AMST 55A-1 Race, Ethnicity, and Immigration in American Culture TBD Tuesdays and Thursdays 3:30-4:50 Instructor: Dr. Jillian Powers jpowers@brandeis.edu Office: Brown 326 Office Hours: Tuesday & Thursday 11-3 “Keep ancient lands, your storied pomp!” cries she With silent lips. “Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!” – The New Colossus A Nation of Immigrants: The United States is a country always in the process of becoming. Migrants transform communities and regions requiring a reassessment of the cultural, educational and political institutions of our social system. Because of this, immigration continues to be one of the most significant forces in American society today. However, racial and ethnic migrants experience different advantages and disadvantages. Many important stories and experiences are lost to the large brushstrokes of national memory and current approaches to multiculturalism like “color blind racism” and “diversity happy-talk.” Therefore, entrenched metaphors like the melting pot or tossed salad fail to capture how different social groups fared in America at different historical moments. In this course we focus on the intersection of race, ethnicity, and class to understand contemporary and historical immigrant experiences. Designed to provide students with a multidisciplinary overview of race, ethnicity and immigration in American Culture, we will examine sociological trends, historical material, written and oral first-hand accounts, and popular texts and objects in order to include and examine the variety of experiences so often overlooked in the larger national conversation about immigration. We will use critical theory, intersectionality, and the disciplinary foundations of ethnic and American studies to reflect on the unique experiences as well as similarities between immigrant communities/cohorts to understand the processes of becoming American and the possibilities for future assimilation and integration. We will use these skills to direct our critical eye upon our own immigrant narratives. We will examine how not only the views of immigrations have changed, but also how America itself has evolved. We will spend our time together asking; how does one become American? What does it mean to become American? How does that look in different eras and for different populations? How do immigrants transition and transform? What is the immigrant experience like and how does that relate to an American national identity? And, finally, how does the history of immigration in the U.S. inform our present and influence our decisions as a culture, nation, and as an individual? AMST55a is partnered with the 2-credit Practicum, EL 16a: “The Immigrant Experience in Waltham: A Service-based Practicum”. As an adjunct to this course, the practicum is entirely voluntary, but 1 something that you are encouraged to consider. The practicum application (due Monday Aug 31 at 12 noon) and the practicum syllabus are on the LATTE site for this course. Course Objectives: By the end of this course, you should be able to: - Utilize scholarship in American Studies and other disciplines to construct and support your own arguments about immigration, race, and ethnicity - Make connections between theory and everyday life - “Read a text” by utilizing a variety of approaches and representations of race, ethnicity, and nationality - Recognize and articulate more nuanced representations of immigration, race, and ethnicity and move beyond binary arguments - Improve critical reading and writing skills Course Requirements: 1. Complete all readings and actively participate in discussions 2. Daily memos on course material 3. Immigration Op-ed 4. Family immigration story 5. Thanksgiving ethnographic essay 6. Family interview and essay 7. Final Paper (plus revisions) 10% 10% 5% 5% 10% 20% 40% Participation, attendance and classroom engagement: Readings are to be completed before the class period for which they are assigned. Attendance is a crucial aspect of class and you are expected to come prepared, ready to engage, and willing to participate in a respectful and thoughtful manner. Three unexcused absences will result in the deduction of a whole letter grade from your overall score (An ‘A’ will be reduced to a ‘B’). Five or more unexcused absences, you fail the course. Please send me an email if you are unable to attend class by 11 AM that morning. There will be an attendance sheet passed out each class period. You are responsible for signing only your name on the attendance sheet. Memos: For each class period you will draft a short outline of the material covered to help facilitate class discussion. Summarize the main objectives/research questions/scholarly perspectives, methodologies, and findings and conclusions (to the best of your ability) and draft a few thoughtful questions or concerns to discuss in class. These are supposed to be rough and will not be graded for style or writing – use these to work on your comprehension and to pose questions that intrigue you or confuse you. If you focus on what you find most intriguing and what you find most confusing, you will come to class prepared and ready to engage. Each memo should be about a page. Make sure to write the date and your name on each submission. Email this to me by MIDNIGHT the night before class. Throughout the semester you must submit 15 memos—use your free days wisely. It is your responsibility to keep track of your memo tally—any missing memos will negatively influence your grade. Family Immigration Story: What is your family immigration/migration story? 