========================================================================= Date: Sat, 15 Apr 1995 00:02:43 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Stephanie Bower Subject: Camille Paglia I'm new to this list, so forgive me if I'm getting in on the tag end of a conversation. I do not teach Camille Paglia for the same reasons that I don't teach Rush Limbaugh in my freshman composition courses--they already get so much exposure in mainstream magazines (I once saw an article by Paglia in the National Enquirer), on TV, and on the radio that I don't feel I have a responsibility to use them in my classes. My experience has been that it's very tempting for students to adopt these voices in order to critique other writers they read in the class--in other words, this kind of writer encourages them to become "ditto-heads" rather than teaching them to be independent thinkers. There is so much diversity within feminism--why use Paglia to limit the paradigms of the discussion? Stephanie Bower UCLA snv@netcom.com ========================================================================= Date: Sat, 15 Apr 1995 03:22:38 LCL Reply-To: RGINZBERG@WESLEYAN.BITNET Sender: Women's Studies List From: Ruth Ginzberg Organization: Philosophy Dept., Wesleyan University Subject: Re: Camille Paglia >I do not teach Camille Paglia for the same reasons that I don't teach >Rush Limbaugh in my freshman composition courses--they already get so >much exposure in mainstream magazines Hmmm, good point. I also don't teach Gloria Steinam or Robert Fulgum (?sp? - "Everything I Need To Know I Learned In Kindergarten") for similar reasons. But then I have taught Martin Luther King Jr. and Katherine MacKinnon, who also get (or got) plenty of media exposure. I'm not sure this is quite the distinction I use. But it is something like that. For me, I think it has more to do with the quality of the argument/evidence that the person presents (as well as its relevance to the topic of the course, naturally). I think that *most* (but not all) people who become hot media items are expert at producing aroused emotions (most often fear, anger and/or shock these days, it seems, especially in middle class white folks) -- with small sound bytes -- and with suggestion and innuendo rather than with evidence and persuasive reasoning. But this is not what I want to attend to in my classes. I want students to read and attend to more sustained and complex patterns of reasoning and evidence than what one typically sees on TV, radio or popular magazines. ----------- Ruth Ginzberg (rginzberg@eagle.wesleyan.edu) ------------ ========================================================================= Date: Sat, 15 Apr 1995 09:19:25 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Rosa Maria Pegueros Subject: Camille Paglia RE: Popular figures and media over-exposure. I wouldn't overestimate what students are exposed to in terms of the media. WE might consider them overexposed, but many students never read a magazine or a newspaper and only rarely watch any serious television. Taking a course in women's studies might sensitive them to the presence of certain issues in media, but if all they've ever heard about Camille Paglia is what they pick up from a momentary exposure in the press, they might be led to believe that she is someone to be taken seriously. ....................................................................... Rosa Maria Pegueros e-mail: pegueros@uriacc.uri.edu Department of History telephone: (401) 792-4092 217C Washburn Hall University of Rhode Island Kingston, RI 02881-0817 "Women hold up half the sky." ========================================================================= Date: Sat, 15 Apr 1995 13:17:32 EDT Reply-To: Women's Studies List Sender: Women's Studies List Comments: Converted from OfficeVision to RFC822 by PUMP V2.2X From: "Linda Lopez McAlister, SWIP-L Moderator" Subject: Film Review Added: Oleanna On Saturday, April 15, 1994 I broadcast a review of "Oleanna" on "The Women's Show" a feminist/womanist radio magazine on WMNF-FM (88.5) "Radio Free Tampa" in Tampa, Florida. It is now available for retrieval from the FILM FILELIST. To obtain this review send the following command to Listserv @UMDD (Bitnet) or UMDD.UMD.EDU (Internet): GET FILM REV140 FILM To obtain a list of all the film reviews available, send a message to the same listserv address that says: INDEX FILM To get more than one review, put each command on a separate line: GET FILM REV6 FILM GET FILM REV14 FILM GET FILM REV39 FILM The opinions expressed in these reviews were mine when I wrote the review and represent one woman's opinion at a particular time.We have over 3000 subscribers to WMST-L so there are probably 2999 other views. If you would like to share yours, please do NOT do so on the WMST-L itself, but send your messages to me personally at the addresses below. I have appreciated the feedback I've received. Thanks. Linda ========================================================================= Date: Sat, 15 Apr 1995 13:54:15 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Georgia NeSmith Subject: Re: Camille Paglia >From: Stephanie Bower >I do not teach Camille Paglia for the same reasons that I don't teach Rush Limbaugh in my freshman composition courses--they already get so much exposure in mainstream magazines (I once saw an article by Paglia in the National Enquirer), on TV, and on the radio that I don't feel I have a responsibility to use them in my classes. My experience has been that it's very tempting for students to adopt these voices in order to critique other writers they read in the class--in other words, this kind of writer encourages them to become "ditto-heads" rather than teaching them to be independent thinkers. < *********** It seems to me that it could be useful to "teach Rush Limbaugh" et al. in a Frosh Comp course (or courses). Not as "model writers" but as the contrary -- writers who use faulty logic and make unsubstantiated claims. This is important to do so _precisely because_ students are exposed to them in the "mainstream" media. We need to teach them HOW to find the holes in the logic of these folks. In order for students not to become "ditto heads" they need to be able to analyze the claims Limbaugh et al. make. Georgia NeSmith gnesmith@acspr1.acs.brockport.edu ========================================================================= Date: Sat, 15 Apr 1995 11:04:02 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Madeleine Kahn Subject: def. of term Can anyone help me define the term (as it is used in literary criticism) "reading against the grain?" Can anyone tell me where it comes from originally? My students often understand it as "reading against authorial intent" and I haven't figured out how to steer them away from that quagmire. Many thanks for your help. /Madeleine Kahn -- Madeleine Kahn | mkahn@ella.mills.edu | 510-430-2358 ========================================================================= Date: Sat, 15 Apr 1995 11:44:01 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Dawn Skorczewski Subject: Re: def. of term In-Reply-To: <199504151804.OAA08389@holmes.umd.edu> i am not sure of the origin of the term "reading against the grain," but there's an interesting definition of it in the introduction to Bartholomae and Petrosky's textbook Ways of Reading--it talks about strong reading too, which is a term I've spent much time debating (too masculinist/adventure as conquest oriented?) Wish I knew more, but I think that intro. would help your students! I can send it to you, if you want... Dawn Skorczewski U. Redlands skorczew@ultrix.uor.edu ========================================================================= Date: Sat, 15 Apr 1995 14:05:47 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Theresa Kaminski Subject: using Paglia, et. al. This is one of the larger issues I am grappling with as I set up my course on the history of women's rights and feminism in the U.S. I do want to give both sides of issues to my students so I will be including information on opposition to the 19th-century "woman rights" movement and to woman suffrage. Since I will be taking the course into the late 20th century I do feel obligated to include the "antis" there, especially Schlafly and the Eagle Forum. When I get into explaining the diversities of feminism I will likewise feel obligated to introduce the students to women like Paglia and Sommers who not only claim to be feminists, but also seem to claim to be the "right" kind of feminist. These are complicated issues and I have to admit that I would be pretty frustrated to have a lot of students coming out of the class believing that Paglia and Sommers are wonderful feminists, but if they have reached such a decision by using critical thinking, then I have done all I can do. Have women anywhere at any time totally agreed on what feminism is? Theresa Kaminski Dept. of History University of Wisconsin-Stevens Point ========================================================================= Date: Sat, 15 Apr 1995 15:25:15 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Rosie get film rev140 f=mail ....................................................................... Rosa Maria Pegueros e-mail: pegueros@uriacc.uri.edu Department of History telephone: (401) 792-4092 217C Washburn Hall University of Rhode Island Kingston, RI 02881-0817 "Women hold up half the sky." ========================================================================= Date: Sat, 15 Apr 1995 12:36:34 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Stephanie Bower Subject: Re: using Paglia, et. al. >This is one of the larger issues I am grappling with as I set up my >course on the history of women's rights and feminism in the U.S. I >do want to give both sides of issues to my students so I will be >including information on opposition to the 19th-century "woman rights" >movement and to woman suffrage. Susan Faludi has a great piece on "post-feminists" like Paglia, Katie Roiphe etc. in the current issue of Ms. She analyzes the cultural context that has allowed these voices to emerge (to dominate?) in discussions of feminist issues, and she points out the inconsistencies in their arguments (for example, she undermines their self-positioning as lonely voices in the wilderness by exposing the large amounts of funding they receive from conservative foundations. Kinda like Newt Gingrich or Bob Dole positioning themselves as a political "outsiders.") Anyway, I think this kind of contextualization is very important for students to see these writers in perspective. It might be useful to address why these writers get so much attention. What interests do they serve? Stephanie Bower UCLA snv@netcom.com ========================================================================= Date: Sat, 15 Apr 1995 18:31:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: ak28 Subject: Italian WMST programs An undergraduate student of mine is moving back to Italy (she's Italian, but has lived here for ten years), and wishes to know of Women's Studies programs at universities there. Thank you in advance for sending any information on this topic to me, Ana Kothe, at: ak28@umail.umd.edu ========================================================================= Date: Sat, 15 Apr 1995 19:20:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: ak28 Subject: Italian WMST programs: correction In posting my message regarding a request for information about WMST programs in Italy, I mistakenly used the term "student" when I meant "colleague." We remain thankful for your replies, Ana Kothe ak28@umail.umd.edu ========================================================================= Date: Sat, 15 Apr 1995 18:41:39 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Deborah Moreland moreland.utdallas.edu." Subject: Re: def. of term In-Reply-To: <199504151804.OAA16887@holmes.umd.edu> I think Judith Fetterley in The Resisting Reader introduced the term "reading against the grain," but I don't have the text to confirm my hunch. ========================================================================= Date: Sun, 16 Apr 1995 10:18:04 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Reina Pennington Subject: CFP/subj: Military Women ******************************************************************* * * * PUBLISHING OPPORTUNITY * * * * For biographical essay writers interested in * * * * THE HISTORY OF MILITARY WOMEN * * * ******************************************************************* I seek contributors and contributing editors for a BIOGRAPHICAL DICTIONARY OF MILITARY WOMEN to be published by Greenwood Press. The audience will be students from the secondary to the graduate level, public libraries, and book clubs. Coverage will include women from antiquity to the present, throughout the world. The scope of this book is comprehensive. Since the book encompasses many nations and historical periods, the term "military" is necessarily used in the broadest sense to include all sorts of armed service: regular army and militia; ground forces, air forces, and navy; on a formal or auxiliary basis. A "military woman" is one who served, performed duties, or otherwise fulfilled a role, officially or not, that would be considered military if a man did the same thing. Beyond that, the priorities will be as follows: 1) women who fought or fulfilled a direct combat role (including historical figures, Soviet military women, partisans, revolutionaries [but not terrorists], siege defenders, etc.). 