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Catalog Description Prerequisite: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey of women’s literature, including novels/novellas, the short story, poetry, drama, and essays. Within the literature, which spans time, culture, and genre, we will explore patterns and themes involving women’s personal, psychological, political, economic, intellectual, social, and cultural lives. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, interpret and analyze literature by women from the middle ages to the present in cultural, historical, political and critical contexts. CSLO #2: Analyze the relationship between culture and literary form and content by interpreting author intent in multiple genres. CSLO #3: Communicate analyses, interpretations and critiques of single works or several works of literature and authors from each historical period and subperiod. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze the relationship between culture and literary form and content by interpreting author intent in multiple genres; 2. Communicate analyses, interpretations, and critiques of single works or several works of literature by authors from each historical period and sub-period; 3. Identify, interpret, and analyze literature by women from the Middle Ages to the present in cultural, historical, political, and critical contexts. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Sample Prompts: 1. In "When We Dead Awaken," Adrienne Rich writes of Virginia Woolf that her "tone [is that] of a woman almost in touch with her anger, who is determined not to appear angry," and she attributes this to the fact that "to a greater or lesser extent, every woman writer has written for men" (985). Making reference to any two of our writers from this week's reading (Bradstreet, Behn, Astell, Wheatley), discuss the extent to which Rich's observation might apply to their work as well. Do you sense the constraining presence of "The Angel in the House" in this week's texts? 2. Considering one or more of the selections by Sojourner Truth, Harriet Beecher Stowe, Harriet Jacobs, Elizabeth Cady Stanton, and Frances E.W. Harper, discuss and analyze the ways in which the ideology of the cult of "True Womanhood" represents a double-bind for slaves and women of color. What are the connections between slavery and the oppression of women, and in what ways are African American women doubly oppressed by the prevailing racism and misogyny of the 19th century? 3. In addition to its gender-bending plot twist, Alcott's short story "My Mysterious Mademoiselle" engages in a kind of narrative play with gender roles by assuming the voice of a male narrator. Discuss and analyze the effect of Alcott's choice to tell this story from a male point of view. What commentary on gender roles do you see embedded in this text? Discussion posts should consist of 1-2 substantial paragraphs that respond directly to the prompt (see the DB rubric for guidelines). While you should include appropriate and relevant references to the texts, be sure to avoid simply summarizing the material (review "Asking Critical Questions" from the Syllabus page). Use parenthetical MLA citations to acknowledge any quotations, paraphrases, or summaries taken directly from a source. Be sure to read your colleagues' posts--all of them--before responding. It should be clear that you are following along with the ideas, questions, etc.. and engaging in discussion with your classmates, just as you would in a physical classroom environment. Your responses should do more than simply acknowledge or agree or disagree with the post; they should point out some connections among posts/ideas, ask further questions, build on what's already been said. They should extend the discussion, not simply repeat or evaluate. Essay Examinations Example: 1. Midterm Essay: Sample prompts: 1. The biblical story of the Fall, and Eve’s role in it, preoccupies women writers from the very earliest selections we have studied. Trace this theme in the works of two writers from different historical periods that we’ve covered so far. How does Eve (or some analogue of Eve) function as a literary trope? How is her character reimagined, rewritten, and revised? 2. The idea that intellect is a masculine province and that emotion is the realm of the feminine recurs throughout women’s literature. Consider the ways in which two of our writers from different historical periods resist and/or reproduce this dominant gender ideology. How do they subvert and/or submit to traditional representations of their sex? 3. Choose one essay and one poem or piece of short fiction from among those we’ve read so far (they may be from the same or different historical periods). What can we learn by reading these two works together? What concerns and themes do they share, and how are those concerns represented differently by the different genres of writing? Papers will be judged in terms of both the viability and clarity of the argument and