Study sheet for exams

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School

Sheridan College *

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1501

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Anthropology

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Feb 20, 2024

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Study sheet for exams BabaKiueria- about colonisation and whiteness Baby X- (october 4th) reading Lois Gould, “X: A Fabulous Child’s Story” (H&R, pp. 184-189) about gender non conforming binaries biological determinism- reference rosie the riveter video “Civilization”- talks about the indigenous peopl as civilized and the white people as uncivilised, mentioning methods such as residential schools etc “Famous Five” - can link the the single story, white privilege and supreamcy (october 18th reading) Sheila Rae Gibbons, “Women’s Suffrage” entry from the online Eugenics Archive “freak show”- Eli Clare, “Freaks and Queers” (H&R, pp. 149-162) talks about how people people did not fit the standers of normalcy, observes how individuals use certain words to reaffirm their identities and also distinguish themselves from the rest of society, talks about how ‘freaks” are viewed in society Indian Act-“Civilization” and Colonization: The Indian Act (November 8) reading Is a policy put in place by to restrict and oppress the indigenous community Indigenous resurgence- november 29th reading material- 341 National Inquiry into Missing and Murdered Indigenous Women and Girls- National Inquiry into Missing and Murdered Indigenous Women and Girls, “The Indian Residential School System: A Theatre of Abuse” - is about the murdered and missing women and girls that Old Snake- this character is a woman abuser as a result of the trauma from the residential schools and treatment of white society. Pamela George was a prostitute that wanted to help get rid of her fathers drinking problem, was beaten to death by 2 white students, can be linked to the national inquiry or the murdered and missing Performativity- 221-225 HR BOOK residential schools Rosie the Riveter slavery in Canada- undergroun railroad, social construction, the problem with no name (october 18th) social construction “the single story”- refers to a one-dimensional narrative that oversimplifies and stereotypes a group of people, often leading to misunderstanding and reinforcing power imbalances. “the problem with no name” white privilege

Question 1 In this course, we have examined Chimamanda Adichie’s critique of “the single story” and Mia McKenzie’s discussion of the “myth of shared womanhood.” How does Adichie’s conception of “the single story” relate to McKenzie’s conception of the “myth of shared womanhood”? Why is it important to problematize both? In your response, you should define “the single story,” the “myth of shared womanhood,” and any other terms you employ. Additionally, your response should incorporate a minimum of two of the following three examples of “single stories”: nationalistic narratives of the Underground Railroad, nationalistic narratives of the “Famous Five,” and Betty Friedan’s articulation of “the problem with no name.” Finally, you should be drawing upon course material from at least two of the following three weeks: “Beyond ‘Shared Womanhood’ and the ‘Single Story’,” “Slavery and Suffrage,” and “Feminisms in the Twentieth Century.” (september 20 under futher reading)62-64, 60-61 Answer to question: Chimamanda Adichie's concept of "the single story" and Mia McKenzie's idea of the "myth of shared womanhood" both address the danger of reducing diverse experiences to a singular, narrow narrative. Let's define these terms before exploring their connection and the importance of problematizing both. The single story: In her TED Talk, Chimamanda Adichie presented a single story that refers to a one-dimensional narrative that oversimplifies and stereotypes a group of people, often leading to misunderstanding and reinforcing power imbalances. Adichie argues that by only hearing a single story about a person or group, we miss the complexity and diversity of their experiences. The Myth of Shared Womanhood: Mia McKenzie challenges the assumption that all women share a common experience or identity. The myth of shared womanhood presupposes that there is a universal female experience, ignoring the intersectionality of identities and experiences among women. McKenzie emphasizes the need to recognize and validate diverse perspectives within the category of womanhood. Connection between the two concepts: Adichie's "single story" can be seen as contributing to the perpetuation of the "myth of shared womanhood." When one narrative dominates in how women are portrayed, it usually tells a simplified, stereotyped story that leaves out the nuanced aspects of other women's lives. Adichie's criticism is consistent with McKenzie's argument that the assumption of universal womanhood ignores the variety of identities and struggles that fall under the umbrella of women.

Examples of single stories: In the context of the Nationalistic narratives about the Underground Railroad tend to focus on the heroic characters or moments, obscuring the range of experiences of those involved. Similar to this, the "Famous Five" in the history of suffrage could be presented in a single, triumphant narrative that ignores the variety of tactics and reasons used by the women in these campaigns. Betty Friedan's "problem with no name" could be seen as a single narrative emphasizing the challenges faced by white, middle-class women, potentially neglecting the experiences of women of colour and working-class women. Importance of Problematizing: In Problematizing both the single story and the myth of shared womanhood is crucial for fostering a more inclusive understanding of history and identity. Recognizing the need to move beyond oversimplified narratives encourages a more nuanced and inclusive understanding of individuals and groups. Problematizing these concepts is essential for promoting a richer, more accurate portrayal of history and identity. This helps to challenge stereotypes, confront biases, and promote a more comprehensive and accurate representation of individuals and groups.

