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<span style="font-family:'Helvetica'"><b>From: </b></span><span style="font-family:'Helvetica'">Stacey Lantz <<a href="mailto:slantz@mit.edu">slantz@mit.edu</a>><br>
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<span style="font-family:'Helvetica'"><b>Subject: </b></span><span style="font-family:'Helvetica'"><b>GCWS SP18 Courses: Still accepting applications</b><br>
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<span style="font-family:'Helvetica'"><b>Date: </b></span><span style="font-family:'Helvetica'">January 9, 2018 at 3:53:56 PM EST<br>
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<span style="font-family:'Helvetica'"><b>To: </b></span><span style="font-family:'Helvetica'">gradadmins <<a href="mailto:gradadmins@mit.edu">gradadmins@mit.edu</a>><br>
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<div class="">Hello and Happy New Year!</div>
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<div class="">The GCWS is still accepting applications for its upcoming Spring 2018 courses. Please send the course descriptions and flyers to students who you think may be interested in the courses. They may contact me with any questions or submit an application
here: <a href="http://mit.edu/GCWS/courses/how-to-apply.html" class="">http://mit.edu/GCWS/courses/how-to-apply.html</a></div>
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<div class="">Thank you in advance for your assistance! We are very excited about our upcoming courses and want to include as many students as possible.</div>
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<div class=""><font class="" face="Times New Roman" style="font-size:12px"><b class="">WGS.645 Women in Contemporary U.S. Science</b></font></div>
<div class=""><font class="" face="Times New Roman" style="font-size:12px"><b class="">Tuesdays 5:00-8:00PM</b></font></div>
<div class=""><font class="" face="Times New Roman" style="font-size:12px"><b class="">January 30 - May 8, 2018</b></font></div>
<div class=""><font class="" face="Times New Roman" style="font-size:12px"><b class="">Gerhard Sonnert, Harvard University & Kathrin Zippel, Northeastern University</b></font></div>
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<div class=""><span class="" style="orphans:2; widows:2; font-size:12px"><font class="" face="Times New Roman">Using a variety of disciplinary lenses (history, psychology, sociology), this course explores the factors that impede women from successful participation
in science, technology, engineering, and mathematics (STEM) careers in the United States. A look into history will reveal that in different times and places, science, or at least certain branches of science, has been considered an entirely appropriate arena
for women and that the advancement of women in the sciences does not follow a linear progressive trend. The course will also cover a variety of sociological and psychological mechanisms (including critical mass, accumulation of disadvantages, stereotype threat,
implicit association, and attribution theory) that currently tend to distance women from scientific pursuits. Our investigation will range from what happens in the educational system to the situation of women scientists in the workplace. Furthermore, we will
examine programs and interventions that are designed to support and promote women in STEM. Particular attention will be paid to how gender intersects with other powerful mechanisms of stratification, such as sexuality, race/ethnicity, and class.</font></span></div>
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<div class=""><font class=""><b class="">WGS.615 Feminist Inquiry </b></font></div>
<div class=""><font class=""><b class="">Tuesdays 1:30-4:30PM</b></font></div>
<div class=""><font class=""><b class="">January 30 - May 8, 2018</b></font></div>
<div class=""><b class="">Linda Blum, Northeastern University & Karl Surkan, MIT</b></div>
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<div class="">This course investigates theories and practices of feminist inquiry across a range of disciplines by studying a series of pairings of humanist and social science works by feminist scholars. It is not intended as a survey course on feminist theory,
although students will recognize many pivotal thinkers included in our reading list. As an interdisciplinary course, Feminist Inquiry also cannot offer a strict "how-to" approach to research, but instead will engage students in questioning disciplinary assumptions
and methodologies, seeking new ways to frame scholarly questions, and reconsidering the relationship between subjects and objects of study. Feminist Inquiry is simultaneously challenging and creative, as disciplines are revised by the analysis of gender, race,
class, and sexual orientation, both embedded within and shaping particular historical, national, and cultural contexts. Students will also have the opportunity to engage in two "hands on" research inquiries of their own. This course will proceed, after a brief
framing of the issues, by closely analyzing pairings of humanist and social science "case studies" of feminist scholars and their work. Several of these feminist scholars will visit the class or speak with us remotely during the semester. Our aim is to allow
seminar participants to think deeply about specific theoretical and methodological choices as these are evidenced in practice. We will also reflect on the ways that feminist inquiry/ies transform knowledge and inform varied forms of activism.</div>
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<div class=""><b class="">WGS. 700 Resistance in Feminist Queer Theater / Theory </b></div>
<div class=""><b class="">Wednesdays 5:00-8:00PM</b></div>
<div class=""><b class="">January 31, 2018 - May 9, 2018</b></div>
<div class=""><span class="" style=""><b class="">Andrés Fabián Henao Castro, UMass Boston and Jennifer Row, BU</b></span></div>
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<div class=""><span class="" style=""><span class="" style="">There is something “spectacular” about revolutions: the drama of barriers being broken, the emotion of the crowd. And for feminist and queer activism in particular, the nature of visibility, spectacle
and protest has been integral to gains made by groups such as ACT UP! or the Combahee Women’s Collective. This course, however, moves beyond the relationship between social movements and theater to hone in on a critical theory of performance: why and how is
theater so important to feminist and queer thought? From Judith Butler’s sense of “performatively” constructed gender to José Estaban Munoz’ theory of “disidentification” in queer of color critique, theatricality and performance studies have lent robust paradigms
to queer and feminist theory. In other words, one aspect of this course will examine what theater and queer theory </span><em class="" style="">share</em><span class="" style="">: troubling the nature of representation, investigating mimesis and secondariness,
spectacle and masochism. However, another aspect of this course will look at how queer and feminist thought can put pressure on the theater (and vice-versa); how do the theater’s exigencies of action (drama) oppose theories of neutral or passive (minimal,
bored) resistance? What type of spectatorship does queer and feminist theater elicit? Can the theater stand as realm of change, or is there a sense in which the “revolution can not be televised?”—that is to say, when the powerful sentiments of the disgruntled,
disenfranchised, or dispossessed are captured in aesthetic form, does it lend legibility, or does it domesticate such affects? The course presents a genealogy of performativity and performance and its relationship to feminist theories and queer critique. Interweaving
political philosophy, theater studies, and literary analysis, the course asks students to think speculatively and creatively about the poetics and politics of theatricality, sex, race, and gender.</span></span></div>
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<div>Best regards, </div>
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Best regards, </div>
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Stacey</div>
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<b class="">Stacey Lantz</b></div>
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<b class="">Program Manager<br class="">
GCWS</b><br class="">
<span class="" style="font-size:12px">(617) 324-2085</span></div>
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<span class="" style="font-size:12px">Building 14N Room 211, MIT</span><br class="">
<span class="" style="font-size:12px">77 Massachusetts Avenue</span><br class="">
<span class="" style="font-size:12px">Cambridge, MA 02139</span><br class="">
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Pronouns: she, her, hers</div>
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<a href="http://web.mit.edu/gcws/" class="">http://web.mit.edu/gcws<br class="">
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