Course Description

This course explores racism in First Wave Feminist Literature. It

compares and contrasts literature from various women writers of the late
19th century and early 20th century, analyzing through the lens of
intersectional feminism.

Course Number 280

 Basis/Rationale for this Course

Through feminist pedagogical theory and praxis, this course is grounded in intersectional feminism

and aims to broaden students understanding of the women’s movement.

It is important to look at the various perspectives

and experiences of all women writers

in order to truly progress in unifying and acknowledging differences inside and outside the women’s

movement that still exists today.

At the completion of this Course Objectives
course, students will be
able to
Analyze the history of the women’s movement in the contexts of race, privilege,
class, sex, and gender.

Analyze authors non-fiction works, personal letters,

autobiographies, etc. along side their literary works.

Apply a critical, historically accurate, and intersectional perspective to literature and current issues.
 Course Objectives

Analyze the writing and literature of Develop an

white women and women of color understanding of the
throughout this time period; and intersectionality of
demonstrate the ability to compare and race, class, and gender.
contrast their experiences.

Foster a sensitivity for and inclusion of all women writers when surveying women’s
literature.
Course Objectives

Recognize bias, xenophobic, and racist language that is not

otherwise easily identified.

Understand and identify subversive writing and its

positive impact on the women’s movement.

Foster a sensitivity for and inclusion of all women writers when surveying
women’s literature.
 Course Structure/Approach

This course will utilize an intersectional feminist framework which applies theories of
intersectionality of race, class, gender and other marginalized identities

We will be studying through the lens of theoretical analysis as

exemplified in bell hooks approach to teaching found in her
book

“Teaching to Transgress:Education
as the Practice of Freedom”
Course Structure/Approach

In this approach we will examine various

types of teaching styles and collectively
determine what is best for the entire
class through open discussion.
Course Structure/Approach

Collectively, in the first week of

class, we will determine optional
resources based on student
suggested books, articles, videos,
etc.
Course Structure/Approach

This list will continue to develop through the semester

as students continue to find pertinent and meaningful
information surrounding feminist literature and/or
analysis that they have read, found, and/or they wish to
share.
 Students must be present during student led topic

discussions.

Setf-assessments to show self-directed learning

progress

Class cohesion methodology assessments by

students
Assignment specific rubrics will be
used in evaluating understanding of
content, grammar, syntax, and style.

There are no exams in this course.

Letter grades will be assigned on an A-F scale: A 92-100, B 83-91, C 75-
82 , D 67-74, F 66 and below

In class discussion participation 10%

Student led topic discussion 20%
Reflection journals 20%
Short analysis paper (2) 20%
Final critical essay 30%
 Students are required to participate in class discussions, small group analysis, and

help determine the collective resources chosen by the class as a whole.

If a student needs special accommodations that can help them to engage and complete

the course, this can be provided and is not a part of evaluation.

 There will be NO TOLERANCE
for students that are unable to
The classroom will be a respect their fellow students- i.e.
place for respectful dialogue racism, sexism, misogyny, or
and inclusive practice. gender discrimination.
 Students are required to attend all classes.

If an excused absence is needed, please speak to the instructor and a

plan will be determined in the best interest of the student.

 WHERE

Class Meeting Location: Main campus building 300

classroom B

Class Meeting (Days and Time): Monday, Wednesday, Friday

10am-11:30 am

(Face-to-face and online)

 WHEN

Course available Fall and Spring

Course available online only during the summer

 HOW
Prerequisite & Co-Requisites

ENG 101 English Composition I

ENG 102 English Composition II

ENG 201 Introduction to Literature

Co-requisite (optional): WGST 101 Introduction to Women and

Gender Studies
 HOW
Instructional Method

Lecture / Discussion

Student Led Discussion

Reflection Journaling
 HOW

Essays Video / documentary

B.Y.O.D. (BRING YOUR OWN DEVICE)

Presentation format
 HOW Service Learning

service learning component required for completion of the

degree

service learning opportunities will

sometimes reside in a clinical or clinal-like setting
Course
Overview &
Each module will contain the following:
Schedule
1 lecture per week

WHAT
2 discussion classes per week

1 instructor led
1 student led
assigned readings

Submission of weekly reflection journals

 Module 1

History of First Wave Feminism- Foundational

establishment of the women’s rights movement
circa 1880-1940.

White feminist’s views / experiences of work, home life,

motherhood, politics, and the establishment of the suffragist
movement.

Comparison of Black women’s views / experiences of work, home life,

motherhood, politics, and exclusion from the suffragist movement.
 Module 2

Diversified selections
This review will include
of women’s writing
advertising, magazines,
and literature 1880-
journals, and books.
1940.

This review will examine women’s political speeches and

proposed legislation.

Identify racist propaganda, advertising, writing and viewpoints in the

above listed formats.
 Module 3

Subversive
White feminists and/or women writers who supported their
women and
cause, joined in solidarity, and fought for inclusion.
men’s writing
and literature
Author’s exposition of social injustice, prejudice, sexism, and
racism.

Male writers that supported the advancement of women of color

throughout the early women’s movement.
 Module 4

Contemporary
Feminists : Where
are we now?
Tying together the past and present.

Students individual reading selections

Iola Leroy or Shadows Uplifted Francis E.W. Harper

True Love: A Story of English Domestic Life Sarah E. Farro

The Magazine Novels Pauline Hopkins

Herland Charlotte Perkins Gilman

With Her in Ourland Charlotte Perkins Gilman

Passing Nella Larsen

Orlando Virginia Woolf

Student chosen novel- to be used in final essay in conjunction with course texts
The Portable Nineteenth-Century African American Women Writers (Penguine Publishing)

White Women's Rights: The Racial Origins of Feminism in the United States Louise Michele Newman

Beyond the Pale: White Women, Racism, and History Vron Ware

Playing in the Dark: Whiteness and the Literary Imagination Toni Morrison

Teaching to Transgress bell hooks

 White Tears/ Brown Scars: How White

Betrays Women of Color

Ruby Hamad

Beyond the Pale: White Women, Racism, and History

Vron Ware
https://www.blackwomenradicals.com/database

nowhitesaviors.org

blackpast.org

bellhooksinstitute.com

https://www.tonimorrisonsociety.org
 Email:
Instructor: peacock@ormond.edu
Amanda L. Peacock

Monday Wednesday Office hours: by appointment

Friday
10am-11:30 am
Main campus
Office Phone
985.768.8489