Department of Sociology 492-A1: Queering the Social Fall 2021

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Department of Sociology 492-A1: Queering the Social

Fall 2021 Tues 2:00-4:50pm Location: T 1-104

Instructor: Dr. Randi Nixon Email: [email protected] Office hours: By appointment

Prerequisite: SOC 301, SOC 335, WST 201 or consent of the instructor Access to Instructor:

Email will be answered during normal business hours of the University. While an effort will be made to respond in a timely manner, please allow 1-2 days for a reply. Emails sent after 4:00pm on

weekdays, on weekends, or on holidays will be responded to the next business day. Emails asking questions which are answered within course materials, including this syllabus, will not receive a response.

Course description:

The term “queer,” as used in queer theory, activism, and communities, is the subversive appropriation of a label once used to denigrate people considered abnormal, strange, or eccentric in their sexual practices or gender expression. Against the assumption that to be deemed abnormal—or queer—is an insult, self-described queers have taken up the term with pride, thus undermining the normalizing assumption tacit in its original usage. As queer theorist Tamsin Spargo writes, within queer theory,

“Queer can function as a noun, an adjective, or a verb, but in each case is defined against the ‘normal’

or ‘normalising.’” In refusing to become well-adjusted to the norms of a homophobic, gender- oppressive, racist, ableist, neo-liberal, capitalist, militaristic and carceral society, queer theorists distinguish their politics from what Lisa Duggan has described as the “homonormativity” of gay and lesbian politics.

In this course we will explore intersections between LGBT politics and social theory. We will examine how research on sexuality involves broader critiques of social institutions, norms, and identities. The course approaches “queer” as a method of sociological analysis and applies queer theory to contemporary social questions. Upon completion of the course students should be able to:

1. Understand key issues in queer and LGBT politics and scholarship 2. Critically analyze concepts developed in queer theory

3. Develop writing skills in formulating clear arguments supported by textual evidence 4. Develop applications of theoretical concepts

Course Texts:

● All readings will be available either online or through the UofA library database.

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Evaluation:

Seminar engagement 20%

Reading responses (2 x 15%) 30%

Presentation 20%

Final paper 30%

Important Dates:

First Day of Semester: Wednesday, September 1 Withdrawal Date: November 30, 2021 Add/Delete Date: September 15, 2021 Last Day of Class: December 1, 2021 50% Withdrawal Date: October 4, 2021 Final Paper Due: December 7, 2021

Classroom Policies:

● Students are reminded that instructors are not IT specialists and that if students encounter technological issues, it is their responsibility to contact Information Services and Technology (IST) - https://ist.ualberta.ca/support

● As per University policy, audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the Instructor or as a part of an approved accommodation plan. Student or Instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).

● Recorded lectures or slides cannot be duplicated or shared in any way. Engaging in either of these will be considered a violation of the Code of Student Behaviour and can result in serious consequences.

Classroom Environment:

A productive classroom environment depends on everyone participating in creating a space where we can speak and hear one another without fear of hostility or judgment. The issues we will be discussing in this class may be somewhat personal, and as a result, lively and heated discussion may occur. I expect everyone, including myself, to do their best to ensure that in spite of personal opinions and clashes, we will stay focused on the content of the material as it relates to the social world in a sensitive and humble manner. There will be zero tolerance for discriminatory or abusive language of any sort. If I am not present, please report such occurrences to me asap.

A Note on Triggers:

In this course we will be engaging with content that may be (conceptually, politically, emotionally) difficult. As an instructor, I seek to create a space where we can work through these issues and the way they touch our lives in an open, supportive, and respectful environment. That being said, the material we will be working with is not “safe” in that it may evoke unexpected feelings and surprising discussions.

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Triggers are insidious, unpredictable, amorphous, and vary in intensity. I both urge and support strategies of self-care that emerge in the moment (e.g. checking out, leaving the room) as well as ones that you cultivate, or have already cultivated, over time (e.g. after a tough reading you might go for a run, make a nourishing meal, snuggle with your pets or loved one(s) and watch Netflix). This course will likely demand such strategies. If you think that one of the weekly topics or readings will be particularly destabilizing to you, please come talk to me so we can make alternative arrangements.

On the other hand, if you know that engaging with particular topics that we will be discussing

regularly is triggering for you, you should seriously consider the impact that a sustained engagement with these topics throughout the term will have on your overall wellbeing. Please do not hesitate to either email me or come to my office to discuss this with me further.

