Undergraduate Program

Course Credit: 4

WGS 201: Introduction to Economics: Gender Perspectives

Course Credit: 4

Introduction to the Course

The course is designed to introduce the students to the basic concepts of economics, related to both microeconomics and macroeconomics. The microeconomic section(s) focuses on the economic principles, including demand, supply, production and market equilibrium. The macroeconomic section provides students with an understanding of how national income, consumption, savings and investments are determined and how macroeconomic policies such as fiscal, monetary and trade policies are related to the development of the country. The course examines the basic economic concepts from gender perspectives and discusses the emergence of feminist economics as a critique to traditional economic theories. The gender focus brings discussion on the wage gap, occupational segregation in the labour market, gender inequality within the household at the micro-level and critically analyse gender biases within the national and international macroeconomic policies at the macro level. The last part of the course provides an overview of women’s involvement in various economic sectors of Bangladesh, including the rural economy.

Specific Learning Objectives

Upon completion, the students will be able to:

• Gain an understanding of the basic economic concepts, both from microeconomics and macroeconomics field of study.
• Get a critical understanding of basic economic concepts from a gender perspective
• Be familiar with the theoretical foundations of feminist economics.
• Engage critically with issues related to gender inequality within the labour market and household.
• Identify the gender bias within the macroeconomic policies.
• Get an overview of women’s participation in the production process in the context of Bangladesh.

Instructional Strategies

The course will follow a number of instructional strategies. It includes lectures using white board, multimedia and video/film presentation. The course instructor will also arrange field visit to provide the students with practical knowledge about the economic process, field visit to a production firm, for example.

Course Contents

Section 1: Microeconomics

This section discusses the basic concepts related to the field of Microeconomics. It covers a range of topics, including the followings:

1. Basic Tools and Consumer Behaviour analysis: This sub-section provides an overview of basic economic concepts of microeconomics. It discusses a range of topics, including Production Possibility Frontier (PPF) and the meaning of economic growth; the elasticity of demand and supply, demand and supply curves, choice and utility, the indifference curve, private and public goods.
2. Theory of Firm: It will discuss the basic topics of production, cost and profit, consumer surplus, externality, economic and social welfare, opportunity cost and application of the idea of opportunity cost to determining women’s wages. Alongside, the detail of market structure i.e. assumptions of a competitive market, short run and long run equilibrium competitive market and price and output determination under monopolistic competitive market will also be analysed.
3. Labour Market and Income Distribution: This sub-section covers a range of topics, including theories of the labour market (dual market and segregated labour market), demand and supply of labour, wage determination of women labours in the labour market, poverty and income distribution.

Number of Classes: 6 classes

References

Required Reading

1. Samuelson, P. A., & Nordhaus, W. D. (1989). Economics. Boston: McGraw-Hill/ Irwin.

Recommended Readings

1. Ahuja, H. L. (2007). Advanced economic theory: Microeconomic analysis. New Delhi: S. Chand.
2. Baumol, W. J., & Blinder, A. S. (2005). Economics: Principles and policy. USA: Thomson South-Western.

Section 2: Feminist Economics - An Overview

The section introduces the students to the field of Feminist Economics that emerged as a critique to the mainstream economic theories and policies. It discusses the theoretical ideas of Feminist economics in relation to gender biases in economic processes and outcomes, gender inequalities within the household and labour market and macroeconomic policies. It challenges the concepts of ‘women as other’ and ‘she is not working’ and provides new pathways and strategies for advancing wellbeing and removing gender disparities

Number of Classes: 2 classes

References

Required Readings

1. Ferber, M. A., & Nelson, J. A. (Eds.). (2003). Feminist economics today: Beyond economic man. USA: University of Chicago Press.
2. Blau, F. D., Ferber, M. A., & Winkler, A. E. (2013). The economics of women, men and work. USA: Pearson Higher Ed.
3. Benería, L., Berik, G., &Floro, M. (2015). Gender, development and globalization: Economics as if all people mattered. UK: Routledge.

Recommended Readings

1. Jacobsen, J. P. (1998). The economics of gender. Malden, MA: Blackwell.
2. Aerni, A. L., Bartlett, R. L., Lewis, M., McGoldrick, K. M., & Shackelford, J. (1999). Toward a feminist pedagogy in economics. Feminist Economics, 5(1), 29-44.
3. Strassman, D. (2020, November 18). What is feminist economics [vedio]. Retrieved from https://youtu.be/8eq_f5ET8TY

Section 3: Gender Inequality within the Labour Market

The section analyses underlying causes of gender disparities, occupational segregation and wage inequality in the labour market. It rethinks the basic way the paid employment is structured and discusses the issues related to entry and exit from the labour market, for example, married women’s entry into the paid employment, pregnancy as a barrier to the labour market and the role of household responsibilities of women in determining their position in the labour market. It applies an intersectional lens and includes the factors related to gender, race and ethnicity to get a better understanding of discrimination and inequalities within labour market. It also sheds light on the consequences of feminisation of labour in the context of globalisation.

Number of Classes:4 classes

References

Required Readings

1. Benería, L., Berik, G., &Floro, M. (2015). Gender, development and globalization: Economics as if all people mattered. UK: Routledge.
2. Van Staveren, I., Elson, D., Grown, C., &Cagatay, N. (Eds.). (2012). The feminist economics of trade. UK: Routledge.
3. Pearson, R. (2012). Women, work and gender justice in the global economy. UK: Routledge.

Recommended Readings

1. Schober, T., Winter-Ebmer, R. (2011). Gender wage inequality and economic growth: Is there really a puzzle? -A comment. World Development, 39(8), 1476-1484.
2. Standing, G. (1999). Global feminization through flexible labor: A theme revisited. World development, 27(3), 583-602.
3. Seguino, S. (2000). Gender inequality and economic growth: A cross-country analysis. World Development, 28(7), 1211-1230.
4. Ewart, M. (2001). The Social construction of difference and inequality: Race, class, gender and sexuality. Teaching Sociology, 29(1), 120.

Section 4: Household Economics: Unpaid and Care Work

The section focuses on unpaid and care work that has been devalued in the traditional economic theories. It critically analyses the neo-classic household theory that defines the household through the labour market and consumption decisions of the male head and thereby excludes the activities and well-being of women within the household. It covers a range of issues, including distribution of time and resources in the household, intra-household decision making and its effect on the well-being of men, women and children, the time line management and opportunity cost, inequalities and interplay of gender and race and marketization of care work. 

Number of Classes:4 classes

References

Required Readings

1. Sen, A. (1990). Gender and cooperative conflicts. In I. Tinker (Ed.), Persistentinequalities: Women and world development. Oxford, UK: Oxford University Press.
2. Folbre, N. (2001). The invisible heart: Economics and family values. New York, USA: New Press.
3. Meyer, M. H. (Ed.). (2002). Care work: Gender, labor and the welfare state. London, UK: Routledge.
4. Folbre, N. &Bittman, M. (2004). Family time: The social organization of care. New York: Routledge.
5. Hochschild, A. R. (2003). The managed heart: Commercialisation of human feelings. Berkeley: University of California Press.

Recommended Readings

1. Kabeer, N. (2002). The power to choose: Bangladeshi women and labor market decisions in London and Dhaka. New York, USA: Verso.
2. Thomas, D. (1990). Intra-household resource allocation: An inferential approach. Journal of Human Resources, 25(4), 635-664.
3. Folbre, N. (1986). Cleaning house: New perspectives on households and economic development. Journal of Development Economics, 22(1), 5-40.
4. Albelda, R., Duffy, M., Folbre, N., Hammonds, C., & Suh, J. (2010). Community development: Research and community development initiatives that support progress in low- and moderate-income communities. Federal Reserve Bank of Boston. Retrieved from https://www.bostonfed.org/community-development.aspx
5. Martin, K. (Producer), & Nash, T. (Director) (1995). Who is counting? Marilyn waring on sex, lies and global economics [Motion Picture]. Canada: National film board of Canada.

