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CES 101: Introduction to Comparative Ethnic Studies, Section 8
Spring 2012 — M,W,F 12:10 PM - 1:00 PM — MURE 307
UCORE: DIVR — GER: I
Instructor: Joseph Herrera
Office: Wilson 113
E-mail: (Preferred)JosephHenryHerrera@gmail.com Joseph.Herrera@wsu.edu
(E-mail is the preferred method for reaching the Instructor. It is also the method that will yield the quickest response.)
Twitter: @JosephHHerrera
Office Hours: Wednesday 10:00-11:00pm, and by appointment
I am playing with my Self, I am playing with the world's soul, I am the dialogue between my Self and el espiritu del mundo. I change myself, I change the world.
-Gloria Anzaldúa
“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.”
-Paulo Freire
“Your silence will not protect you.”
-Audre Lorde
Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token to save it from that ruin, which, except for renewal, except for the coming of the new and the young, would be inevitable. An education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their choice of undertaking something new, something unforeseen by us, but to prepare them in advance for the task of renewing a common world.
–Hannah Arendt
Course Description:
The main objective of this course is to introduce students to the academic field of Ethnic Studies, and the interdisciplinary questions it poses about the way that race, ethnicity and racism structure our world across a range of time and places. Our course spans and reflects a range of themes and topics, including the historical formation of racial categories and the emergence of “whiteness,” issues of power and privilege, the connection between race, class, gender and sexuality, racial colorblindness, immigration and imperialism, race and education, and popular culture and representation. We will collectively and collaboratively examine the historical, social, political and structural forces that affect the construction, assimilation, colonization, inclusion and exclusion of these concepts. No introductory course can comprehensively examine all of these topics, or claim to represent all prevailing perspectives. Instead, CES 101 surveys a variety of issues, topics and debates to introduce you to this field and encourage future research and inquiry during your college career and beyond. Through lectures, readings, and multimedia, this course will develop students understanding how articulations of power plays a key role in the formation of difference and inequality as they exist today; as well as resistance and alternatives to such realities.
Ethos:
Urgency — critically examines the interlocking forces of domination that are rooted in socially constructed categories of gender, sexuality, class, and race. Sophistication — develop interdisciplinary, international, and comparative approaches, to challenge paradigms that systematically marginalize the experiences of diverse populations. In doing so, we bring to bear issues of power, privilege, and social justice pertinent to aggrieved groups in the United States and abroad. Engagement — especially committed to nurturing civic-minded and culturally informed students to critically engages with communities on and off campus in order to effect meaningful change in public policy and social life.
Key Realities:
It is important that everyone arrives in class with an open-mind, a critical gaze (a willingness to go beyond common assumptions) and most importantly a willingness and desire to read, attend class, and learn. Without preparedness and reading skills (as well as a desire to engage in those elements of learning) this class will be a struggle. For those students who want to improve these skills, this class will facilitate that process. For those who want a class that does not require thinking, that does not mandate completion of the reading, that sees attendance as superfluous, and is in all ways easy on the mind, this may not be the class for you.
Required Text:
- Rothenberg, P. S. (2014). Race, Class, and Gender in the United States: An Integrated Study, 9th Edition. ISBN: 1-4292-4217-5
In addition to purchasing all of the required texts, it is also required for this class that you engage with the course blog <ces1018.blogspot.com> regularly because I will send class announcements and other important information.
Course Requirements:
Each week approximately 60 pages of readings will be assigned. Students are expected to complete scheduled readings prior to class sessions to facilitate interactive learning during in-class discussions and group activities. Course readings are listed under the date by which they are to be read. Critical engagement of course materials is central to the success of our class and each student is responsible for actively contributing to class dialogues. As participation points factor into the grading of this course, only one warning will be given the first time it is noted that the readings have not been completed prior to class and any additional times will result in a loss of participation points with or without notification to the student(s). Collaborative peer activities will be highly implemented throughout our course, as well as multimedia. Late assignments will not be accepted. If an assignment is late due to illness or an emergency, documentation will need to be provided, such as a doctor’s note. Students who are participating in extracurricular activities will be expected to submit their assignments (if late) with official documentation, as well.
