 SPRING BREAK (No class) Mar 18 Primary and Secondary Education for Girls (Week 7) MDG 2 (Universal Primary Education) and MDG 3 (Promote Gender Equality) Erin Murphy-Graham, UC Berkeley, study of Fundaec/SAT program for secondary education in Columbia (to be provided) Global Compact on Learning: Taking Action on Education in Developing Countries, Center for Universal Education, Brookings Institution, (2011) Overview (pp 5-8) and Priority 3: Post Primary Education (pp 30-41) at http://www.brookings.edu/~/media/research/files/reports/2011/6/09%20global%20compact/0609_global_compact.pdf Abhijit Banerjee and Esther Duflo, Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty, Top of the Class, Chapter 4 (2011). Emmanuella Gakidou, Krycia Cowling, Rafael Lozano, and Christopher J L Murphy, Increased Educational attainment and its effect on child mortality in 175 countries between 1970 and 2009: a systematic analysis, The Lancet, Volume 376 (September 2010). 14 pages Video:  HYPERLINK "http://youtu.be/gjGL6YY6oMs" Malala Yousafzai address to the United Nations Youth Assembly  HYPERLINK "http://www.youtube.com/watch?v=3rNhZu3ttIU" http://www.youtube.com/watch?v=3rNhZu3ttIU (17 minutes) Music Video:  HYPERLINK "http://www.youtube.com/watch?v=iAi2pY7b0MQ" I am Malala (5 minutes) Joshua Muskin, et al, Empowered to Empower: a civil society-government partnership to increase girls junior secondary school outcomes in Morocco, Research in Comparative and International Education, Vol. 6, No. 1, (2011) 17 pages Discussion Questions: What progress has been made in enrolling girls and women in primary, secondary, and tertiary education worldwide? Where are there the greatest gaps? What are the social and economic returns to increasing girls education? Why the concern with quality education (Global Compact on Learning) What do Banerjee and Duflo advocate for improving education? What were the lessons of the junior secondary school project in Morocco (Muskin)? Can these be replicated? March 25 Sexual and Reproductive Health and Maternal Mortality (Week 8) MDG 5 Margaret C. Hogan et al, Maternal Mortality for 181 countries, 1980-2008: a systematic analysis of progress towards Millennium Development Goal 5, The Lancet, Vol 375 (May 2010) 13 pages. Oona MR Campbell and Wendy J Graham, Strategies for reducing maternal mortality: getting on with what works, The Lancet, Volume 368, Issue 9543 (October 2006) 19 pages. Ruth Levine, Cynthia Lloyd, Margaret Greene, and Caren Grown, Girls Count: A Global Investment and Action Agenda, Center for Global Development, (2008), Preface, Exec. Summary and Ch. 1 (pp viii 13), Chapter 44-73 (44 pages) http://www.cgdev.org/sites/default/files/15154_file_GC_2009_Final_web_0.pdf Women, Gender and Development Reader (2011), Gita Sen and Piroska Ostlin, Gender as a determinate of health: evidence, policies and innovations, (9 pages). Discussion Questions: How and in what respects is gender a determinant of health? How does this impact of gender differ across racial and class divides, as well as between developed and developing countries? How prevalent is maternal mortality? How many women die of childbirth each year? In what countries are the rates of death highest? How close are we to reaching MDG 5? How did the authors of the Lancet study (Hogan et al) measure maternal deaths worldwide? What are the main causes of maternal mortality? What can be done to address it (what do we know works)? W Students: Outline and Preliminary Bibliography Due Apr 1 Women, Men, Children and Migration (Week 9) Temporary Workers; Human Trafficking and Forced Labor The Female Face of Migration, Background Paper for the Forum on Women, Migration and Development, Caritas (2010). At  HYPERLINK "http://www.caritas.org/includes/pdf/backgroundmigration.pdf" http://www.caritas.org/includes/pdf/backgroundmigration.pdf Jacqueline Bhabha, Trafficking, Smuggling, and Human Rights, Migration Policy Institute (2005)  HYPERLINK "http://www.migrationpolicy.org/article/trafficking-smuggling-and-human-rights/" http://www.migrationpolicy.org/article/trafficking-smuggling-and-human-rights/ Women, Gender and Development Reader (2011), Jean L. Pyle, Globalization and the increase in transnational care work: the flip side, (14 pages) (Attached) The ILO Domestic Workers Convention: New Standards to Fight Discrimination, Exploitation, and Abuse, Human Rights Watch, (2013). Glossy report, 8 pages.  HYPERLINK "http://www.hrw.org/sites/default/files/related_material/2013ilo_dw_convention_brochure.pdf" http://www.hrw.org/sites/default/files/related_material/2013ilo_dw_convention_brochure.pdf Watch in Class Video  HYPERLINK "http://vimeo.com/13450399" Young and Invisible: Domestic Workers in Yemen (33 minutes) Discussion Questions What share of the worlds migrants are women? Why do women migrate? Do the poorest women migrate? Does migration improve or worsen a womans status and empowerment? What is the difference between human trafficking and smuggling? What measures can be used to address human trafficking? What does the Domestic Workers Convention call upon signatories to do? Why is it historic? What is transnational care work? In what ways can it be exploitative, and in what ways can it not be exploitative? How do we know? Apr 8 Microfinance and the Financial Crisis (Week 10) Paul M. Pronyk, James R. Hargreaves, Julia C. Kim et al, Effect of a Structural Intervention for the Prevention of Intimate Partner Violence and HIV in Rural South Africa: A Cluster Randomized Trial, The Lancet, Volume 368, Issue 9551 (December 2006) 39 pages. L. Mayoux, Microfinance and the empowerment of Women: review of key issues, ILO, (2001). 29 pages.  HYPERLINK "http://www.ilo.org/wcmsp5/groups/public/@ed_emp/documents/publication/wcms_117993.pdf" http://www.ilo.org/wcmsp5/groups/public/@ed_emp/documents/publication/wcms_117993.pdf C. Wichterich, The Other Financial Crisis: Growth and crash of the microfinance sector in India, Development Volume 55, Issue 3 (2012). (6 pages)  HYPERLINK "http://www.palgrave-journals.com/development/journal/v55/n3/pdf/dev201258a.pdf" http://www.palgrave-journals.com/development/journal/v55/n3/pdf/dev201258a.pdf Women, Gender and Development Reader (2011), Nalini Visvanathan and Karla Yoder, Women and microcredit: a critical introduction, (7 pages). Discussion Questions Do microfinance programs empower women? In what ways might they empower women? In what ways might they be detrimental? How does Mayoux argue that microfinance programs could be made to be more empowering of women? Apr 15 Agriculture and Climate Change (Week 11) Gender and Climate Change, Gender and Development in Brief, BRIDGE Issues Brief, Issue 22, November 2011. 6 pages  HYPERLINK "http://www.bridge.ids.ac.uk/vfile/upload/4/document/1201/InBrief22-ClimateChange-ForWeb.pdf" http://www.bridge.ids.ac.uk/vfile/upload/4/document/1201/InBrief22-ClimateChange-ForWeb.pdf Brian Blankespoor, Susmita Dasgupta, Benoit Laplante, and David Wheeler, The Economics of Adaptation to Extreme Weather Events in Developing Countries, Center for Global Development Working Paper 199 (January 2010) at  HYPERLINK "http://www.cgdev.org/sites/default/files/1423545_file_Economics_of_Adaptation_FINAL.pdf" http://www.cgdev.org/sites/default/files/1423545_file_Economics_of_Adaptation_FINAL.pdf Do not worry about understanding the economic modeling in this paper, but rather focus on the text--the description of the impact of womens education on helping communities adapt and respond to extreme weather events. Catherine Bertini, Girls Grow: A Vital Force in Rural Economies, Chicago Council on Global Affairs (2011).  HYPERLINK "http://www.thechicagocouncil.org/UserFiles/File/GlobalAgDevelopment/Report/GirlsGrowReportFinal_v9.pdf" http://www.thechicagocouncil.org/UserFiles/File/GlobalAgDevelopment/Report/GirlsGrowReportFinal_v9.pdf (pp 1-39 onlythis is Executive Summary, Chapter 1 and Chapter 2) Video: Catherine Bertini on Agriculture and Women 6 minutes Professor Bertini teaches at the Maxwell School of Public Affairs at Syracuse U.  HYPERLINK "http://www.thechicagocouncil.org/files/Global_Agriculture/Related_Resources/Video/catherine_bertini.aspx" http://www.thechicagocouncil.org/files/Global_Agriculture/Related_Resources/Video/catherine_bertini.aspx Discussion Questions: Is climate change gender neutral? Why or why not? How does climate change affect women, and the poor, in developing countries? How is climate change affecting men and boys? What stresses do they endure due to its impacts? Are women well represented in policy making regarding climate change (through UN Framework Convention on Climate Change, the Inter-governmental Panel on Climate Change-IPCC)? What are examples of gender-aware climate responses in Colombia and India (BRIDGE Report)? How can losses/impacts from extreme weather events/climate change be reduced through womens education (Center for Global Development Working Paper)? What are some of the challenges faced by girls living in rural, agricultural economies? How can they be empowered to better contribute to these economies? What recommendations does Prof. Bertini make in her report? Apr 22 Governance and Political Participation (Week 12) Rwanda Case Study Women in Parliament 2012: The Year in Perspective, Inter-Parliamentary Union, Geneva, 2013. 8 pages  HYPERLINK "http://www.ipu.org/pdf/publications/WIP2012e.pdf" http://www.ipu.org/pdf/publications/WIP2012e.pdf Elizabeth Powley, Rwanda, The Impact of Women Legislators on Policy Outcomes Affecting Women and Children, The State of the Worlds Children 2007, UNICEF December 2006. Read pages 1-9 for background on evolution of womens seats in Rwandas parliament.  