Chapter 5 Implications, Recommendations, and Conclusions
Add literature/previous research to support findings particularly in the 3 sections (research q1, research q2, research q3)
prison industrial complex (PIC)
Your main goal is to use these readings and other texts to make an argument about the prison industrial complex (PIC) and its relationship to gender, health, and the environment, as well as other foundational concepts we focused on in the first module of the class, particularly environmental justice, dis/ability, racism, and nation.
If you find it helpful to focus your essay around a specific question, focus it around this:
How does thinking about the prison industrial complex and/or people in prisons change or expand your understanding of the concepts we have been talking about this semester?
Assignment Purpose: To deepen your understanding of the subject by providing a structure for you think through a major concept and key pieces of evidence. The important part here is demonstrating the serious thinking and the struggle to learn something, using course reading as your essential building blocks.
Requirements:
For this assignment, you are required to draw directly and substantially from 3-5 assigned chapters, articles, or documentaries from this module of the class.
The essay should be a minimum of 1,000 words but no longer than 1,500 words.
This should be a final draft of your work, meaning that you have read through the finished essay at least once and:
corrected any grammatical or typographical errors to the absolute best of your ability,
ensured that the introduction and conclusion belong to the same paper and make the same point (sometimes our intentions drift as we get writing),
and made sure each part of the essay makes sense and contributes to the whole.
You must cite any sources you consult (including those used for class), and properly quote anything you use in your essay. You should have a bibliography. If you got the idea to connect 2 concepts from something you read, you must give the author credit by citing them. These citations should be formatted according to Chicago style requirements.
GRADING CRITERIA
Clear thesis statement
Can you tell what the thesis of the paper is? Is the thesis statement in the appropriate place in the paper? Does the paper actually do what the thesis statement says it will? Is the thesis statement debatable?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeFlow between introduction, body, and conclusion
Does each paragraph have a topic statement? Does each paragraph flow from the previous (i.e. did you experience any paragraphs as a jolt to your reading)? Is each paragraph less than a page long? Does the paper have a conclusion? Does the conclusion build on the body of the paper?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeFew grammatical errors and typos
Did you identify many misspellings or grammatical problems?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeCitation format
Does the paper use in-text (author year) citation? Does the paper have a references list? Does each citation contain all of the important information? Is the information in the correct order and format?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeLength and other assignment requirements
Is the paper the minimum length required? Is the paper formatted in a readable way?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeCritical Analysis
Does the paper make an argument beyond directly restating the readings? Does the paper demonstrate that the author has learned or developed their analysis of the topic through the writing and reading process? Are there interesting points? Did the paper make you consider or think about something differently?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeAppropriate use of examples from readings/movies/texts
Does the paper use examples from the required number of readings or texts? Apply them correctly? Apply them consistently? Are there places where this paper could make use of specific concepts we have covered but does not?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeFocus on topic question
Is the paper primarily about the module topic?
Strong
OK
Weak
2 Discussion Posts
Discussion Post 1:
This week’s discussion is a more open in that I’m asking you to reflect on the production and performance of your own life. In your discussion forum post:
1. Consider how gender plays out in your life. When you wake up in the morning, are there things—mundane, ordinary, unremarkable—that you do even before you start the day that are shaped by gender? What about other times during the day? Describe or name a few.
1a. Now step back. How does this cluster of questions assume a cis-gendered (or cis-supremacy) perspective? Or does it? Does it presume a clear attachment to gender that may destabilized by starting from a position that values non-binary and non-conforming embodiment? Explain where or if you can, even in brief.
2. Using the critiques from the readings or drawing from our examples through the lesson, explain how one of these things—an act, a practice, a performance—is enforced? Who enforces it? Does the enforcement come from different places. Is the practice or act itself oppressive, constraining, or confining? Are you punished for not performing appropriately according to a gender order? How do you know? How is this knowledge made knowable and perceptible to you?
3. Can you hack or deprogram or challenge or resist or undermine this gender imperative whether in terms of how you name the thing, act it out, or communicate it? How would you do this in practical terms?? Would you want challenge it or undermine it? If yes or no, why? What are the risks?
And a follow-up…
4. [If you’re interested] Can you discuss how you encounter and negotiate diverse masculinities in sports? What do you think of gender and sports, whether team or individual? Have sports hindered, harmed or enabled you? Have different conceptions of gender and masculinities especially affected how, if, or why you’ve played sports? Elaborate as you need or want.
Discussion Post 2:
The Discussion Post is due by the end of Day 5. If you’re the Facilitator for the Discussion Forum this lesson, make sure to check in regularly on the Forum and submit your final post by Day 7.