the quality of the writing (see the rubric attached to the assignment on LMS for details). A narrow topic with great attention to detail will be more successful than a sweeping overview. A paper that merely summarizes will not earn higher than 65 points. Remember that you must use quotations to support your assertions (and cite them according to the new, 8th edition MLA guidelines for 2016); originality will be admired, but not when its claims are unsubstantiated or vague. Remember that a paper is always judged on its coherence and argumentation. Your knowledge of the meaning of the readings is important, but so are the style and structure of your essay. Projects Example: For the final research paper, you will have the opportunity to select your own topic and focus from among the range of writers, periods, themes, and genres that we have studied over the course of the entire semester. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present a lecture on relevant cultural and historical events in England and the U.S. during a specific historical period, along with a preview of the assigned authors and their relevant works and literary styles, in order to frame subsequent class discussions of the literature. Distance Learning Students will read selections from Virginia Woolf's "A Room of One's Own" and watch a dramatized video presentation of the text, after which they will respond to the following prompt for a discussion board: "Taking into account Virginia Woolf's analysis of women writers in 'A Room of One's Own,' as well as the introductory material on the literature of the Middle Ages and Renaissance, discuss the works we've read by Julian of Norwich and Aemilia Lanyer in the context of their historical circumstances. Do Woolf's observations help to illuminate the subject matter and themes addressed by these writers? If so, how? If not, why not? Typical Out of Class Assignments Reading Assignments 1. In "When We Dead Awaken," Adrienne Rich writes of Virginia Woolf that her "tone [is that] of a woman almost in touch with her anger, who is determined not to appear angry," and she attributes this to the fact that "to a greater or lesser extent, every woman writer has written for men" (985). Making reference to any two of our writers from this week's reading (Bradstreet, Behn, Astell, Wheatley), discuss the extent to which Rich's observation might apply to their work as well. Do you sense the constraining presence of "The Angel in the House" in this week's texts? 2. After reading the selections from Emily Dickinson's poetry, do you find any topics/themes/symbols that recur in her work? How are these expressed distinctively through her style/language/tone, and how are they connected to, or different from, the literary tradition we've considered so far? Provide a close, analytical reading of one or more of her works that addresses these issues. 3. On the surface, "The Gentle Lena" is a simple narrative about a young woman who is brought to America from Germany and sent out to service for four years before being married off and bearing four children, dying in childbirth following her last delivery. Stylistically, however, the story is unlike any we've encountered thus far. The text is simple and repetitive, yet we know that Stein is very consciously manipulating the superficial elements of language in order to achieve a deeper effect and purpose. With that in mind, how do you interpret this piece? What is going on here in the interplay amongst literary elements like style, character, and theme? Writing, Problem Solving or Performance 1. Sample quotation analysis assignment: For each quotation, you will identify the name of the author and the title of the work; then, you will analyze the quotation, pointing out its important literary features and its relation to the historical context. All quotations will require that you read analytically, noticing and explaining the author’s use of language (i.e..e. metaphor, allusion, figurative language, word choice, etc.) and connecting the ideas to important themes and issues of the period as they relate to women and gender (e.g. religion, government, education, marriage, race, class, etc.). A. “As I went on with my account her color changed frequently, she wept, and sometimes groaned. She spoke in tones so sad, that I was touched by her grief. The tears came to my eyes; but I was soon convinced that her emotions arose from anger and wounded pride. She felt that her marriage vows were desecrated, her dignity insulted; but she had no compassion for the poor victim of her husband’s perfidy. She pitied herself as a martyr; but she was incapable of feeling for the condition of shame and misery in which her unfortunate, helpless slave was placed.” B. “It is dull enough to confuse the eye in following, pronounced enough constantly to irritate and provoke study, and when you follow the lame uncertain curves for a little distance they suddenly commit suicide—plunge off at outrageous angles, destroy themselves in unheard-of contradictions.” 