2) women who served in designated military positions and/or who held military rank. 3) women who did not fight or have formal rank, but otherwise fulfilled military duties (WASPs etc.) 4) space permitting, other women connected with military service. Biographical essays will vary in length from 300-1500 words, and will include group entries as well as individual name entries. Entries will include brief biographical data and coverage of the subject's background, education, and formative experiences. The main emphasis should be on the individual's particular contribution or significance as a military figure. Historical context should be minimal, but sufficient to understand the subject's achievements. Short entries on major organizations important to military women (such as the WASPS, Osoaviakhim, the Women's Battalions of Death, etc.) will be included separately to avoid repetition in individual subject entries. Anecdotes and representative events from the individual's life should be included to make the entry as lively and interesting as possible, while retaining accuracy and sound scholarship. Contributors should be well-versed in scholarly research methods. Sorting out fact from fiction will be very important in this project; contributors must be prepared to make efforts to track down primary sources where available, and to evaluate credibility of all sources. I am the editor of this volume and Robin Higham is the advisory editor. I would like to find several contributing editors willing to take responsibility for entries connected with a geographical area or time period; those editors will write some entries themselves and assist in finding contributors for the remaining entries. Individual contributors are also welcome. All contributors receive a byline; contributing editors and others who write multiple entries will receive a copy of the published book. If you are interested in participating in the project and would like detailed information, please send cv/resume and area(s) of interest by May 10 to: *+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+* Reina Pennington e-mail: RPennington@sunbelt.net Dept. of History voice: 803-337-3407 Univ. of South Carolina fax: 803-777-4494 Columbia, SC 29208 USA *+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+ ========================================================================= Date: Sun, 16 Apr 1995 11:32:21 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Kelly Shareen Mayhew Subject: Re: using Paglia, et. al. In-Reply-To: <199504151939.PAA07488@falcon.bgsu.edu> If at all possible, check out Sut Jhally's latest video, "Date Rape Backlash." It's hosted by Callie Khouri (of _Thelma & Louise_ fame) and has interviews with Susan Douglas, Susan Faludi, bell hooks and Katha Pollitt. It's a great media analysis of Roiphe's book, "post-feminism" and the conservative pundits. I showed it in my Intro. to Women's Studies course and got a good reaction. kelly mayhew bowling green state university kellysm@bgnet.bgsu.edu ========================================================================= Date: Sun, 16 Apr 1995 12:22:23 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Gail Dines Subject: Re: def. of term Madeline asked about reading against the grain. One place it can be traced back to is Stuart Hall's encoding\decoding essay. Here he argues for an analysis of the potential fracture between the encoded message and the one decoded by the audience. He then argues however that there is a dominant ideology inscribed in the text (through codes and conventions) and that the majority of viewers will make the dominant reading. Following his articl;e there was a number of articles which suggeted that readers actually negotiate with the text while others (often those who have access to ab alternative ideology) make alternative readings. For a more detailed discussion look at back issues of Critical Studies in Mass Communincation. Hope this helps. Gail Dines. Whe_dines@flo.org ========================================================================= Date: Sun, 16 Apr 1995 16:04:50 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Elizabeth Moreno Subject: Re: Camille Paglia > if all they've ever heard about Camille Paglia is what they pick > up from a momentary exposure in the press, they might be led to believe that > she is someone to be taken seriously. Conversely, I find myself inclined to think of Catherine MacKinnon as something of a lunatic (a horrible confession, I know)....and when I do find myself having these thoughts, I sit down with her scholarship and rediscover that she is a genius. I disagree with a lot of what she says, but she cannot be dismissed the way the mainstream media attempts to dismiss her... ---Elizabeth Moreno ========================================================================= Date: Sun, 16 Apr 1995 16:07:53 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Joan D. Mandle" Subject: U.N. Document I would like to print out the U.N. major document for Beijing in its most recent version. Does anyone know specifically how I can do that in E-Mail? Thank you for your help. Joan Mandle jdmandle@center.colgate.edu ========================================================================= Date: Sun, 16 Apr 1995 18:57:32 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Susanne B. Dietzel" Subject: Info on Mercedes Gilbert I would greatly appreciate information -- biographical and critical -- on the African American actress, playwright and novelist MERCEDES GILBERT. She was the author of AUNT SARA'S WOODEN GOD (1938) and SELECTED GEMS: POETRY, COMEDY, AND DRAMA (1931) and a succesful actress on the New York stage. Thanks in advance. Please respond privately to Susanne Dietzel diet0008@gold.tc.umn.edu ========================================================================= Date: Mon, 17 Apr 1995 08:30:24 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Mollie Whalen Subject: Re: using Paglia, et. al. Have you seen the piece by Patrice McDermott in the most recent issue of SIGNS? "On Cultural Authority: Women's Studies, Feminist Politics, and the Popular Press. It contains an excellent review of the discourse and political implications of Sommers et al. Theresa Kaminski wrote: This is one of the larger issues I am grappling with as I set up my course on the history of women's rights and feminism in the U.S. ....When I get into explaining the diversities of feminism I will likewise feel obligated to introduce the students to women like Paglia and Sommers who not only claim to be feminists, but also seem to claim to be the "right" kind of feminist. ========================================================================= Date: Mon, 17 Apr 1995 07:43:31 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Kathleen T. Smith" Subject: 1st person fiction I am looking for 1st person fiction, preferably novels, where the 1st person speaker's sex is the opposite of the author's--for example, _Frankenstein_; however, I am particularly interested in more recent novels, say those written within the last twenty years. I have found two so far: _In the Country of Last Things_, by Paul Auster, and _She's Come Undone_, by Wally Lamb. Please respond to me privately. Thank you. Kathleen T. Smith Centenary College of Louisiana ksmith@centenary.beta.edu ========================================================================= Date: Mon, 17 Apr 1995 08:37:33 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Kathleen T. Smith" Subject: My address Sorry. It's Monday after a 3-day weekend, and I am not coherent. My address for those of you who wish to reply to my query re: 1st person fiction is: ksmith@beta.centenary.edu Thanks. I apologize for the confusion. Kathleen T. Smith ksmith@beta.centenary.edu ========================================================================= Date: Mon, 17 Apr 1995 10:36:11 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: flood dawn rae Subject: Czech. nationalism and feminism In-Reply-To: <199504162005.AA07184@uxa.cso.uiuc.edu> Hello. I am posting this for a colleague who doesn't subscribe. Please respond directly to her at plach@uxa.cso.uiuc.edu Her name is Eva Plach. She is currently doing research on the topic of Czech. nationalism and feminism, both before and after the recent re-division of the nation. Does anyone know of any secondary source material that might be helpful in this area? She has only a few articles right now, so any suggestions would be greatly appreciated. Thanks in advance. Dawn Flood University of Illinois-Urbana/Champaign flood@uxa.cso.uiuc.edu ========================================================================= Date: Mon, 17 Apr 1995 09:27:56 EDT Reply-To: Women's Studies List Sender: Women's Studies List Comments: Converted from OfficeVision to RFC822 by PUMP V2.2X From: "Linda Lopez McAlister, SWIP-L Moderator" Subject: Call for Papers: Women and Violence *** Resending note of 04/17/95 09:26 To: SWIP --CMSNAMES From: Linda Lopez McAlister, SWIP-L Moderator Call for Papers: Women and Violence. Hypatia is seeking papers for a special issue on Women and Violence to be guest edited by Bat-Ami Bar On. This issue will bring together diverse examinations of women's victimization by and participation in violence in an attempt to reconsider and reconceptualize the relationship between women and violence in light of discussions of such topics as voice, agency, the body, resistance, responsibility, and the old and new feminist "sex wars." Among the topics that contributors might address are: 1. What does or should count as violence against women? Should the otherwise common distinction between violence and coercion, for example, be preserved or dismissed? What about the distinction between physical and mental violence? 2. Do differences such as those of race or ethnicity, class, or age make a difference with regard to violence against women? That is to say, is there a theoretically significant specificity to, e.g., rape or battering that is a function of a woman's social location? What about context? Is there a theoretically significant specificity to, e.g., rape when it happens during a war like the one in Bosnia or during torture in a state-operated detention center? 3. There are all sorts of situations in which women either inflict violence on other women or are implicated in the violent victimization of other women. Is the violent victimization of women by other women different in kind from the violent victimization of women by men? Is lesbian battering different from bettering in the context of a heterosexual relationship, for example? What about the Euroamerican women implicated in violence against African-American or Native American women slaves or Nazi women implicated in violence against Jewish or Roma women? 4. Women are the perpetrators of or implicated in violence used not only against other women but against others, as well, be they family members such as their own children or strangers. Does this require a feminist rethinking of violence, especially as this concept is understood in phrases such as "violence against women"? 5. Among the strategies used by activists who are working on violence against women internationally is the expansion of the concept of human rights to include women's rights of protection against violence. This strategy has been working but is it satisfactory? Are there other ethico-political discourses that could or should be used in the context of policy recommendations, especially in the international arena? 6. Rights have also been mobilized to make sense of women's training in the martial arts, teaching self-defense, and of women killing their batterers. This mobilization has and may require a rethinking of rights both as legal rights and as ethico-political ones. How fruitful have the changes been? Are there other ethico- political discourses that could be mobilized to make sense of this kind of participation by women in violence? 7. Is the violence of women's self-defense distinctly different from victimizing violence? 8. How is one to view women's soldiering or participation in guerilla groups, since these contexts are different from whose of women inflicting violence on other women or using it in self defense. 9. The relationship to violence may be an engendering one. If it is, is women's victimization by violence normative of being gendered as female and women's participation in violence transgressive of these very norms? All papers should be submitted in quadruplicate and identified as submissions for the Women and Violence issue. Send them to Hypatia, Department of Women's Studies, HMS 413, University of South Florida, Tampa, FL 33620 postmarked no later than November 15, 1995. Anticipated date of publication is Fall, 1996. ========================================================================= Date: Mon, 17 Apr 1995 11:23:45 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Virginia Elwood Subject: Re: using Paglia, et. al. In-Reply-To: <199504171229.IAA16184@holmes.umd.edu> It seems to me that one should teach Paglia in Women Studies classes precisely BECAUSE she is controversial. Having heard my share of odd statements regarding feminism ("you can't be a feminist if you are married," "you can't be a feminist if you wear nylons," "you can't be a feminist if you are a Republican," etc.) I found her point that media feminists (the people she calls the "so-called feminists") were closed-minded to be quite well taken. It seems to me that people who insist that she cannot be taken seriously are proving her point. After all, she has excellent academic credentials, and she is certainly entitled to her opinions. Isn't she? Isn't the academy supposed to be where one is exposed to many ideas, and taught to think critically and form opinions? ========================================================================= Date: Mon, 17 Apr 1995 15:40:36 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Kathy Feltey Subject: Director of Women's Studies Position Applications are invited for the position of Director of the Women's Studies Program at The University of Akron. The program seeks a qualified scholar with a strong record of teaching, research, and service. Rank is open. The nine-month, tenured or tenure-track position is a joint appointment with a department within the College of Arts & Sciences. The successful candidate must have a terminal degree and be tenurable according to the criteria of that Arts & Sciences department. Preference will be given to those who show evidence of scholarship and teaching in feminist theory and third wave feminisms. Ability to mentor is a plus. Women's Studies responsibilities include administering and teaching in the Women's Studies Program, which consists primarily of the undergraduate interdisciplinary Women's Studies Certificate. The expected starting date is August 1996, with possible start date of January 1996. Salary range is commensurate with qualifications and experience. Applicants should send a recent curriculum vita, including the names and phone numbers of three references to: Dr. Therese L. Lueck, Chair Director of the Women's Studies Search Committee Women's Studies Program The University of Akron Akron, Ohio 44325-6218 Formal review of applications will begin August 28, 1995 and continue until the position is filled. ========================================================================= Date: Mon, 17 Apr 1995 11:50:56 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Danielle Levine Subject: gender and science We are attempting to develop a cross disciplinary course on gender and science (at the 2000 level). Scientiists are skeptical that this can in fact be done or developed. They are willing to give it a try if it can be shown that it has been done elsewhere. We would appreciate hearing about success stories, problems, ideas/suggestions/possible references, as well as course outlines. Thanks Danielle Levine Research Assistant Dept of Political Science University of Winnipeg, Manitoba E Mail: DLEVINE@UWPG02.UWINNIPEG.CA *please respond privately ========================================================================= Date: Mon, 17 Apr 1995 16:44:51 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: Re: gender and science Danielle Levine writes: > We are attempting to develop a cross disciplinary course on gender and > science (at the 2000 level). Scientiists are skeptical that this can in > fact be done or developed. They are willing to give it a try if it can > be shown that it has been done elsewhere. We would appreciate hearing > about success stories, problems, ideas/suggestions/possible references, > as well as course outlines. Have you checked the WMST-L syllabi collection? It includes several syllabi for courses dealing with gender and science. To get the syllabi filelist, send the message INDEX SYLLABI to LISTSERV@UMDD.UMD.EDU (do NOT send this message to WMST-L! DO NOT HIT REPLY!!). When you receive the syllabi filelist and see syllabi you want, send the message GET filename to LISTSERV@UMDD.UMD.EDU, replacing "filename" with the two-word name of the file (the first two words in caps in each listing on the syllabi filelist). If you want more than one file, put each "GET filename" request on a separate line. For more information, consult section 11 of the WMST-L User's Guide. If you need another copy of the Guide, send the message GET GUIDE WMST-L to LISTSERV@UMDD.UMD.EDU. DO NOT SEND THESE MESSAGES TO WMST-L. DO NOT HIT REPLY. Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Mon, 17 Apr 1995 16:02:30 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Benay Blend Subject: Re: gender and science You might want to contact Prof. Vera Norwood, Chair of American Studies at the U. of New Mexico. When I was a grad student several years ago she team-taught a course with the engineering dept focusing on technology and American Society. She could probably also give you other leads. Hope this helps. The number is 505-2773929. address: Am. Studies Albuquerque, NM U. of New Mexico 87131 Benay Blend blend@alpha.nsula.edu ========================================================================= Date: Mon, 17 Apr 1995 16:38:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List Comments: Converted from OfficeVision to RFC822 by PUMP V2.2X From: Linda Lopez McAlister Subject: Czech nationalism and feminism There is an article by Hana Havelkova in HYAPTIA 8(4) Fall, 1993, called"Patriarchy and Czech Society," that she might look at (as well as Nanette Funk and Magda Mueller's book _Gender Politics and Post-feminism_ (Routledge, 1993). Linda Lopez McAlister Department of Women's Studies University of South Florida Tampa, FL 33620 (813) 974-5531 ========================================================================= Date: Mon, 17 Apr 1995 15:51:55 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: baldwinj@SASK.USASK.CA Subject: Women's Studies in China I am a graduate student in Adult and Continuing Education at the University of Saskatchewan in Canada. On May 23 I am going to China for a three week study tour of Shanghai, Qufu, and Beijing. I am interested in learning about women's studies, distance learning, educational technology, and telecommunications policy. If anyone knows people or resources which might give my some first-hand learning experiences in China, I would appreciate hearing about them. Respond privately to: baldwinj@sask.usask.ca Janet Baldwin College of Education University of Saskatchewan Saskatoon, SK. S7N 0X1 ========================================================================= Date: Mon, 17 Apr 1995 15:57:49 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: baldwinj@SASK.USASK.CA Subject: Help Locating Chinese Women's Studies Scholar On Wednesday March 29 I heard a Chinese Women's Studies Professor from a University in Beijing on the Canadian Broadcasting Corporation evening news program, AS IT HAPPENS. I was in my car chauffering children to lessons and couldn't write down the details. I believe what I heard was an excerpt from a lecture she had given at an American University. I will be in China May 23 - June 11 on a study tour of Shanghai, Qufu, and Beijing. If anyone can help me locate this woman I would like to make contact with her. Send replies privately to : baldwinj@sask.usask.ca Thanks! Janet Baldwin College of Education Universiy of Saskatchewan Saskatoon, Saskatchewan Canada S7N 0X1 ========================================================================= Date: Mon, 17 Apr 1995 18:37:32 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Anne R Malone Subject: Clothesline Project A group of students in my introductory literature class are preparing a presentation on the Clothesline Project in which they are going to ask their classmates to join them in making paper t-shirts for women and children in fiction who have been the victims of sexual, physical, mental abuse. They are going to begin the class by naming women whose stories they are reading for this project (Pecola in Morrison's The Bluest Eye, Bone in Dorothy Alison's Bastard out of Carolina, etc) and then invite their classmates to add other names-shirts to their paper clothesline. Several weeks ago there were several postings on WMST-L about the history of the clothesline project. I thought I had filed them on my computer but cannot find them. If anyone has these files available, could you send me a copy. I tried to retrieve them via INDEX WMST-L but got totally confused. Also if anyone has any suggestions of women-children from literary sources that I could suggest they also consider adding to their list, could you send that to me as well. Please send them to me at - ARM1@HOPPER.UNH.EDU Thanks Anne Malone University of New Hampshire ========================================================================= Date: Tue, 18 Apr 1995 14:20:40 +1200 Reply-To: Women's Studies List Sender: Women's Studies List From: LEAHY Subject: Teenage pregnancy and parenting Programmes in US schools I am interested in receiving information about teenage pregnancy and parenting programmes currently in operation in American schools. I am keen to find out about programmes which include comprehensive services along with an emphasis on enhancing educational progress. > All replies please to helen.leahy@minedu.govt.nz ========================================================================= Date: Mon, 17 Apr 1995 22:57:53 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Carol Barash Subject: Re: Vilanelle Is it possibly from "villanelle": A French verse form, derived from Italian folk song...has elaborate rhyme scheme, but in popular usage suggests a rustic song (paraphrased and condensed from *Princeton Encyclopedia of Poetry & Poetics*) Carol Barash Englsh Rutgers ========================================================================= Date: Tue, 18 Apr 1995 12:14:18 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: Lisa Schwartz <9317721s@UDCF.GLA.AC.UK> Subject: Re: 1st person fiction In-Reply-To: <5345.199504171252@lenzie.cent.gla.ac.uk> from "Kathleen T. Smith" at Apr 17, 95 07:43:31 am Have you looked at *Smilla's Sense of Snow* by Peter Hoeg? It was published in the UK under the title *Miss Smilla's Feeling For Snow*. It isn't 100% successful in appropriating a woman's voice, but it is a good read. Sorry for responding through the list but my personal note was rejected. This happens alot with addresses to the US. Is it just me? Lisa Schwartz University of Glasgow 9317721s@udcf.gla.ac.uk > > I am looking for 1st person fiction, preferably novels, where the 1st > person speaker's sex is the opposite of the author's--for example, > _Frankenstein_; however, I am particularly interested in more recent > novels, say those written within the last twenty years. I have found two > so far: _In the Country of Last Things_, by Paul Auster, and _She's Come > Undone_, by Wally Lamb. > > Please respond to me privately. Thank you. > > Kathleen T. Smith > Centenary College of Louisiana > ksmith@centenary.beta.edu > ========================================================================= Date: Tue, 18 Apr 1995 12:34:30 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: Lisa Schwartz <9317721s@UDCF.GLA.AC.UK> Subject: re 1st person fiction Have you looked at *Smilla's Sense of Snow* by Peter Hoeg? It was published in the UK under the title *Miss Smilla's Feeling For Snow*. It isn't 100% successful in appropriating a woman's voice, but it is a good read. Sorry for responding through the list but my personal note was rejected. This happens alot with addresses to the US. Is it just me? Lisa Schwartz University of Glasgow 9317721s@udcf.gla.ac.uk ========================================================================= Date: Tue, 18 Apr 1995 07:28:38 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Rosmarie H Fouad Subject: www homepage Re: WWW homepage for government resources on women'w health issues. As part of a class project, three graduate students in library science at the University of Arizona have developed a www homepage for women's health issues. We would like some feedback. The www address is: http://timon.sir.arizona.edu/govdocs/whealth/agency.htm Any comment is welcome. We are also looking for somebody who would be ineterested to maintain the page in the future. Respond to the address indicated on the page or to me personally. We thank everybody in advance. Rosmarie H. Fouad rfouad@aruba.ccit.arizona.edu ========================================================================= Date: Tue, 18 Apr 1995 09:04:43 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Spider Granddaughter Subject: Re: using Paglia, et. al. In-Reply-To: <199504171848.OAA22356@holmes.umd.edu> On Mon, 17 Apr 1995, Virginia Elwood wrote: > It seems to me that one should teach Paglia in Women Studies classes > > After all, she has excellent academic credentials, and she is > certainly entitled to her opinions. Isn't she? Isn't the academy > supposed to be where one is exposed to many ideas, and taught to think > critically and form opinions? > Actually, yes, which is why I do not teach Paglia. And no, I do not think she is "entitled" to her opinions if they are not fact-based, and if those non-fact based opinions harm other women. There is a mistaken belief among us, often including myself, that any opinion is valid. This isn't really so. This belief perpetuates much violence against women, much violence against men of color, much hatred and nationalism, and permits Congress to cut funding to teenage mothers and dependent children. When the facts are known, then our opinions are valid and worth hearing. As a member of academe, I don't think having "excellent academic credentials" means all that much really. I have met some very poorly educated souls from many fine old institutions. You can lead a horse to the education trough, but you cannot force her to learn. Many of my own students think what I am saying is "just opinion" like all the other opinion they encounter, and don't pay attention at all. Sometimes they are right, but often my opinions are fact-based--and discounted all the same. Given Paglia's positions, she probably sat at the back of the class and threw spitwads. I don't teach Paglia, but mainly because I can't talk about her and keep a straight face. Her errors in judgment are terribly funny except they are causing so much damage. So, for that reason also, I do not teach Rush Limbo (sic)--another hilarious soul. My students don't need to have anymore reasons to listen to such swill, even if I teach them how to listen to it. I teach them argument, I teach them literature, and I attempt to teach them research and analytical skills. These skills will help them navigate the polluted media waters without my guidance. I do not need to serve them the most opinionated of the aggressors and make them read them! I serve up to them instead, an academic tasting of the people who do real research and whose work is often neglected in favor of hype. ********************************* *Theresa * Out flew the web, and floated wide, * * The mirror crack'd from side to side, * * "The curse has come upon me!" cried *email: ttheresa@wsunix.wsu.edu * The Lady of Shalott. ********************************* ========================================================================= Date: Tue, 18 Apr 1995 12:29:00 -0400 Reply-To: Women's Studies List Sender: Women's Studies List Comments: Warning -- RSCS tag indicates an origin of $SMTPSRV@UMDD From: Linda Pershing Subject: Question about journals Wendy Furst, a graduate student with whom I am working, is revising an essay which she would like to submit to a journal for consideration. The essay is about feminist theoretical approaches to the study of housework, particularly addressing how and why women and men dork in housework in certain ways, how they negotiate housework responsibilities with their partners or housemates, the aesthetics of housework, and how feminist scholars have approached the study of housework in the past. She wrote the original draft as an extensive research paper for my grad. course in folklore and feminist theory. We are exploring which journals might be interested in an article of this kind, and I would appreciate suggestions from other members of the list. Please respond privately to LLP@cnsvax.albany.edu. Thank you for your assistance, Linda Pershing State Univ. of NY at Albany Dept. of Women's Studies LLP@cnsvax.albany.edu ========================================================================= Date: Tue, 18 Apr 1995 13:16:46 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Helen F. Rowe" Subject: Women in textbooks In-Reply-To: <9406151832.AA14793@moose.uvm.edu> Yolanda (and anyone who is researching women in textbooks): I am researching w in geography textbooks and would like to have a discussion with others who are doing this work; perhaps exchange biblio and ideas? So far I have reviewed seven texts (college level) for photos, and am now working on text content. Look forward to hearing from you. Helen Rowe University of Vermont Geography Department On Wed, 15 Jun 1994, Yolanda Coppolino wrote: > I'm doing a content analysis of the treatment of women in the > MANAGEMENT TEXTBOOKS used in a typical business management curricula > in the university sector. > > I want to look at Organization; Management and Organizational > Behaviour Texts. > Would you please let me know the titles/authors/and publishers (if > possible) of those studied in your courses. > > If you offer a gender issues/women in management course, please > include the text(s) you use in that course. > > Many thanks > Yolanda Coppolino > coppolino@aim1bus.ryerson.ca > ========================================================================= Date: Tue, 18 Apr 1995 13:44:34 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Debra Humphreys Subject: new publication on women in science The Program on the Status and Education of Women of the Association of American Colleges and Universities has just released a new publication on women in science. "Warming the Climate for Women in Academic Science" contains an up-to-date review of the literature on women and science at all levels of higher education. Drawing on findings from numerous researchers, the author covers, among other issues, figures about the number of women participating in science education and careers, evidence of pre-college patterns for girls and women in science and math and studies on how women are faring in higher education as faculty members and as undergraduate and graduate students. The monograph ends with a series of concrete recommendations for change from those that individual faculty members and students can do in support of themselves and each other to changes that need to happen at the highest levels of administration in higher education. The publication is available for $10 plus $5 shipping and handling. To order or for futher information, please contact AAC&U, Publications Desk, 1818 R Street, NW, Washington, D.C. 20009, or by contacting CydCherise Fields at 202/387-3760 or e-mail fields@aacu.nw.dc.us. For futher information on the Program on the Status and Education of Women, contact Debra Humphreys, e-mail dh@aacu.nw.dc.us, tel.