1. 1
THE UNIVERSITY OF THE WEST INDIES, St. Augustine
Institute for Gender and Development Studies (IGDS)
GEND2013: MEN AND MASCULINITIES IN THE CARIBBEAN
Figure 1: Photography by David Huamani Bedoya, Brick Maker (2014)
Class Hours: Wednesday 5pm-7pm
Semester II/2015-2016
IGDS, St. Augustine Unit Course Lecturer:
Dr. Gabrielle Hosein
gabrielle.hosein@sta.uwi.edu
Office hours: Monday 2-4pm or by appointment
Course coordinator:
Mr. Amilcar Sanatan
Tutors:
Ms. Renelle White renelle_white@hotmail.com
Mr. Arden McLean eau_arden@hotmail.com
Mr. Warren Chanansingh warren.chanansingh@hotmail.com
Mr. Amilcar Sanatan amilcar.sanatan@sta.uwi.edu

2. 2
Course Description
This course aims to develop an awareness of the main issues involved in the study of men and
masculinities and pro-feminist men’s movement building as it has developed internationally and in the
Caribbean.
This course will be inter-disciplinary, drawing from research and writing in social sciences, history,
education, literature, social psychology and feminist theory. It will also explore the implications for
policy and praxis.
Rationale
Masculinity Studies emerged in response to the critical feminist discourses on women, femininity and
gender. It is now a growing and significant body of knowledge both internationally and in this region.
This course will explore the approaches to the study of men and masculinities and identify key
concepts and issues for in- depth consideration.
Course Objectives
1. To define the concept ‘gender’ and explain how men are gendered beings.
2. To identify, from among different types of men’s movements, the characteristics of pro-feminist
men’s movements.
3. To appraise the extent to which feminist theory provides useful concepts for explaining the
relationship between masculinities and power.
4. To explain how violence can be theorised and what solutions emerge from these perspectives.
5. To discuss the extent to which popular discourses exemplify contemporary masculinities
internationally and in the Caribbean.
6. To distinguish between international and Caribbean ideals and expressions of manhood, and identify
intra-Caribbean differences.
7. To analyse how Caribbean masculinities have changed over time.
8. To reflect on the implications of one’s own gender consciousness for an understanding of Caribbean
masculinities.
9. To justify suggestions for how Caribbean boys’ and men’s lives can be improved through policy,
pro-feminist men’s movements, and personal and collective change in public and private spheres.
10. To develop strategies on how men can be comrades in women’s and feminist struggles for gender
justice.

3. 3
Course Expectations
1. Students are expected to attend all lectures and tutorials.
2. Student should actively participate in the classroom and read the relevant course readings prior to
the lecture.
3. Students are expected to take the initiative and communicate their questions, reflections and
concerns during the course of the semester to the Course Lecturer.
Assignment Expectations
1. All assignments are required to be submitted on time.
2. Plagiarism will result in assignments being failed.
3. Assignments handed in late, without prior permission of the Course Lecturer will result in a loss of
one (1) mark per day.
4. Emergency requests without penalty, based on illness, require a medical certificate to be handed in
with the late assignment.
DATE SESSION DATES TO NOTE
January 20th
, 2015 Session 1 First Class
January 27th
, 2015 Session 2 Tutorials Begin
February 24th
, 2015 Session 6 Assignment #1: Press
Release DUE
March 2nd
, 2015 Session 7 Required Reading Text In
Class: Miguel Street
April 7th
, 2015 Session 12+ Assignment #2: Popular
Action Day 1pm-4pm
April 15th
, 2015 Session 13 Popular Action Report
DUE

4. 4
COURSE SCHEDULE
Date Session Topic
20TH
JANUARY Session 1: Course Orientation and Introduction
27TH
JANUARY Session 2: Why Pro-Feminist Men’s Movement Building
Mr. Amilcar Sanatan
3RD
FEBRUARY Session 3: Mapping Patriarchy, Privilege and Masculinities
10TH
FEBRUARY
Session 4: Male Marginalisation Thesis and Debates
Mr. Arden McLean
17TH
FEBRUARY
Session 5: Feminist Masculinity and Pro-Feminism
24TH
FEBRUARY
Session 6:
Popular Action Lecture: Batting for Social Change
Submit Assignment #1: Press Release in class
2ND
MARCH Session 7: Gender Socialization, childhood and masculinity
Mr. Tyrone Ali
9TH
MARCH Session 8: Masculinity in Popular Culture
Mr. Amilcar Sanatan
16TH
MARCH Session 9: Violence
23RD
MARCH Session 10: Homophobia and the Policing of Masculinity
All students to meet Lecturer this week
30TH
MARCH Session 11: Public Holiday
6TH
APRIL Session 12:
Activism in Masculinity Studies
Popular Action Day: Thursday 7th
April 2016
13TH
APRIL Session 13: Course Review and Final Exam Preparations
Submit Assignment #2: Popular Action Report in class