2. Midterm essay assignment, with sample prompts: Your assignment is to write a paper that responds to one of the prompts below and analyzes one or two of the texts we’ve read for this course (though the prompts exclude direct references to the critical pieces we’ve read by Woolf, Rich, Walker, and Welter, you are welcome to make use of those sources as you see fit—they do not count as a “third” text for the purposes of this essay, though of course you should appropriately cite all of your sources). Your paper should be a traditional literary analysis (not a summary or a personal response to the writings). Your paper should have a strong thesis that guides your analysis. Some of the prompts ask you to treat an element of a single work, and some ask you to make a comparison of two works with interesting similarities and differences. A. The biblical story of the Fall, and Eve’s role in it, preoccupies women writers from the very earliest selections we have studied. Trace this theme in the works of two writers from different historical periods that we’ve covered so far. How does Eve (or some analogue of Eve) function as a literary trope? How is her character re-imagined, rewritten, and revised? B. The idea that intellect is a masculine province and that emotion is the realm of the feminine recurs throughout women’s literature. Consider the ways in which two of our writers from different historical periods resist and/or reproduce this dominant gender ideology. How do they subvert and/or submit to traditional representations of their sex? Other (Term projects, research papers, portfolios, etc.) Required Materials Norton Anthology of Literature by Women Vol. 1 Author: Sandra Gilbert & Susan Gubar Publisher: Norton Publication Date: 2007 Text Edition: 3rd Classic Textbook?: OER Link: OER: Norton Anthology of Literature by Women, Vol. 2 Author: Sandra Gilbert & Susan Gubar Publisher: Norton Publication Date: 2007 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey of women's roles in American history from its pre-colonial origins to the present. Emphasis on women's experiences and contributions to historical developments regarding social, economic, and cultural life, government, politics, personal issues, the U.S. Constitution, race and racism, ethnicity, sexuality and gender. (CSU, UC) Course Student Learning Outcomes CSLO #1: Compose coherent, persuasive historical argument using correct academic citation methods. CSLO #2: Differentiate primary and secondary sources and how each are used to make historical claims. CSLO #3: Identify and analyze gender expectations within American society with emphasis on geography, race, class and ethnicity. CSLO #4: Investigate major political, economic and social changes in the United States with emphasis on the role of gender, race, and/or ethnicity. CSLO #5: Investigate the origins of the American Constitution and its impact on American cultural developments with emphasis on gender, race and/or class. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Demonstrate the ability to interpret primary and secondary sources and to compose an argument which uses them, as appropriate, for support 2. Identify and describe gender expectations within American history and the broad implications of these expectations for American women and men 3. Identify and describe the social, economic, cultural, and political contributions women have made collectively to the evolution of American society and contextualize these contributions within specific periods of American history -- e.g., colonial, antebellum, late 19th century, progressive era, the Depression, post-World War II 4. Identify individual women who have uniquely contributed to the evolution of American society and describe their social, cultural, or political contributions within the context of specific periods of American history 5. Identify, describe, and critique the changing societal assumptions and expectations regarding the roles that women were to play personally, socially, and culturally and contextualize these assumptions and expectations within specific periods of American history 6. Identify, describe, and critique the changing societal assumptions and expectations regarding the roles women are to play in family life and contextualize these assumptions and expectations within specific periods of American history 7. Identify, describe, and critique the ways in which sex and gender have been part of women's historic experiences both as personal identifiers and as societal categories 8. Identify and analyze the principle personal, social, and political issues of women's rights for each of the major periods of American history 9. Compare and contrast the philosophy and development of the U.S. Constitution and Bill of Rights to the realities of women's legal and political experiences 10. Compare women's experiences in Colonial America and the United States to experiences in Europe, Africa, and Asia, with specific focus on the role of immigration and