Download a pd version of the syllabus here.

CGS 101 Gender and Globalization 12:30-1:50pm Tuesdays Thursdays CGS 004

Web Site:

bt werner
SIO/Ethnic Studies/Critical Gender Studies

Office Hours (tentative – check web site for changes)
Mandeville Cafe (inside or outside) 2-4pm Mondays
340-450PM Tuesdays, Thursdays

Globalization is a process that creates, modifies, amplifies and severs economic, political and social links across the globe. Rooted in colonialism, fast-tracked by neoliberal capital's privatization and free trade discourses and spawning resistance ranging from individual acts to broad-based social movements, globalization disproportionately harms but also empowers Womxn, People of Color, Indigenous People, Disabled People, Trans and Queer Folk, Workers, and a vast array of other marginalized identities. Globalization influences the construction of gender and sexual identities, and has created landscapes of extreme inequality, environmental destruction and conflict. In CGS 101, we will combine sampling theoretical concepts to describe these gendered and racialized landscapes with a focus on case studies that highlight the interplay between the devastation left in the wake of globalization and the resistance against it.

– Understand how globalization, neoliberalism, gender and resistance operate, and the interactions amongst them.
– Explore intersections amongst Feminist, POC, Crip, Indigenous, Queer and Class struggles.
– Acquire the ability to read and comprehend academic CGS texts.
– Learn critical analysis methods/tools and how to apply them.

Beyond Brave Spaces
The instructor of this course is dedicated to creating a learning environment of critical thinking and practice, where we are collectively sharing, learning, and producing knowledge. Drawing from Black Feminist Thinker, bell hooks, I am committed to facilitating a collective space that includes:
– 'transgressing' to disrupt and dismantle the status quo;
– honoring and acknowledging the ways that people with different abilities learn, communicate, participate and interact;
– recognizing students’ varying mobilities and lived experiences as sources of knowledge;
– working towards an accessible collective learning environment;
– supporting students through difficult conversations and creating an environment in which everyone might grapple with these topics and potentially move towards action;
– explicitly prioritizing nonlinear ways of learning and building relationships with each other.

INSTRUCTOR: I welcome constructive comments and suggestions about the class to better make it a space for productively working, learning and growing together. I will provide class time regularly to receive those suggestions. I will provide timely feedback.

STUDENTS: Active participation, doing the reading and completing assignments on time, as outlined below.

– Attendance, Participation and Group Activities – participation can be through spoken contributions during class, but students can also participate using written contributions before and during class. 20%
– Answer Questions About the Assigned Reading (Due Tuesday before class) – summarize briefly the content and briefly answer several questions about reading assignments for Weeks 2-9. 25%
– Analytical Follow Ups -- do additional reading/research/analysis to follow up on a point raised in class x 3 (600 words). Choose amongst Weeks 4-9, due the following Thursday at midnight. Critical Analysis // Imagine a Different History // Zine 25%
– Final Group Project – group written paper (due finals week) and group presentation (Week 10). Research and analyze a gender and globalization-related struggle using concepts and methods discussed in class. 600 words/person. Presentations are 15 minutes and can be power points, performance art, video, art pieces, rap, songs, graphic art, interviews, or other form approved by the instructor. 30%

A step-by-step instruction sheet for each of the assignments will be provided. All assignments must be completed to receive a passing grade.

Come Prepared
Students are expected to keep up with the weekly readings as they are assigned in the course syllabus. Assigned readings must be read prior to coming to class and you are expected to identify key themes, concepts, and terms in the readings. Please bring readings and lecture notes to class. Be prepared to ask questions and discuss reading materials, lectures, and films.

Here are some ways you can participate: ask/answer questions, participate in group work and other in- class activities, and or write down your thoughts and hand it to an instructor before, during or after class. There will be several in-class exercises including role plays, group work, presentations, etc. Full credit will require active participation throughout the entire course.

Attendance is mandatory. ALL absences require documentation (i.e., illness appointments, jury duty, conferences, sports games) to receive excused absence approval. Note: an excused absence will not earn you the participation points for the missed section. Each unexcused absence in section will negatively affect your attendance and participation grade

If you must miss a class, are late, or leave early, it is your responsibility to inform the instructor prior to class. You are also responsible for contacting your fellow students to find out what you missed. Please arrive on time and stay until the end of class; being late will also affect your final grade.

