A-Level Coursework on "Women and Feminist Studies"

Home > Topics > Women's Studies My Account

A-Level Coursework 6 pages (2564 words) Sources: 7

[EXCERPT] . . . .

women studies at a time when the interdisciplinary willpower and its concepts were getting institutional identification. Women's studies provided me with an exclusive place to take up the positions of the student, the instructor, the practitioner, and the subject researcher. Nowadays, questioning the mettle of women's studies is far from over (Darraj, 2010).

One of the things that I learnt and amazed me the most about women issues was the way the media portrayed them as objects. I did not understand that the press reveals everything from the men viewpoint or the "male gaze." In most cases, women have adjusted to living with such maltreatments. After taking this course, I usually evaluate women's positions in the advertisements and on television from a feminist viewpoint, and I find it distressing. I noticed that growing up with these images made me view females as objects, and I did not even recognize I was doing it. I wish that this would change so that younger girls do not have to view women as I did. Objectification of females has triggered many younger girls and some women to do almost anything to accomplish the difficult standard of being perfect, tall, and thin. Women will go to any lengths to accomplish this by throwing up after foods or starving themselves, and going for reconstructive surgery treatment on their bodies. Such measures can be very expensive and painful (Collins, 2010). In addition, anorexia and bulimia can result in serious harm on a female's body and even result in loss of life.

At the personal level, one of the topics that we discussed was that the women's movement was previously concentrated on white higher-class females and left out women of color.

Continue scrolling to

download full paper ⤓

I have not thought about how women of color and the poor felt when seeing the women's movement in its early years. It reveals how society has changed over the last centuries because related studies have trained individuals about issues on gender, race, and social inequality (Topolski, Boyd-Bowman & Ferguson, 2013). This has made me appreciate the significance of having women's studies as a part of my education: it made me evaluate our society in a different perspective. In addition, exposure to gender problems, something I have never had to deal with individually, made me understand that just because I have not handled them, does not mean that the problems are nonexistent. I think that in order to have effective social policies for the society, we need to appreciate such aspects so that individuals of a certain gender, race, or class are not oppressed. This is possible by recognizing privilege; I can do this because of the skills gained from this course.

This area appeared and progressed within contestations: coming of age in women studies holds the same meaning. Writing from this standpoint for me means a serious attention of the development process of the Third world feminist. Furthermore, it delivers to the front experiencing and dealing with the pre-determined velocity of post-colonial subjects' Westward turn for knowledge, earning knowledge within the U.S. academies. Along this topic, what are the factors of connection and disjuncture making up the interaction between U.S.-born women of color and those from the international. Moreover, what is the issue between intellectual women from the international s and those women they argue to represent? All of these questions have led me to problematize and place my work and its responsibility with concern to several and discrepant communities and audiences. These questions certainly have formed my feminist awareness and women's studies analysis agenda (Darraj, 2010).

Perhaps, women's studies is best described as the educational site with precise intersectional analysis, which indicates the privileging of sex as an area of analysis in regards to other several axes of oppression such as sexuality, class and race, happens. Concerns less regularly presented consist of how these prominent analytic groups of a U.S.; particular intersectionality convert in other nationwide situations, or set up women's connections to other females within the nationwide perspective of U.S. What have been the conditions of involvement of U.S. women's Studies with area Studies. Classroom conversations and course program should be mediated to relegate "theory" to the spectrum of the Northern/First World females. These women have created forays into the spectrum of "praxis/activism / field experience" making up the region of Women of Color/Third World females (Collins, 2010).

From the perspective of training women's studies students, I cannot overstate the significance of a strong interest to inter-disciplinary techniques. Women's studies have been considered as oppositional to what is regarded as "legitimate" information. In fact, it is a real critique of what is considered as genuine "knowledge." Unknowingly, there is a propensity in the field to be scornful of "master stories." These concerns have effects for those looking for tenure-track roles in professions or interdisciplinary programs (Shaw Lee, 2011).