(202) 884-7422 or Caryn McTighe Musil at musil@aacu.nw.dc.us, tel. (202)884-7426. ========================================================================= Date: Tue, 18 Apr 1995 13:21:23 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Clare Hemmings Subject: Re: using Paglia, et. al. On Mon, 17 Apr 1995, Virginia Elwood wrote: > It seems to me that one should teach Paglia in Women Studies classes > precisely BECAUSE she is controversial. Having heard my share of odd > statements regarding feminism ("you can't be a feminist if you are > married," "you can't be a feminist if you wear nylons," "you can't be a > feminist if you are a Republican," etc.) I found her point that media > feminists (the people she calls the "so-called feminists") were > closed-minded to be quite well taken. It seems to me that people > who insist that she cannot be taken seriously are proving her point. > After all, she has excellent academic credentials, and she is > certainly entitled to her opinions. Isn't she? Isn't the academy > supposed to be where one is exposed to many ideas, and taught to think > critically and form opinions? > I wouldn't say that Paglia (or anyone) is controversial because of taking what might be considered an anti-feminist line. I agree that we shouldn't _not_ teach Paglia. I think we absolutely should. But not as controversial. Her views about masculinity, femininity, sex etc, are hardly new. It seems to me that what _is_ new is how what is understood as feminist discourse _includes_ Paglia. I've heard people say 'Paglia's a feminist (because she's 'strong-willed') and she says...' as a way of presenting reactionary views _as_ feminist. So.. Paglia should be taught because her views, her speech etc, are perceived as part of feminism,_are_ part of feminist discourse. We can't afford to pretend that's not the case. Out of interest, the only Paglia work I liked, or found vaguely amusing was her U.K. Channel Four 'one-woman presentation' of Lady Diana (I can't remember the name of the program) as the ultimate in camp fag style. Paglia showed a series of pictures of Diana in 'classic' fag cruising poses, complete with self-conscious avoidance of the camera. A new way to interpret Diana's adored bashfulness, particularly in light of the British public's production of her as the archetypal shy young innocent girl.. anyone else see that? Clare Hemmings fac64@mhc.mtholyoke.edu ========================================================================= Date: Tue, 18 Apr 1995 13:50:40 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "C. Horwitz" Subject: Re: Clothesline Project In-Reply-To: <199504172238.SAA25678@holmes.umd.edu> On Mon, 17 Apr 1995, Anne R Malone wrote: > A group of students in my introductory literature class are preparing a > presentation on the Clothesline Project in which they are going to ask > their classmates to join them in making paper t-shirts for women and > children in fiction who have been the victims of sexual, physical, mental > abuse. They are going to begin the class by naming women whose stories > they are reading for this project (Pecola in Morrison's The Bluest Eye, > Bone in Dorothy Alison's Bastard out of Carolina, etc) and then invite > their classmates to add other names-shirts to their paper clothesline. > > Several weeks ago there were several postings on WMST-L about the history > of the clothesline project. I thought I had filed them on my computer but > cannot find them. If anyone has these files available, could you send me > a copy. I tried to retrieve them via INDEX WMST-L but got totally > confused. Also if anyone has any suggestions of women-children from > literary sources that I could suggest they also consider adding to their > list, could you send that to me as well. > > Please send them to me at - ARM1@HOPPER.UNH.EDU > > Thanks > > Anne Malone > University of New Hampshire > Anne We have just completed hosting (hostessing?) the Clothesline Project in Iowa City. I could send you copies of the information I have or perhaps suggest that you contact the National Network at Box 727 East Dennis, Mass. 02641 Phone 508-385-7004 or fax 508-385-7011 although after the display in Washington last week I understand that it will be 4-6 weeks before they can respond to any inquireys or will this help? "Originating in Hyannis, Mass as a commemoration of women who have been victims of violence and bsue, the Clothesline Project was founded in 1990 as a way of breaking the silence which has so often surrounded the persistent and systematic victimization of women in american society. In a manner similar to the AIDS Memorial Quilt, t-shirts which have been decorated in honor of women who have been hurt or killed are hung on a clothesline for display. The inaugral exhibit of The Clothesline consisted of 31 shirts strung up for a Take Back the Night rally; today -- five years later-- national Clothesline Prlject organizers estimate that there are several hundred thousand shirts being displayed across the country..." (from U of Iowa Rape Victim Advocacy Program letter of 2/5/95) Carol Horwitz chorwitz@blue.weeg.uiowa.edu ========================================================================= Date: Tue, 18 Apr 1995 13:54:56 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "C. Horwitz" Subject: Re: Teenage pregnancy and parenting Programmes in US schools In-Reply-To: <199504180236.WAA14328@holmes.umd.edu> On Tue, 18 Apr 1995, LEAHY wrote: > I am interested in receiving information about teenage pregnancy and parenting > programmes currently in operation in American schools. I am keen to find out > about programmes which include comprehensive services along with an emphasis on > enhancing educational progress. > > > All replies please to helen.leahy@minedu.govt.nz United Action for Youth in Iowa City, Iowa> has several programs. You can reach them at 319-338-9279. Also, I believe the Alternative High School offers some classes. The contact person there would be Laurie and the phone number is 319-339-6809. Good luck! \Carol Horwitz chorwitz@blue.weeg.uiowa. edu ========================================================================= Date: Tue, 18 Apr 1995 16:21:42 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jonathan Darr Subject: WS graduate needs advising/help To all Professors and Program Directors: The following is from a WS graduate who may have become lost somewhere along the way. Please help in any way that you can. My name is Jonathan Darr. I graduated from New College of The University of South Florida in 1994 with a self-designed BA in Women's Studies and Literature. I am now looking for graduate work in Women's or Gender Studies. I realize that most deadlines have passed, but I am hoping to find a few people who still need researchers, teaching assistants, or students in their departments. If you have absolutely any information that might help me, please respond. New College did not have a Women's Studies program. A few friends and I created the major to carry out what we knew was important and vital research. This meant, in addition to taking those WS classes we could find in the set curriculum, designing professor-approved courses in Minority Women's Studies, Feminist Theory, Gay/Lesbian/Bisexual Theory, Women in the Natural Sciences, Women and Silence, The Writings of Gertrude Stein, Contemporary Women Poets and several others. For each project I researched and developed a syllabus, read the work, wrote papers, and took part in group discussions. In addition, through organizing symposiums on race, gender, and sexuality, we brought long-silenced issues to the the table for discussion. This was not a simple task, but it was one that has taught me the most important lessons of my life. All of this work helped me in the writing of my undergraduate thesis on women and silence in literature and society where I utilized words and ideas from bell hooks, Tillie Olsen, Audre Lorde, Maya Angelou, Louisa May Alcott, Gerda Lerner, Gertrude Stein and many others. I was proud to write my thesis and proud to graduate after my oral defense. Now, I am basicaly a WS scholar without a program, which I am realizing more and more is essential to my academic growth. I am seeking a program in which I am a part of a community of scholars; one in which professors, assistants, and students are working together. I spent a great deal of time at NC knocking down doors for course approval and pleading for funding. I am not looking for handouts. I am looking for a program which supports my efforts and expects me to support it in return. And I am hoping to find a scholar who knows the ropes and will criticize my weaknesses while encouraging me nonetheless. I am a relentless worker and a creative thinker who is ready to go. Ideally I would go into WS or Gender Studies or Literature with a feminist focus, but I feel prepared to enter programs in other disciplines as well (History of Women, Sociology, Interdisciplinary Studies, Cultural Studies). In the meantime, I continue to work on paper and conference submissions in hopes that I will link up with the right person. Are you that person? Please send any and all advice, suggestions, or program information to my e-mail address (jondarr@aol.com), my snail address (Jonathan Darr; 4207 Oak Springs Drive; Arlington, Texas; 76016). or call me at 817-561-4832. I am available immediately and refuse failure. Thank You For Your Consideration, Jonathan Darr p.s. If you would like to see my thesis abstract, transcript, or vita, please advise me as to where to send them. Feel freely encouraged to send this to anyone who might have ideas. ========================================================================= Date: Tue, 18 Apr 1995 15:43:48 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: "Deborah Peters, OSB" Subject: Re: Clothesline Project Hi!,You may have already considered the novels and short story here, but just in case you haven't, you might want to look at such books as Charles Dickens's *David Copperfield* and other characters in Dickens's novels, Nabokov's *Lolita*, Alice Walker's *The Color Purple,* Wm. Faulkner's "Barn Burning," N. Hawthorne *Scarlet Letter*, Mary Rowlandson's "A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson*(this is not fiction, of course), and Pat Conroy's *Prince of Tides*. If I think of any others, I'll let you know. Good luck. Deborah Deborah Peters,OSB, Ph.D Professor of English Benedictine College 1020 N. 2nd St. Atchison, KS 66002 913-367-5340 ext.2574 FAX 913-367-6102 dpeters@raven.benedictine.edu ========================================================================= Date: Tue, 18 Apr 1995 15:01:38 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Debby Morgan Subject: Int'l Anthology Request I am looking for an anthology of international women's writings to use in a introducutory level course on global feminism. I would like to find a text that has many different countries/regions since the course will be far ranging. Any ideas? The text could be fiction or autobiographical in nature. Debby Morgan University of Oregon MORGDEB@OREGON.UOREGON.EDU ========================================================================= Date: Tue, 18 Apr 1995 17:25:11 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: "Deborah Peters, OSB" Subject: Re: Clothesline Project >Hi!,You may have already considered the novels and short story here, but >just in case you haven't, you might want to look at such books as Charles >Dickens's *David Copperfield* and other characters in Dickens's novels, >Nabokov's *Lolita*, Alice Walker's *The Color Purple,* Wm. Faulkner's >"Barn Burning," N. Hawthorne *Scarlet Letter*, Mary Rowlandson's "A >Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson*(this is >not fiction, of course), and Pat Conroy's *Prince of Tides*. If I think of >any others, I'll let you know. Good luck. Deborah > >Deborah Peters,OSB, Ph.D >Professor of English >Benedictine College >1020 N. 2nd St. >Atchison, KS 66002 >913-367-5340 ext.2574 >FAX 913-367-6102 >dpeters@raven.benedictine.edu Deborah Peters,OSB, Ph.D Professor of English Benedictine College 1020 N. 2nd St. Atchison, KS 66002 913-367-5340 ext.2574 FAX 913-367-6102 dpeters@raven.benedictine.edu ========================================================================= Date: Tue, 18 Apr 1995 17:29:09 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Helen Jones I am planning to teach a short course this summer on the upcoming Beijing conference. I am designing it with a view toward the teachers who take summer institutes at our university, and have cross listed in poli sci. I plan to use the course as well to introduce the students to the internet, as this will be our primary source for documents. I have also heard from some women who will be attending the conference, or who would like to use it as a teaching vehicle for their students. I am wondering if anyone is teaching such a course and would like to share ideas, or if anyone is going and would like to be a correspondent, assuming that this is possible in Beijing. Helen Jones jones@scs.unr.edu University of Nevada, Reno Women's Resource Center ========================================================================= Date: Wed, 19 Apr 1995 08:54:22 +0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Kathleen Seaton Subject: Tani E. Barlow Hello: My friend and I will be going to the Women and Literature Conference in Beijing in June. In a letter outlining some of the details for our papers it was stated that Tani E. Barlow, Senior Editor of Positions may be interested in publishing some of the papers and that we should follow the format of this magazine for our papers. Our Problem is that we can't find info on this magazine and therefore don't know what the format is... Is there anyone who knows this magazine or how we can contact it, or the editor? Thank you in advance for any help/suggestions you may have. Kathleen Seaton and Ling Shou-lin, Tunghai University Taichung, Taiwan. ROC krf@s867.thu.edu.tw ling@s867.thu.edu.tw ========================================================================= Date: Tue, 18 Apr 1995 21:02:08 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Alison Mann Stuebe Subject: Shortchanging girls... In-Reply-To: <199504182202.SAA01863@holmes.umd.edu> I'm looking for internet-based resources that relate to the AAUW report and