Collective memories and feminist perspectives

Seminar 1959

Chair: CLACSO
Coordination: Marisela Montenegro (Autonomous University of Barcelona, Spain) and Caterine Galaz (University of Chile)
Home: 26 / 09 / 2019 | Registration: 04/02/2019 al 23/09/2019

Workload: 12 weeks – 90 hours.

Payment methods
If you have a link with a CLACSO Associated Center:

Paying in one payment: USD 95 (includes issuance and shipping costs of the digital certificate).

If you have a link with a Network or Institution Associated with CLACSO:

Paying in one payment: USD 140 (includes issuance and shipping costs of the digital certificate).

If you do NOT have a link with a CLACSO Associated Center:

Paying in one payment BEFORE 13/09/2019: USD 150 (includes issuance and shipping costs of the digital certificate).
Paying in one payment: USD 190 (includes issuance and shipping costs of the digital certificate).

Course presentation:

The course addresses the relationship between gender and memory, emphasizing two ways of understanding this connection: first, understanding collective memory as a construction of multi-positioned and gendered subjects; and second, exploring different gender approaches to the study of this field. From a feminist perspective, we analyze the memories constructed by activists, guerrillas, victims, and other social agents in relation to their gender positions in both the present and the past; as well as the continuities and discontinuities of gender roles and dynamics that occurred in the significant events they narrate. This seminar aims to analyze counter-memory exercises (Arfuch, 2013; Luongo, 2013) or subaltern memories, those that emphasize themes and perspectives little explored in dominant narratives. For example, it seeks to visualize how gender structures are destabilized or preserved in the construction of these memories, or how hybrid processes of affectivity, political action, and resistance are structured when remembering certain events and contexts. This is because we understand that the subjects of memories are multi-positional agents who connect through events and spaces (Zalaquet, 2011).

Contents:

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

General Bibliography of the Seminar

Blázquez, N. (2010). Feminist Epistemology. Central Themes. In N. Blázquez; F. Flores and M. Ríos (coords.) 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 issue 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 subjectivity of the researcher/a Cinta moebio 45: 253-274 Colectivo de Acción Psicosocial. (2016). The wound of the condor. Ed. IEETM, Ecological Action.
Cuví, M. (2009). Introduction and "I would have loved to be a doctor" 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.
Falcon, SM (2018) Intersectionality and the Arts: Counterpublic Memory-Making in Postconflict Peru. International Journal of Transitional Justice, 12, 26-44.
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: ex-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. Retrieved.
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-practical proposal for narrative research. In H. Paulín and M. Rigadou (Eds.).
Qualitative Research Colloquia. (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.
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 frentista “Fabiola”: A “reverse” account of the attack on Pinochet, Revista www.izquierdas.cl, pp. 1-30.

FAQ

What do I need to take a CLACSO virtual seminar?

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.

What is the length of a CLACSO virtual seminar? What is the total number of hours?

The seminars last 12 weeks, plus the completion of a final project. A total of 90 hours of dedication will be credited.

What is the work modality and dynamics?

A course consists of twelve classes, each accompanied by required readings, supplementary readings, discussion forums, and learning activities proposed by the teaching team, as well as partial submissions and a final project. The course is delivered online and asynchronously. Some instructors may propose synchronous activities. In these cases, the time and date will be agreed upon in advance between the teaching team and the students to ensure everyone's participation. To pass the seminar, students must participate in at least 80% of the discussion forums and activities proposed by the instructors, complete all scheduled partial submissions, and pass the final project.