English Composition 3DRacial Attitudes and Structural Injustice: The Role of Disney FilmsWinter 2021Instructor: Dr. Esha Niyogi DeClass: Tuesday and Thursday 2-3:15 p.m.Office Hours: Tuesdays and Thursdays 3:45-4:30 p.m. and by appointmentE-mail: [email protected]Phone and voicemail: 310-947-7521 (cell phone).Course Materials1)Readings posted on class website. There is no textbook for this class. 2)Disney Animation Feature Films: Three Little Pigs (1933); Song of the South (1941); Aladdin (1992); Mulan (1998); The Princess and the Frog (2009); Coco (2017). These films will be streaming on your class website, under Media Resources. 3)Webster Collegiate DictionaryOnline. 4)Website for developing a coherent essay, grammar, and punctuation: Guide to Grammar and Writing5)Laptop for in-class writing.Course ObjectivesThe focus of this Diversity course is on the racial attitudes cultivated by popular cultural images. We will examine how the attitudes promoted by images could reinforceor correct structural injustices or outright violence. Our emphasis is on Disney Animation Features because these popular films are powerful tools for socializing children and adults (in the US and worldwide) in racial blindness or sensitivity. The first part of the course will focus on Disney images of Black Americans in relation to racial attitudes in the US. The second part of the course will expand our study of racism to examine how Disney images relate to experiences of Islamophobia, antisemitism, and minority identities (Asian, Latinx) in the US and in connected world regions.In this college-level composition course, we will concentrate on (a) learning to read, critically think, and respond to others' insights on the materials read, and (b) writing analytically, persuasively, and clearly on a chosen topic. Discussion, 1
sharing and analyzing ideas in a group, in-class writing, drafting, and revision will all be important in the production of your final essays. These will be equally emphasized in class. While preparing and revising your drafts, you will get one-on-one guidance from your professor as well as editorial comments from your class peers.Community Agreements on Inclusive Remote Learning (to be revised with your feedback)1)Full class discussion: Use the zoom “raise hand” feature. Limit response time to 1-2 minutes. Professor calls on students to respond, especially when participation is preceded by writing so that all students have prepared responses and thoughts. 2)Use of the Chat feature during synchronous class discussions: Shorter responses can be put down on chat. Professor is unable to follow long responses via chat while moderating live discussion. If someone wants to give a longer response to a chat, the participant must “raise hand” to give a live response.