1-5 pages. Due September 3 Opinion/Oped on Current Events: Write an Op-ed or opinion piece to be submitted to a campus, local or national newspaper of your choosing. Document your observations and reflections on a contemporary issue of immigration and ethnicity and race (not covered on the syllabus) related to the themes and readings in this course (immigration debates, current discussions of race in the media, local communities and assimilation). I welcome all of your interests and thoughtful commentaries as long as they directly 2 discuss issues or race, class, ethnicity and immigration. Use the readings and classroom discussions to shape your op-ed. These should be polished and structured. 750 words. Rough Draft Due October 16th. Final Draft due a week after comments have been returned—provide proof of submission, and if published, proof of publication. Some Guidelines - Assess the merits and drawbacks of a policy and analyze the possible consequences. Are the consequences equal across, race, gender and other social status factors like class (or disability, sexuality, etc.)? Do policies like this perpetuate inequalities? Remember to be mindful to the matrix of domination! - You can be for or against this policy or proposal. You will not be graded on your position but on your ability to craft an argument and construct your position using facts and data. How to Write a Letter to the Editor: First, look at recently published letters in the newspaper of your choosing to understand how to format and write your letter. - Address the letter as “Dear Editor” - Begin by writing your interest in the issue. - Write 2-3 sentences validating your interest/reason for writing this letter. These may be facts and data that highlight the intensity and importance of this issue. - Use the next few paragraphs to expand: flesh out the facts, and give some of your personal opinions (it is ok to have “I” in your letter). - The body of the letter should explain your position with information and further detail - Conclude your letter by restating your position and briefly review your reasons. - Remember to include your name and contact information. - Proofread and make sure your paragraphs are well organized and flow nicely. Thanksgiving Ethnographic Essay: Refer to the readings on Thanksgiving and the work we have done up to this point. First describe in detail your thanksgiving meal, how it is prepared, who are the major players, etc. How does your Thanksgiving celebration relate to a national American identity/an immigrant identity? How do we know this? What details can you share that show this? 5 pages. Due Tuesday December 1. Family Interview & Essay: Interview someone in your family about your family immigration story. First conduct the interview. After you have transcribed the interview, analyze the data and write an essay describing their version of this story and how it relates to the story you shared in the beginning of the semester. Do you see any differences/similarities? Why? What moments or memories does this person focus on and what larger narratives of immigration and immigrant assimilation/the immigration experience do they speak to? 5 pages. I suggest doing this early! Due December 4. Final Paper: Revisit your family’s immigrant or migration story and ground it in the historical moment taking into consideration the intersection of race, ethnicity, class, and gender. Use outside sources, your thanksgiving analysis, the interview, and do some historical digging of your own. Use at least 3 outside academic peer-reviewed sources (journal articles, books, etc., if you are in doubt as to what “counts,” ask). You can approach this in any way that inspires you. How does history, migration, identity, memory and American myth play into your personal story? What memories and processes of socialization reflect your niches or minoritized spaces, how do you and your family interact with these memories and narratives? How does time, space, and place interact in the representation of your migration/immigration story? How do history and present immigration realities influence your narrative? Your paper must: 1- Ground your story in the historical moment 3 2- Show by providing “thick description” and detail 3- Analyze the particulars of your family story and critically engage with those examples of “thick description” 4- Be well written. Expand upon your family story with data and numbers; create an insightful final product by paying attention to voice, context, and complexity. Further details will be discussed in class. 10 pages. Rough draft (optional) December 14, Final Draft Due December 18th. 5- Have a works cited page complete with 3 outside academic sources (along with any course material you find useful). The final paper will be graded on the following criteria: - Organization and fluency of written work - Strength of argument - Attention to detail, and accuracy of facts provided - References from readings and other sources, properly cited Late Policy: NO LATE COURSEWORK WILL BE ACCEPTED. All coursework must be completed on time unless we have come to an agreement before the due date, nothing will be accepted after the last day of class. Evaluations Your final grade will be determined by your performance on the above requirements. All assignments will be graded on a standard scale of 0 to 100 (except the memos). The final grade will be given using the letter grade system standard at Brandeis University. The table below shows how the numeric grades will be converted into letter grades: 97-100 93-96 90-92 87-89 83-86 80-82 77-79 73-76 70-72 67-69 63-66 60-62 below 59 A+ A AB+ B BC+ C CD+ D DF University Policies Academic Accommodations: If you are a student who has academic accommodations because of a documented disability, please contact me during the first two weeks of the semester and give me a copy of your letter of accommodation. Federal law and university policy require