Summary

eBook Reading: The Madness of Women: Myth and Experiences

Chapter 1 (pp. 1 – 13) “The Madness of Women: Myth or Experience?”
Chapter 2 (pp. 15 – 46) “The Daughter of Hysteria: Depression as a ‘woman’s problem’?
Chapter 3 (pp. 64 – 109) “Labelling Women as Mad: Regulating and Oppressing Women”
http://ebookcentral.proquest.com.ezproxy.library.wwu.edu/lib/wwu/detail.action?docID=565448 (Links to an external site.)

Discussion Prompt—

Identify one key claim taken from one of the listed chapters (see above). Offer an analysis to demonstrate how you relate to the author’s key claim. Avoid opening the eBook only to choose a quote, and then sharing your belief without framing your understanding in the context of the author’s claim.

Example of a developing response:

I will reference Ch. 2, and my chosen quote will be taken from p. 46, which I will cite in my response.

After reading Ch. 2 one of my learning outcome is how socially constructed gender and racial categories are used to determine how members of society should view and treat various groups of people. Thus, my chosen notion is categorization, as framed in sexual and I will briefly tap on racial identifications, both of why are regulated by social norms.
I will explain that madness when framed in the category of gender, not only dismisses those who are intersex or whose identify does not align with the socially constructed gender binary, but it also discredits women’s character. Women as mad often translates to them as mentally delusional in a way that aligns their physical body with their perceived behaviors (this I will explain). I will make certain that I first address the notion as framed within the reading by explaining instead of regurgitating points made by the author.
In closing, I may quote Lisa Cosgrove’s argument (taken from p. 46) to support my analysis that gender often defines our expected actions/behaviors rather than address our individual characters, or I may support my point using Judith Lorber’s claim about gender performance (also taken from p. 46). I may briefly relate my analysis to a real-world scenario to place emphasis on my presented points. For example, I may briefly explain that often when a woman voices a perception in a debate/argument, one who opposes may state “Girl, you mad” as a way of discrediting the shared argument. Dismissive responses can result in additional labeling (this I will explain). This reminds me of the “angry Black woman” label that dismisses the said group of women and their expressed perspectives. Anger = mental, Black = race, and woman = gender, which when combined can translate to a given race of women who are mentally incompetent of reasoning, which questions racial and gender stereotypes.
Lingering question – Can a man be labeled as mad or angry, why or why not, and how would this be understood by members of society?

What is a thorough discussion post? A thorough discussion post is one in which the student not only respond to the Canvas Discussion prompt but also demonstrates an understanding of the course materials by offering critical analysis.

What is a well-written discussion post or response? A well-written discussion post is one written in full sentences with little to no grammatical or spelling errors.

What is a thoughtful lingering question response? A thoughtful lingering question response is one in which the student responds directly to another classmate’s original post by adding a shared perspective, in a respectable manner.

Instructions:

1. The prompt will be available by the given date at noon, and students are required to develop an original response to the prompt using a critical analysis. Do not build your response on quotes, instead, you will offer a critical analysis that allows me to assess your understanding of the key concepts and related class materials. Your original response should be 300 – 500 words or longer; however, the focus should be more on content rather than length. Do not build your responses using unexplained quotes, instead, if you use a quote it should be used to support your analysis.
2. The prompt for the original response will require that students focus on the referenced class material(s), often taken from the class materials leading up to and/or within the week of which the assignment is due.
3. Your response should conclude with a lingering question, one that clearly aligns with your original response.