Course Syllabus

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Phil M187– Special Topics in Feminist Philosophy
Feminist Approaches to Knowledge and Science

Instructor: Alex Peláez (she/her)
apelaez@humnet.ucla.edu                               

I. Course Description

What is the relationship between gender and knowledge? What is gender? How, if at all, does gender influence our practices of inquiry and justification? We critically examine the concepts of gender, gender identity, race, and sexual orientation. We explore the implications of these concepts for feminist projects. We discuss how gender, race, and class are entwined with capitalist structures, state power, and democracy. We consider the costs of failing to include traditionally marginalized voices in our theorizing, and we consider whether this exclusion is a form of ‘epistemic injustice.’

II. Materials & Format

There is no textbook for this course. All readings will be posted on the course BruinLearn site.  Likewise, any additional course materials (e.g. handouts, slides, writing prompts and assignments) will be posted on BruinLearn. It is very important to check BruinLearn regularly for updates!

The class will vary in format depending on the content and goals for the day. Some classes will be lecture-based, others discussion-based. Readings are to be completed before each class meeting, where we will treat central issues and points of interest in the text in depth.

III. Assignments & Grading

Grading Breakdown

  1. Initial Office Hours Discussion: 5%
  2. Participation: 20%
  3. Short writing assignments: 40%
  4. Term paper: 35%

A. Initial Office Hours Discussion (5%)

Come to office hours sometime in the first two weeks of class to introduce yourself and chat with me in a relaxed one-on-one environment. The purpose of this is to help us get acquainted and to encourage communication.

B. Participation (20%)

Participation is important and expected. Attendance alone is not sufficient for earning full participation points. Though it will primarily be earned in class—through the completion of small tasks (e.g. reconstructing arguments in standard form), team-based assignments, and general participation (e.g. asking questions)—participation credit can also be earned in office hours.

C. Short writing assignments (40%)

Two short writing assignments, worth 20% each. Each 2-3 page paper (single-spaced; 750-1000 words) will include (1) a walkthrough of one argument from an assigned reading and (2) an evaluation of one of its premises. I will provide a tutorial for how to complete the assignment, and I will go through an example in class. This tutorial will be available on the course website.                             

D. Term paper (35%)

This 4-6 page paper will clearly and compellingly argue for a thesis. I will offer several prompts, but students will have the option to workshop their own idea under my (or the TA’s) supervision. I will provide and post a tutorial for this assignment as well.

Prompts and details for all written assignments will be made available at least one and a half weeks before the assignment is due. All written assignments will be submitted for anonymous grading on the course BruinLearn site.

IV. Tentative Reading List & Schedule– subject to change

This schedule is designed to be read in the order listed. This schedule may change—always consult the course website and check your email for updates!

Week 1

Meeting 1

Anderson. 1995. 'Feminist Epistemology: An Interpretation and a Defense' pp.51-70 (19)

Meeting 2

Anderson. 1995. 'Feminist Epistemology: An Interpretation and a Defense' pp.70-82 (12)

Week 2

Meeting 3

Lloyd. 1993. 'Pre-Theoretical Assumptions in Evolutionary Explanations of Female Sexuality' (15)

Meeting 4

Gilligan. 1982. In a Different Voice. (18)

1 ‘Woman’s Place in Man’s Life Cycle’ pp.5-23

Week 3

Meeting 5

Haslanger. 2000. ‘Gender and Race: (What) Are They? (What) Do We Want Them To Be?’  (22)

Meeting 6

Jenkins. 2016. 'Amelioration and Inclusion: Gender Identity and the Concept of Woman' (28)

Week 4

Meeting 7

Dembroff. 2016. 'What is Sexual Orientation?' (22)

Meeting 8

Collins. 1986. 'Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought' (18)

Week 5

Meeting 9

MacKinnon. 1982. ‘Feminism, Marxism, Method, and the State: An Agenda for Theory’ (29)

Meeting 10

Harding. 2011. 'Interrogating the Modernity vs. Tradition Contrast: Whose Science and Technology for Whose Social Progress?' (23)

Week 6

Meeting 11

Fricker. 2007. Epistemic Injustice: Power and the Ethics of Knowing (20)

1 ‘Testimonial Injustice’ pp. 9-29

Meeting 12

Fricker. 2007. Epistemic Injustice: Power and the Ethics of Knowing (18)

7 Hermeneutical Injustice pp. 147-175

Week 7

Office hours meetings as usual and by appointment

Term paper due: TBA

V. Course Policies

Regarding classroom etiquette, the most important policy to keep in mind is to always abide by the Principle of Charity (POC). Formally, the POC requires that you interpret a speaker’s statements in the most persuasive way possible, so as to render those statements rational and worthy of philosophical engagement. Intuitively, this requires that you give everyone you interact with the benefit of the doubt. A student following the POC, for example, would not speak over their fellow student or be outright dismissive of the points they’re intending to convey. This applies not only to your fellow students, but also those readings with which we’ll be engaging. The primary aim of the POC is ensure a respectful, worthwhile, and collaborative intellectual environment Thus, all students will be expected to always act in ways that further these aims.

Here are some additional course policies, the explanations for which are available on the course website and will be covered on the first day of class:

  • Participation and attendance are mandatory.
  • Late writing assignments will be penalized for each day they are late.
  • Students are expected to follow section policies put forward by TAs.

Feedback

You are more than welcome to discuss writing ideas, outlines, or drafts with me in office hours. You will always receive written feedback on the writing you have submitted throughout the course. I can provide verbal feedback on outlines or excerpts (but not full drafts!) of your term paper, so long as you meet with me to discuss them (in person or over Zoom) at least three days before the paper is due.

Extensions

If you need an extension on any of the assignments for this course, please request them via email at least 24 hours in advance. I’m willing to grant extensions and I will not require that you share details about why the extension is needed. (In case of emergencies, the 24-hour policy is waived.)

Emails

You should always feel free to contact me via email with any questions or comments you have about the course or its content. Please keep in mind that it might be a day before I’m able to respond. To help me get to your emails more efficiently, please include the course code (“PHIL M187”) in the subject header.

Academic Misconduct

Students are expected to know and to follow the university’s guidelines for academic honesty. Academic misconduct can occur in a variety of ways, including (but not limited to) cheating, fabrication, and plagiarism. When in doubt about whether some academic practice is acceptable, ask your TA or the instructor for assistance. Always err on the side of avoiding misconduct. Any suspected violation of university policy regarding academic conduct will be reported directly to the Office of the Dean of Students.  

 

VI. Campus Resources

Academic Accommodation

Students needing academic accommodations based on a disability should contact the Center for Accessible Education (CAE) at (310)825-1501 or in person at Murphy Hall A255. When possible, students should contact the CAE within the first two weeks of the term as reasonable notice is needed to coordinate accommodations.

Writing Help– highly recommended!

Supplemental Reading

 

Course Summary:

Date Details Due