cultural change and continuity 11. Identify, describe, and critique the ways in which race, ethnicity, nativity, and class have been part of women's historic experiences both as personal identifiers and as societal categories General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Literature & Language AA/AS - Social Sciences AA/AS - Social and Behavioral Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSU - US1 Hist/Const/Amer Idea CSU - US2 Hist/Const/Amer Idea CSUGE - C2 Humanities CSUGE - D4 Gender Studies CSUGE - D6 History Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 4F History Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: 1. Describe as many common American gender assumptions and gender expectations as you can. 2. Should women be eligible for the draft? Does eligibility for the draft imply first class citizenship, and exemption from the draft imply second class citizenship? 3. Should the US Constitution be amended to include an Equal Rights Amendment? Essay Examinations Example: 1. Choose one of the following groups and define the experiences of women within each group and then compare and contrast the experiences of women between the two groups that you have chosen. Groups: a. white women in colonial Massachusetts Bay colony b. white women in Chesapeake Bay/Virginia colony ; African American slave women in the colonial South; Native American women involved in the fur trade through marriage a la facon du pays. Your essay should be thorough and should include substantiation from the readings as well as from class lectures. DO NOT focus your essay on the experiences of a single woman within your group but on the group as a whole. Essays will be graded with a rubric. 2. Power--in the traditional historical narrative a male preserve--has been redefined during the last thirty years by including women within the historical record. Define what power means to you in terms of women's experience in American history and then describe through examples from your readings and from class lectures the ways in which two of the following groups exercised power for themselves within the context of their times. Groups: a. African American slave women in the colonial south b. colonial women supporters of the American Revolution c. middle class, educated white women living in the mid-1800s d. suffragettes 1848 -1880. Be sure to address the values and beliefs of the dominant culture that dictated how American women were expected to operate at a given time. Be thorough. Essays will be graded with a rubric. Objective Examinations Example: 1. 25 multiple choice, 10 true/false and five matching questions covering Women's History from the Pre-Colombian period to the American Revolution. 1.“The Battle Hymn of the Republic,” written by Julia Ward Howe, was written in: a.1861 b.1865 c.1776 d.1857 Projects Example: 1. Students, in pairs, will create a visual presentation to place in the Quad during Social Justice week for public view that relates to Women's History on 3-Panel Poster Board. Students will be graded on the accuracy and presentation quality of the project. Reports Example: 1. Students choose a category (medicine, science, sports, politics, lesbians, Native Americans, Mexican Americans, African Americans, law, business, etc..) and for 10 points submit a 1 page, single-spaced biography with sources about a significant American woman within that category. 2. Students attend a feminist play, reading, talk, or watch a feminist film and, for 10 points, write a 1-2 page report describing the event and its significance. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present a lecture with primary sources that compares and contrasts the privileges, responsibilities, and protections of American citizenship as defined in the Constitution and Bill of Rights with the realities of American citizenship for women during key periods of American history (e.g., post-American Revolution, Early Republic, Civil War and Reconstruction, Progressive Era). Instructor presents a lecture/class discussion that will analyze through oral history interviews with local women and videos the meanings attached to the word "feminist" and historical correlations to these meanings. This lecture will identify women who have contributed to the evolution of American society within the context of specific periods of American history. Instructor presents a lecture analyzing the possible historical correlations to the gendered beliefs presented in LYBW presentations. This lecture will critical evaluate how sex and gender have been a part of women's historical experiences utilizing primary sources and secondary sources. Instructor will present a lecture with primary sources that analyzes the fight for women’s suffrage during the mid-19th century. Class period will include an in-class examination of the Declaration of Sentiments and Resolutions. Discussion will include groups both in support of suffrage and those who opposed. Instructor will present a lecture on Eugenics and forced