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Question 2 In the documentary The Life and Times of Rosie the Riveter , we see how women were encouraged to go to work in the factories during the Second World War, then pushed out of these jobs after the war concluded. How does the history of women’s wartime work support the argument that gender stereotypes and gender roles are socially constructed (and not biologically determined)? What social forces affect how we understand what people of different genders can do? In your response, you should define “social construction,” “biological determinism,” and any other terms you employ. Additionally, your response should incorporate a minimum of two of the following four examples of the social construction of gender: the real-life “Rosies” discussed in The Life and Times of Rosie the Riveter , the fictional “Baby X,” May Friedman’s discussion of gender fluid parenting, and Judith Butler’s discussion of “performativity.” Finally, you should be drawing upon course material from at least two of the following three weeks: “On the ‘F Word’,” “The Social Construction Approach II,” and “Feminisms in the Twentieth Century.” Answer to question: Social Construction: The concept is that specific characteristics, roles, and behaviours associated with gender are not inherently linked to biological differences but are instead created, reinforced, and perpetuated by societal norms, expectations, and institutions. Gender is seen as a product of social interactions and cultural influences. Biological Determinism: The belief that gender differences and roles are inherently tied to biological factors suggests that certain traits and behaviours are predetermined by one's biological sex. Analysis of Women's Wartime Work: The history of women's wartime work during World War II provides a compelling argument against biological determinism and supports the idea that gender stereotypes and roles are socially constructed. The history of women's wartime work, as exemplified by the "Rosies" and supported by concepts like gender-fluid parenting, underscores the socially constructed nature of gender roles. It emphasizes that societal expectations and needs, rather than biological determinism, shape our understanding of what people of different genders can do. Recognizing and challenging these constructed roles is essential for achieving gender equality and dismantling limiting stereotypes. Real-Life "Rosies":

The documentary showcases women, the "Rosies," who took on traditionally male-dominated jobs in factories during the war. These women demonstrated that the ability to perform specific tasks is not biologically determined by gender but is influenced by societal needs and expectations. The shift in roles from homemakers to industrial workers challenged the notion that women were inherently unsuited for certain types of labour. Judith Butler's concept of "performativity" argues that gender identity is not an inherent essence but is continually constructed and reinforced through repeated acts and behaviours. The wartime shift of women into the workforce is a clear example of how performing roles traditionally associated with men challenges and reshapes societal expectations. The "Rosies" performed a different gender role, demonstrating that such roles are not fixed but are shaped by social contexts. May Friedman's Gender Fluid Parenting: May Friedman's discussion of gender-fluid parenting further illustrates the social construction of gender. By challenging traditional gender norms and allowing children to express themselves beyond stereotypical expectations, Friedman highlights that gender roles are not predetermined by biology. Parenting practices play a significant role in shaping societal attitudes towards gender, emphasizing the impact of social forces on our understanding of what individuals of different genders can and should do.

Question 3 In this course, we have examined the devastating effects of colonization on Indigenous people in general and Indigenous women (and Two-Spirit people) in particular. What role have the Indian Act and residential schools played in the marginalization and violence experienced by many Indigenous women, both historically and today? In your response, you should define the Indian Act, residential schools, and any other terms you employ. Additionally, your response should incorporate a minimum of two examples—at least one literary example (from Ravensong) and at least one real-life example—that illustrate how Indigenous women have been impacted by colonization. Finally, you should be drawing upon course material from at least two of the following three weeks: “‘Civilization’ and Colonization,” “Colonization and Violence I,” and “Colonization and Violence II.” The Indian Act and residential schools have played pivotal roles in perpetuating the marginalization and violence experienced by Indigenous women. The historical and ongoing impacts of colonization, as illustrated by both literary and real-life examples, emphasize the urgent need for reconciliation, recognition of Indigenous rights, and a dismantling of systemic structures that perpetuate harm against Indigenous communities, particularly Indigenous women and Two-Spirit people. Indian Act: The Indian Act is a piece of Canadian legislation that has significantly impacted the lives of Indigenous peoples. Initially enacted in 1876, the Act defines who is considered an "Indian" and outlines the legal framework for governance, land tenure, and various aspects of Indigenous life. Over time, it has been used to control and assimilate Indigenous communities, perpetuating systemic discrimination. Residential Schools: Residential schools were part of a system in Canada designed to assimilate Indigenous children into Euro-Canadian culture. Operating from the late 19th century to the 1990s, these institutions were run by churches and the government. Indigenous children were forcibly separated from their families and subjected to cultural suppression, abuse, and neglect, leading to lasting intergenerational trauma. Impact on Indigenous Women: Historical Example from Ravensong: In "Ravensong" by Lee Maracle, the character of Stacey, an Indigenous woman, represents the intergenerational impact of colonization. Stacey faces discrimination, violence, and a struggle to maintain her cultural identity in a society that seeks to assimilate Indigenous people. The novel depicts how historical injustices, including the Indian Act, contribute to the marginalization and challenges faced by Indigenous women.