Section 5: Macroeconomics

This section discusses basic concepts related to the field of Macroeconomics. It covers a range of topics as follows:

1. Basic Tools, National Income and Consumption: The sub-section will focus on national income determination, consumption, saving and investment. unemployment, GDP, GNP, NNP, business cycle, budget deficit and international deficit, Balance of Payment (BOP), IS-LM curves and National Income (NI).
2. International Economics: The sub-section will discuss arguments for and against free trade and protectionism.  

Number of Classes:4 classes

References

Required Reading

1. Sachs, J. D., &Larraín, B.F. (1993). Macroeconomics in the global economy. New York, USA: Prentice-Hall.

Close

Course Credit: 4

WGS 202: Introduction to Feminist Theories

Course Credit:  4

Introduction to the Course

What is feminism? What is theory? What is the relationship between the two? This course will introduce the students to the concept of feminism and the issues and concepts that feminists theorize about. It will also make the students contextualize feminism and its various theories to their own time, context and concerns so that they learn to make links between academia and real lives.

The course looks at ways through which women have built a collective voice and theoretical bases that shaped their agenda. It will, therefore, focus on conceptualizing feminism and its link with activism; different approaches to feminism and the debates surrounding them; debated issues in feminism like gender, class, identity, power, ethnicity, development, globalization etc. Special attention will be given to Third World feminism with a particular focus on South Asia.

Specific Learning Objectives

Students will be acquainted with:

• The major trends and approaches of feminist thoughts.
• Different types of feminisms and the relationship between context, theory and political positions including Third World Feminisms with special emphasis on South Asia.
• Contemporary issues and debates in feminist thoughts.

Instructional Strategies

The course will be a combination of lectures and discussions through white board and multimedia. A mixture of learning styles will be used in this class. Most of the times, lectures will be supported by PowerPoint presentations. There will also be assignments, group presentations, assigned readings, and classroom discussions where students will be divided in small groups to share their views.

Course Contents

Section 1:  Introduction

The section addresses the major approaches to the main issues that will be covered in the course, introduces the concepts of ‘Feminism’ and ‘Theory’, and establishes a relationship between feminism and theory.

No of Classes: 9 classes

References

Required Readings

1. Lorber, J. (2010). Gender inequality: Feminist theories and politics. USA: Oxford University Press.
2. Tong, R. (2014). Feminist thought: A more comprehensive introduction. Colorado: Westview press.
3. Humm, M. (Ed.). (1992). Feminism: A reader. New York: Wheatsheaf.
4. Watkins, S. A., Rueda, M., & Rodriguez, M. (1992). Feminism for beginners.  Cambridge: Icon books.
5. Chhachhi, A. (1999). Concepts in feminist theory-consensus and controversy. Papers presented at the inaugural seminar of the University of the West Indies, Women and Development Studies Project, Jamaica, University of West Indies.

Recommended Readings

1. Kolmer, W., &Bartkowski, F. (Eds.). (2004). Feminist theory: A reader. New York: McGraw Hill.
2. Watkins, S. A., Rueda, M., & Rodriguez, M. (1992). Feminism for beginners. UK: Icon books.

Section 2: Introduction to Third World Feminism

This section focuses on ‘Third World feminism’. It introduces the context, concepts, relevance and contribution of Third World feminism to women’s movements, especially in South Asia.

No of Classes: 5 classes

References

Required Readings

1. Mohanty, C.T., Russo, A. & Torres, L. (Eds.). (1991). Third world women and the politics of feminism. USA: Indiana University Press.
2. Roy, M. (1992). Bengali women. USA: University of Chicago Press.
3. Burton, A. M. (1994). Burdens of history: British feminists, Indian women, and imperial culture, 1865-1915. USA: UNC Press.
4. Jayawardena, K. (1995). The white woman's other burden -- western women and South Asia during British rule. New York: Routledge.
5. Kumar, R. (1993). The history of doing: An illustrated account of movements for women's rights and feminism in India, 1800-1990. India: Zubaan.
6. Visram, R. (1992). Women in India and Pakistan: The struggle for independence from British rule. UK: Cambridge University Press.

Recommended Readings

1. Narayan, U. (1997). Dislocating cultures: Third world feminism and the politics of knowledge. New York: Routledge.
2. Tong, R. (2014). Feminist thought: A more comprehensive introduction. Colorado: Westview press.
3. Ghose, I. (1998). Women travellers in Colonial India: The power of the female gaze. UK: Oxford University Press.
4. Sahgal, M. Z., & Hancock-forbes, G. (1994). An Indian freedom fighter recalls her life. New York: Sharpe.
5. Sangari, K., &Vaid, S. (Eds.) (1989). Recasting women: Essays in colonial history. New Delhi: Kali for Women.

Section 3: Different Approaches and Theories of the North

Focusing on major works from the 18^th and the 19^th century, this section provides the background to the women’s movements and the emergence of feminist theory. In keeping with this, the students will be introduced to the concept of ‘Liberal Feminism’, its origin, rise and fundamental issues and concerns, major arguments and its contribution. Added to this will be a discussion on critiques of liberal feminism.

No of Classes: 6 classes

References

Required Readings

1. Tong, R. (2014). Feminist thought: A more comprehensive introduction. Colorado: West view press.
2. Jaggar, A., & Rothenberg, P.S. (Eds.). (1993). Theories of women’s sub ordination. Feminist frameworks: Alternative theoretical accounts of the relations between women and men. Boston: McGraw Hill.
3. Jaggar, A., & Rothenberg, P. S. (Eds.). (1993). Liberalism. Feminist frameworks: Alternative theoretical accounts of the relations between women and men. Boston: McGraw Hill.

Recommended Readings

1. Kolmer, W., & Bartkowski, F. (Eds.). (2004). Feminist theory: A reader. New York: McGraw Hill.
2. Andermahr, S., Lovell, T., &Wolkowitz, C. (1998). A concise glossary of feminist theory. London & New York: Arnold Publications. 

Section 4: Debates on Class and Gender: Marxist/Socialist Feminism

This section introduces Marxist/Socialist feminism, its concepts, major issues, arguments etc. The historical background of this theory, major writers/feminist activists, their contribution to the women’s movement and their critiques will be discussed.

No of Classes: 3 classes

References

Required Readings

1. Kolmer, W., & Bartkowski, F. (Eds.). (2004). Feminist theory: A reader. New York: McGraw Hill.
2. Tong, R. (2014). Feminist Thought: A more comprehensive introduction. Colorado: Westview press.
3. Jaggar, A., & Rothenberg, P. S. (Eds.). (1993). Classical marxism. Feminist frameworks: Alternative theoretical accounts of the relations between women and men. Boston: McGraw Hill.
4. Jaggar, A., & Rothenberg, P.S. (Eds.). (1993). Socialist feminism. Feminist frameworks: Alternative theoretical accounts of the relations between women and men. Boston: McGraw Hill.

Recommended Reading

1. Andermahr, S., Lovell, T., &Wolkowitz, C. (1998). A concise glossary of feminist theory. London & New York: Arnold Publications. 

Section 5: Debates on Sex and Class: Radical Feminism

The section provides an understanding of gender and class as concepts and how they are linked together. Special focus will be given on exploring the students’ views/understanding/perspective of the role of ‘biology’ in creating gender. The section also introduces radical feminism, its historical background, the concepts and main arguments, its link and contribution to women’s movements, the critiques of radical feminism as well as its relevance to today’s women.

No of Classes: 3 classes

References

Required Readings

1. Tong, R. (2014). Feminist thought: A more comprehensive introduction. Colorado: Westview press.
2. Jaggar, A., & Rothenberg, P. S. (Eds.). (1993). Radical feminism. Feminist frameworks: Alternative theoretical accounts of the relations between women and men. Boston: McGraw Hill.

