Collective memories and feminist perspectives

This seminar is structured precisely because the relationship between memory studies and a feminist perspective has been little disseminated and remains an underexplored field (Troncoso and Piper, 2015), often focusing solely on the affirmative inclusion of women in this type of study. The seminar will analyze various studies of collective memory from Ibero-American countries that incorporate a gender perspective into the understanding of the processes of collective memory construction, either to make visible experiences that have been silenced by a hegemonic, masculinized, and heterosexist memory, or to establish gendered understandings of the past through a critical reading of the ways in which different memories are narrated.

GENERAL PURPOSE

To critically reflect on the articulation of the field of memory and feminist gender perspectives, taking into consideration the theoretical, methodological and political consequences of this framework. 

SPECIFIC OBJECTIVES

That the students: 

• Analyze some theoretical, epistemological and methodological guidelines of feminist perspectives for understanding memory exercises.

• Explore the continuities and discontinuities of gender roles and dynamics present in significant events that various subjects narrate when remembering from the present.

• Describe and analyze the construction of gendered subjects in the processes of collective memory, taking into account the dynamics of differentiation and subalternization related to gender and sexuality.

• Explore studies that address the construction of collective memory from a feminist gender perspective, focusing on the importance of the relationship between gender and political activism.

• Emergence of gender perspectives in the field of memory studies
• The gendered memories
• Memory policies and gender relations
• Collective memories from an intersectional feminist perspective
• Dialogue between feminist epistemologies and memory studies
• Constitution of gendered subjects in collective memory narratives
• The body, emotions, and memory
• Feminist critiques in the field of collective memory
• Methodologies for the study of collective memories from feminist perspectives
• Memoirs of participation and struggle. Expanding the boundaries of the political