5. 5
Course Assessment
1 Press Release 20% DUE: Session 6
2 Popular Action 20% Session 12+
3 Popular Action
Report
10% DUE: Session 13
4 Tutorial
Participation
10%
5 Final Examination 40% Date to be determined by
Examinations
1. Press Release for International Men’s Day 20%
For this assignment, you must write a Press Release for International Men’s Day, in 1000-1500 words,
on behalf of the students at The University of the West Indies, St. Augustine.
In the Press Release you are required to discuss the following:
1. What is International Men’s Day? Why does it exist?
2. What are pro-feminist men’s movements? What do they speak out or take action on for International
Men’s Day?
3. Identify one (1) issue you want to raise awareness on.
4. What is the relevant data?
5. What are the actions and global commitments you need to include to show relevance to students and
youth?
6. What is your own personal message of solidarity with these pro-feminist men’s statements and
actions?
You will be graded for not simply ‘writing up’ the press release in a descriptive way, but for using the
defined concepts and scholarship from readings in the course to do an analysis of masculinity. The
point of this assignment is to practice applying concepts from the course to analysis of global
movements and national and Caribbean struggles for gender justice.
Any concept that you use must be defined, using a definition from academic sources such as the
readings. The definition for your concepts is the map you use to know what to discuss in your data.
Spelling, grammar, sentence/ paragraph structure and, presentation all count.
You must use good writing style with creative language. All quotations or ideas taken from readings
must be referenced and the reference must include the page number of the article. You must use proper
referencing style in the body of your press release and proper bibliographic style. You will get more
guidance throughout, including a rubric to show you how you will be graded. Feel welcome to talk to
your lecturer or tutors for more guidance.

6. 6
1. Popular Action (20%) and Report (10%) 30%
For this assignment, you must take action to raise awareness on an issue of your choice. This must be a
direct action in a popular space such as the campus. You will be able to use actions talked about in
class as a guide for your own. Your action will consist of a group direct action that makes a statement
in a particular space, a poster campaign, street theatre, chalk graffiti, the Internet or any other form of
public expression, which interest you. It should not be too time-consuming and must be public.
You must then present an analysis of your action in a typed report of 1000-1500 words. Your
analysis should highlight why you chose this issue, key readings you referred to in order to
understand the issue and relevant themes and to explain them, why you chose to do your
particular action, how it was received and whether you thought it ‘worked’. Your reflections and
feelings about the action, your process including what you learned to make it more effective, and
whether you would do it again, must be included. A group report must be submitted one week after
the popular action as stated in the course outline. This report must be well referenced and include a
bibliography.
You will be graded on the extent to which your popular action shows that it has clear goals, is well
thought through (rather than rushed and ratched!), is informed by concepts from class readings, is
supported by information on the issue itself, is effective in stimulating discussion/debate, is creatively
done, and is collectively planned and executed. Your lecturer needs to be informed of the date/time,
place and topic of all actions in order to see and grade them. Your action is worth 20 marks.
Your report should be started long before the action itself and should convey the rationale for your
action, your experience of the process, the outcomes, your reflections and lessons learned. Different
group members can write different sections of the report and then contribute their own experience at
the end. This group report is worth 10 marks and all reports must be submitted in class on the
due date. Groups should comprise no more than 5 persons.