Recommended Reading

1. Andermahr, S., Lovell, T., &Wolkowitz, C. (1998). A concise glossary of feminist theory. London & New York: Arnold Publications. 

Section 6: Postmodern Feminism

The section introduces postmodern feminism, its context, major concep

Course Credit: 4

Course Credit: 4

WGS 204: The Women’s Movement in Bangladesh

Course Credit:  4

Introduction to the Course

The course sets a basic foundation for understanding the history of the women’s movement in the context of Bangladesh starting with a brief introduction to the colonial period and pre-liberation period. It will also discuss shifts within the women’s movement: the social reform movement, the struggle for political rights, equality and empowerment. The current framework of the women’s struggle and its major concerns and issues will be discussed with special emphasis on the issue of leadership. The course also evaluates the interconnection between state power and the women’s movement, the responses of state power and the implications of state policy on the women’s movement. It will also point out the linkages between women and gender studies and women’s rights activism in Bangladesh and its linkages with the global women’s movement. The course will make a historical journey through the trajectory of the women’s movement in Bangladesh, focusing on issues raised, activism and leadership, loss and gains, strategies and negotiations, challenges and future direction.

Each of the students will be engaged in class presentation covering issues in the women’s movement, and some of the sections will be participatory and interactive. Guest lectures by the key figures of the women’s movement will be organised. Screening of movies, case studies and small scale research and exploration by the students will be encouraged.

Specific Learning Objectives

Students will be acquainted with:

• Thorough knowledge of the historical perspective of the women’s movement in Bangladesh — its origin, development and diversity.
• A critical understanding of the women’s movement in different periods and its linkage with the current women’s rights movement in Bangladesh and its interconnectedness with the global scenario.
• The ability to review and analyse the implications of state policy and   interconnections between state power and the women’s movement.
• The ability to review and critically anayses the nature of the women’s movement in contemporary Bangladesh, the major issues and the leadership: success and crisis, challenges and future directions.

Instructional Strategies

Lecture using white board, multimedia presentation, focus group discussion, seminar and presentation by the students, field visit, interviewing and primary data collection and compilation, presentation on more recent issues exploring newspaper and photo/film archives, web and internet sources, reviewing published and unpublished documents and reports.

Course Contents

Section 1: Introduction to the Women’s Movement in the Region

The section reviews the origin of the women’s movement in this region in its social and political context with a brief introduction to the pre-independence era. The main purpose is to recapitulate the learning from Course WGS#108: Women’s Movement from Global Perspective. The section briefly traces women’s struggles through pre-colonial, colonial and post-colonial periods in order to contextualise the women’s movement in Bangladesh. 

No of Classes: 2 classes

References

Required Readings

1. Southard, B. (1996). The women’s movement and colonial politics in Bengal 1921—1936. Dhaka: University Press Limited.
2. Kumar, R. (1993). The history of doing: An illustrated account of movements for women’s rights in India. 1800-1990. London & NY: Verso
3. Asthana, P. (1974). Women’s movement in India. Delhi: Vikas Publishing House.
4. Sobhan, S. (1994). National identity, fundamentalism and the women’s movement in Bangladesh. In V. M. Moghadam (Ed.), Gender and national identity, women and politics in Muslim societies. London: Zed Books.
5. Falguni, A. (2010). Banglarnarishogrameritihash [The history of the women’s movement in Bengal]. Dhaka: AnneshaProkashon
6. Begum, M. (1989). Banglarnariandolon [The women’s movement of Bengal]. Dhaka: The University Press Limited.

Recommended Readings

1. Amin, S. N. (1996). The world of Muslim women in colonial Bengal 1876—1939.  New York: Brill Publications.
2. Hossain, S., &Masuduzzaman (Eds.) (2003). Narirkhamatayan: Rajniti o andolon. Dhaka: Mowla Brothers.
3. Chatterjee, P. (1993). The nation and Its fragments: Colonial and postcolonial histories. Princeton: Princeton University Press.
4. Chatterjee, P. (1999). The parthachatterjee omnibus. New Delhi & Oxford: Oxford University Press.
5. Murshed, G. (1983). Reluctant debutante: The response of Bengali women to modernization. Rajshahi, Bangladesh: SahityaSamsad.
6. Chaudhuri, M. (1992). Indian women's movement: Reform and revival. USA: Indian StrosiusInc / Advent Books Division

Section 2: Women’s Movement in Bangladesh: Nature, Main Issues and Leadership

This section is divided into four broad subsections covering issues raised, strategies, activism and leadership of the women’s movement in each of the decades, starting from the seventies till post-2000 (focussing on the first three decades of independent Bangladesh).

Section 2 (a): Decade of the Seventies

The section starts with the independence of Bangladesh and discusses the scenario of the decade of the seventies with particular focus on the war of liberation, and atrocities against women, process of rehabilitation and responses from the women’s movement and the state. Making of the Constitution, autonomous women’s organisations and their activism and other issues like influence of UN-led global feminism will also be discussed, highlighting the role and activism of the women’s movement in Bangladesh.

No of Classes: 4 classes

References

Required Readings

1. Begum, M. (2002). Nariandolonerpanchdashak. Dhaka: Onnyoprakash.
2. Jahan, R. (1991). Women’s movement in Bangladesh: Concerns and challenges. Alternative: Women’s vision and movements. Dhaka.

Recommended Readings

1. Mookherjee, N. (2008). Gendered embodiments: Mapping the body-politic of the raped woman and the nation in Bangladesh. Feminist Review, 88(1), 36-53.
2. D'costa, B. (2003). War babies: The question of national honour. Retrieved from http://www.drishtipat.org/1971/docs/warbabies_bina.pdf
3. Chowdhury, M. (2015). 71-er juddhoshishu: Obititoitihash. Dhaka: Ahmad Sarwarruddwala, Academic Press and Publishing Library.
4. Saikia, Y. (2011). Women, war, and the making of Bangladesh: Remembering 1971. Durham: Duke University Press.
5. Banu, A. (2015). Feminism in Bangladesh (1971-2000): Voices from the women’s movement (Unpublished Doctoral dissertation). University of Dhaka, Dhaka, Bangladesh.

Section 2 (b): Decade of the Eighties

The section highlights major issues raised during the decades of the eighties. The main focus is to analyse the inner dynamics of issues at stake like movements against violence against women, dowry, acid violence, reproductive rights and body issue, garments workers movement, Uniform Family Code (UFC), movement against ‘state religion’, and state initiatives including legal gains and challenges. The section will analyse the shift in its nature, issues, strategies and leadership over the decade.

No of Classes: 4 classes

References

Required Readings

1. Begum, M. (2002). Nariandoloneraanchdashak. Dhaka: Onnyoprakash.
2. Chowdhury, E, H. (2011). Transnationalism reversed: Women organising against gendered violence in Bangladesh. New York: SUNY
3. Kabeer, N. (1991). The quest for national identity: Women, Islam and the state in Bangladesh. Feminist Review, 37(1), 38-58.

Recommended Readings 

1. Nazneen, S., &Tasneem, S. (2010). A silver lining: Women in reserved seats in local government in Bangladesh. IDS Bulletin, 41(5), 35-42.
2. Chowdhury, N. (2002, September 25). The implementation of quotas: Bangladesh experience – dependence and marginality in politics. Paper presented at the International IDEA Workshop titled The Implementation of Quotas: Asian Experiences, Jakarta, Indonesia, Bangladesh.
3. Shehabuddin, E. (2008). Reshaping the holy: Democracy, development and Muslim women in Bangladesh. New York: Columbia University Press.
4. Bangladesh Mahila Parishad. (1993). Uniform family code. Dhaka: Bangladesh Mahila Parishad.