Everyone is expected to contribute to class discussions. The following guidelines are the basis for meaningful discussions. – Be physically and mentally present for yourself, for us, and for your classmates.
– Respect is key. Respect yourself, your classmates, and the academic goals of the course. Please do not interrupt others while they are speaking.
– Participation is not just speaking but also active listening – we are coming from different perspectives, backgrounds, and positionalities and we all have something to contribute to how we understand the readings and concepts.
– Step Up, Step Back: if you are participating more than others, step back and let others contribute; if you are participating less than others, step up and contribute more.
– Commit yourself to critically engage the material. Be an active participant in your education.
– Take initiative in your learning. Act with integrity.
– Commit yourself to arriving on time and coming prepared to learn.
– Support your arguments by engaging the texts (academic settings necessitate scholarly claims).
>– Use of Laptops or cell phones for anything other than consulting your notes and the assigned reading or taking notes is strictly prohibited. If you do so, you will be asked respectfully to leave class and receive an absence for the day.
– The number one ground rule which we will all follow is to engage in respectful critical analysis and discussion in the classroom. Abusive and harsh language will not be tolerated.

Sexual Violence and Sexual Harassment
In this class, we might discuss issues that many find difficult, painful and triggering. I invite you to relate your personal experiences where relevant to the academic discussion. However, I want you to be aware that UCSD requires instructors to file a report with the University's Title IX Officer if any students relate experiences with sexual harassment or sexual violence in class discussions or written assignments, whether or not that occurred on campus. This could result in an investigation without that student's participation or consent.

CARE at the Sexual Assault Resource Center is the UC San Diego confidential advocacy and education office for sexual violence and gender-based violence (dating violence, domestic violence, stalking). CARE provides violence prevention education for the entire UCSD campus and offers free and confidential services for students, staff and faculty impacted by sexual assault, relationship violence and stalking. CARE at SARC is on-call 24 hours a day and on weekends throughout the year. If you are in need of urgent support during non-business hours, weekends, or holidays, please call us at (858) 534-5793.

Academic Integrity
Plagiarism is not acceptable. Please refer to the “UCSD Policy on Integrity of Scholarship.”

Communications with Instructor
Please let me know if you go by a different name than what is on your UCSD record.

Office Hours
If you have any questions regarding the readings and or assignments please visit office hours. If you cannot attend the scheduled office hours I also am available to meet by appointment. Please email me with your availability to request an appointment.

Email Policy
Please do not hesitate to e-mail me with any questions and or concerns. I check email during normal university hours and will respond within 24 hours, however, I might not respond to emails over weekends.

Email is a good way for you to ask short, logistical questions and general inquiries about assignments. If you have questions that require an in-depth answer or conversation, please come see me during office hours. Finally, I strongly encourage you to ask syllabus and assignment related questions in class. If you have a question it is likely that others also have the same question. When emailing include CGS 101 as part of the subject line or header.

Grade Disputes
If you have questions regarding the grades or written comments you receive, I would be happy to address them during office hours or by appointment at least 24 hours after you have received your feedback. Make sure to see me no later than one-week after the assignment has been returned. A re-grade means re-grading the entire assignment and could result in an overall lower grade for that assignment.

Campus Resources
I suggest that you become familiar with the campus resources! If you would like more assistance in locating additional campus resources for disability accommodations, health, food, stress, transitional support, well-being, mental health, financial aid, entertainment, job preparation, and community building do not hesitate to consult your instructor or the staff at your college or department.

If you need any accommodations for disability, illness, or any other reason please contact me so I can create an accommodation plan for your success. If you have a disability or other condition that compromises your ability to complete the requirements of this course, please inform me asap of your needs. I will make all reasonable efforts to accommodate you.

Writing Support
Some students will need to utilize office hours in order to get extra background and direction on the material. ELL students are highly encouraged to consult the resources at the OASIS center (858-534-3760).

Email Exchange
If you ever miss a lecture or section, contact your peers for support! Collaboration with your peers is a part of learning--this is NOT a competition!

Note Taking
Some students might need note taking assistance. I will be requesting volunteers for designated note takers as needed. However, all students should take their own notes during every class if they are able to.

Printed Slides and Materials
I will endeavor to print out slides and other materials prior to class and make them available to those students who need them (keep me informed of your needs!)

Links for all reading/viewing will be provided on the course web site. Please check the the posted links as there are different editions/versions for some of the reading. Be certain to download the reading template from the web site for each week!

new friend: _______________________ new friend’s e-mail: ________________________

new friend: _______________________ new friend’s e-mail: ________________________

new friend: _______________________ new friend’s e-mail: ________________________

The CGS 101 syllabus is subject to change as needed. office hours’ location and times might vary throughout the quarter to best meet the needs of all students. :) Check the web site for updates!