7. 7
Rubric: Press Release for International Men’s Day (20%)
Criteria 4 3 2 0-1
1. Definition and
application of
key concepts in
relation to
connecting the
key issue to
global pro-
feminist men’s
movements
Key concepts
defined using course
readings. Concepts
applied in analyzing
and explaining data
Key concepts not
properly defined.
Press Release does
not show complete
understanding of how
to use concepts for
data analysis.
Limited concepts listed,
defined or applied to
analysis of data. Press
Release very descriptive
Incorrect concepts listed,
defined or applied to
analysis of data. Press
Release very descriptive
2. Use of and
engagement with
course readings
4 – 5 course readings
effectively used to
evaluate and assess
relevance of data
2– 3 course readings
effectively used to
evaluate and assess
relevance of data
0 – 1 course reading
effectively used to
evaluate and assess
relevance of data
Insufficient references to
course material in order to
effectively evaluate data.
3. Quality of
writing
Clear introduction
and coherent
conclusion, logical
organization of Press
Release, correct and
effective use of
English
Reasonably clear
introduction,
conclusion somewhat
summarizes key
findings, some of the
argument is weak,
minor errors in
grammar, spelling
and syntax
Underdeveloped
introductions, conclusion
and key findings. Poor
sequencing of material,
errors in grammar,
spelling
and syntax which make
Press Release hard to
follow
No introduction, no clear
conclusion or the
conclusion does not
summarize contents and
findings of the essay, poor
sequencing of material,
errors in grammar,
spelling
and syntax which make
Press Release hard to
follow.
4. Creativity Well thought through
personal reflection on
the concepts and
readings used and
process of data
gathering.
Clear indication of
what was learned
through assignment
Superficial reflection
on the concepts and
readings used and
process of data
gathering. Vague
description of what
was learned through
assignment
Little reflection on the
concepts and readings
used and process of data
gathering. No discussion
of what was learned
through assignment
No reflection on the
concepts and readings
used and process of data
gathering. No discussion
of what was learned
through assignment
5. Referencing Correct referencing
in body of essay and
bibliography
Poor referencing in
body of essay and in
the bibliography
Limited and incorrect
references in
bibliography
References missing

8. 8
Rubric: Popular Action (20%)
Criteria 4 3 2 0-1
Message
Good key message
with gender analysis
Unclear Key message
with weak gender
analysis
Unclear Key
Message without
gender analysis
Very unclear or No
Key Message
Application of Course
Readings Good application of
2-3 readings
Okay application of 2
readings
Application of one
reading or
inappropriate
application of
reading
No application of
course readings
Analysis
Good discussion on
feminist and
structural analysis
Okay discussion on
feminist and
structural analysis
Little discussion on
feminist and
structural analysis
Does not discuss
issue with feminist
analysis
Creativity
Very creative design
and activity
Satisfactory creative
design and activity
Little creativity seen
in design and activity
Uncreative display of
action
Group Participation
Good discussion and
group participation in
activity
Satisfactory level of
group participation in
activity
Little group
participation in
activity
No group
participation in
activity

9. 9
Conceptual Framework of Course:
Students are expected to understand and analyze the literature using the following main concepts:
1. Patriarchy
2. Pro-Feminist Men’s Movement Building
Useful Readings:
1. Chevannes, Barry. 2001. Learning to be a Man: Culture, Socialization and Gender Identity in Five
Caribbean Communities. Kingston, Jamaica: UWI Press.
2. Reddock, Rhoda. 2004. Interrogating Caribbean Masculinities: Theoretical and Empirical
Analyses. Kingston, Jamaica: UWI Press.
3. Naipaul, V.S. 1971. Miguel Street, Penguin Books or various editions
4. JASS. 2013. Feminist Movement Builders Dictionary (2nd
Edition). Accessed January 20, 2016.
http://www.justassociates.org/sites/justassociates.org/files/feminist-movement-builders-dictionary-
jass.pdf
Class Preparation:
For each of the readings:
1. Look for a Central Quotation that expresses the author’s implicit or explicit arguments
2. Ask about the Key Argument in terms of what the author is arguing both for and against
3. Note what Questions about interpretation, argument and relevance come to mind
4. Note Experiential Connections based on how key arguments relate to your experience
5. Explore the Textual Connection with arguments or views raised by others kinds of texts
6. Suggest Implications for understanding or improving social relations and realities

10. 10
COURSE CONTENT
Session 1 – Course Orientation And Introduction
Learning Outcomes:
By the end of this session, students should be able to:
(A) Identify the expectations of the course and its assignments
(B) Assess the extent to which they are prepared to get an ‘A’
Key Questions:
(A) What are men’s issues?
(B) What is the relationship of men’s issues to gender inequality?
SECTION 1 - INTRODUCTION TO MEN AND MASCULINITIES STUDIES
INTERNATIONALLY AND IN THE CARIBBEAN
Session 2 – Why Pro-Feminist Men’s Movement Building
Learning Outcomes:
By the end of this session, students should be able to:
(A) Explain the history and significance of the men’s movement globally and in the Caribbean.
(B) Highlight the issues out of which the pro-feminist movement grew.
Key Questions:
(A) What is the history of masculinity studies and the men’s movement?
(B) Why does the history of masculinity and men’s studies matter?
Essential Readings:
1. Reddock, Rhoda. 2004. “Interrogating Caribbean Masculinities: An Introduction.” In Interrogating
Caribbean Masculinities, edited by Rhoda Reddock, xiii-xxii. Kingston: UWI Press.
2. Tarrant, Shira. 2009. “Overview And Introductions: This Is What A Feminist Looks Like.” In Men
and Feminism, 1-26. California: Seal Press.
Recommended:
1. Robinson, Victoria. 2000. “Men’s Studies.” In Routledge International Encyclopedia of Women:
Global Women’s Issues and Knowledge: Volume 3 Identity Politics – Publishing, edited by Cheris
Kramarae and Dale Spender. New York: Routledge.

11. 11
Tutorial:
(A) Assignment into groups.
(B) Overview of assignments in the course.
Session 3 – Mapping Patriarchy, Privilege and Masculinities
Learning Outcomes:
By the end of this session, students should be able to:
(A) Explain the relationship between patriarchy, privilege and masculinities.
(B) Highlight and explain why pro-feminist men’s movements have been involved in challenging
patriarchy.
Key Questions:
(A) Why is it necessary to understand patriarchy as a system of oppression?
(B) Why analyse privilege?
In-Class Activity:
Mapping Patriarchy with Dr. Gabrielle Hosein
Essential Readings:
1. Wilson, Ara. 2000. “Patriarchy.” In Routledge International Encyclopaedia of Women: Global
Women’s Issues and Knowledge: Volume 3 Identity Politics – Publishing, edited by Cheris Kramarae
and Dale Spender. New York: Routledge.
2. Shira Tarrant, “Gender Advantage: Check In on Masculine Privilege” in Men and Feminism, Seal
Press, California, 2009. 89-118.
Recommended:
1. Abbott, Pamela. 2000. “Masculinity.” In Routledge International Encyclopaedia of Women: Global
Women’s Issues and Knowledge: Volume 3 Identity Politics – Publishing, edited by Cheris Kramarae
and Dale Spender. New York: Routledge.
Tutorial:
(A) Identify three (3) you have learned in the lecture.
(B) Identify three (3) things you do not understand and seek clarification on.
(C) Share in class your research on the history and importance of International Men’s Day.

12. 12
SECTION 2 – UNDERSTANDING CARIBBEAN MASCULINITIES
Session 4 – Male Marginalisation Thesis and Debates
Learning Outcomes:
By the end of this session, students should be able to:
(A) Assess the popular debates and feminist critiques of the Male Marginalisation Thesis.
(B) Connect shifts in economic structures of the society with gender power relations.
Key Questions:
(A) Are men marginalised?
(B) What is the feminist critique of the male marginalisation thesis?
Essential Readings:
1. Barriteau, Eudine. 2003. “Requiem for the Male Marginalisation Thesis: Death of a Non-Theory.” In
Confronting Power, Theorising Gender: Interdisciplinary Perspectives in the Caribbean. Kingston,
edited by Eudine Barriteau, 324-355. Jamaica: UWI Press.
2. Figueroa, Mark. 2004. “Male Privileging and Male Academic Underperformance in Jamaica.” In
Interrogating Caribbean Masculinities, edited by Rhoda Reddock, 137-166. Kingston: UWI Press.
Recommended:
1. Miller, Errol. 1994. The Marginalisation of the Black Male: Insights from the Development of the
Teaching Profession. Jamaica: UWI Press.
Tutorial:
(A) Answer, “Are men marginalised?” in three (3) points
(B) What key issues have men been speaking about for International Men’s Day
Session 5 – Feminist Masculinity and Pro-Feminism
Learning Outcomes:
By the end of this session, students should be able to:
(A) Explain the perspective and politics of feminist masculinity.
(B) Discuss a feminist position on an issue of your choice.
Key Questions:
(A) What does a feminist masculinity mean?
(B) How is the politics of a feminist masculinity relevant to the Caribbean?

