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Black Studies Syllabus

Black Studies Syllabus - Black Studies 6 Winter 2010 Civil...

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Black Studies 6 Winter 2010 Civil Rights Movement T-R 3:30-4:45 Gevirtz 1004 George Lipsitz [email protected] Office Hours W 1-3 in 3704 South Hall “When I speak of integration, I don’t mean a romantic mixing of colors, I mean a real sharing of power and responsibility.” -- Martin Luther King, Jr., A Testament of Hope , 317 “Of course it is difficult to maintain the faith and keep working toward the new time if you’ve had no experience of it, not seen ordinary people actually transform selves and societies. -- Toni Cade Bambara, “What It Is I Think I’m Doing Anyhow,” 161 This is a course about the Black struggle for freedom and justice in the middle of the twentieth century. We explore an era when ordinary people took history into their own hands to struggle for new human possibilities and to create new democratic institutions. They battled to desegregate schools and public accommodations, to secure the right to vote, and to ban discrimination in employment and housing. This broad based struggle repeatedly threw forth new ideas, new forms of organization, new leaders, and new commitments to broadening democratic participation in national life. It generated new goals as it went along that went beyond struggles for rights and resources. It promoted demands for a fully realized human existence. This social movement deployed diverse methods, encompassing nonviolent direct action protest and armed self defense, political coalition building and community-based self help, humble religious witnessing and flamboyant cultural self-affirmation. For the next ten weeks, we will explore the origins, evolution, and effects of that struggle on U.S. society and the world. Required Reading: (Available at the University Center Bookstore) Chana Kai Lee, For Freedom’s Sake George Breitman, Malcolm X Speaks Kwame Ture and Charles Hamilton, Black Power Peniel E. Joseph, Waiting ‘Til the Midnight Hour
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WHY WE ARE HERE,WHAT WE ARE DOING Every student admitted to UC, Santa Barbara has the ability to succeed in academic work, but students often fail to realize their full potential in the courses they take. They sabotage themselves and others by misunderstanding what it takes to succeed at this level. The most valuable possession we have in common at UCSB is the quality of undergraduate education. It is in undergraduate courses that students build the skills they will need to become life long learners prepared to think for their selves and to solve problems by their selves later in life. It is in undergraduate courses that students set examples for each other, reveal that we know more together than any of us knows individually, and create the intellectual climate that we all need to grow as thinkers, citizens, and workers.
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