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Real-Life Example: The Missing and Murdered Indigenous Women and Girls (MMIWG) crisis in Canada is a tragic real-life example of the ongoing violence and marginalization faced by Indigenous women. The Indian Act and the legacy of residential schools have contributed to a cycle of poverty, substance abuse, and mental health issues in Indigenous communities, making Indigenous women more vulnerable to violence. The systemic failures in addressing the MMIWG crisis highlight the need for structural change and justice. Question 4 In Lee Maracle’s novel Ravensong, Stacey struggles to understand the culture of “white town” and the position of white women within the town. Using at least two specific examples from the book, compare and contrast the way that women and girl’s roles (including norms for their sexualities) are constructed in Stacey’s Salish village and in white town. What does Ravensong teach us about the position of women and girls— both Indigenous and white—in relation to colonization? In your response, you should define “colonization” and any other terms you employ. You should also provide a brief summary of the basic plot of Ravensong. Finally, your two examples should include at least one detailed discussion of an Indigenous female character and at least one detailed discussion of a white female character. You may draw upon any course material relating to colonization, that is: “‘Civilization’ and Colonization,” “Colonization and Violence I,” “Colonization and Violence II,” and “Contemporary Activism.” Colonization: The process by which one group or society establishes control over another often involves the imposition of cultural, economic, and political structures that marginalize and exploit the colonized group. Brief summary of ravensong: Ravensong" by Lee Maracle is a novel that follows the protagonist, Stacey, a young Indigenous woman, as she navigates the complexities of identity, culture, and love in the face of colonization. Set in a Salish village and a neighbouring "white town," the narrative explores the impacts of colonization on individuals and communities. Comparison of women’s Roles Indigenous Female Character: In Stacey's Salish village, traditional roles for women are closely tied to community and cultural practices. The character of Stacey's grandmother embodies the strength and resilience of Indigenous women. As a healer and keeper of cultural knowledge, she plays a crucial role in maintaining the community's well-being. The construction of women's roles in

the Salish village emphasizes community connection, spiritual wisdom, and a sense of shared responsibility. White Female Character: In contrast, white women in the neighbouring town are depicted with more restrictive and conventional roles. The character of the white teacher, Miss Robinson, is an example. She adheres to societal expectations of white femininity, facing scrutiny for her interactions with Indigenous people and exhibiting limited agency in challenging these norms. The construction of white women's roles in the "white town" reflects the rigid gender norms of the dominant culture, which may limit individual expression and autonomy. Norms for Sexualities: Indigenous Female Character: In Stacey's Salish village, the norms for sexuality are connected to a holistic understanding of relationships within the community. Stacey experiences romantic relationships deeply entwined with cultural and spiritual dimensions. The emphasis is on connections that extend beyond the physical, incorporating emotional and spiritual aspects. White Female Character: The white town's norms for sexuality are more influenced by external societal expectations and conformity. Stacey observes the rigid sexual norms imposed on white women, with Miss Robinson facing judgment for her interactions with Indigenous men. The limited agency of white women in expressing their sexualities reflects the external constraints imposed by colonization and societal expectations. What Ravensong Teaches us about Women and Girls in Relation to Colonization: "Ravensong" underscores how colonization shapes and distorts the roles and expectations for women and girls in both Indigenous and white communities. Indigenous women, while maintaining cultural strength and wisdom, grapple with the impact of external forces on their traditional roles. White women, on the other hand, face restrictive societal norms that limit their agency and perpetuate stereotypes. The novel teaches us that colonization enforces hierarchical structures, influencing how women's roles and sexualities are constructed and perceived in different communities. The power dynamics established by colonization continue to impact the lives of women and girls from both Indigenous and white backgrounds. The narrative calls for a critical examination of these dynamics and the collective efforts needed to challenge and dismantle the oppressive structures ingrained in the process of colonization.

Study sheet for exams

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