• Blázquez, N. (2010). Feminist Epistemology. Central Themes. In N. Blázquez; F. Flores and M. Ríos (eds.) Feminist Research: Epistemology, Methodology and Social Representations. (pp. 21-38). Mexico City: UNAM
• Braidotti, R. (1994): Nomadic Subjects. Embodiment and Sexual Difference in Contemporary Feminist Theory. New York: Columbia University Press - Butler, J. (2012). Bodily Vulnerability. Coalition and the Politics of the Street. Nomads (Spanish, 2017)
• Cabrera, M. and Vargas, L. (2014). Transfeminism, decoloniality and the question of knowledge: inflections of contemporary dissident feminisms. Universitas Humanística, 78: 19-37 - Haraway, D. (1995). Science, cyborgs and women. The reinvention of nature. Madrid: Ediciones Cátedra
• Calvin R. Coker (2017) Harriet Tubman, Women on 20s, and Intersectionality: Public Memory and the Redesign of US Currency, Southern Communication Journal, 82:4, 239- 249, DOI: 10.1080/1041794X.2017.1332091
• Ciriza, A. (2006). Feminist genealogies and citizenship. Notes on the question of the memories of feminisms in Latin America. Paper presented at: VIII National Conference on Women's History.
• Cruz, MA, Reyes, MJ and Cornejo, M. (2012) Situated knowledge and the problem of the researcher's subjectivity. Cinta moebio 45: 253-274. Psychosocial Action Collective. (2016). The condor's wound. IEETM Publishing, Ecological Action
• Cuví, M. (2009). Introduction and "I would have loved to be a doctor" by Mireya Salgado. Quito Casa Adentro. Quito: Fonsal
• Dunn (2017) Whence the Lesbian in Queer Monumentality? Intersections of Gender and Sexuality in Public Memory, Southern Communication Journal, 82:4, 203-215, DOI:10.1080/1041794X.2017.1332090
• Falcon, SM (2018) Intersectionality and the Arts: Counterpublic Memory-Making in Postconflict Peru. International Journal of Transitional Justice, 12, 26-44
• Guenther, K. (2012). A movement without Memory. Feminism and Collective Memory in Postsocialist Germany. Mobilization: An International Journal, 17(2): 15-14
• Hiner, H. (2009). Underground voices, ignored violence. Discourse, political violence and gender in the Rettig and Valech reports. Latin American Research Review, 44(3): 50-74.
• Hiner, H. (2016) Women of resistance, dissident memories: former political prisoners, militancy and recent history in Chile. Conversations of the Southern Cone. Vol. 2 No. 2
• Horowitz, S. R. (2000). Gender, Genocide, and Jewish Memory. Prooftexts 20(1), 158- 190. Indiana University Press
• Jaquette, J. (1994). Women's movements and democratic transitions in Latin America.
• Jelin, E. (2002) Gender in Memoirs. In: Elizabeth Jelin, The Works of Memory, Siglo Veintiuno Editores, Spain
• Leal, T. (2017) Women deserve to be remembered. feminism. emotions and memory in the internet. ntercom, Rev. Bras. Ciênc. Common. vol.40 no.2 São Paulo May/Aug.
• León, M.(Comp.) Women and political participation. Progress and challenges in Latin America. Santafé de Bogotá, Tercer Mundo Editores, 117-138.
• López, H. (2014). Emotions, affectivity, feminism. In O. Sabido and A. García (eds). Body and affectivity in contemporary society. Mexico: UAM-A.
•  Luongo, G. (2013) Women in the revolt of counter-memory. Fragmented Library.
• Piper, I. and Montenegro, M. (2017). Neither victims, nor heroes, nor repentant..... Journal of Social Studies, 50: 98-19
• Piper, I.; Reyes, MJ. Fernández, R. (2012). Women and public space: A psychosocial analysis of the monument 'women in memory'. Feminism & Psychology, 22(2): 249-260.
• Platero, L. (2012). Intersections: Bodies and Sexualities at the Crossroads. Barcelona: Edicions Bellaterra.
• Pujol, J. and Montenegro, M. (2003). Narrative Productions: A Theoretical and Practical Proposal for Narrative Research. In H. Paulín and M. Rigadou (Eds.), Colloquia on Qualitative Research (pp. 15-42). Córdoba: National University of Córdoba
• Reading, A. (2014). Making Memory Work for Feminist Theory, in Evans, M., Hemmings, C., Henry, M., Johnstone, H., Madhok, S., Plomien, A. and Wearing, S. (Eds) The SAGE Handbook of Feminist Theory, pp. 196-214. London:Sage.
•  Rooney, Eilish (2008): Critical reflections: Documenting gender and memory. Womens Studies International Forum, 31, 457-463.
• Salih, R. (2017). Bodies That Walk, Bodies That Talk, Bodies That Love: Palestinian Women Refugees, Affectivity, and the Politics of the Ordinary. Antipode, 49(3): 742-760
• Theidon, K. (2011). Gender in transition: common sense, women and war. Cadernos Pagú, 37, 43-78.
• Troncoso, L. and Piper, I. (2015). Gender and memory: critical and feminist articulations. Athenea Digital, 15(1), 65-90. http://dx.doi.org/10.5565/rev/athenea.1231
• Troncoso, L., Galaz, C., & Alvarez, C. (2017). Narrative productions as a feminist research methodology in Critical Social Psychology: Tensions and challenges. Psicoperspectivas, 16(2), 20-32.
• Vargas, V.; González, L. and Hernández, N. (2009). Constitution of political subject: political life stories of Afro-Colombian women leaders. Universitas Psychologica, 8(3): 639-652 - Martínez, A. (2016). Weaving strategic identities: Oaxaca. Nomadas, 45: 169-187
• Zalaquett, Ch. (2011) The frenzied member “Fabiola”: A “reverse” account of the attack on Pinochet, Revista www.izquierdas.cl, pp. 1-30 

The basic requirements for taking a seminar are:

• Availability of at least 4 hours per week to dedicate to the seminar course.
• Internet access.
• Reasonable handling of communication and computer tools.
• Language proficiency in the language in which the course will be taught. The official languages ​​are Spanish and Portuguese.

The seminars last 10 weeks, plus the completion of a final project. A total of 90 hours of dedication will be credited.

A course consists of twelve classes, each accompanied by required reading bibliography, supplementary bibliography, discussion forums and training activities proposed by the teaching team, partial deliveries and a final project.
The course is online and asynchronous. Some instructors may propose synchronous activities. In those cases, the time and date will be agreed upon beforehand between the teaching team and the students to ensure everyone's participation.
To pass the seminar, you must participate in at least 80% of the discussion forums and activities proposed by the teachers, have completed the scheduled partial deliveries, and pass the final work.

The possible payment methods are by credit card or bank transfer.