Section 2 (c): Decade of the Nineties

The decades of the nineties can be marked as the most vibrant and golden period for the women’s movement, with more than five hundred women’s organisations and NGOs working on women’s issues. The issues those are highlighted here are violence against women, the case of rape and murder of Yasmin under police custody, revisiting the war time rape and atrocities led by Jahanara Imam, Union Parishad election and issue of direct election in reserved seats, sex workers movement, fatwa and religious extremism, democracy and female leadership, legal gains like Nariunnayanneeti and other legal frameworks. Apart from all these local agendas and activism, impact of global feminism and international frameworks like CEDAW, international Human rights conventions its ratification and reservation will also be discussed and analysed from a feminist perspective.

No of Classes: 4 classes

References

Required Readings

1. Chowdhury, N. (2001). The politics of implementing women’s rights in Bangladesh. In J. Bayes & N. Tohidi (Eds.), Globalisation, gender and religion: The politics of women’s rights in Catholic and Muslim Contexts. New York: Palgrave.
2. Nazneen, S. (2017). The women’s history in Bangladesh: A short history and current debates. USA: Memeo.

Recommended Readings

1. Chowdhury, N. (1994). Bangladesh: Gender and politics in a patriarchy. In N. Barbar,  & N. Chowdhury (Eds.), Women and politics worldwide. New Haven & London: Yale University Press.
2. Mohsin, A. (2010). Coming out of the private: Women forgoing voices in Bangladesh. In F. Azim & M. Sultan (Eds.), Mapping women's empowerment: Experiences from Bangladesh, India, and Pakistan. Dhaka: The University Press Limited.
3. Azim, F. &Banu, A. (2009, September).Shifts and changes in women’s dress in contemporary Dhaka: Some preliminary observations. Working Paper Series 7. Department of Women and Gender Studies: University of Dhaka, Bangladesh.

Section 3: Women’s Movement in Contemporary Bangladesh: Nature, Main Issues and Leadership; Decade of 2000 and onwards

This section will

Course Credit: 4

WGS 205: Women and Literature

Course Credit: 4

Introduction to the Course

This course is designed to help students to appreciate literature both aesthetically as well as a representation/reflection of lives and society in a particular period of time by introducing them to a wide range of world literature. At the same time, it aims to help students become feminist literacy critics. This course takes them through the writings that have shaped the images of women in the history of literature. Concentrating on literary texts, it examines literature through the ages. Beginning with the Greek and Indian classics, it covers Aeschylus, Kalidasa, Virginia Woolf, Henrik Ibsen, Rabindranath Tagore, and goes on to modern-contemporary writings of the sub-continent. The syllabus purposively covers both Western and Eastern literature, with a special emphasis on Bangladeshi literature of RokeyaSakhawat Hossain, National Poet KaziNazrul Islam etc. As it covers a vast historical horizon, beginning with Greek classics to contemporary writings in different genres, the primary focus will be on understanding the diversity of women’s realities and situations. The selection of texts can change and vary as and when required.

Specific Learning Objectives

Students will:

• Understand how to make the interpretation of a literary text.
• Gain the ability to approach literary texts with a feminist perspective to understand and uncover issues of gender and gender ideologies.
• Gain the ability to relate the material learnt in this course to the literary sphere in Bangladesh.
• Acquire the skill to develop these interpretations and appreciation of literary texts in the form of a formal argument in an essay. 

Instructional Strategies

Lecture using white board and multimedia presentation, group discussion, recitation, role play, video clippings, writing assignments, individual/group presentation and reviewing articles.

Course Contents

Section 1: Introduction to Women and Literature and Feminist Literary Criticism

The section will address students’ expectations, and give an overview of the course and the major approaches to the main issues to be covered in the course. Topics include: definitions of literature, the different genres, reviewing the students’ concepts of ‘literature’, and establishing a relationship between women and literature: women as subjects, women as readers and women as writers.

No of Classes: 3 classes

References

Required Readings

1. Culler, J. (1997). Literary theory: A very short introduction. UK: Oxford- Indian Edition
2. Barrett, M. (1979). Virginia Woolf: Women and writing. UK:The Women’s Press Ltd.  
3. Guhathakurata, M. (Ed.). (1997). Contemporary feminist perspectives. Dhaka: The University Press Limited.
4. Hossain, S., Ghosh, B. &Masudujjaman (Eds.). (2007). Sahityanarirjibon o porisor. Dhaka: Mowla Brothers.

Recommended Readings

1. Gallop, J. (1981). Academic feminist literary theory. In S. Kemp & J. Squires (Eds.). Feminisms. UK: Oxford.
2. Jacobus, M. (1986). Reading woman: Essays in feminist criticism. USA: Columbia University Press.
3. Blanchard, L. (1980). Women in fiction: Literature as politics. Studies in the Novel, 12(1).
4. Gupta, R. K. (1993). Feminism and modern Indian literature. Indian Literature, 36(5).

Section 2: Greek Literature - Agamemnon

Students will be introduced to Greek history, culture and women in Greek culture. This section will introduce students to Greek/classical literature/Greek tragedy through ‘Agamemnon’, the play written by Aeschylus. Students will study how the play takes a popular myth and transforms it into a social commentary on politics, social values and norms by challenging them and through the twisting of gender role. It will also link history and cultures to gender, sexuality and power as portrayed in the introduction to Agamemnon.

No of Classes: 2 classes

References

Required Readings

1. Aeschylus (1959). Agamemnon: The oresteian trilogy[translated by Philip Vellacott]. London: Penguin Books 
2. Bond, R. (2014). The oresteia of Aeschylus Agamemnon [translated]. Christchurch, New Zealand: University of Canterbury.
3. Kittela, S. (2009). The queen and modern: Aeschylus’ Clytemnestra. New Voices in Classical Reception Studies,4.

Recommended Readings

1. Ali, M. (2001). Agamemnon. Greek tragedy. Dhaka: OitijjhoProkashoni.
2. Anderson, F. M. B. (1929). The character of Clytemnestra in the Agamemnon of Aeschylus. Transactions and Proceedings of the American Philological Association, 60.

Section 3: Introduction to Kalidasa and Sakuntala

Students will be introduced to Sakuntala by Kalidasa, masterpieces of Indian literary history. The aim of this section is to create a link between cultures, history, and gender to literature. Students will learn to investigate why Sakuntala has been regarded as the personification of Indian womanhood; to examine how icons are created and how they are modified to suit the particular cultural compulsions of the times by analyzing the figure of Sakuntala by locating her in a specific social and historical context and uncovering the process by which "ideal womanhood" is constructed and represented.

No of Classes: 2 classes

References

Required Readings

1. Badrinath, C. (2010). The women of the Mahabharata: The question of truth. India: Orient Blackswan.
2. Kalidasa (2003). Sakuntala. USA: Dover Publications.
3. Thapar, R. (2002). Sakuntala: Texts, readings, histories. London: Anthem Press.

Recommended Reading

1. Vanita&Anamika (2003). I am not Shakuntala. Indian Literature, 47(3).

Section 4: Ibsen- A Doll’s House

A Doll’s House is undoubtedly a landmark literary piece that explores the complexities of gender relations, women’s struggle against oppression, patriarchy, especially in a middle-class society. It pronounced a vision for new-found freedom for women (through the actions of the heroine) amidst suffocating societal norms, rules and structure governed by oppressive, unsympathetic and insensitive men. Students will be introduced to gender relations in a modern-urban context through this play and will learn to critically analyze, appreciate as well as contextualize Ibsen’s creation in their own time and culture.

No of Classes: 3 classes

References

Required Readings

1. Ibsen, H. (Printed 2002). A doll’s house. Dhaka: Friends Book Corner.
2. Amin, N. S. (1997). A door to which they found the key: The departing women of Ibsen and Tagore-Nora, Mrinal and Anila. Proceedings of the International Ibsen Conference, Dhaka, Bangladesh, 155-164.
3. Tahmina, T. (2003). Is the translation/adaptation of a doll’s house relevant today in Bangladesh? Proceedings of the International Ibsen Conference,Dhaka, Bangladesh, 127-138.
4. Gogoi, R. (2003). Nora: Shifting from framed image of women. Proceedings of the International Ibsen Conference, Dhaka, Bangladesh, 149-153.

