Ward and Edelstein; Chapter 4 “Patterns of Partnering: From Romance to Resistance” Brettell & Sargent: Pp. 203-208 “Culture, Sexuality and the Body” Pp. 279-283: “Gender, Household and Kinship” Pp. 283-290 “What to do with Unmarried Daughters? Modern Solutions to a Traditional Dilemma in a Polyandrous Tibetan Society” Pp. 303-310 “Rethinking Caribbean Families: Extending the Links”
A review of various patterns of marriage and ‘partnering’ cross- culturally is presented and some of the readings take an in-depth look at the importance of residency patterns and women’s friendship networks, and how women negotiate divorce, inheritance, emotions, power and control.
The learning objectives of this lesson are:
1. To realize that there is no one definition or institution that can be defined as ‘the family’. To learn that there are an immense variety of family forms throughout the world and in our own society.
2. To delve into the relationship between architecture, residency patterns and women’s lives.
3. To examine how polygyny as a type of partnering is gendered and the meaning this marriage pattern has for women and men.
4. To analyse the ways in which ‘science’ has marked the genders in terminology and ‘scientific’ explanations.
5. To reflect on the changing nature of marriage and the family in our society.
· Kinship tutorial – http://www.umanitoba.ca/faculties/arts/anthropology/tutor/
· Changing face of Canadian Families (video)Play Video
See Power Point – Women, Love and Marriage
The various ways in which humans organize their social lives, especially regarding kinship, love and marriage, have important implications for women. This lesson focuses on women- centered households and families and the consequences this pattern of family and residency has on women and children. It also examines various types of kinship arrangements cross-culturally.
Assignment # 7
How do traditional family relationships in our society disadvantage women? Cross-culturally? What are some alternatives to marriage that might enable women to empower themselves? Do women-centered households liberate or constrict women’s lives? Consider your favourite fairytale when you were young? Who were the main characters? Was the female the center of the story? How would you describe her? Does she represent feminine stereotypes? What conclusions did you make about this story as a child? Would you teach these stories to your children?
Alternative Option: Write an essay around some of the questions posed at the end of the chapter in Ward and Edelstein (p. 107).
Ward and Edelstein: Chapter 2 “Love and The Work of Culture” Chapter 7 “A Third Sex? Gender as Alternative or Continuum” Pp. 161-168 Brettell and Sargent: Pp. 229-236 “Constructing the Lesbian Body” Pp. 311-318 “Resignation and Refusal: The Moral Calculus of Lesbian and Gay Parenthood in the U.S.” Crow and Gottell: Pp. 295-299 “The Respectable Same Sex Couple” Pp. 299-311 “Losing the Feminist Voice” Pp. 314-325 “Does a Lesbian Need a Vagina like a Fish Needs a Bicycle?”
This unit looks at how some women constructed their personal and professional lives in the early twentieth century. Remember that these women were trying to forge careers in a man’s world. We look at their friendships, the friendship between women, between women and men and the problems with categories such as normal, bisexual, lesbian, etc. We also examine the construction of the lesbian body. Who defines it? Is the male gaze the framework for these constructions?
1. To examine the professional careers of two pioneering feminists: Margaret Mead and Ruth Benedict
2. To understand how our lives can influence our interpretations of socio-cultural behavior
3. To understand how women’s friendships cannot be easily categorized
4. To examine the politics of gender for same sex couples.
5. To examine the idea that bi-sexuality may be the ‘natural’ sexuality
· Gender Equality and Fundamentalism – http://www.huffingtonpost.com/monica-duffy-toft/religious-fundamentalism-women_b_6121190.html
· ‘Good Luck Charlie’ Gay Couple [VIDEO] Disney Channel Features First Lesbian Parents, Facing Backlash From Conservative Groups – http://crossmap.christianpost.com/news/good-luck-charlie-gay-couple-video-disney-channel-features-first-lesbian-parents-facing-backlash-from-conservative-groups-8699
See Power Point – Women’s Lives – Friendships and Relationships
This unit looks at the difficulty of categorizing people based on their sexuality or sexual preferences. Often, women’s relationships are not so easily categorized and it confuses those who try to do so. In studying Margaret Mead, we realize that although she has been accused of bringing too much of herself to the field, she made anthropology and the study of sexual mores a popular topic in the U.S. during the 1920’s and 30’s.
In her book, Male and Female (1949: 168), Mead questioned the role and status of men. She wrote: “In every known human society, the male’s need for achievement can be recognized. Men may cook, or weave or dress dolls or hunt hummingbirds, but if such activities are appropriate occupations of men, then the whole society, men and women alike, votes them as important. In a great number of human societies men’s sureness of their sex role is tied up with their right, or ability, to practice some activity that women are not allowed to practice. Their maleness, in fact, has to be underwritten by preventing women from entering some field or performing some feat.” Comment on this quote, including in your response the reasons why Mead may have argued this and whether or not you think it applies today.
Alternative Option: Write an essay around some of the questions posed at the end of the chapter in Ward and Edelstein (p. 58).