Before this course, I knew little concerning feminism. In fact, I used to believe that men threatened their existence and perhaps had something to do with the 'bra-burning movement'. However, it became progressively obvious that the society shaped everything from leadership positions to the most subjective of ideas like bravery, heroism, and male domination. During the class sessions, we examined portrayals of females as we read harlequin romance books, discussed Betty Friedan, and watched "Women and Work: Feminists in Solidarity with Domestic Worker." I remember my problems after viewing the video "Winnie Byanyima on Women's Unpaid Care Work." It described how women in video songs are reduced to body parts, devalued, and sold to audiences as sex-related fantasy objects. As a female, I felt accountable and somehow complicit with actions.

These encounters and conversations forced me in discretions I would likely have never gravitated towards on my own without the advantage of this course. Now, I cannot help but analyze gender roles in the movies and books I read and watch -- be they for pleasure or class analysis. I have involved peers and friends as well in exciting conversation about their views of feminism and women, albeit with combined outcomes. It is difficult to say how this course will continue to affect me down the line. I certainly desire to study more on the topic, and my curiosity is spurred as to what kinds of roles men play in feminist activism. I have no dreams that my interest in women's studies will lead to the achievement of extensive gender equal rights or anything of the type. Nevertheless, if I can even increase awareness about the topic, though it sounds basic, others will be in the same way simulated and stretched in new ways as I once was.

Social justice is a phrase that has lately become a great focus in my life. It is frequent in both my educational and professional surroundings. From the latest focus about social justice, the class readings highlight several problems. Previously, I did not consider them as relevant social and justice issues. These problems were the centre of prominent groups seeking to sustain their power and positions in the society. They discriminate women by using various organizations. Prior to this course, my knowledge of what social justice entailed was little (Jones, 2010). I realized that the subject needed further research. In fact, it focused on the injustices that individuals experience regularly. From the readings, I have started to understand what individuals mean when they refer to themselves as social justice advocates.

From the readings, the theme of the prominent teams seeking to maintain the oppressive status quo is common in all societal aspects. An example from my experience relates to my interaction with several white-colored cops who proved helpful for the New York Cops Division. I remember strolling to the movies with my friends. I had forgotten something inside my mothers' residence and after returning from retrieving the item; I caught up with my friends and realized a car was gradually closing in on us. A few moments later, many white-colored cops came out from the car and required that my friends and to surrender. We had been seized because a store had been robbed some few blocks ahead; the only information that police authorities had about the suspects was 'it was a group of black youth.' I had never really thought about the idea of being a target; while studying and writing the paper, the situation instantly came back to me. Although there was some validation for stopping my peers and I, considering we were in a team, and we were black youth. In this area, the demographics consisted of people primarily from Latino and black backgrounds. It was usual for a number of black youth simply to move around together either accidentally or intentionally (Douglas, 2010).

As I reflect on this scenario, I understand that this was probably the time I made the decision that the institutions and systems existing in our society were either wrong or corrupt. Although I was uncertain on how to fix it, I realized that there was something incorrect. The… READ MORE

Download Full Paper

Write a New Paper for Me

Quoted Instructions for "Women and Feminist Studies" Assignment:

“

This reflection should not read like an academic paper. Scholarly reflections ask you to consider patterns of thinking and/or your own experiences, identities, and social locations in relationship to what you have read/learned [see below for an example].

Here is an example of how you can successfully refer to the material without having to use direct quotations/in-text citations:

Before taking this class, I was not aware of the pervasiveness of ableism in American culture. Susan Wendall*****s *****The Social Construction of Disability***** and Eli Clare*****s *****The Mountain***** really shifted my thinking about [dis]ability. As an abled-bodied person, I hadn*****t thought about how *****super crip***** messages construct [dis]ability as something to be overcome or transcended. The *****super crip***** mentality may seem like positive message at first; however, I learned that it centers ability as the norm and renders invisible the identities and struggles of people with [dis]abilities. *****Super crip***** messages imply that [dis]ability is an inherently negative condition and continues to oppress the [dis]abled community.

B. Good-Student

Women study

SAMPLE: Reflection Paper#

1 January 2013

We covered a variety of topics the past two weeks, ranging from disability, health, and gender identity. I noticed that the theme of exclusion kept coming up in the readings, even though it was not explicitly stated. Eli Clare*****s The Mountain suggests that the dominant notion of *****disability***** is often constructed by non-community members. Clare suggests that this definition of *****disability***** includes only those with the most visible forms of disability (signified by wheelchair use, assistive technology etc), excluding those with less visible disabilities such as individuals with learning disabilities. Susan Wendall explains in her article, The Social Construction of Disability, that the category *****disabled***** is socially constructed in contrast to able-bodiedness. Through our social interactions, we learn about and reproduce a specific image of what it means to be *****disabled***** that may not reflect the broad range of abilities, identities, and circumstances.