Recommended Reading

1. Jakovljevic, B. (2002). Shattered back wall: Performative utterance of “A doll’s house”. Theatre Journal, 54(3).

Section 5: Bangla Folklore

The culture of Bangladesh has a unique history, dating back more than 2500 years ago.  This history has manifested itself through different forms of literature. Folk literatures, especially the oral tradition of stories, are perhaps the best documents of social values, structures, norms and beliefs. Studying the ‘MymensighGeetika’, a collection of such age-long popular folk tales will give students an amazing opportunity to understand the connection between society, cultures, and religion in Bengali/Bangladeshi context as the Palas of the Mymensingh Geetika and KhanarBachan show a detailed picture of Bengali society hundreds of years ago.

The focus of this section will be on texts to understand the lives and tribulations of the female characters, named and nameless, young and old, married and single. The task of the students, therefore, will be to probe the texts, to recognize the marginalized histories of women, and to make a feminist attempt to unearth the buried voices of women. Text introduction: Mohua / Chandraboti/Dewana-Madina (texts will be used alternatively in different semesters).

No of Classes: 2 classes

References

Required Readings

1. Sen, D. S. (Ed.). (1993). Mymensighgeetika(Part-I). Kolkata University.
2. Hossain, S., Ghosh, B. &Masudujjaman (Eds.). (2007). Sahityanarirjibon o porisor. Dhaka: Mowla Brothers.

Recommended Readings

Will be suggested by the course instructor, if any.

Section 6: Selected Poems: Bangla and English

The following section is divided into two sections. In the first part, students will learn about Bangla poems. English poems will be discussed in the second part. Texts will be used alternatively from both parts in different semesters.

Part A:This section will focus on the historic contribution of Bangla poets to construct and represent female roles in their writings. Rabindranath Tagore, National Poet KaziNazrul Islam, Jibonanando Das, Sufia Kamal, TaslimaNasrin and a few contemporary poet’s contributions will be analyzed to emphasize women’s position. By analyzing their poems, student will learn how the link among gender, culture and power contributes to portraying women’s position in writings.

No of Classes:2 classes

References

Required Readings

Will be suggested by the course instructor, if any

Recommended Readings

Will be suggested by the course instructor, if any.

Part B:The following part will look at two famous female poets and understand gender, cultures and life through a different literary genre, i.e. poetry.  While Emily Dickinson, perhaps the most enigmatic female poet of all time, offers poems that penetrate the mind, the psychology and life of a secluded, elusive persona; Adrienne Rich shows how a contemporary poet can influence women readers through her eloquent, provocative voice on the politics of sexuality, race, language, power, and women's culture.

Students will also learn to appreciate poetry as a genre, which has effectively served as an instrument for many women writers to articulate and voice their inner struggles, battles and achievements.

No of Classes:2 classes

References

Required Readings

1. Dickinson, E. (2003). Selected poems. UK: Phoenix Press.

(I’m Wife- I’ve finished that-; A Solemn Thing-it Was-I Said-; I felt my life with both my hands; I’m Ceded-I’ve Stopped Being Their-”)

2. Farr, J. (Ed.). (1995). Emily Dickinson: A collection of critical Essays (pp. 1-19). New York: Prentice Hall.   
3. Gilbert &Gubar (2002). The madwoman in the attic: The woman writer and the nineteenth-century literary imagination (2nd ed.). USA: Yale University Press
4. Close

Course Credit: 4

WGS 206: Women, Society and Culture in Contemporary Bangladesh: Theory and Practice
Course Credit: 4

Introduction to the Course
The course discusses the concepts of culture and society and their interconnections. Students will gain an analytical, feminist understanding of different approaches in defining and assessing the three main institutions of the society: family, education and religion and how women’s position is constituted in relation to these factors. Emphasis will be given to the everyday life experiences of women, particularly in the context of Bangladesh. This course will address contemporary issues broadly from sociological and anthropological perspectives, and the students will learn to apply their knowledge in the context of policy analysis and implementation.
This course will serve as a preliminary research-based course focusing on contextual exercises, policy analysis, small-scale research and practical analysis drawn from the theoretical discussion of previous courses (WGS #102 and WGS#105).

Specific Learning Objectives
Students will be acquainted with:
•    A critical, feminist understanding of the institutions of family, education and religion in relation to women’s position in society and culture.
•    Theoretical readings and lived experience to understand and critically analyse the interconnections and relevance of these three factors.
•    Applied knowledge as a starting point for small-scale research and development of oral, writing, analytical and practical skills through case studies, presentations, group discussions, film review, and relevant policy evaluation on the above themes.

Instructional Strategies
Lecture using white board, multimedia presentation, YouTube/video, web sources, movie analysis, conducting small scale research and research presentation by the students using newspaper archives, everyday life experiences, field visits and interviews, group presentation, content analysis, and seminar-style discussion session.

Course Contents

Section 1: Family
This section looks into the primary organisation of the society, i.e. family: the meaning, definition and scope of family and its feminist critique. The introduction will be devoted to briefly refresh their memory and learning in previous courses and connect it with the contemporary realities of Bangladesh. It will critically analyze women’s life cycle: growing up as a girl, idealized motherhood, the mother-daughter relationship, family ideals and the debate around the public-private dichotomy. It will also deal briefly with violence against women and girls (VAW/G), particularly with domestic violence and state responses. Students will be required to conduct small-scale research, collection of primary data on domestic violence, using oral history, case studies, newspaper archives and engage in discussion on policy issues.
No of classes: 6 classes

References
Required Readings
1.    Giddens, A., & Sutton, P. W. (Eds.). (2010). Sociology: Introductory readings. UK: Polity.
2.    Kottak, C. P. (2018). Anthropology: Exploration of human diversity (14th ed.). USA, Michigan: McGraw-Hill.
3.    Abbott, P., &  Wallace, C. (1997). An introduction to sociology: Feminist perspectives (2nd ed.). USA:  Rutledge.
4.    de Beauvoir, S. (1949). The second sex (Chapter on ‘Motherhood’). London: Vintage Classics.

Recommended Readings
1.    Kirk, G., & Okazawa, M. (2001). Women’s lives: Multicultural perspectives (2nd ed.). USA: Mayfield Publishing.  
2.    Kotolova, J. (1993). Belonging to others: Cultural construction of womanhood among Muslims in a village in Bangladesh. Sweden:Almqvist&Wiksell International.
3.    Barrett, M. (1980). Women’s oppression and the family. Women’s oppression today: Problems in Marxist feminist analysis. London: Verso Publications.
4.    Schaefer, R. T. (1994). Sociology matters (5th ed.) USA: McGraw-Hill.

