Journal Entries Gender and Sexism (part 1)

Journal Entries- Gender and Sexism

By the article, Sex and Gender through the Prism of Difference adopts a global, transnational perspective on how race, class, and sexual diversity are central to the study of sex and gender. In contrast with other article in this area–which tends to focus on U.S. or European viewpoints–this article features based on research done elsewhere throughout the world. In this paper it will be studied how interacting power relations organized through modern ideas of gender and ‘race’ interact and inform ideas of class, ‘nation’, and sexuality and how these shape human sex and gender in these two articles, i.e., Sex and Gender Through the Prism of Difference by Maxine Beca Zinn, Pierrette Hondagneu-Sotelo, and Michael Messner and the second article is Gender Performativity by Sarah E.Chinn. The broad goals of this article include:

1.         Defining how these articles examine gender and sex socialization and social interaction, both theoretically and methodologically, and how these differ from other articles.

2.         Showing how the articles relate to concepts such as whether they support or contradict arguments.

3.         This paper is not to review these articles, but rather to demonstrate the engagement with the articles.

4.         Examining the different authors’ arguments in these articles.

5.         Understanding how gender, race, sexuality, and class intersect.

A key focus will be the institutionalization of social hierarchies of ‘difference’ through globalized processes of colonization, capitalism, and nation-state formation/reproduction. Emphasis will be placed on examining how ‘differences’, instead of being natural, arise out of these social relations and processes. This course has three main themes: the social organization of knowledge and experience; the complexity of simultaneous, interlocking systems of power that structure daily life and personal experience; and the significance of social resistance as a force for change. Using an interdisciplinary approach, students will be asked to translate their critical thinking skills to re-evaluate taken-for-granted assumptions.

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