Why a club

I founded Herstory to create a place where an interest in gender could become sustained reading and discussion. Films, literature, social research, and everyday language give us different ways into a question.

The club in practice

Herstory has about 50 members. I organize club sessions and discussions; a joint discussion with other school clubs has also taken place. The 18-session outline below is a curriculum plan, not a record of 18 completed sessions.

Students taking part in a school club session in a classroom
A school club session.

Club posters

English adaptations of the Chinese recruitment posters. Names are retained as printed; the proposed activities are not a record of completed events.

Also view: SMS Law & Order recruitment poster

Club merchandise

English adaptations of the original Chinese club merchandise previews. Some longer passages are excerpted for readability. Prices shown on the original sheets are in Chinese yuan (CNY).

About the English editions

These are translated display editions of existing promotional designs. Author credits are retained only where the wording could be checked; other lines are presented as translated design text, not as verified literary quotations. These previews do not document production or sales.

Inside the curriculum

My 18-session curriculum plan moves between introducing ideas, reading examples, and discussing interpretations. The outline below groups its themes; it describes curriculum design, rather than a count of completed events.

  • Methods and feminist theories
  • Media, appearance, and gender expectations
  • Education, employment, and care
  • Histories and different feminist perspectives
  • Women in film and literature
  • Language, Nüshu, and cultural expression
Read the 18-session outline

Condensed from my club curriculum plan; these are planned sessions.

  1. Introduction to the club and curriculum
  2. Social-science research methods and feminist approaches
  3. Gender representations in mass media
  4. Discussion: the social construction of gendered traits
  5. Gender in education and employment; reading Claudia Goldin
  6. Histories of women’s movements and an introduction to Chizuko Ueno
  7. Discussion: connecting theory with everyday life
  8. European feminist theories and selected texts
  9. Discussion: comparing different feminist traditions
  10. Creative discussion of imagined women’s societies
  11. Women’s representation in Legally Blonde
  12. Discussion: the “independent woman” in commercial cinema
  13. Gender in selected film and theatre excerpts
  14. Literature and sexual violence: a staged reading plan
  15. Discussion: literature, its author, and society
  16. An introduction to Nüshu
  17. Discipline, shame, and objectification in language
  18. Reflection and leadership transition

How a topic becomes a discussion

Film

The curriculum pairs portrayals of women in films such as Legally Blonde with a discussion of how commercial cinema constructs an “independent woman.”

Work

A planned unit introduces Claudia Goldin’s work as a starting point for discussing education, employment, and gender.

Language

Other planned sessions consider Nüshu and how everyday language can objectify people.

My work and continuing questions

My responsibilities include developing the curriculum, preparing club teaching, and organizing discussions. I want a discussion to make its assumptions visible and give participants a chance to explain how they arrived at a view.

The question I keep returning to is how to make complex ideas accessible while keeping room for disagreement and further reading.