In your discussion forum post, you’re being asked to broadly contextualize the concerns and ideas from the lesson in relation to an issue, example, or object around you. This is a fairly open task, so I’m happy to see how you opt to run with it.
Choose any social issue from your own life or search for a social issue. If you want, you can look at the offerings in the Week 10 Neil Show and Share or consider the examples noted throughout the lesson. If you want to pick something beyond the lesson focus or the course, that’s fine.
Briefly summarize the event, issue, or concern. Provide links to the source if needed. Outline the social communities and groups directly affected by this issue.
Apply a critical trans politics framework, including possible alliances, allegiances and solidarity, responses to discourses of subjection and practices of normalization, relationship to the state and government and capital, etc. To do this, you need to have a grasp of what Spade means wrt to the concept. In effect, you should think more so about wider social and cultural changes or transformations that emerge beyond narrow rights- or legislation-based guarantees (i.e., the beyond the contract of the state/government and subject).
At the least, try to flesh out some ideas from the lesson by focusing on the questions of normal life, life chances, subjection, and problem of legalizing forms of life. Who is served by ‘the norm’ and normalcy? Who isn’t? Who secures this ‘normal’? How do we change it? Do we change it?
Writer’s Choice
The first 400 words will be about “read chapter nine of In Gendered Voices Feminist Visions, and answer the prompt: Why are individuals in the U.S. most vulnerable to exploitation and trafficking?” The second 400 words will be about “read chapter ten of In Gendered Voices Feminist Visions, and answer the prompt: “What are the reasons that sexual assault survivors who are college students don’t report to their campuses?”
Matters-Materials-Masculinities Research Dossier Proposal
The prof has not marked my assignment and had this to say:
This sounds interesting and important in terms of of mapping and identifying meaningful ideas and practices specific to non-Western masculinities. The work in W9 would be good wrt encounters between masculinities in a global context. I appreciate the interest and the work. The Phillipines seems like a good site for all the reasons stated in the proposal. The 150+ history wrt encounters with European, Japanese, and American masculinities and the different insurgencies across the archipelago make for interesting considerations.
That said, the writing citing the conduct of field observations and proposing to undertake qualitative and quantitative research seems well out of context and out of place.
Are you drawing on other work to suggest this course of action. TBH, I’m very confused as there’s no mention of a research dossier but rather what seems like the intro (or abstract, even) to a well-developed study. Can you send me a message and clarify for me?
I’m going to leave the grade blank until I hear from you.
FYI/BTW/FWIW, in the next week, I’ll be posting a list of journals that may help everyone wrt locating additional sources. Stay tuned.
Also, have a look at the Research Dossier Resources and see the template and sample. It provides some good suggestions for moving forward in terms of lay-out and organizing the dossier.
Overall, keep going. Consider my comments.
Sex and gender have been theorized in a variety of ways. As we know, one way gen
Sex and gender have been theorized in a variety of ways. As we know, one way gender can be theorized is as a socially constructed set of rules and norms in society. Simone de Beauvoir’s infamous quote “one is not born, but becomes a woman” highlights this way of understanding gender (de Beauvoir 1952: 249). In this view, the process of gendering is a social process.
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The process of becoming a gendered person is also impacted by our experiences with other social forces, including race, class, sexuality, bodies, health, medicine, culture, religion, education, and family.
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In this assignment, you will closely examine your own life course at three points in time for meanings related to gender.
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Beginning by looking at de Beauvoir’s standpoint, you will explore ways that gender has operated over your life course and how it has been impacted by other social forces in shaping your past, present, and future life experiences.
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First, you will examine how the process of becoming gendered shaped your childhood. Give (at least) three examples and use course readings to help make sense of the ways gender manifested in your youth. Also, what other social forces intersected with gender to shape your childhood.
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Second, you will examine how the process of being gendered is shaping your life today. Give (at least) three examples and use course readings to help make sense of the ways gender manifests in your life today. Also, what other social forces are intersecting with gender to shape your experiences in the world.
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Third, you will envision how the process of being gendered will affect the lives of the (real or imagined) next generation of your family. Give (at least) three examples and use course readings to help make sense of the ways gender might shape life experience in the future. Also, what other social forces might intersect with gender to shape their experiences in the world.
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Last, through examining ways gender shapes your life course, think about ways you are impacted, both positively and negatively by the constructions of gender in your life. How would you change the way gender shapes our lives?
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What do you hope gender looks like in the future?
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To deeply analyze these questions you will apply (at least) six course readings we have discussed in class throughout your 6-8 page paper.
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The paper must have a title that reflects its contents and a works cited page. Quotes and paraphrased material must be cited (Author Year: Page #). All work submitted must be your own original ideas presented in your own words.
