It is with great sadness that we share the news of Jean Due's passing. Please see obituary below.
URBANA – Jean M. Due (Margaret Lucinda Jean), 95, an agricultural economist, died Sunday (Nov. 27, 2016) in Urbana at Clark Lindsey Village.
She is survived by her children, Allan M. Due (Ellie Peterson) of Bloomfield, N.M., Kevin J.B. Due of Las Vegas, Nev. and Nancy Due McCormick (step-daughter) of Salt Lake City, Utah; three grandchildren and nine great-grandchildren.
Jean was born on Sept. 19, 1921, in Peterborough, Ontario, a daughter of Catherine and Allan B. Mann.
She received her BA from the University of Toronto in 1946, and her MS (1950) and Ph.D. (1953) from the University of Illinois. While at the University of Illinois, she met and married the love of her life John Fitzgerald Due in 1950.
Jean's primary area of academic interest was international agriculture and specialized as a development economist of East Africa. She made over 40 trips, spanning 40 years primarily to East Africa to improve the lives of women through improved agricultural production and microfinancing. She was also strongly committed to providing educational opportunities for African women and sponsored them to come to the University of Illinois.
In February 2016, Time magazine published an article on "The Most-Read Female Writers in College Classes" and Jean was 15th on the list. Jean taught part-time at the University of Illinois for her entire career. She and John were active in recruiting and mentoring African-American and African students for graduate work at the University. They also sponsored African ministry students.
Jean was active in the Community United Church of Champaign for over 50 years. Jean loved to play golf and spend time at the family cabin in Ontario waterskiing and boating on the Chemong Lake.
She was a dedicated humanitarian and spent hours visiting the sick and afflicted friends and neighbors. She loved traveling and spent time in Barbados every year.
Jean died of Alzheimer's, and she requested that her remains be sent to the Chicago teaching hospital for research.
A memorial service will be held today, Dec. 3 at 10 a.m. at Clark Lindsey Village to celebrate her life.
In lieu of other expressions of sympathy, please send contributions to the Jean M. Due and Marian Ferber Fund.
What is to be Done? The Work of the Humanities in the Present
Date: Tuesday December 6, 2016
Time: 5:30-8:00 p.m.
Location: IPRH Seminar Room, Levis Faculty Center, Fourth Floor (919 West Illinois Street, Urbana, IL)
Pizza and beverages will be provided. Bring a dessert to share if you like!
On December 6th IPRH will host a Work-In designed to help faculty, students, staff and community members learn about what is being done in response to current events and join in those efforts. We envision several Work-In Stations where organizers can speak briefly about their projects. But the majority of the time will be spent in small groups where we will workshop ideas, strategies and plans for short- and long-term activities.
Are you involved in a group that is already organized? Is there a Work-In group you want to start? Teach-ins, "clapbacks," self-defense clinics, DREAM hubs, art coops, reading groups, archiving projects, community liaison workshops, storytelling fests, media watches, music groups, environmental studies clusters, poetry clubs, LGBTQ outreach services—there is a lot happening at the moment and much more that needs to be done.
Our goal is to showcase what is already unfolding here, bring new ideas to the table and share information about what is going on elsewhere. We need inspiration, purposeful work and many hands to do what needs to be done.
We also need conversation and debate, formal and informal, to keep our minds alive and, equally, to help each other thrive in the frictions and challenges to come. The question of what the humanities can do is being put to the test, and we need you in the mix.
For the December 6th event, we seek volunteers to lead a Work-In Station that
- features a group or initiative already underway;
- proposes an idea for a project that may be just starting;
- invites discussion about ideas for work not yet imagined or planned.
Please send your ideas and contact information to Antoinette Burton (firstname.lastname@example.org) by Wednesday November 30.
All the best,
WGGP Alumni Spotlight Series
University of Illinois at Urbana-Champaign Alumna
GRID Minor, 2007
MA in African Studies, 2007
Assistant Professor, Department of History
The University of Oklahoma, Norman
What is the focus of your current work and/or subject of your current research?
My forthcoming book Contours of Change: Muslim Courts, Women, and Islamic Society in Colonial Bathurst, the Gambia, 1905–1965,examines the place of women in the formation of colonial Bathurst (Banjul), to the evolution of women’s understanding of the importance of law in securing their rights, as well as the ways in which women utilized the new qadi court system to fight for growing rights within the domestic sphere. Gambian women’s increased awareness is significant because it signals changes that were already underway in the Gambia colony and protectorate during the early colonial period. The research complements uniquely works by scholars of other African societies with similar colonial experience (Stockreiter, 2015; Burrill, 2015; Stiles and Thompson, 2015, Hanretta, 2009; Roberts, 2005; Fair, 2001; Hirsch, 1998). Clearly, records from the qadi court in the Gambia speak in agreement with these works that often qadis were sympathetic to women’s claims and the court opened up ways in which women negotiated conjugal and other forms of relationships and constructed a sense of self in African colonial societies
My current research Negotiating Womanhood and the Peril of Childless (Kañeleng) Women in the Gambia, explores how voluntary associations of childless women, or Kañeleng Kafo, shape perceptions of infertility in modern Gambia and how they counter the burden of childlessness and reflect – or help redefine – the cultural construction of “womanhood” in the Gambia.
Wuluu M’fanaŋ ye,
Doolu niŋ I la bambaroo,
Nfanaŋ so kilinŋ na.
Bear me a child,
Others have children,
Also give me one.
