to Introduction Comparative Ethnic Studies (CES 101)
CES 101 Sec. 9 Tues/Thurs 10:35 11:50 am, BRYN 402 SPRING (Jan 7th May 2nd) 2008
Instructor: Michelle Jack Email: [e-mail] Office: 113 Wilson Phone: [phone] Office Hrs: T 1:30 2:30pm TR 12 1pm In 1790, and again in 1795, only free white persons could become naturalized American citizens, which excluded all blacks and Indians from membership in the body politic. Whiteness persisted as a condition for naturalized citizenship for eighty years, until 1870. --From Am I an American or Not? by Juan Perea. Race is therefore a dynamic social construct that has its roots in the transatlantic slave trade, the establishment of plantation economies based on slave labor, and in the ideological justification for the vast extermination of millions of indigenous Americans. White Americans have thought of themselves in terms of racial categories for several centuries. --From The Problematics of Ethnic Studies by Manning Marable (These Quotes have appeared on previous CES 101 Sylibi by Rory Ong) Course Description: This course will give you an introduction to the concepts and issues like race relations, construction of race, power, culture, ethnicity, institutional constructs of social norms, culture, white privilege, media representation of race, etc. In the field of Comparative Ethnic Studies we are concerned with the how these concepts interact and influence how we function in the world around us and how they have shaped culture and society in and outside the U.S. We are going to be looking at these issues from as many different viewpoints as possible and are focusing on the negotiation between points of view to better understand how other people that are different from us see these issues. We will be covering a vast amount of issues that are connected and related to other issues and topics that we will not be able to completely cover, but be introduced to. Course Procedures: Class will include daily discussions, notes/lectures, films/notes, Research, expression of thoughts, feelings, and knowledge. It is expected that each individual student and the Instructor is respected when they are talking or expressing them selves in class, no talking when others are speaking, sleeping, reading the paper, etc. Participation points will be lost if any such behavior is attempted; in extreme cases you will be asked to leave the class. This is a learning environment and in order to get the most out of our class we need to be present mentally, physically, and respect our fellow students. Be prepared to grow/stretch in understanding and help others grow within our class, sometimes this is hard, but necessary. Students with Disabilities: Reasonable accommodations are available for students with a documented disability. If you have a disability and may need accommodations to fully participate in these classes, please visit the Disability Resource Center (DRC). All accommodations MUST be approved through the DRC (Administration Annex Building, Room 205). Please stop by or call [phone] to make an appointment with a disability specialist.
Required Materials (at Bookie and Crimson & Gray): Books: Thinking About Race by Naomi Zack ISBN: 053453564X Oppression, Privilege, & Resistance: Theoretical Perspectives on Racism, Sexism, and Heterosexism by Lisa Heldke & Peg OConnor ISBN: 978-0-07-288243-8 ***** Extra Large Note Cards (ONLY) Plagiarism/Academic Honesty: Plagiarism will not be tolerated. Copying or paraphrasing without acknowledging the source, submitting another persons work as your own, and not writing papers/responses in your own words even when working on group projects, is an automatic ZERO with no make-up possible for that assignment. If this is a problem it could result in an F for the course. Please see WSU Student Handbook rules and regulations for University policy. To avoid any problems if you are not sure how to do citations please see the MLA/APA Handbook at the Library or on line. Grading Scale: A AB+ B BC+ 94-100% 90-93% 87-89% 84-86% 80-83% 77-79% C CD+ D F 74-76% 70-73% 67-69% 60-66% Below 60%
Required Work: Mid-Term Project Lead small group discussion Weekly Note Cards Popular Culture Project Final Project Presentations Total Points
50 30 240 160 20 500
Mid-Term Project: This is a visual project that is designed for you to give a more in depth look at a specific reading and area of study within Comparative Ethnic Studies of your choosing through out the semester. This is not simply an opinion piece, but one where your try to understand what the author was trying to convey to you the audience and how you understand this message visually and conceptually. It is also a way for you to illustrate with some visual images what you think the author is trying to get across. An outline of main points the author is trying to get across to the audience is due with project. To sum it up in a few words you are making an illustration with some words included of what the main points of the article are, and if you were trying to explain it to someone else what you think would be the most important aspects of the article to point out. Worth 50 points.