Prior to reading, I did not think about how the term *****disability***** conjures certain kinds of imagery. I have certainly participated in this exclusionary behavior, both consciously and subconsciously. I never thought about how identities could be oppressive and how we reproduce these ideas in our every day interactions and language. When I was reading Clare*****s piece, there were moments where I felt ashamed of the way that I may participate in ableism. I now can see that there is a broad range of experiences and needs that fall under a disability identity. I feel committed to being more mindful and not making assumptions about a person*****s ability status/identity.

I was surprised to learn about myself while reading Clare*****s The Mountain. I was diagnosed with Lupus in 2009* and I never considered the possibility of identifying as a disabled person. In particular, Clare*****s concept of the *****SuperCrip***** both challenged me and affirmed some my experiences. First of all, I felt really hesitant about the use of the word *****crip***** because it is often used as a slur to refer to disabled people, but I can see why Clare may use it here. The *****SuperCrip***** is an ableist image of a disabled person or figure that transcends their disabilities and *****inspires***** able-bodied people (think *****Special Olympics***** imagery). For Clare, this image of the *****SuperCrip***** is oppressive because it ignores the very real limitations of a society structured around an able-body and how these norms actively exclude people with disabilities. I can see how Clare uses this term in a way to not only reclaim it, but to identify why this image is oppressive and damaging to disabled people. Not only had I never thought of chronic illness as a *****disability,***** but I, too, bought into the idea that *****overcoming***** illnesses or body limitations was a positive message. Clare explains that disabled people can internalize this message, too. I can relate to these ideas because I often feel invisible because people don*****t understand how it feels to have a lupus flare. I can be hard on myself, trying to push through my fatigue and pain. Now I can recognize that I may have some shame about my illness and that this shame may be rooted in ableist ideology. At this moment, I*****m not sure how I feel about the idea of identifying as a *****disabled***** person, but I can certainly see how *****SuperCrip***** messages enforce an exclusionary, ableist norm and that these expectations affect my life.

*NOTE: There is no expectation that you disclose information about yourself; however, you should feel free to incorporate what you feel comfortable sharing. The emphasis for this paper is on the learning process and what you learned. Sometimes incorporating our personal experiences can help us work through the course material, but there is no expectation that you do.

*****

How to Reference "Women and Feminist Studies" A-Level Coursework in a Bibliography

“Women and Feminist Studies.” A1-TermPaper.com, 2014, https://www.a1-termpaper.com/topics/essay/course-reflection-women-studies/8913261. Accessed 6 Jul 2024.

Women and Feminist Studies (2014). Retrieved from https://www.a1-termpaper.com/topics/essay/course-reflection-women-studies/8913261

A1-TermPaper.com. (2014). Women and Feminist Studies. [online] Available at: https://www.a1-termpaper.com/topics/essay/course-reflection-women-studies/8913261 [Accessed 6 Jul, 2024].

”Women and Feminist Studies” 2014. A1-TermPaper.com. https://www.a1-termpaper.com/topics/essay/course-reflection-women-studies/8913261.

”Women and Feminist Studies” A1-TermPaper.com, Last modified 2024. https://www.a1-termpaper.com/topics/essay/course-reflection-women-studies/8913261.

[1] ”Women and Feminist Studies”, A1-TermPaper.com, 2014. [Online]. Available: https://www.a1-termpaper.com/topics/essay/course-reflection-women-studies/8913261. [Accessed: 6-Jul-2024].

1. Women and Feminist Studies [Internet]. A1-TermPaper.com. 2014 [cited 6 July 2024]. Available from: https://www.a1-termpaper.com/topics/essay/course-reflection-women-studies/8913261

1. Women and Feminist Studies. A1-TermPaper.com. https://www.a1-termpaper.com/topics/essay/course-reflection-women-studies/8913261. Published 2014. Accessed July 6, 2024.

Related A-Level Courseworks: