Search

, with other readings branching out from this seed text. Students will encounter texts from a variety of historical and geographic contexts, exploring how literary form and genre develop over time and within specific communities. Organizing themes may include: Race and Empire, Nature and the Human, Language and Power, and Gender and Sexuality. Required for all English major and strongly recommended for first-years. (4) ENGL 287 : Special Topics in English To provide undergraduate students with new

intricate patterns. All of the masks have small holes around the base of the helmet, which is where the black raffia skirts were previously attached. – Carli Snyder ’17, History, Women’s and Gender Studies Sources: Boone, Sylvia Ardyn. Radiance From the Waters: Ideals of Feminine Beauty in Mende Art. London: Yale University Press, 1986. McClusky, Pam. “Long Steps Never Broke a Back,” In Art From Africa. Princeton: Princeton University Press, 2002. Phillips, Ruth B. Representing Woman: Sande Masquerades

intricate patterns. All of the masks have small holes around the base of the helmet, which is where the black raffia skirts were previously attached. – Carli Snyder ’17, History, Women’s and Gender Studies Sources: Boone, Sylvia Ardyn. Radiance From the Waters: Ideals of Feminine Beauty in Mende Art. London: Yale University Press, 1986. McClusky, Pam. “Long Steps Never Broke a Back,” In Art From Africa. Princeton: Princeton University Press, 2002. Phillips, Ruth B. Representing Woman: Sande Masquerades

intricate patterns. All of the masks have small holes around the base of the helmet, which is where the black raffia skirts were previously attached. – Carli Snyder ’17, History, Women’s and Gender Studies Sources: Boone, Sylvia Ardyn. Radiance From the Waters: Ideals of Feminine Beauty in Mende Art. London: Yale University Press, 1986. McClusky, Pam. “Long Steps Never Broke a Back,” In Art From Africa. Princeton: Princeton University Press, 2002. Phillips, Ruth B. Representing Woman: Sande Masquerades

. View online Craft the First Five Minutes of Class with CareMany students spend the first day of class braced against various types of disrespect—professors who mispronounce their names, call them by the wrong name entirely, misgender them, and so on. Students who are worried about not being treated with respect experience difficulty concentrating on what faculty are saying. On the Faculty Resources link on PLU’s Transgender and Gender Non-Conforming Resources page, you will find a few reliable

Studies.   Within our department we teach courses that draw on other areas like medicine, business, gender studies, critical race theory and art and bring philosophy into dialogue with those areas and to facilitate critical examination of those areas.  We do not see this work as an add-on to our ‘real’ work in philosophy, but rather as an expression of how we practice and engage in the work of philosophy as a discipline. This means is that we must have a clear understanding  of and be firmly rooted in

Contributors Claudia Berguson Claudia Berguson joined the faculty of PLU in 2003. She is an associate professor in the Department of Languages and Literatures. Her primary areas of teaching in Nordic studies are migration literature, folklore, gender and equality, and Norwegian language. She worked to establish the Peace Scholars program, serving as coordinator through its first five years. Students continue to inspire her in her work as a professor, academic advisor and faculty director of PLU’s Norway

‘Close your mouth firmly, close your mouth; the mouth is the enemy’ The last event for a member in this society is circumcision, which is believed to be the physical destruction of childhood androgyny. The Bamana believe that the male foreskin is feminine and removal of it allows a boy to mature into a man. This belief is also reflected in their masks. The number of horns on a mask indicate the gender of the dancer’s role: females are represented by four or eight horns, males are represented by three

episode 1 LGBTQ Religious Archives Network (search under faith for a particular denomination) Church of Jesus Christ of Latter Day SaintsInformational Resources:  Stances of Faith on LGBTQ Issues: LDS Church Affirmation: LGBTQ Mormons Families and Friends  Interview with Mitch Mayne, an openly gay Mormon Stories by Queer LDS Members:  Affirmation Stories for Sexual Orientation and gender identity Singing Loud and Proud: Choir for LGBT Mormons Breaks Out The Paradox of Being Gay and Mormon

-economic classes receive basic education. By promoting spiritual equality rather than spiritual hierarchies, Luther laid the foundation for a society marked by equal access to education: now all young people, regardless of gender, economic class, or social status, could be educated. Lutheran schools in 16th century Germany were the first to welcome thousands upon thousands of first generation students. And yet this move was met with considerable resistance from wealthy elites (“Why should poor people