Second Revision Workshop

1. Second Revision Workshop IPG, Week 22

2. Workshop Aims • Continue to draw connections across the module • Provoke refinements in your revision strategies • Think through the remaining topics – some key points • Discuss strategies in the exam room The Exam When? Thursday 6 June, 9.30am Where? Westwood Games Hall

3. Revision Reminders • Material for revision includes: revision notes; lecture notes; core readings; seminar questions and notes; additional readings from module handbook; notes written as essay preparation; class essay content, additional material • Acquire, consolidate, organize material, then practice moulding it to particular questions • You need to cite authors as you write in exams: just a surname, no bibliography required, paraphrasing • Be as legible as you can, practice legible speed-writing • Any questions?

4. Topic by Topic Revision 1 • Work in small groups on one of the following topics: South Africa; India; Religious Fundamentalism/ Hindutva; Islam; Ireland; Global Capitalism • Identify which module concepts are particularly relevant. Then try to come up with three or four bullet points that reflect major issues/learning points for this topic that you would need to keep in mind when revising it. Can you think of any authors/studies relevant to this topic? • You won’t remember everything – don’t worry, it’s not a test; it’s an opportunity.

5. Strategies in the Exam Room • Scenario 1: Your time management has gone awry and there’s 10 minutes left but you’re only half way through your answer to the last question. • What do you do now, and what could you have done earlier? • Scenario 2: You got started ok but now your mind’s gone blank and you feel you can’t remember anything. • What do you do now, and what could you have done earlier?

6. Topic by Topic Revision 2 • Work in small groups on a different one of the following topics: South Africa; India; Religious Fundamentalism/ Hindutva; Islam; Ireland; Global Capitalism • From what you can recall about each topic, identify which module concepts are particularly relevant. Then try to come up with three bullet points that reflect major issues/learning points for this topic that you would need to keep in mind when revising it, together with relevant authors/research.

7. South Africa: Apartheid • Apartheid=‘separate development’=institutionalised racism 1948-1994, introduced by Afrikaaner National Party • Precursors in 1910 Union denying black people the vote; 1913 & 1936 Land Acts: black population g0t 13% of (poorest) land • Migrant labour system: secured cheap, plentiful (mainly male) black labour for mines, factories and servicing urban areas • Many African women ‘left behind’, families divided • Africans with residence rights beyond the ‘reserves’ confined to shanty-towns on edge of towns and cities they served • Black female domestic workers serviced white families living in, forced to live apart from own children, on call 24/7, poorly paid • Bantustan policy – to create ‘independent’ countries and remove South African citizenship (eg. Bophuthatswana, Ciskei, Transkei)

8. South Africa: Post-apartheid • African resistance to apartheid non-violent at first, then ANC launched armed struggle in early 1960s • State response: detention without trial, banning, violence • Ongoing resistance from black population, through ANC, trade unions, women organising (some as mothers), youth • Mandela released in 1990 – core apartheid laws repealed • ANC win first free and fair elections in 1994, still in power • Decades of racial inequalities cannot be overcome quickly • Women’s coalition ensured gender could not be ignored, but many black women still can’t exercise their new rights • Has feminism been diluted through incorporation? • Ongoing problems of sexual violence, feminization of (black) poverty, HIV/Aids, brutality of mine work

9. India: Colonialism and Nationalism • Became British colony first through trade then indirect rule • Gandhi pioneered non-violent resistance to British rule, met with suppression, violence and political tinkering • Modernity, declared aim of Indian nationalists, partly defined in terms of improving women’s public status (eg political rights) but not private status in gendered family • British sought to justify colonialism as freeing Indian women, but also didn’t envisage full gender equality • Both sides used women’s status to justify their actions • Differences between women were not acknowledged • Nationalist struggle politicized domestic space and gave many middle class Indian women access to the public sphere • Independence in 1947 brought Partition

10. India: Post-colonial • Women gained suffrage and education rights but gap between rights and implementation and initially economic rights neglected (for welfarism) • Some family law reform (but resisted, Muslim exemption) • Wanted new woman to symbolize modernity of new India (radical agenda) but also traditional family woman to protect authentic Indian culture (conservative agenda) • Differences between Indian women perpetuated: re class and caste; contrast of women leaders while many unborn (son preference – sex selective abortion – missing girls) • Fragmented women’s movement resurged in 1970s • Ongoing campaigns against sexual violence; against dependence of women on men; for sexual rights