Weekly Readings: Each day a specific reading is assigned you must be prepared to have a class discussion and participate in some way in class by doing the reading before that class. We cannot learn from each other, or properly investigate the readings if you are not prepared for class. Lack of preparation will affect your grade. Discussion/Participation/Attendance: Attendance and participation will also be considered as a part of your final grade. After 4 absences, students final grade will be lowered a plus or minus for each following absence. In other words, if you have an A and you miss three classes you will have an A-. If you have a B+ and you miss 4 classes you will have a B-. If you have no absences and good participation, your grade CAN BE raised to the next a plus/minus grade. It is necessary that everyone in class do their best to participate in class as a whole, for those who have trouble speaking up, remember that each student will be shown mutual respect, so voicing knowledge/opinions about the readings is a must. Also the journal responses are designed to give an opportunity to express opinions or knowledge that you may not feel comfortable with expressing in class. Lead Small group discussion: During the semester you will pick one reading to go over within the small groups, you lead the discussion in that group. Your notes will need to be 2 pages typed, and a copy needs to be turned in to me on the day you lead a discussion. I will float around the classroom as each group discussion is going on. Worth 30 points. We may have other discussion topics, questions to answer, or notes to take after student lead class discussions are done each reading day Weekly Note Cards: Will be turned in at the beginning of class each week on a designated day depending on readings for the individual week, usually Thursday. We will have 12 Cards worth 20 points each. Must be EXTRA LARGE NOTE CARDS Your questions/comments on your card should illustrate that you have read and are prepared for class. We will often use these cards in class discussions or activities. Consider also what was particularly compelling, difficult, and/or confusing about the assigned reading/media shown. Included on each note card needs to be: 1) Your name, day/date, and title of film or reading for each day of the week. 2) You need to make a brief statement or question about the reading topic of the day or the film or media shown. Final Project Presentation (Popular Culture Paper/Project): You have will aprox. 2-5 minutes to present your ideas about your research or project to the class. You must have visuals and be prepared to answer questions about your paper/project. Handout will come later for specifics. Each student will present his/her popular culture project in class on April 22nd and 24th worth 20pts. Popular Culture Paper or Project: Each student will complete a popular culture project due Tuesday April 29th of Finals Wk. Each student will present his/her popular culture project in class. Students may choose any kind of popular culture textTV show, film,
advertisement, etc., as long as the popular culture text is representing race and/or ethnicity. A handout will be provided with further assignment details. This assignment is worth 160 points and the presentation of it is worth 20 points. Need to turn in Project April 29th, Finals Week or before, NO Late Projects accepted. What Should You Expect from CES 101? A class that challenges you to think about issues from new angles, to learn new things, and to add to your perception and understanding of what you already know (or think you know). An environment where you can ask questions about issues/topics/ideas that you do not understand, keeping in mind that the answers to your questions may not be simple or straightforward and that your instructor (and classmates) may not be able to answer your questions. To leave with an understanding about some of the historical and contemporary theories, definitions, representations, and constructions of race and ethnicity in the U.S. To improve your critical thinking and writing skills. To leave with a piece of writing suitable for your junior writing portfolio. To be able to further explore issues that you are interested in for your project/presentation. What to expect from your instructor To provide you with readings, topics, ideas, and for thought and discussion To respect you as individuals, and to try to understand where you are coming from. To be available outside of class for further discussion, questions, help on assignments, or whatever else students need. To respect your time, opinions, and ideas. Fair evaluation of your work. Reasonable assignments, readings, deadlines, and requirements. To challenge you to do work that is important to you. What your instructor expects from you That you will come to class prepared to discuss the assigned readings/topic(s). That you will ask questions when you are confused by course requirements or assignments. That you will complete all of the assigned work for the course. That you will be honest about the work that you have or have not done. That you will challenge yourself even when this challenge becomes uncomfortable. That you will respect your fellow classmates and your instructor. That you will not engage in ad hominem attacks or use hateful language during class discussions. That you will attempt to make connections between what you are learning in this class to other classes and to your own life. (These thoughts/expectations have appeared on previous CES 101 Sylibi by Sarah Hentges)