other work on gender equity in elementary and secondary education. Does anyone know of any gopher, web sites or mailing lists that focus on that issue? Thanks! Alison Stuebe Duke University astuebe@acpub.duke.edu ========================================================================= Date: Tue, 18 Apr 1995 20:46:26 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Stephanie Bower Subject: 1st person fiction This doesn't fit your specifications, but depending on how you are introducing the material might work well to confuse/call into question some gender paradigms: Jeanette Winterson's _Written (Writing?) the Body__ chronicles a passionate love story without revealing the sex of the 1st person narrator. Just a thought! Stephanie Bower UCLA snv@netcom.com ========================================================================= Date: Tue, 18 Apr 1995 20:46:45 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Stephanie Bower Subject: Re: using Paglia, et. al. >On 4/18, Theresa wrote: >There is a mistaken belief >among us, often including myself, that any opinion is valid. This isn't >really so. This belief perpetuates much violence against women, much >violence against men of color, much hatred and nationalism, and permits >Congress to cut funding to teenage mothers and dependent children. It seems that what's at stake in this discussion is really what we want to teach our students. Do we really only want them to "think critically" or do we have an activist agenda, as Theresa implies? I certainly want my students to think critically, but I also believe and hope that such criticism will be directed against shoddy writers like Paglia. That is, I work on the presumption that thoughtful criticism will direct students toward a progressive agenda. Yet I find in my classrooms that if I make this agenda explicit, students dismiss my arguments because I'm a feminist and therefore "biased." So I end up using other criterion to enforce this agenda; I insist, for example, that all opinions be supported with evidence which prevents students from making the kind of blanket generalizations Paglia uses. Stephanie UCLA snv.netcom.com ========================================================================= Date: Tue, 18 Apr 1995 22:39:46 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: yukiko hanawa Subject: Re: Tani E. Barlow In-Reply-To: <199504190059.UAA22233@holmes.umd.edu> To Katheleen Seaton Sorry but I can not get through to the email address you posted. -positions: east asia cultural critique - is publshed by Duke University Press. You can reach the editorial office, located at University of Washington Seattle, by using the email address: position@u.washington.edu note that the first word is "position" not "positions" (as in the journal title). As a member of the editorial collective, I did forward your message to the office, but you should try contacting them for format information etc. If you should have any problems reaching them, you can email me at the address below. Yukiko Hanawa yhanawa@unm.edu ========================================================================= Date: Wed, 19 Apr 1995 06:34:58 LCL Reply-To: RGINZBERG@EAGLE.WESLEYAN.EDU Sender: Women's Studies List From: Ruth Ginzberg Organization: Philosophy Dept., Wesleyan University Subject: Pulitzer Prize Joan D. Hedrick, director of women's studies and professor of history at Trinity College in Hartford, CT learned yesterday afternoon that she has been awarded the Pulitzer Prize in biography for her book "Harriet Beecher Stowe: A Life" (Oxford U. Press, 1994). Congratulations. ----------- Ruth Ginzberg (rginzberg@eagle.wesleyan.edu) ------------ ========================================================================= Date: Wed, 19 Apr 1995 09:30:05 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Sophia Taylor Organization: Roberto C. Goizueta Business School of Emory University Subject: Frances Newman I am looking for a copy of an essay written by Frances Newman in 1925. All the info. I have is the title: "On the State of Literature in the Late Confederacy." If anyone can give me any information on how I can find a copy of this, I would be very grateful! I am a doctoral candidate at the University of Nottingham, England, currently living in Atlanta and doing research on Newman and Ellen Glasgow. Sophia_Taylor@bus.emory.edu ========================================================================= Date: Wed, 19 Apr 1995 11:03:07 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Giavanna Munafo Subject: writers' conference Books and Other Acts: Women Writers and Social Change A Conference Organized by the Institute for Women and Social Change May 5-7, 1995 Dartmouth College "We hoped that our work would, by its happiness and sadness, demonstrate against militarists, racists, earth poisoners, women haters, all those destroyers of days. One common purpose would be to celebrate the day, which is its own reason for peace, to praise and offer to its inherent beauty and reality our work as daily movement people and artists." -- Grace Paley This conference explores the relationship between women's political commitments and artistic practices. Do literature and the life of the imagination affect the social world in which we live? Can reading and writing intervene in the injustices which surround us? Can writing in itself be a "demonstration?" Contemporary women writers in the United States have been divided on this subject: while some consider their writing the best form of activism they can offer, others separate their writing from their political work, maintaining that it is not books but demonstrations that will effect genuine change. Others still devote both writing and other forms of activism to their political commitments. Women writing in the U.S. during the last twenty-five years have been writing in the environment of an active and diverse feminist movement and, thus, confront these questions with particular urgency. Participating Writers: Dorothy Allison Toni Cade Bambara Esther Broner Paule Marshall Cherrie Moraga Grace Paley Dolores Prida Ninotchka Rosca Leslie Marmon Silko Meredith Tax Conference Includes: * Public Readings by each author * Roundtable discussions among the invited writers: 1. "Writing and/as Social Action" 2. "The Politics of Literary Language" 3. "Changing Community" * Lunchtime workshops: 1. "Writing: What for? Why not?" 2. "Supporting the Arts" 3. "Publishing Women's Writing" 4. "Fighting Silence and Censorship" 5. "Teaching Women's Literature" 6. "Politics and/in the Classroom" Registration: $20 before May 1, $25 after May 1. (Free to Dartmouth faculty, students, staff.) On site registration May 5, 2-5 pm, Dartmouth Hall. Box lunches available Sat. and Sun., $10 each. To pre-register, send check made payable to the Institute for Women and Social Change, to us at 205 Rockefeller, Dartmouth College, Hanover, NH 03755. Check-in and program pick-up, 2-5 pm, Friday, May 5 in Dartmouth Hall (opening reception, 5 pm). Final readings and closing session, 2-4 pm, Sunday, May 7. Hotels holding rooms: The Comfort Inn, 802-295-3051 The Days Inn, 603-448-5070 Chieftain Motor Inn, 603-643-2550 For details, directions to Hanover, or program and registration form, contact Teresa Thurston, email: Teresa.Thurston@Dartmouth.edu (603-646-2229 by phone). ========================================================================= Date: Wed, 19 Apr 1995 10:11:34 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Miriam Harris Subject: Sallie Bingham Does anyone know how to reach Sallie Bingham? She no longer lives in Kentucky and is not affiliated with The Kentucky Foundation for Women. Please reply privately if you have her new address. Miriam K. Harris mharris@utdallas.edu ========================================================================= Date: Wed, 19 Apr 1995 11:46:10 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Gail Dines Subject: Re: Clothesline Project Reading about the clothesline project promted me to share with the list a comment my student made in class. She had been to the protest in D.C and was watching Rush Limbaugh's tv show{to see what he had to say. After the usual "jokes" about "fat lesbians" he said that they even did their laundry in public and continued to make jokes about dirty underwear on the clothesline. Nice!!!!. People should think about sending letters of protest to tv networks and companies that advertise on his show. Gail Dines. Whe_dines2flo.org ========================================================================= Date: Wed, 19 Apr 1995 11:00:44 LCL Reply-To: Women's Studies List Sender: Women's Studies List From: kathleen hickok Subject: Re: Int'l Anthology Request For an international anthology, you might look at International Feminist Fiction, edited by Julia Penelope and Sarah Valentine (1992). As you might expect from these editors, six of the twenty-four stories are lesbian. Kathy Hickok, Iowa State Univ. ========================================================================= Date: Wed, 19 Apr 1995 12:43:36 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Georgia NeSmith Subject: Re: Clothesline Project For those in the Western New York area interested in the Clothesline project -- Women Against a Violent Environment (WAVE) And the Rochester YWCA are sponsoring a T-shirt painting session for victims (and their families) of violence against women this coming Saturday, April 22, at the Rochester YWCA, 175 N. Clinton Ave, Rochester. For more information, call the Y WCA's Women's Resource Center, 716/546-7740. Georgia NeSmith gnesmith@acspr1.acs.brockport.edu ========================================================================= Date: Wed, 19 Apr 1995 12:28:30 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Kristi Coulter Subject: Compilation on establishing authority What follows is an edited compilation of the advice I received on establishing authority in the classroom. I tried not to be repetitious, and have removed the names of the posters. Anyway, here it is--contradictions and all. I hope this is as helpful to others as it was to me. Sorry for the delay--my life is _nuts_ these days. Many, many thanks to everyone who responded. These tips work! Kristi Coulter kristic@k.imap.itd.umich.edu a) Arrange the class room so that you can walk around it, and then walk around it--up and down the rows, behind them, etc. Keep talking or running discussion while you do it. Anyone who's especially disruptive--as you continue talking or running discussion, walk slowly to the perpetrators. Continue teaching. Stand behind the kid's seat. Keep teaching--you aren't going to pay any particular attention _verbally_ to the kid. Lean on the chair a little until s/he behaves. Move away. If it starts again, move back. You're invading their space--kind of nasty, but very very effective. b) Dead stop in the middle of a sentence when someone's messing around. Stand quietly, with a bland or even bored expression on your face. Look at the kid. Don't say anything. Eventually everyone is quiet, except the kid, and then everyone looks at the kid. Then s/he behaves. Then you start talking, picking up with the second half of your sentence. The idea with (a) and (b) is that, as my dad the high school principal says, "you don't do discipline with your mouth." If you do, you lose control. No confrontation, especially with minor disrespect. Sometimes it helps to "dress like a professor," and to have them call you doctor or professor. I actually hate doing this, because it's so unlike my own undergrad experience, but for lower division classes it's often best. ******* first, don't be lenient. it is easier to let up than tighten up. be professional at all times, don't try to establish friendships or appear friendly. . . third address your students as ms or mr so and so, not by first names. you will never stop all the giggling and whispering. it has gotten worse in my 20 years of teaching because high school behaviors are being transferred to college. ******* I tried several different ways to deal with the authority issue. That first semester, I decided to be quite "feminist/anti-structure" about it, so I did not attempt to establish an authority-voice in the classroom. Results: most of the women wanted to be my little sisters and several of the men tried to intimidate me at grade-time. Before the end of the semester, however, I had a great time in the classroom. The next semester, I tried a "tough-love" approach from the beginning. I tailored my syllabus/course a bit on the challenging side (more so than usual) and then started softening up after midterm. BIG MISTAKE. ABy the end of the semester, I had 35 students out of 60 expecting As. Also, I had a lousy time in the classroom. After that, I got a bit more savvy. Basically, what I figured out was that if I behaved as though I already had an authority-voice, the students would soon begin to treat me as though I had one. I fudged on this a bit (I pretended to be 30 years old--I didn't tell them my age, but I dropped references to media/political events that I could not or could barely remember from my childhood. You can see them subtracting in their heads as you do this. In fact, I pretended to be 30 until I really was, in 1991. I don't necessarily advocate this "fibbing"--don't do it if you don't feel a need to--but frankly, it gave me a bit of a sense of confidence, which is really what I needed to "earn" my own voice in the classsroom.) ******* The most important thing to do is to let the young men concerned know that you know just who they are, by name. Usually I call their names as they leave the class and give them a gentle reminder that they are in the class to learn, and even if they aren't others are. I also remind tham that they are welcome to NOT show up if they want to talk, giggle etc. One warning has usually been enough. ******* I'm writing to recommend a book that has helped me cope with issues of authority in the classroom and specifically students' perceptions of young (or young looking) female teachers. The book is LIFTING A TON OF FEATHERS: A WOMAN'S GUIDE TO SURVIVAL IN THE ACADEMIC WORLD, by Paula Kaplan. ******* I think you should remember that you ought not and do not need to take behaviour from students that you wouldn't accept from male acquaintances or construction workers. Tell the offenders firmly and publicly that what they are doing is unacceptable; if they continue, tell them to leave. Do not ecxplain, do not apologize, just do it. If this advice seems harsh and authoritarian, rmember that there are young women in the class as well, some of whom need to see that a woman, even a young and attractive one, can stand up to harassment and the skies do not fall. ******* You would need to make it clear that the problem is affecting all students rather than being a personal affront. I don't think though that putting it as a matter of discourtesy to you will work. ******* I found that really basic things helped me, and may help you. Some may not seem very feminist, but because authority in our culture is defined by patriarchy it can sometimes help to participate in "patriarchal" practices to gain authority, at least the first time through. So I suggest: 1. Wear power-feminine clothing. That is, do wear skirts, dresses, good shoes hose, etc. Don't wear jeans, t-shirts, etc. Little boys actually respect women, esp. sexually potent women (though I'm not suggesting you wear sexy clothes; that puts you into a different problematic--no mini-skirts). 