Many students take a Critical Gender Studies course because the topic is of great interest or because of a need to fulfill a university or college requirement. Often students have taken three or four classes out of interest yet have no information about the major or minor and don’t realize how close they are to a major, a minor, or even a double major. A Critical Gender Studies major is excellent preparation for a career in law, public policy, education, public health, social work, non-profit work and many other careers. If you would like information about the Critical Gender Studies major or minor at UCSD, please contact Joje Reyes-Alonzo, Critical Gender Studies Program Advisor, via email at

Assigned Reading
Assigned Reading might change – if you are going to read ahead, please consult bt!

Week 1: Course and People Introductions///Voices from the Frontlines of Globalization
(No Assigned Reading)

Week 2: Neoliberalism and Globalization
• James Fulcher (2015) Capitalism: A Very Short Introduction (Second Edition), Oxford [Chapter 1: What is Capitalism?].
• David Harvey (2005) A Brief History of Neoliberalism, Oxford University Press, pages 19-31 [Chapter 1: Freedom's Just Another Word... (selection)].
• Sheila Croucher (2018) Globalization and Belonging: The Politics of Identity in a Changing World (Second Edition), Rowman and Littlefield, pages 11-48 [Chapter 1: Globalization, Belonging and the State].

Week 3: Gender, Race and Intersectionality
• Lourdes Benería, Gunseli Berik and Maria S. Floro (2016) Gender, Development and Globalization: Economics as if All People Mattered (Second Edition), Routledge, pages 1-36 [Chapter 1: Gender and Development: A Historical Overview].
• Richard Delgado and Jean Stefancic (2012) Critical Race Theory: An Introduction (Second Edition), New York University Press, pages 19-38 [Chapter 2: Hallmark Critical Race Theory Themes].
• Kimberlé Crenshaw (2016) On Intersectionality: Keynote Address – Women of the World 2016 [Video - 31min]

Week 4: Resistance, Zapatistas and the Anti-Globalization Movement
• Raúl Zibechi (2012) Territories of Resistance: A Cartography of Latin American Social Movements, AK Press (Translated by Ramor Ryan), pages 37-49 [Chapter 4: Recreating the Social Tie: The Revolution of Our Days].
• Subcommandante Marcos (2001) The Fourth World War, InMotion Magazine (Translated by irlandesa): November, 9 pages.
• Hilary Klein (2019) A Spark of Hope: The Ongoing Lessons of the Zapatista Revolution 25 Years On, North American Congress on Latin America,, 9 pages.

Week 5: Mexico-US Borderlands
• Vicky Funari & Sergio de la Torre (2006) Maquilapolis: A City of Factories [Video – 1hr, 8min]
• Michelle Téllez (2008) Community of struggle: Gender, violence, and resistance on the US/Mexico border, Gender & Society, 22(5), 545-567.

Week 6: Neoliberalism, Globalization and Agriculture
• Vandana Shiva (2018) The smallholder farmers who feed the world [Video – 11min]
• Deepa Joshi (2015) Gender Change in the Globalization of Agriculture?, Peace Review, 27(2), 165-174.
• Miranda Imperial (2019) New materialist feminist ecological practices: La Via Campesina and activist environmental work, Social Sciences, 8(8) 235-249.

Week 7: Structural Adjustment Programs and Land Grabbing
• Leigh S. Brownhill, Wahu M. Kaara, and Terisa E. Turner (1997) Gender relations and sustainable agriculture: rural women's resistance to structural adjustment in Kenya, Canadian Woman Studies, 17(2), 40-44.
• Rekha Pande (2007) Gender, poverty and globalization in India, Development, 50(2), 134-140.
• Colin Todhunter (2016) Spearheading the Neo-liberal Plunder of African Agriculture, Counterpunch, January 22.

Week 8: Cripping Neoliberalism and Globalization
• Robert McRuer (2018) Crip Times: Disability, Globalization and Resistance, New York University Press, pages 1-24 [Chapter 1: Introduction (selection)].
• Corinne L. Mason (2015) “Cripping” the World Bank: Disability, Empowerment and the Cost of Violence Against Women, International Feminist Journal of Politics, 17(3), 435-453.

Week 9: Globalization, Gender and the Environment
• Gwyn Kirk (2008) Environmental Effects of U.S. Military Security: Gendered Experiences from the Philippines, South Korea and Japan, in Kathy E. Ferguson and Monique Micronesco, eds., Gender and Globalization in Asia and the Pacific, University of Hawai'i Press, 294-317.
• Raúl Zibechi (2014) Community Resistance Against Extraction, NACLA Report on the Americas, 47:3, 43-46.
• Raúl Zibechi (2014) Latin America rejects the extractive model in the streets, Green Social Thought, 65 (Fall), 5-7.

Week 10: Final Project Presentations and Course Summary
(No Assigned Reading)

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