The value of class discussion is in the exchange of ideas, i.e. learning from each other, thereby stimulating thought and sensitivity to members of differing groups or identities. Difference of opinion and viewpoint is expected, as well as respect for all members of the class. Debate is encouraged and all opinions will be respected when offered in a respectful manner. The goal is not to win arguments or to dominate the classroom space. Students are expected to support their positions, both orally and in written formats, from academic and course materials. Conversational suggestions:
- Listen and do not interrupt
- Speak your own truth based on your own thoughts, reactions, feelings and
experiences – not those of others.
- Do not debate someone else’s experience(s). If someone states that ‘x’
happened as a personal experience, do not argue with that person.
Class Conduct
Students are expected to arrive prepared to class at the scheduled time. Respectful interactions are also required in all spaces of dialogues. Only three absences are allowed during the semester regardless of the reason; showing up late is equivalent to an absence. Missing four classes will result in a one letter grade reduction (i.e. an "A" would be reduced to a "B"). Five absences will result in an "F" grade for the course. “University Sponsored Events” that result in an absence must be documented, per university policy, at least one week in advance, or the absence will be counted as above. Please have cell phones on silent during class and no private use (visible earbuds or headphones) of iPods, etc (1st time will result in a warning, 2nd time may result in being asked to leave the class for the day). If you are using a laptop/tablet for notes you are required to sit in the first two rows of the classroom; no one is permitted to sit in the last two rows. Sleeping or otherwise “tuning out” is not acceptable; class requires engagement from all members of the learning community. You should not come to class with the sole intent of sucking up the classroom oxygen. If you fall asleep in class, you will be woken up. ALWAYS bring materials to class.
E-Mail Etiquette
As a rule, you should understand your relationships to your instructors as professional relationships. When corresponding by e-mail, always include a salutation and a closing that identifies who you are. Please note that I will continually check my e-mail throughout the day and on weekends or in the evening, but will provide feedback from 7am-9pm Monday through Fridays only. Do not hesitate to follow up with a second e-mail. PLEASE include “CES 101” in the Subject Line.
Learning Outcomes:
- Learn and know basic concepts, methods and analyses of Comparative Ethnic
Studies
- Lean and know the historical, social, political and economic effects of race and
ethnicity in US context; capably, reliably and critically reproduce knowledge about the
sources of these effects and their adjacent antagonisms of sexism, homophobia and
socioeconomics within structures of domination.
- Define and understand such key terms and concepts as race, ethnicity, whiteness,
privilege, white supremacy, colorblindness, ideology, multiculturalism, intersectionality
globalization, capitalism, etc.
- Recognizing the presence of these terms/concepts in your daily lives; reflect on
complicity and acceptance of myths regarding race, racial progress, the American
Dream, colorblindness.
- Cultivate and enhance students’ critical thinking and communication skills
- Provide students with foundational knowledge necessary for success in upper
division Ethnic Studies courses and other social science/humanities courses offered
in other departments.
- Ability to analyze and deconstruct the racial and gendered meanings within politics,
spectrum of institutions, including popular culture and media
- Figure out ways in which you as an individual and as a collective community can
intervene in discourses and conversations regarding injustice.
Coursework and Grading: (total points = 500)
In-Class Work (100 points)
In addition to class discussion, in-class work will be based on pop quizzes, assigned activities.
Reading Journals (250 points)
See assignment handout
Critical Movie Analysis (100 points; 50 points each)
See assignment handout. Due Oct. 2 & Nov. 15
Week 16 (50 points) - further instructions to follow
Throughout the semester we will cover topic about and related to race, class and gender with the goal of complicating our understanding of institutions, everyday engagements and media representations. This week will be our venture in applying class concepts to a myriad of topics to engage each other in dialogue. The goal of this class is not to assess your ability in regurgitating ‘facts’ or names and dates, rather we will take this week to define what education means to us. Be thinking about topics of interest, related to class material, for discussion throughout the semester. You will be graded on your engagement and contribution to discussion.
