Reading 45 Reproductive Rights As Human Rights Stories

Reading 45 Reproductive Rights As Human Rights Stories From Advocat

Reading 45, “Reproductive Rights as Human Rights: Stories from Advocates in Brazil, India and South Africa” by Sarah Combellick-Bidney, Reading 50, “Marriage and Love” by Emma Goldman, Reading 52, “The Kids are OK” by Ken W. Knight et al., Reading 54, “The Reciprocal Relationships Between Religious Beliefs and Acceptance of One’s Gay or Lesbian Family Member” by Katherine Zeininger et al., Reading 57, “A Brief History of Working Women” by Sharlene Hesse-Biber and Gregg Lee Carter, Reading 59, “Which Country Will be the First to Close the Gender Gap – and How?” by Vesselina Stefanova Ratcheva, Reading 60, “This is the Hidden Financial Cost of Being an LGBTQ American in 2017” by Anna Swartz, Reading 63, “Beyond the Politics of Inclusion: Violence Against Women of Color and Human Rights” by Andrea Smith, Reading 65, “Gender Aspects of Human Trafficking” by Emilie Linder, Reading 66, “#Sayhername: Why Kimberle Crenshaw Is Fighting for Forgotten Women” by Homa Khaleeli, Reading 73, “New Military Femininities” by Jennifer Greenburg, Reading 75, “What it Feels Like to Be On Welfare” by Brenda Della Casa, Reading 86, “Feminist Men” by Byron Hurt, Reading 89, “Building Coalitions” by Lucas Platero and Esther Ortega-Arjonilla, Reading 91, “What’s Love Got To Do With It?” by Yvette Alex-Assensoh: Part Two: Written response. asks you to write in response to open ended questions. I expect that you will answer each question on the exam in approximately 2-3 paragraphs, using at least 2 texts to support your answer and providing examples. The 2 texts can be from the intro/lecture material (i.e. the Chapters) and/or from one or more of the essays found in the same textbook. You may use a combination of the chapter material and one essay and/or a combination of the essays to meet the requirement. Please cite, attribute, or at least reference the sources you include in your answer. Part 2 Example: Here’s an example of how I will be changing these topics into questions, and generally the kind of response that I’m looking for. Let’s pick question #11. You don’t need to study this one now, because it won’t be on the exam: What barriers still prevent individuals from joining the feminist movement, and how these can be overcome. As a question, here’s what this might look like: Even with a century and a half of progress, many people are still hesitant to join the feminist movement. What barriers might still prevent individuals from joining the feminist movement? How might these barriers be overcome? Please provide specific examples from the texts, your life, and/or current events; also, please cite and include at least 2 readings/viewings in your response. Strong responses will be 3-4 paragraphs in length. In your response, you would want to list a number of barriers that might prevent people from joining the movement—since this needs to be 3-4 paragraphs, 2 or 3 barriers would likely do. Then, once you identify those barriers, you’d want to find texts to help support your point. You’d want to cite the chapters, some of our course readings, or an outside text here; you could also include personal examples in this section. Since the exam guide above lists some readings that could work, you could choose from those, after you’ve figured out what you want to say. Here’s an example of a good response to this question which earned full credit, written by a former student: Although the feminist movement continues to gain momentum and followers, barriers still exist that prevent individuals from joining the movement. According to Shaw and Lee, the word feminism remains problematic for many people (Shaw and Lee, pg. 640). Women (and borderline pro-feminist men) are still uncertain and hesitant to identify with the term or even consider the term or begin to contemplate whether they want to be associated with the term because of its unclear definition and its purpose. Shaw and Lee imply that feminist priorities are not set and that it is necessary to have them in order to recognize what is important for feminism (Shaw and Lee, pg. 650). The ambiguity of feminism could prevent individuals from joining in on the movement and finding their place within in, as discussed in "Mizzou Climate: feminist students find community within MU" by Emmy Boyd, where it took a student awhile to realize their ideals for feminist ideals. For example, women who say they aren't feminists tend to describe aspects of feminism to debunk their involvement. This isn’t really something that can be addressed though. One of the great things about feminism is that it can be adapted and used by different people in different ways. If it did need to be addressed, it might be helpful to have a clear, but still accommodating and open, definition of feminism. Something like “identifying and breaking down social inequalities” would work. In addition to feminism's unclear definition providing a barrier, feminism is simply just a feared movement. Rejections to feminism mostly surround the myths about the feminist movement and about the definition of feminism. An example would be that feminism is about hating men, or that feminism is a movement for lesbians. Lisa Marie Hogeland in "Fear of Feminism" describes the fear as a fear of reprisals, and not feminism itself. Young women are afraid of the possible consequences of identifying as a feminist. For example, they might have an internalized homophobic fear of being labeled as a lesbian. They fear this label that will prevent them, as heterosexual women, from being in relationships with men. Furthermore, they feel that they will constantly have to reevaluate their relationships with men and it is a frightening and intimidating idea. It is a fear of going after ideas that society rejects and establishing a sense of self. Classes like this one help break down fear of feminism since this class debunks feminist myths. I think that more education is a good approach. Finally, the stigmatization of feminism is a barrier that prevents individuals from joining the feminist movement. Anything that threatens to drastically alter the natural order of society is seen as a complication. As discussed in chapter two of the textbook, "normality" reflects the identity of those in power: men (Shaw and Lee, pg. 43). As a result, anything associated with women in general, or women gaining power, or women being granted rights that separate them as humans with human rights, jeopardizes normality. Feminism is seen as a direct attack on our androcentric and patriarchal society. As a result of this, many anti-feminist arise and draw them away from the feminist movement. For example, the Women Against Feminism Tumblr presents the opinions of some young women who are against feminism because it threatens normality. You can find this Tumblr page here: This can be resisted by a counter movement, something like womenforfeminism. In conclusion, the three barriers that still prevent individuals from joining the feminist movement include: (1) the unclear definition of feminism, (2) the fear of the feminist movement, and (3) the stigmatization of feminism. In general, the best way to overcome these issues is through education, since it appears that most people fear feminism because they don’t understand it. What makes this response good , you might ask? First, it addresses all aspects of the prompt. Second, it’s clearly organized. Third, it provides specific examples from the book and outside sources – it has 5 total citations, which really add to her answer, but they don’t take over her answer. Fourth, it’s a developed response with lots of ideas and explanation. For most of the questions on the exam, you’ll be able to use a mix of examples from the book and from real life. In relation to citation, the example above gives all the information I might want to need: authors names, title of the specific reading, page numbers, and a URL for the outside text. You don’t necessarily need to provide all of that, but if you can, it will help me! If you’re pulling examples from the Intro/Lecture material of the book, you can just say “according to the book” or provide a page number or cite (Shaw and Lee) after what you pulled. If you draw from a specific reading or video or website that was assigned in class, please include the title/author so that I show what conversation you’re participating in. If you draw from an outside text that you decide to bring in, please reference this and include a website link at the bottom or a works cited entry so that I can go take a look if I want to. Good luck! I hope this helps!