11. Religious Fundamentalism/Hindutva • Patriarchal claim to religious truth (found in all major religions), imbued with nationalism, attempt to fuse religion and state • Control over women central: assume womanhood= motherhood; control women’s sexuality and fertility; entrench men as household heads/ leaders. Women define nation/honour. • Hindutva: religious fundamentalism (or communalism) in Hinduism, seeking Hindu state in India, anti-Muslim • BJP incited destruction of Ayodyha mosque a key moment • Uses images of Hindu motherhood as symbol vs. negative images of ‘enemy’ women (Muslim); contrasts disciplined Hindu men with out of control Muslim men • Sees western feminism as imperialist, corrupt, destructive (eg of family) • Other examples: Islamic fundamentalism; 1950s Irish Catholicism

12. Islam and Iran • Must recognize extent and diversity of Islamic world, not all fundamentalist, some Muslim states secular • Video: http://webcat.warwick.ac.uk/record=b1358026~S1 • Is the Qur’an essentially patriarchal or a product of patriarchal times? Some Islamic theologians reinterpret for women’s rights • Case study of Iran – 1st modern fundamentalist Islamic state, 1979 • Both Shahs and Mullahs linked women to nation – as ‘unveiled’ for western modernity; ‘reveiled’ for eastern values and tradition • Many women chose ‘veiling’ in 1979, now compulsory • Post-revolution, Haremi groups men as mullahs, martyrs and ordinary: all control their women but not all are equally powerful • Women scholars and activists in Iran have tried to claim back rights for women, some liberalization under Khatami then set-backs

13. Islam: The ‘veil’ • Western stereotypes about women and Islam generally negative: construct Islamic women as passive victims • Such stereotypes are used discursively to construct Islamic countries in Orientalist terms • Need to ask about the social and historical context of Islamic practices that discriminate against women • ‘Veil’ taken as emblematic of Muslim women’s oppression – but must recognize diversity of ‘veil’ and its history • Modesty prescribed for Muslim men as well, head-covering for women has Christian history around Mediterranean • Compulsory full cover very different from optional scarf • Considering perspectives of Muslim women who ‘veil’ complicates any analysis

14. Ireland: Nationalism • Modern history=one British colony split in two: Irish Free State (26 of 32 counties, majority Catholic, gets independence) and Northern Ireland, remaining 6, mainly Protestant, still in UK • Ireland not Catholic state per se but Catholicism dominant • Ideal Irish woman: Catholic, motherly, self-sacrificing, virtuous, pure, heart of home etc. Ideal Irish man: Provider, authority • Irish women were involved in nationalist struggle but barred from joining key organisations, formed own, played support roles, some fought in (guerilla-type) war for independence • Usual tensions emerged between feminism and nationalism – women’s equality must await independence • Tradition and Catholicism informed DeValera’s new government legislation confined women to homes as wives and (necessarily) prolific mothers, including article 41.2 of 1935 Constitution • Women workers earned just over half men’s earnings on average

15. Ireland: Modernization • 1959: Lemassbegan modernisation, opening up to world • Rapid industrialisation via export-orientation, joined EEC in 1973, employment soared and Irish emigration fell • New jobs for women improved their status, but wages low • Women’s organisations campaigning for access to: divorce (legal from 1995); contraception; abortion (still illegal); equal pay • Campaigning against gender discrimination; sexual violence • Setbacks with recession of 1980s, conservative backlash • 1990s – the booming Celtic Tiger, Mary Robinson as President, more women in work and women having fewer children • But double burden, high levels of domestic violence, few women in political power. Meanwhile poor health outcomes for men • 2008: boom ends with banking crisis, unemployment and short-time working, emigration again

16. Gender and Global Capitalism • Old IDL rooted in imperialism vs. NIDL in post-colonial world; relocation of manufacturing, services, agribusiness, care-work • ISI phase favours men as workers but EOI brings feminization of labour: women preferred as highly productive, can be paid less • Pros and cons of industrial employment for women workers: independence, financial autonomy, a social life beyond the family, mobility, but also long working hours, poor working conditions, risks to health, paternalistic control. Impact contradictory • If women are ‘cheap’ labour then they are made so socially and culturally • Marrying and having children worsens women’s labour market position, given lack of child-care, and even more poorly paid homeworking may be only option

17. Taking on Global Capital • Women workers are not docile; long history of organising to improve wages and working conditions but face many barriers • Unions may be banned, members harassed, time and gender interest constraints • Consumer pressure can also raise wages and working conditions via fair trade and ethical trade • To what extent are FT and ET for workers but not by workers? • To what extent do FT and ET recognise gendered work? • How are workers’ lives used to sell the idea of fair trade? • Is there a danger of ‘fairwashing’ • Does ET put impossible pressure on employers to do right by their workers while also selling their produce ever cheaper? • Can’t expect economic justice without cultural justice

18. Finally… • Best of luck with your revision and the exam • I hope you’ve enjoyed the module