13. 13
Essential Readings:
1. bell hooks, 2000. “Feminist Masculinity.” In Feminism Is For Everybody, edited by bell hook, 67-
71. Cambridge: South End Press.
2. Flood, Michael. 2009. “Frequently asked questions about pro-feminist men and pro-feminist men’s
politics.” xy, April 23, 2009. Accessed January 20, 2016. http://xyonline.net/content/frequently-asked-
questions-about-pro-feminist-men-and-pro-feminist-mens-politics
Recommended:
1. Kaufman, Michael. 2013. “The Guy’s Guide To Feminism with Michael Kaufman.” YouTube
video, 54:57, posted by “Southbank Centre,” April 5, 2013. Accessed January 19, 2016.
https://www.youtube.com/watch?v=xPtToL6kWSI .
Tutorial:
(A) Define and describe pro-feminist movements in one (1) paragraph.
(B) What issue do you want to speak about from a pro-feminist perspective on men’s issues?
Session 6 – Popular Action Lecture: Batting for Social Change
PRESS RELEASE DUE IN CLASS
In-Class Outline of Popular Action Assignment
Learning Outcomes:
By the end of this session, students should be able to:
(A) Identify the rationale, goals and skills required for the Popular Action assignment
(B) Identify the requirements and marks assigned for the Popular Action assignment
Key Questions:
(A) How should I raise awareness about men’s issues?
(B) Why is raising awareness about men’s issues important?
Recommended:
1. Crass, Chris. 2014. “Against Patriarchy: 20 Tools for Men to Further Feminist Revolution.”
everyday feminism, blog, May 29, 2014. Accessed January 20, 2016.
http://everydayfeminism.com/2014/05/against-patriarchy/

14. 14
Tutorial:
(A) What is the issue you are taking action on?
(B) What is your key message?
Session 7 – Gender Socialization, Childhood and Masculinity
Learning Outcomes:
By the end of this session, students should be able to:
(A) Discuss the construction of masculinity and femininity in the Caribbean
(B) Apply the concepts of patriarchy and privilege to gender socialisation
Key Questions:
(A) Where do ideas of being a man come from?
(B) Discuss the connections between male privilege, gender ideals and gender socialization?
Essential Readings:
1. V.S. Naipaul, Miguel Street, Penguin Books and other editions
2. Chevannes, Barry. 2001. “Riverbreeze.” In Learning to be a Man, edited by Barry Chevannes, 98-
112. Kingston, Jamaica: UWI Press.
Recommended:
1. Barrow, Christine. 1998. “Caribbean Masculinity and Family: Revisiting ‘Marginality’ and
‘Reputation.” In Caribbean Portraits: Essays on Gender Ideologies and Identities, edited by Christine
Barrow, 339-358. Jamaica: Ian Randle Publishers.
Tutorial:
(A) What movements have been active on your key issue?
(B) And, how are they advancing the advocacy of those movements?
Session 8 – Masculinity in Popular Culture
Learning Outcomes:
By the end of this session, students should be able to:
(A) Describe how popular culture helps to reproduce, challenge, nuance and normalise patriarchal
masculine ideals.
(B) Identify your own examples from music lyrics across Caribbean genres.

15. 15
Key Questions:
(A) How is hegemonic masculinity reproduced and nuanced in popular culture?
(B) What are the implications for men and women?
Essential Readings:
1. Mohammed, Aisha. 2007. “Love and Anxiety: Gender Negotiations in Chutney Soca Lyrics in
Trinidad”. Caribbean Review of Gender Studies : 1-42 .
2. Hope, Donna. 2010. “Ole dawg with nuff gyal: promiscuous/polygamous masculinity in dancehall
culture. In Man Vibes: Masculinities in Jamaican dancehall, Donna Hope, 16-42.
Recommended:
1. Nurse, Keith. 2004. “Masculinities in Transition: Gender and the Global Problematique.” In
Interrogating Caribbean Masculinities, edited by Rhoda Reddock, 3-37. Kingston: UWI Press.
Tutorial:
(A) What examples from popular culture you can draw on to help with your analysis of your Popular
Action issue?
(B) In your Popular Action group, outline a pro-feminist analysis of the topic you have chose.
Session 9 – Violence
Learning Outcomes:
By the end of this session, students should be able to:
(A) Discuss the way in which men’s experience of violence is shaped by patriarchal gender ideals.
(B) Explain why it is important to challenge male violence.
Key Questions:
(A) How are men’s experiences of violence shaped by patriarchal gender ideals?
(B) How does the triad of violence help us understand that experience?
Essential Readings:
1. Kaufman, Michael. 1987. “The Construction of Masculinity and the Triad of Men’s Violence.” In
Beyond Patriarchy: Essays by Men on Pleasure, Power and Change, edited by Michael Kaufman, 2-
29. Toronto & New York: Oxford University Press.
2. Allan Johnson, “The Gender Knot: What Drives Patriarchy?” Sheila Ruth, Issues in Feminism: An
Introduction to Women’s Studies, 5th
Edition, Mayfield Publishing, 2001, pp.94-105.