HYPERLINK "http://www.unicef.org/sowc07/docs/powley.pdf" http://www.unicef.org/sowc07/docs/powley.pdf Lori Beaman, Esther Duflo, et al, Female Leadership Raises Aspirations and Educational Attainment for Girls: A Policy Experiment in India, Science, February 2012 5 pages At  HYPERLINK "http://www.povertyactionlab.org/publication/female-leadership-raises-aspirations-and-educational-attainment-girls-policy-experiment-india" http://www.povertyactionlab.org/publication/female-leadership-raises-aspirations-and-educational-attainment-girls-policy-experiment-india Debra L. Dodson, Susan J. Carroll, et al, Voices, Views, Votes: The Impact of Women in the 103rd Congress, Center for the American Woman and Politics, Rutgers University, 1995.  HYPERLINK "http://www.cawp.rutgers.edu/research/topics/documents/Voices_Views_Votes.pdf" http://www.cawp.rutgers.edu/research/topics/documents/Voices_Views_Votes.pdf Optional readings: Beaman, L, Chattopadhyay, R, Duflo, E, Pande, R, and Topaloya, P., Powerful Women: Does Exposure Reduce Bias?  HYPERLINK "http://econ-www.mit.edu/files/3122" http://econ-www.mit.edu/files/3122 Munshi, K and Rosensweig, R. The Efficacy of Parochial Politics: Caste, Commitment, and Competence in Indian Local Governments, Center Discussion Paper No. 964, Economic Growth Center, Yale University, (September 2008). http://www.econ.yale.edu/growth_pdf/cdp964.pdf. Discussion Questions: How well are women represented in elected office worldwide? Which regions lead in female representatives in Parliament? Which regions lag? What are the arguments for use of gender quotas for political office? What is their track recorddo quotas work? What are the main arguments against using quotas to increase women in office? How did Rwanda become the first nation with over 50% women in Parliament? Does it offer best practices for other countries? Do women govern differently from men? How do we know? W Students Draft Paper Due April 29 Topic and readings to be determined or review session, based on class demand (Week 13) and Professors discretion Course Requirements Exams/Papers Mid-term Exam (in class) Final Exam For W Students: A substantial research paper (12-15 pages) on a gender and development-related topic (must be approved) is required for this course. See the syllabus for dates that the abstract, outline and rough and final drafts are due. I am happy to work with you on successive drafts if you would like to discuss them and improve your paper. Readings All students are expected to complete all of the readings every week and to be familiar with the major arguments made. Discussion questions are provided on the syllabus to help guide your reading. Be prepared to discuss these questions in class. In addition Each week, students are required to post on Blackboard talking points reflecting on the readings for that week, by Tuesday at midnight prior to the Wednesday seminar. The talking points should offer critical reflections on all of the readings. Instead of summarizing or synthesizing the readings, they should highlight puzzles, make comparisons, present your reflections, relate to your experiences, and/or identify contradictions, thereby stimulating class discussion. They can be in the form of a narrative, bullet points, and/or a table and will be graded on a pass/fail basis. Each week, a group of two to three students will work together make and deliver in class a short presentation regarding the topic of the week. Detailed instructions will be provided to guide the development of the presentation. Presentations will require a small amount of outside research. In some cases, presentations will also draw on aspects of the readings but are not meant to reproduce or synthesize the main points of the readings. Student presentations will serve as a jumping off point for class discussion. W students may elect to present on their paper instead of this weekly presentation, or in addition to it. Class discussion is an important part of the course. I expect all students to read each weeks assigned readings, be prepared to discuss them, and to participate actively. Discussion questions are offered below for each week to help guide your reading. All readings are available online and/or via electronic reserves on Blackboard. W Paper Due Dates Abstract February 4 Discussion of Topic Continuing with Professor Outline/Bibliography March 25 Presentations (to be scheduled) Draft Paper* April 22 (or anytime thereafter) Final Paper April 29 *optional Grading Class Discussion, Talking Points, & Presentation 25% Mid-term 30% Final 45% For W Students Research Paper 30% Class Discussion, Talking Points & Presentation 20% Mid-term 20% Final 30% Film screenings (TBD) extra credit will be available for viewing films and writing a brief film review (5%); also, some films will be viewed in class Pray the Devil Back to Hell Women, War and Peace. Part of a 5 part series, PBS, 2011. How women won the fight for peace in Liberia.  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