CATALOG DESCRIPTION
Focuses on the work and related background of Anglophone writers after 1945. Prerequisites: Three survey courses from among the areas of American, English, and world literatures.

ADDITIONAL COURSE DESCRIPTION—The Philosophy of Ecofeminism in Literature

Similar to the way in which there is not one simple definition or standard practice of feminism, there is not a concise way to explain the complex perspectives that come under the heading of Ecofeminism. "Ecological feminism” is the name given to a variety of positions that have their roots in differs feminist issues and philosophies (Warren 253).  It was first named and defined by French feminist Françoise D’Eaubonne, and it gained recognition in the 1970s in its attempt to align feminism, environmentalism, civil rights, and world peace (Gates 15).  It is neither feminism nor ecology, but rather a whole new philosophy that coalesces viewpoints from both.  Today Ecofeminism encompasses many philosophies and concerns, including spirituality, animal rights, gender rights, racial injustice, environmental worries about water, land, and air pollution, wildlife conservation; and the oppression of Third World countries and peoples by the United States and other industrialized nations (Bennett 63).

For the purposes of this course, we will focus on two central concepts of Ecofeminist literature.  First, Ecofeminists believe in the interconnectedness of all things.  As portrayed in the movies, Crash and The Butterfly Effect, what happens in one part of the world, or in one life, eventually affects all.  People today are growing more and more aware that it is impossible to cut down the rainforests of Brazil without suffering serious reductions in the ozone levels in Europe.  Reliance on cheap and disposable items sold in the United States perpetuates oppression in Third World countries.  Putting DDT on crops in Mexico, where it is still legal, will result in higher levels of pesticides in fish caught in Alaska.  Today we are a global society, not a series of isolated cultures independent from one another, and, whether we acknowledge it or not, the consequences of our actions will manifest themselves in a long-term, self-perpetuating chain of cause and effect (Bennett 64). 

While Ecofeminists look toward long-term solutions for these ills, they recognize that effective resolutions to current problems will require sweeping transformations based on individual commitment to change.  This nexus identifies where the role of literature comes in to play. Governments can pass laws, but without individuals altering their ideas and practices, no solutions will be lasting.  For this reason, Ecofeminist literature is concerned with changing the way we think.  Powerful stories can lead readers to meaningful transformations, for once we have knowledge, we can never go back to blissful ignorance (Orenstein 286). 

COURSE OBJECTIVES

The goal of this course is for students to be able to:

1.C.5c  Critically evaluate information from multiple sources.
2.B.5a  Analyze and express an interpretation of a literary work.
2.B.5b  Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives.
3.B.5  Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.

Course Assignments

Reading--We will read, respond to, and have a conversation about five contemporary novels and related poetry and short stories.

 Speaking and Class Presentation--working as part of a group, each student will guide the class over two class sessions, using a variety of instructional strategies, highlighting Ecofeminist issues in one of the novels.

Writing--each student will independently develop personal skills in written expression through the composition of five short papers. See page on writing assignments for more information.

Research and Critical Thinking: each student will visit the course web page and click on each of the primary sources and enlarge it if possible.  Read all associated information; use the link and continue on to the next page.   Then, write an interpretive essay, based on your analysis of the primary sources,

Works cited
Bennett, Barbara.  “Through Ecofeminist Eyes: Le Guin’s “The Ones Who Walk Away from Omelas.” English Journal.  94.6(2005):63-68.

Gates, Barbara T. “A Root of Ecofeminism: Ecoféminisme.” Ecofeminist Literary Criticism: Theory, Interpretation, Pedagogy.  Chicago: Univ. of Illinois Press, 1998.

Orenstein, Gloria Penman.  “Artists as Healers: Envisioning Life-Giving Culture.” Reweaving the World: The Emergence of Ecofeminism. Ed. Irene Diamond and Gloria Feman Orenstein.  San Francisco:  Sierra Clud, 1990.  279-87.