5.    Schaefer, R. T. (2013). Sociology: A brief introduction (10th ed.). New York: McGraw Hill.

Section 2: Education
Education is perceived as a critical tool for women’s empowerment. This section will elaborate on women’s position in relation to education in different phases of their lives with reference to historical perspectives (looking at both the Western and Eastern contexts with particular reference to RokeyaSakhawat Hossain and Mary Wollstonecraft). After discussing the creation of knowledge and alternative perspectives on education, the students will be introduced to the idea of feminist epistemology.
Students will critically analyze the situation of women and education in the current scenario of Bangladesh and discuss attitudes towards girls’ education, opportunities and hindrances, spaces in educational institutions, e.g. access to science vs. arts, technical skills, higher education, playgrounds, analysis of primary, tertiary level text books, as well as curriculum and education policies of Bangladesh.
No of classes: 6 classes
References
Required Readings
1.    Abbott, P., & Wallace, C. (1997). An introduction to sociology: Feminist perspectives. (2nd ed.). USA: Routledge.
2.    Amin, S. N. (1996). The world of Muslim women in colonial Bengal: 1876 to 1939. New York: J. Brill.
3.    Islam, M. (1994). Whither women’s studies in Bangladesh? Dhaka: Women for Women.
4.    Education Commission Reports of GOB.
5.    Tanjeem, N., &Sabur, A. (2018). The institutionalisation of women and gender studies In higher education. In C. Brock, H. Letchamanan, & D. Dhar (Eds.), Education in South Asia and Indian ocean islands. New York: Bloomsbury Publishing.
6.    Banu, A. (2009, February). Women students of Dhaka University: Opportunities and constraints. Working Paper Series 4. Department of women and Gender Studies: University of Dhaka, Bangladesh.
7.    National Education Policy
8.    Text books from grade one-ten, GoB

Recommended Readings

1.    Collins, P. (2000). Black feminist thought: Knowledge, consciousness and the politics of empowerment, perspectives on gender. New York: Rutledge.
2.    Schaefer, R. T. (2004). Sociology: A Brief introduction (10th ed.). New York: McGraw Hill.
3.    Rousseau, J.J. (1763). Emile. France: Geneva.
4.    Wollstonecraft M. (1994). A vindication of rights of woman. Mary Wollstonecraft: Political writings,world’s classics. Oxford, Melbourne: Oxford University press.
5.    Kader, M. (1999). (Ed.). Rokeyarachanabali. Dhaka: Bangla Academy.
6.    Banu, A. (1999). Fabrics of reality vs. fabricated reality: A case for an alternative feminist methodology. Theoretical Perspective. 6.

Section 3: Religion
This section will look into the origins and development of religion from anthropological and sociological perspectives. Issues discussed in WGS #102 and WGS # 105 will be elaborated here to contextualize the institution of religion in Bangladesh context from a feminist lens. Religion will be discussed as a primary social institution and its embeddedness in various social and cultural institutions. Theories on religion will be highlighted, focusing on the works of Emile Durkheim, Karl Marx and Max Weber. Apart from the brief theoretical introduction, the section explores religion in the context of the everyday lives of women, how women are positioned in relation to religion and its various interpretations and how they negotiate on their own terms. The main focus would be on the representation of women, their access, agency, exclusion and control in the major religions of the world and Bangladesh context. Representation of women in various belief systems and religions will be discussed with special emphasis such as --Mother Goddess in pre-industrial societies, female deities in Greek mythology: Athena Pandora, Shanatan or Hindu religion: Sita, Draupadi, Kunti, Buddhism: Bhikkhu and bhikkhuni, shangha and its rules. Christianity: Genesis and Virgin Mary and the concept of immaculate conception, Islam: Women in early Islam,
No of classes: 6 classes

References
Required Readings
1.    Kottak, C. P. (2018). Anthropology: Exploration of human diversity (14th ed.).USA: McGraw-Hill.
2.    Giddens, A. (2001). Sociology (4th ed.). USA:  Polity Press.  
3.    Sharma, A. (Ed.). (1994). Today’s woman in world religions. New York: State University of New York Press.
4.    Islam, M. (1974). Society and religion. Dhaka: Bangla Academy.
Recommended Readings
1.    Excerpts from The Ramayana, The Mahabharata, The Bible, The Qur’an
2.    Mohsin, A. W. (1992). Qur’an and woman. Malaysia: PenerbitFajarBaktiSdnBhd
3.    Mernissi, F. (2003). Beyond the veil: Male-female dynamics in Muslim society (Revised ed.). London: Al Saqi Books.

Section 4: Combining Theory and Practice

This section is devoted to field visits, conducting small scale research work, data gathering, data presentation, group work, and presentations by the students.  Content analysis, text book analysis, policy analysis and participatory discussion sessions on contemporary issues related to the course will be the main activities of this session. Readings will be arranged and provided by the course instructor as required.
No of Classes: 6 classes

Review and discussion: 1 class

Section wise Additional Reading List

For Section 1: Family
1.    Gittins, D. (1992). What is the family? Is it universal? In L. Macdowell, & P. Rosemary (Eds.), Defining women: Social institution and gender divisions. UK: Polity and Open University
2.    Richardson, D. (1993). Women, motherhood and childbearing. USA: MacMillan.
3.    Hallway, W., & Brid, F. (Eds.). (1994). Mothering and ambivalence. New York: Routledge.
4.    Chodorow, N. (1978). The Reproduction of mothering: Psychoanalysis of sociology of gender. Berkeley: University of California Press.  
5.    Hossain, S., & Zaman, M. (Eds.). (2004). Bangladeshernari o shomaj[Gender and women’s studies-2]. Dhaka: Mawla Brothers.

For Section 2: Education
1.    Harding, S. (1987). (Ed.). Feminism and methodology: Social science issues. USA: Indiana University Press
2.    Bilton, T. (2002). Introductory sociology (4th ed.). New York: Palgrave Macmillan.
3.    Banu, A., &Rumman, I.  (2017). Gender and education in South Asia: An overview, The Journal of Social Studies (CSS), 155.

For Section 3: Religion
1.    Karim, N. (1984). Bhugal o bhagoban [Geography and god)]. In N. Karim (Ed.), Smarakgrantha [Memorial book]. Dhaka: Department of Sociology, Dhaka University.
2.    de Waal Malefijt, A. (1968). Religion and the culture: An introduction to anthropology of religion. New York: McMillan.
3.    Hawley, J. S., & Donna, M. W. (Eds.). (1998). Devi: Goddesses of India. Delhi: Motilala Banarasidas Pub.
4.    Ahmed, L. (1992). Woman and gender in Islam. UK: Yale University.
5.    Hussain, F. (Ed.). (1984). Muslim women. London: Cromwell Publications.

Course Credit: 4

WGS 207: Gender and Human Rights

Course Credit: 4

Introduction to the Course

This course introduces both theoretical and practical perspectives on human rights. It includes discussions on the conceptual and theoretical issues around human rights. This course also tries to sketch out the origin of human rights and the development of both international and national mechanisms for protecting human rights. These mechanisms that protect human rights of women providing a better insight will help students to understand the rights of women from a human rights perspective. After learning legal mechanisms, it will get back to the critical theoretical perspective on universalism and cultural relativism, Finally, a critical discussion on States’ promises and the realities of contemporary issues will be highlighted underscoring cases on Indigenous and other marginal communities in Bangladesh.

Specific Learning Objectives

Students will be acquainted with:

• Theoretical and practical perspectives of human rights.
• Salient features of the Constitution of Bangladesh and the issue of fundamental rights
• Basic human rights documents, both internationally and nationally, with particular reference to the human rights of women.
• Overviewofacriticalperspectiveonhumanrightstrend.

Instructional Strategies

This course will integrate visuals, multimedia, discussion, active learning strategies, small-group techniques, and peer instruction. It will also arrange to show available movies, documentaries on human rights violations for student’s critical learning.  A small-scale field visit will also be accommodated to get practical experience on how marginal people live their lives in miserable conditions and are not ensured basic human rights.

Course Contents

Section 1: Concepts and Theories: Rights and Human Rights 

This section is divided into 3 parts. The first subsection will cover conceptual issues. The second subsection discusses about the theoretical aspects of rights and human rights and the third section highlights on historical roots of human rights.

1. Conceptual clarification on rights along with relevant issues. i.e. Rights,humanrightandinternationallaw.

1. Concepts, types of rights, human rights, fundamental and constitutional rights, crime and violation of rights,generationsofhumanrights.
2. Defining international law, convention, customary law as well as general principles, subsidiary and additional principles of law.

2. Nature of rights: theoretical perspective (natural rights, legal, social economic and political rights).
3. Historicaldevelopmentofhumanrights (sinceMagnaCarta-1215) andintroductionoftheUnitedNationsystemsandthemodernhumanrightsregime (1945-present).