Course Schedule:
(I reserve the right to change this schedule for any reason) Introduction to Comparative Ethnic Studies Instructor: Michelle Jack
CES 101 Sec. 9 Tues/Thurs 10:35 11:50 am, BRYN 402 SPRING 2008 Note: Readings for the Scheduled day need to be read BEFORE class
**The large readings book is abbreviated as OP&R in schedule Race as a Social Construction/Social Realities Week 1: Jan. 8 & 10 Jan 8 Introduction to Course and Syllabus Jan 10 Race: The Power of an Illusion, Part One (video) Week 2: Jan. 15 & 17 Jan 15 Race: The Power of an Illusion, Part Two (video) Jan 17 Race: The Power of an Illusion, Part Three (video) Note Card 1 Due Week 3: Jan. 22 & 24 Jan 22 Discussion of all 3 parts of film Reading: Introduction and Chapter 1: What is Race? by Naomi Zack Jan 24 Reading: Chapter 2: The Social Reality of Race N. Zack Note Card 2 Due
Week 4: Jan. 29 & 31 Jan 29 Readings: Chapter 5: Racism N. Zack and OP&R: Gloria Yamato, Something About the Subject Makes It Hard to Name. 64-68 Jan 31 OP&R: Bell hooks Overcoming White Supremacy 69-75 and Gertrude Ezorsky Overt and Institutional Racism 76-88 Note Card 3 Due
Week 5: Feb. 5 & 7 Feb 5 Film: Without Reservations: Notes on Racism in Montana (Video) 30min Readings: Chapter 3: Mixed Race and Chapter 4: Ethnicity in N. Zack Feb 7 Readings: OP&R: Rodolfo Acuna, Occupied America 89-92 and Ward Churchill Encountering the American Holocaust. 93-107 Note Card 4 Due Social Realities Continued & Whiteness: Power and Privilege Week 6: Feb. 12 & 14 Feb 12 Readings: Chapter 8 Racial and Ethnic Identity N. Zack and OP&R: Ana Castillo A Countryless Woman 440-455 Feb 14 Film: The Grace Lee project (Video) 68min - Note Card 5 Due
Week 7: Feb. 19 & 21 Feb 19 Readings: Chapter 7: Whiteness N. Zack and OP&R: Peggy McIntosh White Privilege and Male Privilege pg 317-327 Feb 21 Film: Whats Race Got to Do with It? (Video) 49min Note Card 6 Due & Mid-Term Project Due
Week 8: Feb. 26 & 28 Feb 26 Readings - OP&R: Peg OConnor If Everybodys Responsible, Then Nobody Is. 286-298 and Heidi Hartmann Towards a Definition of Patriarchy 143-147 Feb 28 Film: New World Border (28 min) Readings OP&R: Paulo Freire Pedagogy of the Oppressed 5-23 and William Ryan Blaming the Victim 275 - 285 Note Card 7 Due Global Economy/Global Inequalities Week 9: Mar. 4 & 6 Mar 4 Film: No Logo (Video) 42 min Mar 6 Reading: Vandana Shiva The World Bank, WTO and Corporate Control Over Water *Copy from CES Main Office Cougar Copies Reader* Note Card 8 Due (Will be able to check Mid-Term Grade Today)
SPRING BREAK MARCH 10TH -14TH Week 10: Mar. 18 & 20 Mar 18 Film: In Brands We Trust (Video) 53min Mar 20 Readings: Cynthia Enloe The Globetrotting Sneaker *Copy from CES Main Office Cougar Copies Reader* and OP&R: June Jordan Report from the Bahamas 520 - 528 Note Card 9 Due Intersections of Race, Gender, and Class Week 11: Mar 25 & 27 Mar 25 Readings: Chapter 11: Race and Class and Chapter 9: Race and Gender in N. Zack Mar 27 Reading - OP&R: Alice Walker Coming Apart 359-367 and Devon Carbado Straight Out of the Closet: Men, Feminism, and Male Heterosexual Privilege 395-419 Note Card 10 Due
Week 12: April. 1 & 3 April 1 Reading - OP&R: Patricia Hill Collins Toward a New Vision: Race, Class, and Gender as Categories of Analysis and Connection. 529-543 April 3 Reading - OP&R: Manning Marable Beyond Racial Identity Politics: Toward a Liberation Theory for Multicultural Democracy 717-731 Note Card 11 Due Many Forms of Racism, Sexism, Heterosexism & Historical Context Week 13: April 8 & 10 April 8 Film: A Century of Genocide in the Americas: A Residential School Experience (Video)17min and Reading: Pamela J. Kingfisher Just One Dress to Walk 800 Miles *Copy from CES Main Office Cougar Copies Reader* April 10 Research & Work Day for Final Projects/Presentations NO CLASS
Week 14: April. 15 & 17 April 15 Film: Savage Acts (Video) 30min and Reading: Shari M. Huhndorf Imagining America: Race, Nation, and Imperialism at the Turn of the Century *Copy from CES Main Office Cougar Copies Reader* Note Card 12 Due April 8th/15th on card April 17 Research & Work Day for Final Projects/Presentations NO CLASS
Week 15: April 22 & 24 April 22 Popular Culture Project Presentations April 24 Popular Culture Project Presentations/ Final Class NO CLASS
Finals Week: April 29th May 1st TUESDAY April 29th
Final Pop. Culture Project Due in Box main CES office Wilson 111 by 5pm NO LATE PAPERS/PROJECTS ACCEPTED