Gender and Society in the Hispanic Caribbean

Pontificia Universidad Católica Madre y Maestra

Course Description

  • Course Name

    Gender and Society in the Hispanic Caribbean

  • Host University

    Pontificia Universidad Católica Madre y Maestra

  • Location

    Santiago, Dominican Republic

  • Area of Study

    Gender Studies, Latin American Studies, Sociology

  • Language Level

    Taught In English

    Hours & Credits

  • Contact Hours

    45
  • Recommended U.S. Semester Credits
    3
  • Recommended U.S. Quarter Units
    4
  • Overview

    Gender and Society in the Hispanic Caribbean

    COURSE DESCRIPTION

    The Gender and Society in the Hispanic Caribbean syllabus has been designed based on the interdisciplinary effort of faculty members who have a renowned professional incidence on the study of gender and feminism, and who also possess vast teaching and research experience.  This team of faculty members has also been actively involved in women´s movements and civil organizations.
    The concept of gender arises from the analysis of inequalities, exclusions, and discriminations that derive from differences associated with gender, sexual identity and choice, social class, ethnicity, race, or age.  These differences incite a lack of acknowledgment and compliance with gender rights. This problem is evident in the Spanish speaking Caribbean societies and is also aggravated by limitations in the design and execution of public laws that regulate and fundamentally cover the problem.
    Furthermore, this course will analyze the conditions of women in the Hispanic Caribbean from the human development perspective through a comparative analysis of the conditions of women in the Dominican Republic, Puerto Rico, and Cuba.  Also, the course will review the different variables affecting health, education, labor, politics, and art, based on their level of development in the above referred countries.


    REQUIRED SKILLS

    GENERIC SKILLS
    Levels of Cognitive Domain

    Domain 1
    Critical Thinking
    Ability to self-inquire about surrounding environment and the reality of gender conditions in Hispanic Caribbean societies by actively participating in debates, analyzing statements and judgments, and reflecting on possible alternative solutions.

    Diversity and Interculturalism
    Ability to embrace social and cultural diversity as a human phenomenon and interact with those groups requiring inclusion or attention to diversity based on respecting different ways of thinking.

    Ability to accept and understand cultural and/or social affiliations such as structural, volitive, and reasonable relations of the human condition which are also a source of reflection to coexist in such a wide spectrum of conflicting ideas.

    SPECIFIC SKILLS
    Upon completion of the course, students will be able to:

    1.    Comparatively analyze the different variables associated to gender conditions in the Spanish speaking Caribbean.
    2.    Critically analyze current research studies regarding gender conditions in the Dominican Republic.
    3.    Compare human development indicators in the Dominican Republic to the rest of the Spanish speaking Caribbean countries, pondering those aspects that influence existing differences.
    4.    Contribute to the transformation of the current conditions of inequality and inequity with respect to the rights of women, men, and other identities.
    5.    Facilitate and promote a smooth relation between knowledge and actions amongst the organizations that play a significant role in the transformation of inequalities: the University, non-government organizations, women´s movements, and feminist groups.  


    COURSE CONTENT
    Unit I: Women as Subject of History
    1.1.1    Women in social struggles.
    1.1.2    Women and social- labor relations.
    1.2     The condition of citizenship.
    1.3     Relation between right and duty, superimposing duty.
    1.4     Greece, women and the “occidentalization” of machismo.
    1.4.1    Women and cultural development.
    1.4.2    Women and justice.
    1.4.3    The role of women in the Greek-Roman culture.  

     Unit II: Historical Development
    2.1    Feminism and women´s movement.  Cuba, Dominican Republic, Puerto Rico, and         Hispanic Caribbean America.
    2.2      Identity, race, and gender in Spanish-speaking Caribbean.
    2.3      Women and the indigenous movement:  Mexico and Central America.
    2.4      Colombia and Venezuela in the historical consecution of women´s struggles.
    2.5      Men in Pre and Post Columbian periods: A dominant relation.
    2.6      Feminism, slavery, and negritude: Intersecting points.