16. 16
Recommended:
1. Katz, Jackson. 2013. “Jackson Katz: Violence against women-it’s a men’s issue.” YouTube video,
17:40, posted by “TED,” May 29, 2013. Accessed January 19, 2015.
https://www.youtube.com/watch?v=ElJxUVJ8blw
Tutorial:
(A) Three (3) things that you have learned and three things that you have difficulty on in relation to the
‘Triad of Violence’.
(B) What are the readings, core concepts and definitions you are applying in your Popular Action?
Session 10 - Homophobia
Learning Outcomes:
By the end of this session, students should be able to:
(A) Discuss homophobia and its harmful effects on men and boys regardless of their sexuality
(B) Explain why helping to improve the lives of boys and men require challenging homophobia
Key Questions:
(A) How does the policing of masculinity hurt boys and men?
(B) How does challenging homophobia help boys and men?
Essential Readings:
1. Kimmel, Michael. 1994. “Masculinity as homophobia: Fear, shame, and silence in the construction
of gender identity.” In Research on Men and Masculinities Series: Theorizing masculinities, edited by
Harry Brod and Michael Kaufman, 119-142. California: SAGE Publications.
2. Crichlow, Wesley. 2004. “History, Testimony and Biomythography: The Charting of a Buller Man’s
Trinidadian Past.” In Interrogating Caribbean Masculinities, edited by Rhoda Reddock, 185-224.
Kingston, Jamaica: UWI Press.
Recommended:
1. Hosein, Gabrielle. 2014. “If I was prime minister – ending sexism and homophobia: Gabrielle
Hosein at TEDxPortofSpain.” YouTube video, 16:27, posted by “TED x Talks”, February 7, 2014.
Accessed January 19, 2016. https://www.youtube.com/watch?v=zuvU3-4AEqw
Tutorial:
(A) Make appointments with Dr. Gabrielle Hosein in relation to your Popular Action.
(B) Outline your action.

17. 17
Session 11
Public Holiday
SECTION 3 - BUILDING A PRO-FEMINIST MEN’S MOVEMENT
Session 12 – Activism in Masculinity Studies
WEEK OF POPULAR ACTION
Learning Outcomes:
By the end of this session, students should be able to:
(A) Outline the readings and concepts that inform their key message
(B) Explain the logical relationship between all the parts of their Popular Action
Key Questions:
(A) Why teach to change the world?
(B) What is the role of students and the university in social change?
(C) Why is challenging patriarchy necessary to address men’s issues?
Essential Readings:
1. Hosein, Gabrielle. 2015. (Post 188). Diary of a Mothering Worker, blog, April 22, 2015. Accessed
January 20, 2016. https://grrlscene.wordpress.com/2015/04/22/diary-of-a-mothering-worker-april-15-
2015/ .
2. Hosein, Gabrielle. 2014. (Post 149). Diary of a Mothering Worker, blog, June 3, 2014. Accessed
January 20, 2016. https://grrlscene.wordpress.com/2014/06/03/diary-of-a-mothering-worker-june-3-
2014/ .
Tutorial:
(A) Write what you want achieve at the end of the Popular Action.

18. 18
Session 13 – Course Review And Final Exam Preparations
POPULAR ACTION REPORT DUE
Class Reflections:
(A) What did you learn from the Popular Action?
(B) What suggestions do you have to improve the course.
Figure 2: Photography by Utpal Das, The Weaver (2014)