2. Set up strict and clear rules and abide by them, at least for the first month. If papers are due and someone doesn't have theirs, make clear that you will accept it, but will grade it down-- say this so folks know someone didn't just get away with something. If they haven't done the reading, berate them--tell them not to waste your time. 3. Feel like an authority. go into the classroom saying to yourself, I am better-- in freshman compositiion-- than these students; I know more than they do; they should listen to me. Maintain that attitude. Taken to an extreme, any of these sentiments would be pedagogically bad manners. But I think they really can help new teachers. I started with these methods. Now I find I don't need them and can be much more relaxed and "feminist" in the classroom. ******* 1. Include a clear policy on classroom behavior in your syllabus and follow through: e.g. Students whose beavior is disrespectful and/or whose behavior interferes with the the activities in this class will be warned verbally after the first offfense; in writing if there is a second offense and will be withdrawn or given an F for the semester or formally charged before the relevant Committee or Dean, if there is a third offesnse (which choice to follow is yours based on the power given to you by the institution). In short you don't have to be mean but you don't have to take crap either. 2. If the males who are troublesome sit in a group, when you meet with them simply tell them to change seats. But break up the group. 3. Find a mentor or supporter in the administration, if this is possible. I suspect that an experienced women might be useful as a friend, sounding board and advisor. such a person is often helpful in coming up with approaches and administrative procedures that might not occur to you. ========================================================================= Date: Wed, 19 Apr 1995 15:23:12 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Jennifer Alabiso Subject: Re: Compilation on establishing authority In-Reply-To: <199504191730.NAA32435@holmes.umd.edu> from "Kristi Coulter" at Apr 19, 95 12:28:30 pm Thanks for taking out the time to share all this information with us, especially at such a busy time of year. I am struck, though, by the absence of a simple suggestion that has worked for me both personally and professionally. That is... if you treat your students with respect, you will command respect, and therefore, some level of authority, from them. Being respectful can mean a number of things, and I would encourage you (and others) to put personal meaning on it, for in that way, you will feel most comfortable with your own behaviors. I suppose that those suggestions that included ways of making you FEEL more authoritative were on to this, if you are more confident, you can relay and accept respect more readily. Even those students who are behaving disrespectfully (and may full well demand some of the more powerful approaches to authority) will do well to have modeled for them how respectful people treat each other. Do as I say, and as I do. This is not meant to be a personal reproach, and it may be that others made this same suggestion. And, in all honesty, it may be motivated by my own closeness to being a student (rather than an educator). It wasn't so long ago that I forget how these tactics felt to the class. Yes they work, but what might some of them sacrifice? Just some fodder for thought, as if we didn't all have enough to think about, it being, after all, April :-). Don't forget to take your daughters to work next week..... Thanks again for the advice. -- Jennifer Alabiso University of Pennsylvania jalabiso@ccat.sas.upenn.du ========================================================================= Date: Wed, 19 Apr 1995 15:21:40 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: DEBORAH STIENSTRA Subject: Gender and Science course outlines needed We are trying to develop (or at least get the science departments interested in the possibility of) a cross-disciplinary gender and science course. To ensure that this possiblity becomes a reality, I've promised to scour the women's studies communities and provide examples of where gender and science courses have been done. If you have any examples, either discipline-based or interdisciplinary, I would really appreciate receiving them as soon as possible. Also if you have ideas, suggestions or possible references for such a course, please let me know at the address below. Thanks for your help. Deborah Stienstra Women's Studies Coordinator University of Winnipeg stienstr@uwpg02.uwinnipeg.ca ========================================================================= Date: Wed, 19 Apr 1995 16:25:15 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Keri Hayes Subject: salary inequities Hello! I am a student at a junior college in Southern California. I am currently working on an English paper. I have chosen for my subject salary inequities between men and women for performing equal work. If anyone has any information, stats, or other sources that may be of help, I would appreciate being informed of that. Thank you, Thank you!! Please send to khayes@quark.MiraCosta.cc.ca.us.edu Thanks again!!!! :) :) :) :) ========================================================================= Date: Thu, 20 Apr 1995 08:01:46 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Robin L. Roth" Subject: workers in thailand? I am looking for any statistics/research on working conditions for women in factories in Thailand. Salaries? Safety factors? Conditions? etc. If anyone knows of any research in this area, I would appreciate hearing about it. Please respond privately, thank you. J Periale jayperi@aol.com ========================================================================= Date: Thu, 20 Apr 1995 08:46:03 -0400 Reply-To: Women's Studies List Sender: Women's Studies List Comments: Warning -- RSCS tag indicates an origin of $SMTPSRV@UMDD From: Judith Hudson Subject: Coordinated collection development in Women's Studies Cooperative Collection Development in Women's Studies In these times of fiscal difficulties when funding for the acquisition of materials is limited, cooperative collection development ventures between libraries have become increasingly important in providing adequate coverage of the literature. The Collection Development and Bibliography Committee of the Association of College and Research Libraries Women's Studies Section is gathering information on innovative coordinated collection development projects in Women's Studies. If you have information about a cooperative collection development that you would like to share with us, please let me know. I would like to have a brief description of the project and information about who to contact for further information. Thanks in advance for your cooperation. Judith Hudson Chair, ACRL Women's Studies Section Collection Development and Bibliography Committee University Libraries The University at Albany Albany, NY 12222 Internet address: jh492@cnsvax.albany.edu ========================================================================= Date: Thu, 20 Apr 1995 09:38:35 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: nancy morse-kelly Subject: Re: Shortchanging girls... In-Reply-To: Message of Tue, 18 Apr 1995 21:02:08 -0400 from On Tue, 18 Apr 1995 21:02:08 -0400 Alison Mann Stuebe said: >I'm looking for internet-based resources that relate to the AAUW report >and other work on gender equity in elementary and secondary education. >Does anyone know of any gopher, web sites or mailing lists that focus on >that issue? I would also be interested in this information. Would you mind responding either to me as well as Alison, or perhaps to the list if others would find the info useful as well. thanks nancy morse-kelly temple university, philadelphia v1958g@vm.temple.edu ========================================================================= Date: Thu, 20 Apr 1995 07:38:31 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Watson Subject: int'l anthology request April 1995 A wonderful and very effective text is Fragment from a Lost Diary and Other stories. Women of Asia, Africa, and Latin America, edited by Naomi Katz and Nancy Milton. Beacon Press. I hope that it isa still in print. It was originally published in 1973. Barbara Watson bwatson@sciences.sdsu.edu ========================================================================= Date: Thu, 20 Apr 1995 11:03:06 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Lin Stephen I Subject: Rock n' Roll... In-Reply-To: <199504192323.TAA13154@holmes.umd.edu> Hello there, I am at student at the College of William & Mary in need of some assistance. I am looking for any information or insight on why many of today's women singers in Rock n' Roll sing like "Little girls." (ie: Juliana Hatfield and the Cranes.) Is there any research on the significance of this occurance? By "Little girl" I imply childlike in general. Although the voice often conveys a feeling of innocence, the lyrics and general themes often contradict the image of a child. I would greatly appreciate your help. Please respond to me privately. Thanks again. Stephen Lin silinx@mail.wm.edu ========================================================================= Date: Thu, 20 Apr 1995 09:09:39 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Deborah Jean Brasket Subject: Re: using Paglia, et. al. In-Reply-To: <199504190347.XAA29272@holmes.umd.edu> I have been following the conversation on Paglia with someinterestand not a little trepidation because while a consider myself to be a feminist, I also find Paglia's views to be highly stimulating and delightfully refreshing as well as extremely infuriating at times. And I like this. I like the contrariness as well as the extravagance in her cant. and I like to "teach" Paglia because this extremeism which is felt in her wildly conservative/radical viewpoint and profession/denouncement of feminism is useful when teaching students to think both critically and creatively. I have had several women students who were somewhat anti-feminist when they entered my classroom leave it embracing a feminism which they identified with in Paglia: staunch supporters of the empowerment of women in politics and society while at the same time embracing the kind of sexual energy/tension which exists between the sexes as a creative force that must be reckoned with rather than nullified. In other words, whereas they had been turned off by what they perceived to be a feminism which attempted to smother all sexual differences, they were turned on by a feminism that admitted and even encouraged sexual difference in some areas (provocative dress, flirtation, the flaunting of feminine power) while denying and eliminating it in other areas (intellectual, emotional,economical, political). Is this kind of feminism to be discouraged if it is the kind needed to awaken some women to the necessity of working toward sexual equality in society and politics? Is it possible to admit that sexual equality and sexual difference can occur at the very same time? Is there room in Feminism for extreme and even contrary voices as long as the final objective is to equalize the power between the sexes? i consider myself to be a feminist and I am didicated to the promotion of feminism and yet I realize that I stand at perhaps the far right (or would it be left?) of what has come to be known as "conventional" feminism. I do not like much of what Paglia has to say, but I believe she has some worthwhile things to say, things that would bring a lot of young women into the "fold," even while it might be the far right (left?) of that fold. for this reason, I think it is worthwhile to "teach" Paglia, even while pointing out her "extravagances." Deborah dbrasket@oboe.aix.calpoly.edu ========================================================================= Date: Thu, 20 Apr 1995 12:22:31 -0500 Reply-To: korenman@UMBC2.UMBC.EDU Sender: Women's Studies List From: Joan Korenman Subject: Undergraduate queries on WMST-L A few recent WMST-L messages prompt me to remind everyone that WMST-L is not an appropriate place for undergraduates to seek help with their term papers and class projects. As the welcome letter tries to make clear, WMST-L is not an all-purpose Women's Studies list. It has been from its inception a list primarily for people involved with Women's Studies as professors, advanced graduate students, professional researchers, librarians, and program administrators, though anyone interested in the academic side of Women's Studies is welcome to subscribe. Almost from the start, WMST-L has had a problem with heavy mail volume. Some people can read WMST-L only at work and have very little time to sort through huge numbers of messages; others have a very small disk space allotment; still others have to pay for each message they receive. Because very heavy mail volume would force these people off the list, a number of guidelines have been put in place to help keep the mail volume moderate. One of those guidelines is that WMST-L is not an appropriate place for undergraduates to seek help with term papers and class projects. This is stated clearly in the welcome letter. Tens of thousands of undergraduates take Women's Studies courses each semester. If we were to open the list to their inquiries, the mail volume would become intolerable for many of the subscribers for whom the list was primarily designed. Online tools can and should be part of even an undergraduate student's research resources, but there are many online tools that don't involve adding to WMST-L's already heavy mail volume. We should be teaching our students not only how to do traditional library research but also how to use the computer to do bibliographic searches in online library catalogues and databases such as CARL's UnCover, and we should be teaching them how to search the WMST-L archives to see what has already been said on WMST-L about topics on which they--or we--are doing research. (Good instructions for doing a logfile search can be obtained by sending the message GET DUMMY GUIDE to LISTSERV@UMDD.UMD.EDU (Internet) or LISTSERV@UMDD (Bitnet).) No list can be all things to all people. The WMST-L filelist contains a file called OTHER LISTS that describes MANY other women- and gender-related lists that may better meet some people's needs. You can get a copy of that file by sending the message GET OTHER LISTS to LISTSERV@UMDD.UMD.EDU. If WMST-L's focus is not what you would like, simply send the message UNSUB WMST-L to LISTSERV@UMDD.UMD.EDU (or to LISTSERV@UMDD if you subscribed on Bitnet). This matter has been discussed in the past (indeed, much of this note has simply been lifted from an earlier version). If people wish to discuss the issue further, I must ask that they do so privately, not on WMST-L. Many thanks for your understanding and cooperation. Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Thu, 20 Apr 1995 12:44:24 EST Reply-To: Women's Studies List Sender: Women's Studies List From: "Gina Oboler, Anthropology & Sociology, Ursinus College" Subject: Pinks and Blues From: MX%"Postmaster@acad.ursinus.edu" 20-APR-1995 10:49:48.99 To: MX%"roboler@acad.ursinus.edu" CC: Subj: JNET delivery error Return-Path: <> Date: Sat, 15 Apr 1995 18:36:52 EST From: JNET delivery agent To: Subject: JNET delivery error Note: this message was generated automatically. A problem occurred during JNET delivery of your message. Error(s) occurred when sending to the following user(s): : Jnet was stopped Message follows. Received: by acad.ursinus.edu (MX V4.1 VAX) id 14; Sat, 15 Apr 1995 18:36:51 EST Date: Sat, 15 Apr 1995 18:36:50 EST From: "Gina Oboler, Anthropology & Sociology, Ursinus College" To: WMST-L@UMDD.BITNET Message-ID: <0098EEE8.56436360.14@acad.ursinus.edu> Subject: RE: gender video to replace Pinks and Blues I'd like to encourage people responding to Pat Murphy's query about updated videos to replace The Pinks and the Blues (now distributed under the name The Secret of the Sexes) to reply direct to the list so the rest of us can see the answers. Thanks! -- Gina Oboler (roboler@acad.ursinus.edu) ========================================================================= Date: Thu, 20 Apr 1995 13:22:32 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: qym@CATS.UCSC.EDU Subject: Re: Shortchanging girls... Yes please respond to the list about internet-based resources relating to the AAUW report. Thanks Qhyrrae Michaelieu University of California, Santa Cruz qym@cats.ucsc.edu ========================================================================= Date: Thu, 20 Apr 1995 16:17:18 MDT Reply-To: Women's Studies List Sender: Women's Studies List From: Sue Morrow Organization: Graduate School of Education, UofU Subject: How to contact John Stolteberg? I would be interested in contacting John Stoltenberg as a possible speaker on our campus. Does anyone know how to contact him? Please reply privately. Thanks! Sue =+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+= "When I dare to be powerful--to use my strength in the service of my vision, then it becomes less and less important whether I am afraid." --Audre Lorde February 18, 1934-November 17, 1992 Sue Morrow, Ph.D. Internet: morrow@gse.utah.edu Department of Ed. Psych. 327 Milton Bennion Hall University of Utah Salt Lake City, UT 84112 801-581-3400 FAX: 801-581-5566 =+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+ ========================================================================= Date: Thu, 20 Apr 1995 18:27:07 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Katie Ward Subject: support groups I have recently retired as Director of WS at Western Kentucky University in Bowling Green, KY. Six years ago, before becoming Director of WS, I started a volunteer student support group for non-traditional women students (those over the age of 25). The organization is an official student club, with constitution, officers, etc. We are entirely self supporting. However, since the day we were organized we (I am and have been since the beginning the faculty advisor of the organization) have received indirect institutional support: our own space (a fairly large meeting room and lounge), a phone line paid for by the dean of the Humanities College, free xeroxing from the community college, some equipment, i.e. storage lockers, a $4,000 remodeling job on our room (We spent about an equal amount of our own money on new furnishings in Sept.A new computer will be arriving any day-2/3's of it paid for by the University. The rest by us. We offer a number of services to our members. The name of our group is Women in Transition of WIT for short. The officers asked me to post on message on an internet bulletin board asking if there are similar student-run organizations out there, and if so, how do they operate, what kind of services do they offer, etc. If anyone is interested, we would be glad to send more detailed information about WIT. Catherine Ward, English Dept, Western Kentucky University, Bowling Green, KY 42101 e-mail wardcc@wkuvx1.wku.edu ========================================================================= Date: Thu, 20 Apr 1995 23:13:16 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Arnie Kahn Subject: Re: using Paglia, et. al. > I have had several women students who were somewhat >anti-feminist when they entered my classroom leave it embracing a >feminism which they identified with in Paglia: staunch supporters of the >empowerment of women in politics and society while at the same time >embracing the kind of sexual energy/tension which exists between the sexes >as a creative force that must be reckoned with rather than nullified. In >other words, whereas they had been turned off by what they perceived to >be a feminism which attempted to smother all sexual differences, they >were turned on by a feminism that admitted and even encouraged sexual >difference in some areas (provocative dress, flirtation, the flaunting of >feminine power) while >denying and eliminating it in other areas (intellectual, >emotional,economical, political). I, too, have seen this, not in my students but in reading our campus computer bulletin board. Students who had been hostile to feminism before they encountered Paglia are willing to be labeled as feminist using heer definitions. However, knowing these students, I would be reluctant to call them "feminists." Arnie Kahn kahnas@vax1.acs.jmu.edu kahnas@jmuvax ========================================================================= Date: Thu, 20 Apr 1995 20:26:08 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: SHOGUN@ASU.BITNET Subject: The SCA Feminist and Women Studies Web Page Hi All, I am currently putting together a curriculm library for the Feminst and Women's Studies Division of the Speech Communication Association (SCA). I would like donations of syllabi, reading lists, annotated biliographies or any other material which focuses on feminism/feminist issues women's studies and communication. The page is currently in operation and can be reached through my home page at URL http://www.primenet.com/~shsalik/index.html. The page is currently active with several links to other web sites. If you feel as though you'd like to make a donation, please follow the link on the page that will tell you how to get it to me. Thanks one and all... --=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-- Steven H. Salik | "Be soft in your practice. Think of the Department of Communication | method as a fine silvery stream not a Box 871205 | raging waterfall. Follow the stream, have Arizona State University | faith in its course. It will go its own way, Tempe, AZ 85287-1205 | meandering here, trickling there. It will (602)965-5095 | find the grooves, the cracks, the crevices. Steve.Salik@asu.edu | Just follow it. Never let it out of your shsalik@primenet.com | sight. It will take you. | - Sheng-yen - --=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-- *** http://www.primenet.com/~shsalik/index.html *** --=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-- ========================================================================= Date: Thu, 20 Apr 1995 10:50:53 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Nuzhat Abbas Subject: east africa i'm trying to get in touch with other scholars working on gender/culture/literature to do with the east coast of africa--primarily zanzibar, though i'm also interested in coastal kenya and tanzania. if anyone knows of articles, scholars, random info, please write me privately at nabbas@students.wisc.edu ========================================================================= Date: Fri, 21 Apr 1995 08:34:37 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Shahnaz C Saad Subject: Re: Shortchanging girls... In-Reply-To: <199504201417.KAA05561@holmes.umd.edu> from "nancy morse-kelly" at Apr 20, 95 09:38:35 am I'd like to see this info. too. Perhaps this is something that interests many of us on this list.... Chris Saad saad@dolphin.upenn.edu > > On Tue, 18 Apr 1995 21:02:08 -0400 Alison Mann Stuebe said: > >I'm looking for internet-based resources that relate to the AAUW report > >and other work on gender equity in elementary and secondary education. > >Does anyone know of any gopher, web sites or mailing lists that focus on > >that issue? > > I would also be interested in this information. Would you mind responding > either to me as well as Alison, or perhaps to the list if others would > find the info useful as well. > > thanks > > nancy morse-kelly > temple university, philadelphia > v1958g@vm.temple.edu > ========================================================================= Date: Wed, 26 Apr 1995 09:14:02 CST Reply-To: ishaw@badlands.NoDak.edu Sender: Women's Studies List From: Ines Shaw Subject: Re: using Paglia, et. al. On Thu, 20 Apr 1995 23:13:16 -0500, Arnie Kahn wrote: >> I have had several women students who were somewhat >>anti-feminist when they entered my classroom leave it embracing a >>feminism which they identified with in Paglia: staunch supporters of the >>empowerment of women in politics and society while at the same time >>embracing the kind of sexual energy/tension which exists between the sexes >>as a creative force that must be reckoned with rather than nullified. In >>other words, whereas they had been turned off by what they perceived to >>be a feminism which attempted to smother all sexual differences, they >>were turned on by a feminism that admitted and even encouraged sexual >>difference in some areas (provocative dress, flirtation, the flaunting of >>feminine power) while >>denying and eliminating it in other areas (intellectual, >>emotional,economical, political). > > >I, too, have seen this, not in my students but in reading our campus >computer bulletin board. Students who had been hostile to feminism >before they encountered Paglia are willing to be labeled as feminist >using heer definitions. However, knowing these students, I would be >reluctant to call them "feminists." > >Arnie Kahn kahnas@vax1.acs.jmu.edu > kahnas@jmuvax > > Just some additional thoughts on this subject. I see a problem with the idea of sexual difference being used synonymously with "provocative dress" and the undefined "flaunting of feminine power." It also surprises me that the whole history of how sex has been used against women is ignored. There is overwhelming evidence of long-standing biases and discrimination against women in many sectors of life. There is a difference between being a sexual being and using sex to oppress and discriminate. The evidence that sex has been used this way and continues to be used this way is undeniable. One example is the practice of recruiting, forcing, or selling females for the sole purpose of satisfying men which continues to exist. Poor young women, children, have no choice. The decisions are made by others. And what about the enduring notion, with terrible real-life consequences, that the female "asked for it?" I remember watching a show which featured convicted rapists, in which a father explained why he raped his young girl of 7: she had come up to him, sat on his lap, embraced him and gave him a kiss. She wanted it, he said. One has only to talk to the victims of sexual abuse to know the no-choice they had in the matter of having sex. Media studies have also shown over and over how advertisements exploit the female body; despite the use of male bodies in recent times, there is no comparison. I'm not talking about the a sexy pose or nudity; I'm talking about things, such as an ad, for example, which showed the torso of a woman and used words to sell their product and words which explicitly spoke about the availability of that object for use. And so forth and so forth. Again, there is a difference between acknowledging that we are sexual beings and exploitation. While I agree that not everything that Paglia says is antifeminist, she advocates ideas that include the use of females for sexual purposes, and this does not seem "feminist" to me, because for me, the many different meanings of feminism have one thing in common--the wellbeing of females. The earlier message also suggests a dichotomous idea which appears to lump anything that is not Paglian as smothering sexual difference: "students were turned off by what they perceived to be a feminism that smothered all sexual differences." How students came to perceive all other feminist ideas as smothering sexual differences is an interesting question at best--how would this be possible if they are indeed reading or taking courses into which feminist ideas are incorporated? Do these perceptions perhaps characterize students who really have no idea of what feminism is? One person with whom I've talked about this on-line conversation suggested that perhaps some students think of equality as synonymous with smothering sexual differences, but not only equality is only one aspect of feminism among many, but it also clearly does not mean smothering sexual differences. At any rate, the reference to such misunderstandings has made us wonder about what students are learning in Women's Studies courses or other courses. It seems to me and some of my colleagues that there are several threads missing here; it's hard for us to imagine that students who are taking courses which incorporate feminist ideas and methods can be looking so simplistically at feminism. On the other hand, if we are talking about the majority of students out there who only have a vague idea of what feminist thoughts are all about, well, this makes the generalizations more understandable. ========================================================================= Date: Fri, 21 Apr 1995 09:48:41 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Nancy Whitt Organization: Samford University Subject: Novels based on King Lear There have been two novels written recently based on King Lear. One is Jane Smiley's "A Thousand Acres." Does anyone know what the other one is (also by a woman) and whether it would be good to teach undergraduates? Please reply privately: nmwhitt@Samford.bitnet or nmwhitt%Samford.Bitnet@uga.cc.uga.edu Thanks. ========================================================================= Date: Fri, 21 Apr 1995 09:32:55 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: BixbyBarbara%faculty%Carthage@CNS.CARTHAGE.EDU Subject: novels on the power of mothers I am working with several colleagues on a set of three linked courses on women. One component is using literature to consider the power of mothers-in the family, in