    Unit III: Gender Potentiality Rate
    3.1      Education.
    3.2      Health.
    3.3      Domestic violence.
    3.4      Economic abuse.
    3.5      Social abuse.
    3.6      Psychological abuse.
    3.7      Physical abuse.

    Unit IV: Economy and Work.
    4.1      Financially active population and women participation.
    4.1.1    Women and unemployment.
    4.1.2    Labor law and equal treatment to women.  Pending topics.
    4.2      Informal sector.
    4.3      Duty free zones.
    4.4      Local and international migrations.
    4.5      Sex workers.
    4.6       Human rights and gender violence.

    Unit V: Family
    5.1    Types of families.
    5.2    Leadership at home.
    5.3    The nuclear family.
    5.4    The extended family.
    5.5    Cosmopolitism and the traditional family.
    5.5.1    Universal citizenship and participation of women in new world schemes.
    5.6    Women and Religion: The new schemes.

    Unit VI: Politics and Empowerment Processes
    6.1.1    Participation in politics and voting rights.
    6.1.2    Law 275’97 and percentiles of political participation.
    6.2      Women as community activists.
    6.2.1    Women and the farm workers´ struggle.
    6.2.2    The political struggle between gender and sex.
    6.3      Rigoberta Menchú and the new citizens’ movement.
             
    Unit VII: Women and Art: Literature as a Means to Build Up Consciousness.
    7.1      Women as writers.
    7.2   Women in the plastic arts.
    7.1    Women and other artistic manifestations.
    7.2    Women as subject o the arts.
    7.3    Women and liberal arts.  Discussion.
    7.4    The Indigenous movement and female art expressions.

    Unit VIII: Human Rights and Gender Violence.

    8.1      Women´s Health: Sexual and reproductive rights.
    8.2      Commitment to reduce maternal morbidity and mortality.
    8.3      Perspective of rights, health, and violence.
    8.4    Organizations, groups, movements, and non-government organizations in the      implementation of gender-related policies.    
    8.5      Legislation to protect threatened women.
        
    TEACHING AND LEARNING STRATEGIES (INSTRUCTIONAL METHOD)
    The instructional method to be used in this course is based on participation. It prioritizes students’ reflective dialogues and collective analyses of gender conditions applying the ECA technique (exploration, conceptualizing, and application). Likewise, the course promotes spaces of integration among students with the purpose of sharing ideas and searching for ways to face gender-related concerns.  

    The course consists of presentations of research projects, based on both field work and bibliographies (retrospective, prospective, or retro-prospective), which encourage students’ active participation and involvement.

    Students will be assigned different readings as described in the assessment section, which will be analyzed according to the guidelines provided by the professor.   

    At the end of the course, students will perform a field or bibliographic study with the purpose of reinforcing the knowledge acquired as a metacognitive strategy, and will present it as final assessment.  The course is also intended to expose students to reading analyses, field trips, small group discussions, and a conference with a female artist.

    ASSESSMENT SYSTEM
    Assessment is conceived as a continuous, systematic, and formative process.  There will be self, peer, and hetero assessments based on specific rubrics, and a reflective journal.  All the above assessment tools will support a fair evaluation of students´ academic performance.

    The grading scale is distributed as follows:

    Tests Visit Reports Percentage
    First Midterm   25%
      Visits to Gender and Domestic Violence Unit and CMC 30%
    Second Midterm   25%
    Field Work   20%
    Total   100%

    Competencies that have not been mastered might be recovered up to 70% of course content and will be worth 50% of the established grade.

    REFERENCES:

    Acevedo Pedro. (2005). Hacia Una Evaluación Auténtica Del Aprendizaje. Ed. PAIDÓS
          EDUCADOR México. pp. 23-54

    Aguilar, José Ángel, et al. Antología de lecturas sobre sexualidad, Red Democracia y     Sexualidad, pp. 9-12, 16-36, 75-80, 157-161189-195. Ahumada,

    Báez, C. (2000).   Estadísticas para la Planificación Social con perspectiva de Género.  P. N. U. D., F. N. U. A. P.

