Women's Studies Commons^™

Spa203. ¿Qué Hacemos Con La Lengua? Lenguaje, Diversidad Y Derechos Humanos, Juan Jesús Payán

Open Educational Resources

Descripción del curso

SPA203 - (For native or near-native speakers.) The grammatical structure of today's standard Spanish. Intensive practice in reading, speaking, and elementary composition.

En SPA203 vamos a explorar la relación entre el lenguaje y la diversidad en el marco de los derechos humanos fundamentales. El título del curso, “¿qué hacemos con la lengua?”, nos pregunta dos cosas: qué tipo de prejuicios perpetuamos por medio del lenguaje y cómo hacer para que la lengua albergue de manera efectiva la diversidad de nuestra sociedad. En un contexto actual, sorprendente estancado en la indiferencia, la ignorancia, el prejuicio y estigmatización de …

"Dear Stanford: You Must Reckon With Your History Of Sexual Violence" By Seo-Young Chu, Seo-Young J. Chu

Publications and Research

In 2000 a Stanford professor raped me. My rape is now older than I was. (I’m still not as old as he was.) The more time passes the more I’m struck by Stanford’s apathy and fecklessness about sexual violence. I wrote a letter asking Stanford to stop compounding the abuse and to reckon with its rape culture. This letter—including the “Incomplete Compilation of Links to Sources Documenting Stanford’s History of Sexual Violence, in Chronological Order”—should be mandatory reading for administrators, faculty, students, alumni, and stakeholders at both Stanford and CUNY. #MeToo #MeTooAcademia

Gender Bias In Academe: An Annotated Bibliography Of Important Recent Studies, Danica Savonick, Cathy Davidson

Publications and Research

An annotated bibliography of studies examining the role of gender bias in hiring, promotion and tenure in higher education.

Queer Pedagogical Desire: A Study Guide, Matt Brim

Publications and Research

This essay explores the queer pedagogical desires that attended my writing of the Study Guide for the documentary film United in Anger: A History of ACT UP (Jim Hubbard, 2012). The analysis takes up Robyn Wiegman’s central question in Object Lessons, “What is it we expect our relationship to our objects of study to do?”, which is of particular importance to the discipline of queer studies insofar as the field is oriented around the desire to meld social justice with critical pedagogy. The queer professor’s desire in the case of the Study Guide-as-object was to create a text that …

Study Guide For United In Anger: A History Of Act Up, Matt Brim

Open Educational Resources

The United in Anger Study Guide facilitates classroom and activist engagement with Jim Hubbard’s 2012 documentary, United in Anger: A History of ACT UP. The Study Guide contains discussion sections, projects and exercises, and resources for further research about the activism of the New York chapter of ACT UP (AIDS Coalition to Unleash Power). The Study Guide is a free, interactive, multimedia resource for understanding the legacy of ACT UP, the film’s role in preserving that legacy, and its meaning for viewers' lives.

The Coolest Month, Alisa Solomon

Center for LGBTQ Studies (CLAGS)

If you hung around CLAGS during Spring semester, you ran into a lot of fruitfully provocative contradictions. Take late April, for instance. On the 24th, Marcia Gallo presented her work-in-progress -- a dissertation on the Daughters of Bilitis -- in our Colloquium Series and noted how many of the lesbians who were active in the organization since its founding in 1955 disavowed any serious political aims. "We just wanted to have fun," Gallo reported them saying to her in the extensive interviews she has been doing as part of her research.

Looking Back, Looking Ahead, Alisa Solomon

Center for LGBTQ Studies (CLAGS)

Vivien Ng said something at a roundtable discussion CLAGS hosted in October that has been ringing in my ears ever since. The roundtable had brought together a range of Women's Studies and LGTBQ Studies scholars, writers and teachers, to consider what lessons LGTBQ Studies might draw from its older sister as the younger field becomes further institutionalized at universities and colleges across the country. Was feminism still a motive force? we wondered. Did that field somehow speak to and from a vibrant movement, or at least to and from women's communities? Was it still accountable to them in some way? …

Clags Forms New Advocacy Committee, Elizabeth Freeman

Center for LGBTQ Studies (CLAGS)

During the 1990s, attacks on the arts and higher education have demonized Women's Studies and Gay/Lesbian Studies, as well as those courses designed to make higher education available to academically underprivileged students. The CLAGS Board of Directors has come to feel that CLAGS should be taking a leading role in debates that use homophobia, racism, and sexism to justify cuts in funding for the arts and education, restrictions on freedom of academic and artistic expression, and policies that restrict access to higher learning. For this reason, we have formed a Board committee for advocacy in the arts and education.

Futures Of The Field, Jill Dolan

Center for LGBTQ Studies (CLAGS)

Gay and lesbian studies has been in the mainstream press quite a lot over the last several months, particularly after Yale University's refusal to accept Larry Kramer's generous gift to establish a program on their campus. Venues such as the New York Times have recently filed cover stories on the status of "sexuality" studies on campuses around the United States, and on the number of campuses in which undergraduate students can major in gay and lesbian studies and attendant fields.

Colloquium Addresses Queer Pedagogy, Harriet Malinowitz

Center for LGBTQ Studies (CLAGS)

On Saturday, March 8, CLACS held a one-day event called Queer Pedagogy: A Colloquium on Sexuality and Curriculum. The colloquium addressed questions about the purposes, methods, language, applications, contexts, affiliations, and performance of queer studies in academic classrooms.