Each group will submit a detailed 5-8 page paper poisoning their topic as it relates to CES. You can draw upon material covered in the course as well as including 3 scholarly sources to discuss their issue. Areas to cover should include: why is the issue relevant to CES, who has done research on the topic, what drew you to the topic and what was your initial reaction, how has CES complicated your understand about the topic, what might some adjacent issues be and where can it be observed in popular media?
General Information:
Academic Integrity Policy
In all instances, you must do your own work. Otherwise, you are being dishonest. There is no excuse for plagiarism, or for submitting another's (including fellow students’) work, ideas, or wording as your own, or for not doing your own work. In simple terms, plagiarism is the act of using another person's words or work without giving them credit for it. Relatedly, academic dishonesty involves not doing the work you are supposed to do on your own. If you do not understand the seriousness of plagiarism and/or academic dishonesty, and the importance of avoiding those behaviors, you are encouraged to read WSU's Academic Integrity Policy (WSU Student Handbook, WAC 504-26-202—Acts of Dishonesty and WAC 504-26-010—Definitions). Plagiarism and academic dishonesty, whether intentional or unintentional, may result in a grade of "F" for the assignment in question, or a grade of "F" for the entire course, at my discretion. Should there be any suspicion of plagiarism or any other form of academic dishonesty, I will discuss the situation with you first and then with the Chair of Comparative Ethnic Studies. I may then alert the Office of Student Conduct, which could result in an academic integrity hearing and university sanctions against you. If you are at any time unclear about what constitutes plagiarism, cheating, or academic dishonesty, contact me and I will clarify it for you. The rules for plagiarizing or other forms of cheating are not negotiable. Remember that your grade depends on your understanding of these policies.
Reasonable Accommodation
Reasonable accommodations are available for students with a documented disability. If you have a disability and need accommodations to fully participate in this class, please either visit or call the Access Center (Washington Building 217; 509-335-3417) to schedule an appointment with an Access Advisor. All accommodations MUST be approved through the Access Center.
Campus Safety
In the interest of campus safety and emergency procedures, please become familiar with the information available on the WSU-provided websites.
Campus Safety Plan http://safetyplan.wsu.edu
Emergency management web site http://oem.wsu.edu/emergencies
WSU Alert site http://alert.wsu.edu
Washington State University is committed to maintaining a safe environment for its faculty, staff, and students. Safety is the responsibility of every member of the campus community and individuals should know the appropriate actions to take when an emergency arises. In support of our commitment to the safety of the campus community the University has developed a Campus Safety Plan, http://safetyplan.wsu.edu. It is highly recommended that you visit this web site as well as the University emergency management web site at http://oem.wsu.edu/ to become familiar with the information provided.
Grade Problems
During the semester use my office hours to talk to me about any problems you are having with your progress and/or evaluations for our course so we can try to fix any bad situation early, before it’s too late. You must communicate any problems you may be having that are affecting your coursework early on so that I am aware of the situation as I continue to evaluate your work. Any explanations for poor performance, relevant or not, will not be accepted at the end of the semester and will have no effect on your final grade. Please do not come to ask me to change your grade after you have failed our course.
Reality Check Clause
I am a pretty busy person, and as an instructor, my role is to teach you about race and race relations and to generally prepare you for the professional world. As such, the decisions you choose to make regarding your personal life outside of the classroom are not my problem. For instance, if you tell me that your parents are going on a vacation and they want you to come along (and already bought your tickets), that isn’t my problem. It is your decision. Similarly, if your best friend is getting married and you want to go to the wedding the day of a film or class activity, that isn’t my problem. Or, if your roommate/friend needs a ride to the Spokane airport and you decide to take them and miss class: not my problem! Thus, before you raise any issue with me, understand that your personal matters should bear no effect on me or on how this class is conducted. And NO special accommodations will be made in these types of cases. It is your responsibility to conform to and abide by the schedule and the syllabus. Ultimately, you need to consider that if you decide to bask under the sun, or eat wedding cake, or go to Spokane during class time, that choice will come with a cost to your grade. It is ultimately up to you to make your own decisions, but bear in mind that decisions always have consequences attached to them.