Number of Classes: 4 classes

References

Required Readings

1. Renteln, A. (1988). The concept of human rights. Anthropos, 83(4/6), 343-364.
2. Symonides, J. (2000). Human rights: Concept and standards. Aldershot, Hants, England: Ashgate.

Recommended Readings

1. Rehman, J. (2003). International human rights law. England: Pearson Education Limited.
2. Rahman, M. (Ed.). (2006). Human rights and governance. Dhaka: ELCOP & MJF.
3. Pollis, A. & Schwab, P. (2000). Human rights: New perspectives, new realities. India: Lynne Rienner Publishers.

Section 2: International and National Mechanisms for Protecting and Ensuring Human Rights

This section will discuss two broad areas. One is international law, and another is national law. It will focus on how international and national laws affirm, confirm and protect human rights of the people. Special stress will be on UN system and the process of ensuring human rights i.e. procedural issues of the international court of justice. This will include regional and national mechanisms for the protection of human rights and the working procedure of national human rights commission.

Section (2a) Human rights: International Mechanisms

Abrieforientationwillbe given onthestandardsetof declarationandconventionsbytheUnitedNations,ILO,EUandconvention,LatinAmericanDevelopment,DevelopmentsinAfrica,TheARABWorldandotherrelevantsetsofstandard.Aspecialfocuswillbeonthedetaileddiscussion on UDHR, ICCPR, ICSSR and other mechanisms of United Nations.

Section (2b) Human Rights: National Mechanisms

OrientationofthelistsofNationalstandard:TheBangladeshConstitution,NationalChildrenPolicy,NationalPolicyfortheAdvancementofWomen,BangladeshProtibondhiKollyanAin- 2001,GramAdalotAin-2006,BangladeshSromAin-2006,DivisionofJudicialSystem,LawsforRightstoInformation,AntiDsicriminitoryLaw(Drafted),HinduMarriageAct (Drafted),DomesticViolencePreventionandProtectionAct, 2010 (ParibarikNirjatonProtirodhoShurokkhaorProtirodhAin, 2010)

Number of Classes: 5 classes

References

Required Readings

1. Rehman, J. (2003). International human rights law. England: Pearson Education Limited.
2. Rahman, M. (2006). Human rights and domestic implementation mechanism. Dhaka: MJF & ELCOP.

Recommended Readings

1. United Nation (1996). The United Nations and the advancement of women (United Nations Blue Books Series, Vol. VI). Department of Public Information, NY: UN.
2. Rahman, M. (2002). (Ed.). Human rights and development. Dhaka: ELCOP & MJF.

Section 3: Women’s Right Is Human Right: Gender Politics of Human and Feminism

This section has focuses on the human rights standards that are specially prepared for the protection of women’s human rights. Students will be acquainted with how women's rights are human rights and how it has become a central claim of the global women's movement. The discussion of human rights and gender perspective examines the critical issues raised by this embracement and expansion of the human rights discourses by feminists worldwide. It is expected that students will be able to find out some ways to engender the gendered nature of human rights.

1. Recap of the legal instruments: Rights of Women and the Rights regime revisited, UN and its initiatives i.e. Commission on the Status of Women, CEDAW, BFA, Beijing+5, Beijing+10, Human rights and women’s rights in family law aswellasspecialreferencetonationalinstruments
2. Legalprocedurestoensurewomen’shumanrights nationally andinternationally
3. Critical discussion on feminist theories and rights of women, women's human rights, and cultural differences, religion and women’s human rights.

Number of Classes: 4 classes

References

Required Readings

1. Das, S. P. (2005). Human rights: A gender perspective. The Indian Journal of Political Science, 66(4), 755-772.
2. Bunch, C. & Fried, S. (1996). Beijing '95: Moving women's human rights from margin to center. Signs,22(1), 200-204.
3. Bunch, C. (1995). Beijing, backlash, and the future of women's human rights. Health and Human Rights, 1(4), 449-453.
4. O' Hare, U. A.  (1999). Realizing human rights for women. Human Rights Quarterly, 21(2), 364-402.
5. Miller, M. A. (2004). Health sexuality, violence against women and human rights: Women make demands and ladies get protection. Human Rights and Health, 7(2), 16-47.
6. Okin, S. M. (1998).  Feminism, women's human rights, and cultural differences. Hypatiaborder crossings: Multicultural and postcolonial feminist challenges to philosophy (Part 1),13(2), 32-52.

Recommended Readings

1. Hilsdon, A. (2000). Human rights and gender politics: Asia-Pacific perspectives. UK: Routledge.
2. Madhok, S. (2015). Developmentalism, gender and rights: From a politics of origins to a politics of meanings. In J. Drydyk & A. Peetush (Eds.), Human rights: India and the west. Delhi: Oxford University Press.
3. Shank, G. (1999). Human rights, gender politics & postmodern discourses. Social Justice, 26(1), 1-3.

Section 4:  Theoretical and Critical Perspective on Human Rights

This section will critically look at the theoretical debates over universal nature of human rights along with the counter arguments of regionalism and cultural relativism in this era of globalization. The orientalist construction of human rights and politics of institutionalizing human rights as a development concern will be the major focus of this section. It will cover the followings:

1. Universalism, Regionalism, Cultural relativism
2. Interdependence of human rights
3. Humanrightsandglobalisation
4. Othercriticalaspectsrelatedtohumanrights (i.e.orientalistconstructionofhumanrightsandpoliticsofhumandevelopment)

Number of Classes:4 classes

References

Required Readings

1. Donnelly, J. (1984). Cultural relativism and universal human rights. Human Rights Quarterly, 6(4), 400-419.
2. Donnelly, J. (1982). Human rights and human dignity: An analytic critique of non-western conceptions of human rights. The American Political Science Review, 76(2), 303-316.
3. Dallmayr, F. (2002). Asian values’ and global human rights. Philosophy East and West, 52(2), 173-189.
4. Ibhawoh, B. (2000). Between culture and constitution: Evaluating the cultural legitimacy of human rights in the African state. Human Rights Quarterly, 22(3), 838-860.

Recommended Readings

1. Bell, C. & Keenan, J. (2004). Human rights nongovernmental organizations and the problems of transition. Human Rights Quarterly, 26(2), 330-374.
2. Twiss, Sumner B. (2004). History, human rights and globalization. The Journal of Religious Ethics, 32(1), 39-70.

Section 5:  Ecology and Human Rights

This section stresses human ecology that focuses on the interrelated nature of crisis in human and environmental systems and argues that the right to a healthy environment is a fundamental human right. Discussing a conceptual framework for human rights and the environment, it will explore connections between international and national policy, government action or sanctioned action, and human environmental crises. Students will learn that how cultural notions of nature are seen to play a key role in influencing social relations, legitimizing power relations, and justifying the production and reproduction of human environmental crises. They will also learn how these cases explore the ways in which political, economic, and cultural forces influence and at times inhibit efforts to respond to human-environmental crises

Number of Classes: 3 classes

References

Close

Course Credit: 4

WGS 208: Demography and Gender
Course Credit: 4
Introduction to the Course
This course defines demography, relates demography with other disciplines and highlights population growth worldwide together with some selected population theories of growth. The course focuses on the components of population change, namely, fertility, mortality and migration, missing women – definition and determinants, along with the methods and techniques of demographic data collection and the sources and analysis of demographic data. It discusses marriage as an institution affecting demographic characteristics and migration in terms of type, causes and how it influences the socio-demographic structure of a population and its overall impact on women. In general, the course relates to basic demographic principles and concepts and illustrates sex differentials with special reference to Bangladesh.
Specific Learning Objective
Students will be able to:
•    Get substantive knowledge on the basic tools and principles of demography.
•    Develop a holistic understanding of the major demographic events and population trend in the areas of fertility, mortality, marriage, ageing and migration.
•    Gain the ability to analyze the key demographic issues from gender perspectives.
•    Identify the implications of the demographic changes on gender roles and development process.
Instructional Strategies
The course will be a combination of lectures and discussions through white board and multimedia. A mixture of learning styles will be used in this class. Most of the times, lectures will be supported by PowerPoint presentations. There will also be assignments, group presentations, assigned readings, and classroom discussions where students will be divided into small groups to share their views.