the larger political arena or as a symbol of what it means to be female. We are looking of writing that helps us look beyond the "traditional" view of family and the role of women, and are especially concerned with Third World, lesbian and working class voices. Any suggestions would be appreciated. Please respond privately. Prof. Barbara Bixby Carthage College Kenosha WI 53140 brb@cns.carthage.edu ========================================================================= Date: Fri, 21 Apr 1995 11:03:29 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: sex difference I too along with ishaw of north dakota am troubled by an underlying assumption that feminism is equated with the suppression of sex difference, that equality means sameness. I understand that it is not individuals on this list who are discussing Paglia who are making this assumption, rather it seems to be a common assumption among writers like Paglia, Summers, etc. In fact the feminist analysis of equality is quite complex and multi-dimensional, and does not at all attempt to eliminate sex or gender difference. I think this is largely an invention of anti-feminism and one we must fight constantly. Some thoughts on equality: I don't understand how this concept ever came to be equated with sameness. In fact, as Martha Minow has argued, it implies exactly the opposite. If everyone were the same you wouldn't need equality. Equality as a concept exists to mediate difference. Equality (almost like money, cf. Jean-Joseph Goux, Symbolic Economies) enables us to treat things which are different more nearly like each other (I'm saying this badly because I'm in a hurry). But it isn't entirely accidental that capitalism and discourse about equality emerged at roughly the same historical period. Money provides a mechanism by which we can equally value things which are quite different (blue jeans, hamburgers, and tractors). Equality provides a mechanism by which we can equally value individuals who are different. This does not seem to me to erase difference any more than the use of money reduces blue jeans, tractors, and hamburgers to the same thing (though we could argue they reduce them to the same level of commodification). Still what feminists do frequently critique is the setting of a male norm for equality. That is women are seen as *equal to* men. That is the problem is that men become the standard (like money) by which difference is mediated (or more specifically white heterosexual men, since issues like race and sexual preference enter in as well in the norming). Sorry for the ramble but I've been mulling this over for a few days and had to get in my 2 cents. ,,, (o o) +-------------------------------oOOo-(_)-oOOo--------------------------------+ | Laurie Finke, Women's and Gender Studies, Kenyon College | | Gambier, OH 43022 phone: 614-427-5276 | | home: 614-427-3428, P.O. Box 731 mail: FinkeL@Kenyon.Edu | +----------------------------------------------------------------------------+ () () ========================================================================= Date: Fri, 21 Apr 1995 11:05:31 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Sheila Raeschild Organization: University of Cincinnati-English Subject: Re: more thoughts on establishing authority I, too, have struggled with this issue and one of the things I've tried that I haven't seen mentioned yet is asking the class what I should do: "Look, I want us all to be here is a learning mode and I can't figure out how best to accomplish that. Do any of you have ideas?" I'll ask something like that. And really listen to suggestions. If none are forthcoming, I sometimes call on the worst offender(s) by name and ask for ideas from him or her. It may not provide answers at that moment, but I notice things seem to calm down in the following classes. ========================================================================= Date: Fri, 21 Apr 1995 09:56:21 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Spider Granddaughter Subject: Paglia Hear, hear, Laurie Finkel. Feminism does indeed promote diversity rather than sameness. When I teach (which I do constantly it seems), I teach the wide range of diverse positions that feminist philosophy has helped to articulate in U.S. and many other world cultures. My students also leave the classroom embracing feminism and multiculturalism--and I never never teach or use Paglia. I might add, my students are often unaware that monocultural views and racist/sexist/classist views cut against them as well as against "just women" or "just men of color" or some "other" group. To be the center can be more limiting than a position on the border, after all....and teaching can help students recognize the limits of that central position. My students of color and students from less-privileged backgrounds (not exclusive categories) already know this, and the classroom also should give them a chance to recognize their positions as powerful. Feminism is not about victimization; it's about empowering people. To equate mainstream feminism with victimization (as Paglia does) is to go with the flow of the backlash. Paglia needs to be heard, perhaps, but why should we respond to her? She represents the "good girl" who says what makes everyone comfortable....everyone in the center, perhaps. There's a whole realm of experiences that occur without any regard for dominant culture or its needs, and discussions of those experiences help students learn both in the classroom and out of it. ********************************* *Theresa Thompson * Out flew the web, and floated wide, *Washington State University * The mirror crack'd from side to side, *Pullman, Washington 99164 * "The curse has come upon me!" cried *email: ttheresa@wsunix.wsu.edu * The Lady of Shalott. ********************************* ========================================================================= Date: Fri, 21 Apr 1995 10:20:14 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Watson Subject: novels on mothers' power April 21, 1995 A powerful voice on motherhood is Butchi Emecheta (Second Class Citizen; In the Ditch; The Joys of Motherhood). Barbara Watson bwatson@sciences.sdsu.edu ========================================================================= Date: Fri, 21 Apr 1995 13:15:28 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Nancy Brennan Subject: Re: novels on the power of mothers I have used some novels in a class I have tAught on family diversity and I am an avid reader. A couple that come to mind right today are BASTARD OUT OF CAROLINA by Dorothy Ellison and FOLLY and GIVE ME YOUR GOOD EAR by Maureen Brady. If I think of others I will let you know. I would also appreciate novels that you have used. I also use Beloved by Tone Morrison. What a strong woman!!!!!! ========================================================================= Date: Fri, 21 Apr 1995 11:45:34 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Rebecca Lynn Eisenberg Subject: Re: sex difference In-Reply-To: <199504211508.LAA15331@holmes.umd.edu> I do not purport to be an expert, but I felt the need to add my two cents on a subject I take very seriously. On Fri, 21 Apr 1995, STRETCH OR DROWN/ EVOLVE OR DIE wrote: > In fact the > feminist analysis of equality is quite complex and multi-dimensional, and does > not at all attempt to eliminate sex or gender difference. I think this is > largely an invention of anti-feminism and one we must fight constantly. > With all due respect, I strongly disagree. As a radical feminist, I believe that sex equality cannot be achieved without the destruction of gender as a concept in its entirety (or, as Mary Joe Frug said, women will not be equal until the concept of "woman" no longer exists). Perhaps a sensible way to address this difference in philsophy--at least in the teaching of women's studies--is to demarcate more clearly which "school" of feminism is being discussed. For example, I have read posts, on this list alone, that have resonated with ideas of "equality feminists" (e.g. wasserstrom), "difference feminists" (carol gilligan), "dominance feminists" (catharine mackinnon), "anti-essentialist feminists" (martha minow), "lesbian/feminists" (for lack of a better term), and non-feminists (camille paglia). Rebecca Eisenberg rebeca@netcom.com ========================================================================= Date: Fri, 21 Apr 1995 17:06:12 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Gaea Honeycutt Subject: Educational Equity Discussion List EDEQUITY ABSTRACT EDEQUITY (Educational Equity Discussion List) is an international theory and practice discussion list on issues of educational equity in a multicultural context in schools, colleges and other education sites. Educational equity is designed to encourage discussion between teachers and other educators, equity practitioners, advocates, parents, policymakers, counselors and others interested in equity. EDEQUITY serves as a forum to discuss how to attain equity for males and females; and how gender equity can be a helpful construct for improving education for all. The participation of both women and men is welcomed. Educational equity refers to an educational environment in which individuals can consider options and make choices based on their abilities and talents, not on the basis of stereotypes, biased expectations, or discrimination. The achievement of educational equity enables females and males of all races and ethnic backgrounds develop skills needed to be productive, empowered citizens. It opens economic and social opportunities regardless of gender, ethnicity, race or social status. Topics for discussion include, but are not limited to, classroom interactions, curriculum development, school environment, education reform, violence prevention, math and science education, vocational and nontraditional education, school-to-work issues, community-based learning, and counseling. This list gives people an opportunity to ask questions and exchange information about teaching strategies, useful texts and films, innovative programs, current research, and funding sources. To subscribe, send the following command in the body of the message to MAJORDOMO@CONFER.EDC.ORG without a "subject" line: subscribe edequity EDEQUITY is jointly administrated by the Center for Equity and Diversity and the Women's Educational Equity Act (WEEA) Publishing Center at Education Development Center, Inc., and is run by Majordomo software on a UNIX server at EDC in Newton, MA. EDC is an international, nonprofit, research and development organization. A leader in curriculum development, technical assistance, and professional development, EDC currently carries out over 150 projects worldwide. Gaea L. Honeycutt EDEQUITY Administrator Center for Equity and Diversity Education Development Center, Inc. 55 Chapel Street Newton, MA 02158-1060 617/969-7100 ========================================================================= Date: Fri, 21 Apr 1995 17:40:54 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Kathy Burdette Subject: inforM update The following file has been added to inforM: Educational Resources/Academic Resources by Topic/Women's Studies Resources/Bibliographies/geography+gender-bibliography This file is the most recent version of Lawrence Berg's extensive bibliography. To access the inforM database, telnet or gopher to INFORM.UMD.EDU. (If you do not know how to telnet or gopher, contact a local computer wizard, or try typing "telnet inform.umd.edu" or "gopher inform.umd.edu" at the main prompt of your computer account). Hit return to set the default terminal type or type "?" for a list of choices. Use either your arrow keys or number keys to select -> 4. Educational Resources 2. Academic Resources by Topic 20. Women's Studies Resources The Gopher interface has a feature that allows users to send files to their e-mail accounts. After selecting a file, either scroll to the end of the file or type "q", then press "m". The system will then prompt you for your email address. The inforM system is also accessible by anonymous ftp. FTP to INFORM.UMD.EDU. Login as "anonymous", and use your mail address as a password. Choose the "inforM" directory by typing "cd inforM". The command "cd [directory name]" will change the directory. The commands "dir" or "ls" will display a list of files in that directory. Use the command "get [filename]" to download a file into your account. The FTP pathname for this directory is: inforM/EdRes/Topic/WomensStudies/Bibliographies/geography+gender-bibliography Your local Gopher System may be set up to automatically link to the Women's Studies Database. Check the "Other Systems" or "Other Gophers" directory or ask your system administrator for help. Even if you do not have real Internet access, it is still possible to get files from inforM. If you are interested in this option, please email me and I will forward a file written by Mark Whitis that explains how to do this. Please remember that the system is case sensitive. Anything that appears in quotes must be typed exactly as it is here. If you have any questions or comments, please feel free to contact me. +=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+= Kathy Burdette inforM, Room 4343 Coordinator, Women's Studies Database Computer Science Center burdette@inform.umd.edu University of Maryland (301) 405-2939 College Park, Maryland 20742 =+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+ ========================================================================= Date: Fri, 21 Apr 1995 19:39:19 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: Tom Digby Subject: (Fwd) FW: forwarded message >----- Forwarded message (BreeseG ) -----< >Thought this might be of interest. > >------------------------------ >From: >Wed, 19 Apr 1995 14:07:43 -040 >To: Multiple recipients of list >Subject: Anti-gay far right group > >I usually don't pass along chain letters on the internet, but I think this one >is particularly important. > >Stefanie Schmidt >Milken Institute for Job & Capital Formation Santa Monica, CA >srschmid@mit.edu > >Forwarded message: >- --------------------- > >You can call Capitol Hill to tell your Congressperson or Senator what you think >AND charge the religious right for your call. > >Far-right Traditional Values Coalition leader Rev. Lou Sheldon paid for a >toll-free number so anti-gay supporters could call congressional members and >express their political views. > >Well, anyone can use the same number and give opposite views directly to DC. >The 1-800-768-2221 phone number connects you directly to Capitol Hill. > >Spread this post and the phone number as far as possible. Make some calls and >push up the phone bill for the religious right. (I have tried the number and >it does get you through to the "Capitol" receptionist. >Just ask for the Congress person by name and you will be connected to that >office.) > >------- End of Forwarded Message >----- forwarded message ends here ----- > > -- Tom Digby, Philosophy, New England College, Henniker, NH 03242 digby@pipeline.com