sterilization. Supreme Court decision Buck v. Bell as well as primary source material in the form of survivor statements and interviews will be evaluated. Issues of race and economic status will be addressed in the in-class discussion. This lecture will include connections between the Constitution and the United States Supreme Court and women’s rights. Distance Learning The instructor will assign a Discussion Board assignment in the online course, which requires the students to compare and contrast the strategies of suffrage activists in the early 20th Century. The students must then respond to two students in the discussion board. Typical Out of Class Assignments Reading Assignments 1. In Kerber and De Hart, read the selections on word power and analyze them in the context of this question: "Define the word power from a woman's viewpoint circa 1500 - 1700 and substantiate your definition with examples from your reading in Kerber and De Hart. 2. Read Deborah Gray White's, Ar'n't I a Woman? and analyze the intersection of gender, race and objectification in an essay focused on the Jezebel and Mammy myth. 3. Read a selection of letters between John and Abigail Adams and compare their philosophy on the role of women in the new nation. Consider how each would interpret the success of the Constitution in creating an American political community. 4. Read a selection of primary documents related to the fight to add an Equal Rights Amendment into the Federal Constitution in the 1970's. Analyze and critically evaluate both the pro-ERA and anti-ERA arguments. Writing, Problem Solving or Performance 1. ESSAY. In Kerber and DeHart, read the section "Early America: 1660-1820" and analyze power in the context of this question: Define the word power from a women's viewpoint through time. Substantiate your analysis with examples from Native women, Early colonial white women and African/African American slave women. 1. CONSTITUTIONAL REVIEW ESSAY. "We are all Americans": For this assignment you will prepare a four-to-five page review of the Constitutional developments relevant to American women's citizenship. Your essay should address the contradictions between the language of the Constitution and Bill of Rights and the realities of Constitutional privileges and protections for women. Make sure to explore the historical competition between gender and race as definers of U.S. citizenship. Remember to clearly cite SPECIFIC points of the Constitution and Bill of Rights in constructing your arguments, and to cover in your analyses 18th, 19th, and 20th century Constitutional developments. 2. LOVE YOUR BODY WEEK ESSAY: Attend at least two LYBW presentations that explore the connection between sex and gender as personal identifiers in society today and compare to the historical perception of women in the 19th century. Include in your analysis the role of class and race in the evolution of female objectification. Other (Term projects, research papers, portfolios, etc.) Required Materials American Women's History: A New Narrative History Author: Melissa Blair, Vanessa Holden and Maeve Kane Publisher: Wiley-Blackwell Publication Date: 2023 Text Edition: 1st Classic Textbook?: OER Link: OER: Arn't I a Woman? Author: White Publisher: Norton Publication Date: 1999 Text Edition: Rev Ed Classic Textbook?: Yes OER Link: OER: A People's History of the United States Author: Zinn Publisher: Harper Publication Date: 2010 Text Edition: Dlx Rep Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Introduction to the concepts of womanhood and feminism in mythic, classic, medieval and major philosophical traditions. Emphasis on the images, roles and beliefs about women found in the humanities and philosophy with respect to their impact and contemporary relevance. (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe, compare and contrast mythological, historical, and philosophical conceptions of women. CSLO #2: Describe and critically analyze the philosophical origins of Modern Feminism. CSLO #3: Describe and analyze contemporary philosophical issues related to gender. CSLO #4: Communicate effectively orally or in writing on a topic in philosophy of women in Western cultures. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through oral and written work: 1. Describe and compare prehistorical conceptions of women from various cultures (e.g., Ancient Greek, Medieval, Scientific and Contemporary); 2. Describe and compare women as presented in mythological explanations including but not limited to interpretations of women as presented in the myth of Adam and Eve; 3. Describe, compare and contrast conceptions of women through the eyes of ancient cultures; 4. Describe, compare and contrast both Medieval and Renaissance conceptions of women; 5. Chart the origins of Modern Feminism as presented in but not limited to the works of Mill, Engels and Simone DeBeauvior; 6. Examine and debate contemporary philosophical issues related to gender issues such as legal rights (from birth-place to work-place), social status and the power of a hierarchy, gender relations: morality and responsibility, Race and Feminism, Feminity and its meaning, compulsory heterosexuality and lesbian philosophy; 7. Critically assess the philosophical underpinnings of feminism; and 8. Generate and defend a personal statement of the ideal future direction of feminism. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Students will write an 3 page essay comparing and contrasting 2 separate works: "A Fabulous Child's Story" and "Daddy I Want to Be Cher". Objective Examinations Example: Students will take a multiple choice test on Medieval and Renaissance conceptions of women. Standard Grading. Example Question: What is the leading misconception of Medieval Woman? Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lead a discussion via in-person or online lecture on Simone de Beauvior’s work, The Second Sex. In small goup in-person or online discussion forums, students will be asked to explain and give contemporary examples of what de Beauvior means when she says that to be ‘female’ or to be a ‘woman’ in patriarchal societies is to be the 'second sex,' and 'the Other'. Distance Learning Instructor will lead a discussion via in-person or online lecture on Shirley Garner’s work, "Feminism, Psychoanalysis, and the Heterosexual Imperative." In small goup in-person or online discussion forums, students will be asked to explain and give contemporary examples of what Garner means by the "heterosexual imperative," and evaluate whether (or how) it continues to have force in contemporary culture. Typical Out of Class Assignments Reading Assignments 1. Read Nancy Tuana's "The Less Noble Sex" and be prepared to discuss in class. 2. Read the essay "Women in Islam" and be prepared to discuss in class. Writing, Problem Solving or Performance 1. As a group, read the following passage, discuss your reactions and have a scribe of your group write them down for the orator to report. Each group should write a paper of no more than three pages in length. For Distance Learning class, each student should respond to at least one of these papers with support or dissent by next Wednesday. Then the Lord God said, "It is not good that the woman should be alone; I will make her a helper fit for her." So out of the ground the Lord God formed every beast of the field and every bird of the air, and brought them to the woman to see what she would call them; and whatever the woman called every living creature, that was its name. The woman gave names to all cattle, and to the birds of the air, and to every beast of the field; but for the woman there was not found a helper fit for her. So the Lord God caused a deep sleep to fall upon the woman, and while she slept took one of her ribs and closed up its place with flesh; and the rib that the Lord God had taken from the woman she made into a man and brought him to the woman. Then the woman said, "This at last is bone of my bones and flesh of my flesh; he shall be called Man, because he was taken out of Woman." Therefore a woman leaves her mother and her father and cleaves to her husband, and they become one flesh. And the woman and her husband were both naked, and were not ashamed. 2. Create a time-line chart explaining the four distinct interpretations of the book of Genesis for each of the following: A) The pre-Jesus Jewish Community, B) The Co-Christ and Persecuted Christian Interpretations, C) Late 4th century Gnostic Interpretations, and D) Late 4th century Orthodox interpretations. Be sure to address conceptions of liberty and bondage as well as applications of these interpretations to gender. 3. Create a chart comparing and contrasting the conceptions of women as found in the religions/sects that we've studied in this course: A) The pre-Jesus Jewish Community, B) The Co-Christ and Persecuted Christian Interpretations, C) Late 4th century Gnostic Interpretations, D) Late 4th century Orthodox interpretations, E) Mormonism and F) Islam. Other (Term projects, research papers, portfolios, etc.) Required Materials We Should all Abe Feminists Author: Chimanda ngoni adiche Publisher: Anchor Publication Date: 2015 Text Edition: Classic Textbook?: OER Link: OER: Feminism and the History of Philosophy Author: Lloyd Publisher: Oxford University Press Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: Sex and Social Justice Author: Nussbaum Publisher: Oxford University Press Publication Date: 2000 Text Edition: Classic Textbook?: OER Link: OER: Bad Feminist Author: Roxanne Gay Publisher: Harper Potential Publication Date: 2014 Text Edition: Classic Textbook?: OER Link: OER: After the 'Speculative Turn': Realism, Philosophy, and Feminism Author: Katerina Kolozova Publisher: Punctum Books Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: Feminism and Philosophy: Essential Readings in Theory, Reinterpretation, and Application Author: Nancy Tuana and Rosemary Putnam Tong Publisher: Routledge Publication Date: 2019 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.