    Brea, R.; Espinal, R. y Valerio, F.  (2000).  La República Dominicana en el umbral de Siglo XXI; Cultura política y cambio social.  Centros de Estudios Políticos y Sociales.  Santiago de los Caballeros: PUCMM.

    Ciencia y Sociedad.  Volumen XIII, No. 1  enero – marzo 1988.
    Cole, M.  (2003), Psicología Cultural, México, Morata. CONAPO. Programa Nacional de Población 2001-2006. México, D.F.

    Colón M., Delgado.  (1995).  Antología de Literatura Hispánica. Editorial Plaza Mayor, Talleres Gráficos Peñalosa.  España

    Congreso: Juntarnos...para compartir nuestros sueños y aspiraciones...memorias del 1er.Congreso dominicano de Trabajadoras Sexuales.  1996

     Daudel, R. ,Montagnier, L.  (2003), El sida (SI), Siglo XXI Editores.

    De Jesús Cedano, S. (2003). Iniciativa Caribeña de Género. Conocer el Caribe: Una mirada desde las mujeres.  La Habana. Cuba.

    Diagnóstico de Género en la Reforma y Modernización.  (2000).  Programa de las Naciones Unidas para el Desarrollo.  Fondo de Población de las Naciones Unidas.

    Guzmán, G, Bolio, M. (2010), Construyendo la herramienta perspectiva de género: cómo portar lentes nuevos, México, Universidad Iberoamericana.  

    Hernández, Á. (2004).  Pensantes: Cultura e historia dominicanas vistas por mujeres.  Ediciones Calíope.

    María I. (2003), Hasta el domingo, SEP/Norma Ediciones. pp. 11-197. Federación Iberoamericana de Ombudsman (2005). Niñez y Adolescencia. III Informe sobre derechos humanos.

    Mata, M.; Pola, M. J.  (2001).  Sistematización de casos de Violencia Doméstica en República Dominicana.  Santo Domingo: OXFAM.

    Mesa, A, Suárez, C. Brenes V, et al. (2005), Marco internacional y nacional de los derechos sexuales de adolescentes, México, Comisión de Derechos Humanos del Distrito Federal

    Michel, M. (2001), ¿Adolescencia en crisis? Por el derecho al reconocimiento social, México, Siglo XXI Editores.
    Mujeres como Islas.  (2002).   Antología de Narradoras cubanas, dominicanas y puertorriqueñas. Cuba: Ediciones Unión.
    Murria, L. (2001).  Movimiento de mujeres unidas.  Ríen mis labios...llora mi alma. Santo Domingo.
    Piña, J. (2007), Sexualidad, Género y Desarrollo Humano.  Editorial Gernika,  México, DF.
    Programa de las Naciones Unidas para el Desarrollo.  (2003).  Informe sobre Desarrollo Humano.  Estados Unidos.
    Revista Gaceta Judicial.  Derecho de familia y menores.  Marzo 1998.
    Revista Género y Sociedad.  Volumen 1 #2 septiembre – diciembre 1993.
    Revista Género y Sociedad.  Volumen 2 #3 enero – abril 1995.
    Revista Género y Sociedad.  Volumen 3 #1 mayo – agosto 1995.
    Rodríguez Ramírez, G., Beatriz Mayén H. (2005), Los caminos de la vida. Manual de capacitación de sexualidad e infecciones de transmisión sexual para jóvenes campesinas y campesinas, México, D.F.
    Seminario: Impacto de la globalización neoliberal en la realidad de las mujeres latinoamericanas y caribeñas. Memorias XIII.  Encuentro norte sur.  Santo Domingo, 2003

    ONLINE REFERENCES
    http://www.demysex.org.mx http://www.afluentes.org http://educagenero.org http://www.ippfwhr.org http://www.conapo.gob.mx/

    MOVIE FORUM
                 La Bicicleta Verde
                 La Cuarta Mariposa

    DISCOFORUM
                 Perfidia
                 Descripción de un sueño

Course Disclaimer

Courses and course hours of instruction are subject to change.

Eligibility for courses may be subject to a placement exam and/or pre-requisites.