Seminar Engagement (20%):

Each class, there will be a participation assignment (e.g. free write exercise, quiz, group discussion) that will be worth roughly 2% of your final grade. Some of these assignments will be based on completion, while others will be graded on accuracy. Class participation assignments are due on Thursdays at midnight. Obviously, the assumption is that you come to class having read and reflected upon the assigned materials. Since there are 12 participation assignments, you can either skip two without penalty or accrue extra credit.

Presentations (20%):

Presentations may be done individually or in teams of two or even three in cases of clusters of readings/documentary (individual – 20 minutes; pairs – 40 minutes; groups of three – 60 minutes).

Each student (or team) will present on a reading or readings and, in some cases, a documentary.

Note that your presentation should not summarize the required readings; you should assume that your classmates have read the required texts. Instead, focus on providing background and context for the readings, your reflections and critical insights, drawing connections between readings, and raising discussion questions. Approach your presentation as the task of teaching a segment of the class; think about how you would like to be taught. Everyone in the group will receive the same grade, and each group will be graded on both the quality of their ideas as well as execution and time management. Each group is encouraged to come and talk to me about their plan, however, it is not a requirement of the assignment. Groups and presentation schedule will be developed during the first week of class. If you are absent the class you were scheduled to present with your group, you will receive a zero.

Reading Response (30%):

Over the course of the term, students will submit 2-3 page reading responses on two of the following readings:

• Option 1 (Due Tuesday, Sept. 21 at 2pm): Lisa Duggan, “The New Homonormativity: The Sexual Politics of Neoliberalism”

● Option 2 (Due Tuesday, Oct. 19 at 2pm): Kim Tallbear, “Making Love and Relations Beyond Settler Sex and Family,” Making Kin, Not Populations, Chicago: University of Chicago Press, pp. 145-164.

● Option 3 (due Tuesday, Nov. 2 at 2pm): Robert McRuer, “Compulsory Able-bodiedness and Queer/Disabled Existence”

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• Option 4 (due Tuesday, Nov. 30 at 2pm): Cathy Cohen, “Punks, Bulldaggers and Welfare Queens: The Radical Potential of Queer Politics”

Each response must include a brief summary of the reading, the author’s main argument, key concepts, and demonstrate critical engagement with the text. No outside research is required.

Assignments must be submitted in the appropriate ‘Reading Response’ drop box on eClass. Reading response options are highlighted in green in the reading schedule. Each response is worth 15% of your total grade, and is due on the date that the reading is assigned. For example, if you choose to write on Option 1 (Duggan), your response is due on Sept. 21.

Final Paper (due Dec. 7)

Your final paper for the course ought to be both exegetical and critical: it should demonstrate an understanding of the literature on the topic chosen and provide a critical response to those readings.

The purpose of this paper is to give you an opportunity to a) demonstrate your understanding of course material, and b) explore an issue or idea that you are interested in beyond what was covered in class. Outside research is not required, however, if you want to do some outside research, just keep in mind you are being graded first and foremost on your understanding of course material.

• Length: 8-10 pages typed, double-spaced (lengthy indented quotes, single spaced), Times New Roman, no spaces between paragraphs, 12-point font, 1.25” top and bottom margins, 1” left and right margins

• Reference Style: MLA or APA (doesn’t matter, as long as you’re consistent)

Formatting, Style and Content Requirements for Reading Response and Final Paper:

• Include your surname in the file name (E.g. Nixon – SOC 492 Reading Response).

• Place your name, date, course title, word count, and pagination at the top left-hand corner.

• Do not include a separate title page.

• Use font Times New Roman, size 12.

• Double-space your work.

• Use 1-inch margins all around.

• Feel free to write in the first person.

• Do not use contractions or colloquial language.

• Aim for concision and clarity in your writing.

• Avoid using long quotations. Instead, summarize the author’s point in your own words.

• A high quality of writing is expected. This includes grammar, sentence structure, paragraph organization, clarity and concision.

• Proof-read your work carefully. Editing your work several times is good writing practice and is the best way to improve your writing skills. Excessive spelling and grammatical errors will lower your grade.

• Your paper must demonstrate honest and serious engagement with course readings, concepts and discussions.

• Define all concepts you refer to. Using examples to further demonstrate your understanding of the concept will be rewarded.

• You are welcome to make informed critical comments but note that this is different from opinion. Do justice to the author and make the best case you can for them before criticizing them.

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Evaluation Criteria:

The reading responses will be evaluated on the basis of several criteria appropriate to students at the fourth-year level. The first concerns whether the required (technical and practical) components of the paper have been addressed in a satisfactory way. Second, you will be assessed on the quality and accuracy of your interpretations of required course readings. Third, you are assessed on the quality of writing. The fourth criterion concerns the degree of insight, creativity and critical engagement with the material. To achieve an “A-” or above, your response must be very good to excellent on all measures.