Class Schedule: Schedule subject to change. Any modifications will be announced and posted on class blog <ces1018.blogspot.com>.
Week 1 Class Introduction & Syllabus - Framing Contemporary Discourse
08/19 M: Syllabus
08/21 W: Documentary: Race the Power of an Illusion - The Difference Between Us
08/24 F: Framing Contemporary Discourses: Article Archive
Week 2 THE SOCIAL CONSTRUCTION OF DIFFERENCE: RACE, CLASS, GENDER, AND SEXUALITY
08/26 M: Omi and Winant; Wright; Buck; Brodkin
08/28 W: Lorber; Hubbard; Katz; Kimmel
08/30 F: Baynton; Gans; Miller
Week 3 UNDERSTANDING RACISM, SEXISM, HETEROSEXISM, AND CLASS PRIVILEGE
09/02 M: Labor Day
09/04 W: Tatum; Bonilla-Silva; Sethi
09/06 F: Frye; Johnson; Pharr; Clinton
Week 4
09/09 M: McIntosh; Lareau; Mantsios
Complicating Questions of Identity: Race, Ethnicity, and Immigration
09/11 W: Roberts; Jernegan; Ngai;
09/13 F: Alsultany; Navarro; Singh
Week 5
09/16 M Shah; Thrupkaew; Ching
DISCRIMINATION IN EVERYDAY LIFE
09/18 W U.S. Commission on Civil Rights; Abercrombie; Greenhouse
09/20 F Schuppe; Juro; Teicher;
Week 6 *Film: Higher Learning
09/23 M Jordan; Greenhouse; Rothschild; Barry
09/25 W Hing; Lumumba-Kasongo; Gettleman
09/27 F Hoover; Burd; Mathews
Week 7
09/30 M Lambert; Associated Press; Anderson
The Economics of Race, Class & Gender
10/02 W Sklar; West; Drum
10/04 F Pear; Tavernise; Ehrenreich & Ehrenreich
Week 8
10/07 M Kochar et al.; Lui; Liu
10/09 W Tavernise; Rich; Conniff
10/11 F Collins; Feldman; Reuss
Week 9
10/14 M Columbus Day
10/16 W Wozniacka; Portes; Porter
Many Voices, Many Lives: Issues of Race, Class, Gender & Sexuality
In Everyday Life
10/18 F Bird; Kochiyama; Wu
Week 10
10/21 M Fayad; Casares; Gomez
10/23 W Kashef; Saulny; Berger
10/25 F Sabo; Zirin; Avicolli
Week 11
10/28 M Jordan; Kim; Williams
10/30 W Griscom; Bartlett; Terkel
How it Happened: Race & Gender Issues in U.S. Law
11/01 F Section Chapters 1-6
Week 12
11/04 M Section Chapters 7-12
11/06 W Section Chapters 13-19
*Film: La Mission
11/08 F Section Chapters 20-24
Week 13 Maintaining Race, Class and Gender Hierarchies: Reproducing
“Reality”
11/11 M Veterans Day
11/13 W Snyder; Mohr; Berger
11/15 F Hesse-Biber; Jhally; Parenti
Week 14
11/18 M Mantsios; Kozol; Davis
Social Change: Revisioning the Future and Making a Difference
11/20 W Lorde; bell hooks; Thompson; Ayvazian
11/22 F Leonard; Klein; Bittman; Rothschild
Week 15 Thanksgiving Break
Week 16 The Week We Make
12/02 M
12/04 W
12/06 F
Your continued enrollment in this course after the first week means that you have read and understand the information contained within this syllabus, and that you agree to follow the procedures and rules explained within.
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