Although both men and women live with the pain of infertility, in the Gambia it is considered the duty of the woman to find solutions to the problem. This song is a mother-in-law's plea addressing her son's wife. The elder woman urges her daughter-in-law to make an effort to bear children rather than focus excessively on her individual beauty. The song shames women, blaming young women for their childless situations, and testifying to the community's investment in each woman's fertility. Above all, the song protests childlessness and illustrates the profound efforts infertile women ought to make to end the burden of infertility.
In the Gambia, the word Kañeleng refers to a woman who cannot bear children, whom society considers infertile, or whose children die at an early age. The association Kañeleng Kafo (Childless Women’s Association) is a voluntary organization that exists only in the Gambia, Senegal, and Guinea Bissau. Any childless woman can be a member of a Kañeleng Kafo. However, her decision largely depends on the encouragement and support from elderly women from her kin group and the husband’s kin group. Men born out of Kañelengyaa (the practice of childlessness) can also become members.
To become a member, the aspirant has to undergo a ritual that sanctifies membership and creates an opportunity for the woman to develop a covenant relation or joking relation (sanawu) with the public. The core of the ritual is a bath – to cleanse the body of any “bad” spirit. My research provides the first full historical analysis of these associations, interrogating how the kañeleng reconfigure female-male relationships, reproduction, and the social worth of infertile women. My study introduces the traditional processes and mechanisms (efforts and practices that lay outside modern day hospitals and clinics) by which the kañeleng struggle to cope with and challenge the issues of childlessness in the Gambia by participating in rituals, prayers, performances, songs, thieving, and transvestite role inversions. (Weil, 1971; Vansina, 1990; Spear, 2003; Saho, 2014). I examine how these infertile women assert themselves in a social order that rejects them, highlighting the creation and meaning of ritual space. I also explore how these infertile women’s societies function, generating a sense of worth and solidarity among their members. My study analyzes the specific mechanisms by which such women are marginalized, and evaluates the efficacy of women’s societies in countering that marginalization.
How has your GRID minor helped you in your career?
The GRID served as a foundation and as an instrument to study society through a multi-dimensional perspective. While it provided with me with knowledge about gender studies, it helped me to work with women and men in different capacities.
Do you have any advice or suggestions for current GRID Students?
GRID can be a surprisingly useful tool in life. I would take it more seriously even if I am not sure of what to do with it at the moment.
How can we learn more about your work through social media? (include website or social media if applicable)
WGGP Gender Relations in International Development Graduate Minor
WGGP offers a graduate minor in Gender Relations in International Development (GRID). The GRID interdisciplinary minor is designed to give students the analytical and empirical skills needed to address global human security and gender equity issues in research and policy analysis, as well as daily life. In this age of global economic transformation, it is especially necessary for researchers and practitioners to examine who gains and who loses from new policies, to assess the disparities in the impacts of reforms on women, men, and children, and to study the successful strategies and policies that appear.
To learn more about the GRID minor, please contact Anita Kaiser at email@example.com or by phone at 333-6221.
WGGP 581 Gender Relations & International Development (64395) credit: 4 hours.
Interdisciplinary seminar examining theoretical and empirical research on gender and the transformation of social and economic structures. Students will develop a comparative perspective on issues of women and public policy by contrasting and comparing such policies in North and South America, Eastern and Western Europe, Asia, and Africa.
Same as GWS 512 and SOCW 581.
Course will be held Thursdays 2:00-4:50pm
For more information about the GRID Course or the GRID Minor, please contact Anita Kaiser at firstname.lastname@example.org
GLBL 340 Global Health: Policy & Governance credit: 3 hours.
Identifies central and emerging global health issues and analyzes them through the lenses of governance, policy and gender. Focuses on structural, policy, and institutional perspectives on global health, with emphasis on how decisions are influenced and made. Prerequisite: GLBL 240 or consent of instructor.
A 11:00 AM- 12:15 PM Tuesday/Thursday 145 - Armory Sugrue, N
In this course, we use a set of interdisciplinary readings and discussions to identify central and emerging issues in the study of global health and analyze them through the lenses of governance, policy and gender. We focus on structural, policy, and institutional perspectives on global health, with emphasis on how decisions are influenced and made. Pre-req: GLBL 240 or consent of instructor.
Spring Courses of Interest
Joint with WGGP and LAS Global Studies
LAS Global Studies, in conjunction with Women and Gender in Global Perspectives (WGGP) is offering a Certificate in Global Health. This certificate is open to all undergraduate majors at the University of Illinois at Urbana-Champaign.
The Certificate in Global Health will prepare students to engage with issues and problems in global health policy, access, and delivery.
Students will gain fundamental knowledge, critical perspectives, and skills from a range of disciplines in order to understand the complex relationships between health and economic development, local, national, and global institutions, social and cultural norms, environmental sustainability, and the needs of marginalized populations.
This course of study emphasizes:
- Global health theory and practice
- Interconnections of poverty, human rights, resources, disasters, migration, displacement, gender, barriers to access and other pressing worldwide issues in Global Helath
- Interdisciplinary course content including core social science disciplines in the liberal arts such as Anthropology, Economics, Geography, History, Political Science, and Sociology among others
The Certificate in Global Health affords students a credential that demonstrates their competency in interdisciplinary approaches to contemporary global health. Such skills are valued by a range of organizations including governmental and non-governmental organizations, consulting firms, philanthropic organizations, social enterprises, private sector firms, and educational institutions. The core sequence of GLBL courses also provides a meaningful avenue for pre-health students to meet medical school application requirements of social science coursework that demonstrates competencies within a single discipline and at the advanced level.
Students must complete 15 hours of course work that includes three Global Studies courses (listed below) focused on Global Health:
GLBL 240 Global Health (3)
GLBL 340 Global Health Policy (3)** Offered Spring 2017
GLBL 440 Global Health Intervention and Evaluation (3)
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