Late Policy:

Late assignments will be deducted ⅓ of a grade letter per day for up to 6 days. No assignments will be accepted after 7 days.

Attendance:

Regular attendance is essential for optimal performance in this course and students who fail to attend class must assume whatever risks are involved. Regarding absences that may be excusable and procedures for addressing course components missed as a result, the Attendance section of the University Calendar.

Absence from Term Work:

Students are required to contact the instructor within two working days following missed term work (or as soon as possible, considering the circumstances) to apply for an excused absence. Excused absences are not automatic and are at my discretion. The sooner you contact me, the better.

Class Guidelines & Policies:

Academic Integrity: The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour and avoid any behaviour that could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.

All students should consult the Academic Integrity website. If you have any questions, ask your instructor.

An instructor or coordinator who is convinced that a student has handed in work that he or she could not possibly reproduce without outside assistance is obliged, out of consideration of fairness to other students, to report the case to the Associate Dean of the Faculty. See the Academic Discipline Process.

Learning and working environment: The Faculty of Arts is committed to ensuring that all students, faculty and staff are able to work and study in an environment that is safe and free from

discrimination and harassment. It does not tolerate behaviour that undermines that environment.

This includes virtual environments and platforms.

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It is the policy of the University of Alberta that sexual violence committed by any member of the University community is prohibited and constitutes misconduct. Resources and more information can be found at https://www.ualberta.ca/campus-life/sexual-violence

Policy about course outlines can be found in the Evaluation Procedures and Grading System section of the University Calendar.

The University of Alberta acknowledges that we are located on Treaty 6 territory, and respects the histories, languages, and cultures of the First Nations, Métis, Inuit, and all First Peoples of Canada, whose presence continues to enrich our vibrant community.

Accessibility Resources: If you have special needs that could affect your performance in this class, please let me know during the first week of the term so that appropriate arrangements can be made. If you are not already registered with Accessibility Resources, contact their office immediately (1-80 SUB;

Email [email protected]; Email; phone 780-492-3381). The best all-purpose website for student services is: https://www.ualberta.ca/current-students

Additional Resources:

● Counselling & Clinical Services: 2-600 Students’ Union Building (780-492-5205)

● Peer Support Centre: 2-707 SUB (780-492-HELP)

● University of Alberta Sexual Assault Centre: 2-705 SUB (780-492-7991)

● First People’s House: 2-400 SUB (780-492-5667)

● The Landing: 0-68A Lower Level SUB (780-492-4949)

Grading:

Description Percentage Grade Value

Excellent 95 – 100

90 – 94.9 85 – 89.9

A+

A A-

4.0 4.0 3.7

Good 80 – 84.9

75 – 79.9 70 – 74.9

B+

B B-

3.3 3.0 2.7

Satisfactory 66 – 69.9

62 – 65.9 58 – 61.9

C+

C C-

2.3 2.0 1.7

Poor 54 – 57.9 D+ 1.3

Minimal Pass 50 – 53.9 D 1.0

Fail 0 – 49.9 F 0.0

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Grades will not be assigned on the basis of a particular distribution (e.g., bell curve) but will be assigned based on the individual merits of students. Grades are not negotiable. Grades will not be rounded up. For example, students who obtain a final course grade of 74.9% will be assigned a grade of B-, not B.

Course Schedule

*Please note that this is schedule subject to change, but students will be given notice.

September 7: Introduction to Course Read:

• Lauren Berlant and Michael Warner (1995). “What Does Queer Theory Teach Us about X?”

PMLA, Vol. 110, No. 3, pp. 343-349. (eClass) Watch:

• How to Survive a Plague (2012), directed by David France: https://putlockernew.site/watch- movie/how-to-survive-a-plague-2012_cwpbmmym0/pj83vy6-full-movie-

online?watchnow=1

Optional additional readings:

• “Lessons from Queer Theory”, Community-Based Research Centre:

https://www.cbrc.net/lessons-from-queer-theory

• “Queer Theory: Background”, Illinois Library: https://www.cbrc.net/lessons-from-queer- theory

Participation assignment #1 due on Thursday, September 9^th at midnight.

September 14: Queering Social Theory Read:

• Michael Warner, “Introduction: Fear of a Queer Planet,” Social Text, No. 29 (1991), pp. 3-17.

• Jack Halberstam, (2011). “Introduction: Low Theory,” The Queer Art of Failure, pp. 1-25.

Participation assignment #2 due on Thursday at midnight.