Course Contents
Section 1: Demography: Major Gender Issues
In this section, the definition and emergence of demography as a scientific discipline, its interdisciplinary approach and present status with reference to gender will be discussed. The sources and use of demographic data, including census, sample survey, vital registration system, will also be discussed in this section.
Number of Classes:2 classes
References
Required Readings
1.    Riley, N. E. & McCarthy, J. (2003). Demography in the age of the postmodern. UK: Cambridge University Press.
2.    Weeks, J. (2011). Population: An introduction to concepts and issues. USA: Cengage Learning. (Chapter 3)
3.    Shryock, H. S., Siegel, J. S., &Larmon, E. A. (1980). The methods and materials of demography. USA:Department of Commerce, Bureau of the Census. (Chapter 3)
4.    Rowland. D. T. (2003). Demographic methods and concepts. Oxford: Oxford University Press.
5.    Riley, N. E. (1998). Research on gender in demography: Limitations and constraints. Population Research and Policy Review, 17(6), 521-538.
6.    The Economist (2007, December 9). Census sensitivity: Counting people: Numbers mean power, which is why counting people is so controversial. Retrieved from http://www.economist.com/node/10311346.

Recommended Readings
1.    Raj. H. (1996). Fundamentals of demography: Population studies with special reference to India. Delhi : Surjeet Publications.
2.    Bhende, A. A. &Kanitkar, T. (2004). Principles of population studies. Delhi: Himalaya Publishing House.

Section 2: World Population Growth
The different patterns and changing trends of world population growth, the associated factors and the impact as well as various theories of population growth, including demographic transition theory will be discussed, bringing gender dimensions together.
Number of Classes:2 classes
References
Required Readings
1.    Weeks, J. (2011). Population: An introduction to concepts and issues. USA: Cengage Learning. (Chapter 3)
2.    Bhende, A. A. &Kanitkar, T. (2004). Principles of population studies. Delhi: Himalaya Publishing House.
3.    Matras, J. (1973). Populations and societies. New Jersey: Prentice-Hill.  
4.    Rowland, D. T. (2003). Demographic methods and concepts. Oxford: Oxford University Press.
Recommended Readings
1.    Raj. H. (1996). Fundamentals of demography: Population studies with special reference to India. Delhi :Surjeet Publications.
2.    Elahi, K. M. (1997). Evolution of population in Bangladesh: A spatio-temporal study. In A. Ahmad, D. Noin, & H. N. Sharma (Eds.), Demographic transition: The third world scenario. Jaipur &New Delhi: Rawat Publications.
3.    Malaker, C.R. (1997). Population growth in developing countries, 1950-2025. In A. Ahmad, D. Noin, & H. N. Sharma (Eds.), Demographic transition: The third world scenario. Jaipur &New Delhi: Rawat Publications.
4.    Noin, D. (1997). Population growth in the third world:
Evolution and disparities. In A. Ahmad, D. Noin, & H. N. Sharma (Eds.), Demographic transition: The third world scenario. Jaipur and New Delhi: Rawat Publications.

Section 3: Introduction to Basic Demographic Methods and Presenting Data
This section focuses on developing students’ problem-solving skills through introducing various demographic methods and techniques. Various cartographical techniques for presenting demographic data will be taught in this section with a view to improving the presentation skill of the students.  
Number of Classes:2 classes
References
Required Readings
1.    Rowland, D. T. (2003). Demographic methods and concepts. Oxford: Oxford University Press.
2.    Shryock, H. S., Siegel, J. S., &Larmon, E. A. (1980). The methods and materials of demography. USA: Department of Commerce, Bureau of the Census.
Recommended Readings
1.    Huq-Hussain. S., Khan, A.U. &Momsen, J.(2006). Gender atlas of Bangladesh. Dhaka: Geographical Solutions Research Center.
2.    Bangladesh Bureau of Statistics (2011). Population & housing census 2011. Dhaka: BBS.

Section 4: The Age-Sex Structure, the Sex Ratio and the Issue of Missing Women
The significance of age-sex specific population and sex ratio, population pyramid and the issue of millions ‘missing women’ from census statistics and its impact, with a special focus on Asian women, will be discussed.  
Number of Classes:2 classes
References
Required Readings
1.    Rowland, D. T. (2003). Demographic methods and concepts. Oxford: Oxford University Press.
2.    Momsen, J. H. (1991). Women and development in the third world. London: Routledge.
3.    Weeks, J. (2011). Population: An introduction to concepts and issues. USA: Cengage Learning. (Chapter 3)
4.    Sen, A. (1990). More than 100 million women are missing. New York: The New York Review of Books.

Recommended Readings
1.    Forum against sex determination and sex pre-selection (1994). Using technology, choosing sex: The campaign against sex determination and the question of choice. In V. Shiva (Ed.), Close to home: women reconnect ecology, health and development. London: Earth scan Publications Ltd.
2.    Bangladesh Bureau of Statistics (1994). Bangladesh population census 1991 (Analytical report 1).Dhaka: BBS

Section 5: Major Components of Population Change: Fertility, Mortality and Migration
This section focuses on concepts and definitions of fertility and mortality. Determinants of fertility, fertility differentials and basic measures of fertility, and concept of mortality, mortality differentials, determinants and measurement of mortality are discussed with special reference to Bangladesh and from gender perspective. This section also examines migration, theories of migration, determinants and trends of migration and subsequent urbanization in relation to gender in the global south with a focus on Bangladesh.
Number of Classes:6 classes
References
Required Readings
1.    Weeks, J. (2011). Population: An introduction to concepts and issues. USA: Cengage Learning. (Chapter 3)
2.    Rowland, D. T. (2003). Demographic methods and concepts. Oxford: Oxford University Press.
3.    Clarke, J. I. (1965). Population geography. London: Pergamon Press Ltd.
4.    Momsen, J.H. (1991).Women and development in the third world. London: Routledge.
5.    Bhende, A. A. &Kanitkar, T. (2004). Principles of population studies. Delhi: Himalaya Publishing House.
Recommended Readings
1.    Haider, R. (1995). A perspective in development: Gender focus. Dhaka: University Press Ltd.
2.    Raj. H. (1996). Fundamentals of demography: Population studies with special reference to India. Delhi: Surjeet Publications.
3.    Population Reference Bureau (2005). World population data sheet.
4.    Brennan, D. (2002). Selling sex for visas: sex tourism as a stepping-stone to international migration. New York: Holt.
5.    Lee, E. S. (1966). A theory of migration. Demography, 3(1), 47-57.
6.    Siddiqui, T. (2001). Conditions of employment in the host country. Transcending boundaries: Labor migration of women from Bangladesh. Dhaka: University Press.
7.    Siddiqui, T. (2001). Economic impact of migration. Transcending boundaries: Labour migration of women from Bangladesh. Dhaka: University Press.
8.    Castles, S., & Wise, R. D. (Eds.). (2008). Migration and development: Perspectives from the South. Geneva: International Organization for Migration.
9.    Toulemon, L. (2011). Should governments in Europe be more aggressive in pushing for gender equality to raise fertility? The first "YES". Demographic Research, 24.
10.    Philipov, D. (2011). Should governments in Europe be more aggressive in pushing for gender equality to raise fertility? The first "NO". Demographic Research, 24.
11.    Oláh, L. S. (2011). Should governments in Europe be more aggressive in pushing for gender equality to raise fertility? The second "YES". Demographic Research, 24.
12.    Neyer, G. (2011). Should governments in Europe be more aggressive in pushing for gender equality to raise fertility? The second" NO". Demographic Research, 24, 225.