September 21: Homonormativity Read:

• Lisa Duggan, “The New Homonormativity: The Sexual Politics of Neoliberalism” (in Materializing Democracy)

• Suzanne Lenon, “Why is Our Love an Issue? Same-sex marriage and the politics of the ordinary” and “White as Milk: Proposition 8 and the Cultural Politics of Gay Rights”

• Dean Spade and Craig Willse, “Marriage Will Never Set Us Free”

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September 28: Queering the Nation-State Read:

• Lauren Berlant and Michael Warner (1998). “Sex in Public”, Critical Inquiry, 24(2), pp. 547- 566.

• Jeffrey Weeks (1998). “The Sexual Citizen, Theory, Culture and Society, 15(3-4), pp. 35-52.

October 5: Queer Intersectionalities Read:

• Combahee River Collective (1977). A Black Feminist Statement.

https://combaheerivercollective.weebly.com/the-combahee-river-collective-statement.html

• Lorde, Audre (1984; 2007). “Scratching the Surface: Some Notes on Barriers to Women and Loving,” and “Uses of the Erotic: The Erotic as Power,” Sister Outsider: Essays and Speeches, Berkeley: Crossing Press, pp. 45-59.

• Duong, Kevin (2012). “What Does Queer Theory Teach Us About Intersectionality?”, Politics and Gender, 8(3), pp. 370-386.

Watch:

● “The Urgency of Intersectionality”: https://www.youtube.com/watch?v=akOe5-UsQ2o CW: descriptions and images of police violence against Black bodies, specifically Black women

October 12: Queer Theory and Indigeneity Read:

● Smith, Andrea, (2010). “Queer Theory and Native Studies: The Heteronormativity of Settler Colonialism”, GLQ: A Journal of Lesbian and Gay Studies, 16(1-2), pp. 41-68.

● Quo-Li Driskill (2010). “Double-weaving Two-Spirit Critiques: Building Alliances between Native and Queer Studies”, GLQ A Journal of Lesbian and Gay Studies 16(1-2), pp. 69-92.

October 19: Queer Kinship Read:

● Kim Tallbear (2018). “Making Love and Relations Beyond Settler Sex and Family,” Making Kin, Not Populations, Chicago: University of Chicago Press, pp. 145-164.

● Judith Butler (2002). “Is Kinship Always-already Heterosexual?”, differences: A Journal of Feminist Cultural Studies 13(1): 14-44.

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Listen:

● “181 – Settler Sexuality (with Dr. Kim Tallbear)” – Multiamory (2018):

https://www.multiamory.com/podcast/181-kim-tallbear

October 26: Queer Kinship Cont’d…

Read:

• Maura Ryan (2009). “Beyond Thomas Beattie: Trans Men and the New Parenthood,” Who’s Your Daddy? And Other Writings on Queer Parenthood. Ed. Rachel Epstein, Toronto: Sumach Press, pp.

• Allison Eady et al. (2009). “To Bi or Not to Bi: Bisexuality and Disclosure in the Adoption System,” Who’s Your Daddy? And Other Writings on Queer Parenthood. Ed. Rachel Epstein, Toronto: Sumach Press.

November 2: Queer/Crip Read:

• Robert McRuer, “Compulsory Able-bodiedness and Queer/Disabled Existence”

• Eli Clare, selections from Exile and Pride: Disability, Queerness, and Liberation

• Alison Kafer, selections from Feminist, Queer, Crip Participation assignment #9 due on Thursday at midnight.

****NOVEMBER BREAK (8-12): NO CLASS! ****

November 16: Queer Feelings Read:

• Ann Cvetkovich, selection from An Archive of Feelings: Trauma, Sexuality and Lesbian Public Cultures

• Heather Love, “Introduction” to Feeling Backwards: Loss and the Politics of Queer Theory

• Michael Cobb, “Lonely,” in After Sex

November 23: Homonationalism Read:

● Jasbir Puar, selection from Terrorist Assemblages: Homonationalism in Queer Times

● Puar, Jasbir (2013), “Rethinking Homonationalism,” International Journal of Middle Eastern Studies, 45, pp. 336-339.

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November 30: Queer Solidarity Read:

● Cathy Cohen, “Punks, Bulldaggers and Welfare Queens: The Radical Potential of Queer Politics” (eClass)

● Judith Butler, “Violence, Mourning, Politics” (eClass)

● Team Helsa, “Pride Month and Queer Solidarity: Why Intersectionality Matters”:

https://www.helsahelps.com/article/pride-month-and-queer-solidarity-why- intersectionality-matters/

December 7:

Watch:

• TBA

FINAL PAPER DUE