provision of reasonable accommodation for students with diagnosed learning disabilities that may affect how they participate in the class or meet class requirements. I encourage students who believe they need such accommodation to contact the Academic Services Office early in the term. Detailed information on policies, procedures, and resources related to learning disabilities can be found at this link: http://www.brandeis.edu/acserv/disabilities/index.html 4 If you have any questions regarding documenting a disability, contact Beth Rodgers-Kay in the undergraduate Academic Affairs Office (x63470, brodgers@brandeis.edu). Accommodations cannot be granted retroactively. University Policy on Academic Integrity: You are expected to be familiar with and to follow the University’s policies on academic integrity. You are expected to turn in work that is completed, written, and designed by you! This means use footnotes and quotation marks to indicate the source of any phrases, sentences, paragraphs, or ideas found in published volumes on the Internet or created by another student.1 I will refer any suspected instances of alleged dishonesty to the Office of Academic Affairs. Violations of may result in failure of the course or on the assignment or in suspension or dismissal from the University. If you are in doubt about the instructions for any assignment in the course, it is your responsibility to ask for clarification. Do not test me! Ask if you have any concerns before compromising your undergraduate experience! See: http://www.brandeis.edu/studentaffairs/srcs/ai/top10students.html I encourage all students to visit the Brandeis writing center if you would like to improve your writing. TECHNOLOGY IN THE CLASSROOM Laptops, PDAs, cell phones, headphones, and all other technological distractions MUST BE OFF AND AWAY at all times during class-time. On Controversial Subjects and Classroom Community We will be discussing many contemporary issues that are the subject of intense controversy, such as immigration reform, racial inequality, and ethnic studies in high school curricula. You may have strong feelings about these issues, and those feelings or opinions may be opposed to some of the articles and chapters you’ll be reading. I will encourage discussion and debate on these topics, as I believe that one duty of the course is to critically examine what we may accept as “common knowledge” or accepted practice. However, to ensure that your own personal opinions do not affect your class performance and to keep discussions and debates civil and academically-focused, I ask you to keep the following points in mind: 1. Students are expected to serve as resources for each other and fully commit to the collaborative and supportive community required to successfully complete a course/project of this nature 2. Be aware that understanding arguments made in the readings does not require accepting those arguments. Indeed, even if you disagree with an argument, you must first understand it to make a reasoned critique. Do not simply dismiss them. 3. Opinions are not acceptable arguments in discussion. If you wish to critique a concept, you must provide some evidence or data from the readings (or outside material, if you so wish, as long as it is scholarly). Do not be afraid, however, to speculate on potential consequences or impacts based upon existing data or to inquire about the existence or quality of data with regard to an argument. 4. Anecdotes are not data. Just because something happened to one person at one time does not imply a pattern or trend. The difference between an anecdote and an example is that examples are illustrations based on systematic data (this point will be crucial for your final paper!) 5. Do not become emotional or engage in personal attacks. While you may have strong feelings on these issues, remember to always keep a cool head and show respect for differing opinions. Required Texts The Routledge Companion to Race and Ethnicity. Edited by Stephen M. Caliendo and Charlton D. In creating many sections in this syllabus regarding Brandeis’ policies, I have turned to previous syllabi in American Studies and Sociology. 1 5 McIlwain. Routledge: London. 2011. The Ethnic Myth: Race, Ethnicity and Class in America. Stephen Steinberg. Beacon Press: Boston. 2001. A Different Mirror: A History of Multicultural America. Ronald Takaki. Back Bay Books: New York. 2008. The Four Immigrants Manga: A Japanese Experience in San Francisco, 1904-1924. Henry (Yoshitaka) Kiyama and Frederik L. Schodt. Stone Bridge Press. 1999. Course Schedule Syllabus and schedule subject to change, the most recent version can be found on LATTE INTRODUCTION August 27 Overview of syllabus Discussion: How do you define immigration? How is it related to national and global American Identity? Naturalization Test Reading: Introduction: Aliens, Inc. pp. 1-16 in Immigration and American Popular Culture: An Introduction, by Rachel Rubin and Jeffrey Melnick. 2007 in LATTE Ethnicity and American Popular Culture. Introduction. pp. 319-324, in American Immigration and Ethnicity: A Reader. Eds David A. Gerber and Alan M. Kraut. Palgrave: New York. 2005. In LATTE “16 People on Things They Couldn’t Believe about American until they moved here,” by Michael Koh. November 22, 2013. Thought Catalog. http://thoughtcatalog.com/michaelkoh/2013/11/16-people-on-things-they-couldnt-believe-about-america-until-they-moved-here/ Assignment: What is your immigration story? 1-5 Pages. Due September 3 RACE, ETHNICITY, IMMIGRATION AND CITIZENSHIP September 1 & 3 Discuss Readings from last week Keywords Race, Ethnicity, Immigration Chapters 1-3, pp. 3-28 in the Routledge Companion to Race and Ethnicity. Edited by Stephen M. Caliendo and Charlton D. McIlwain. 2011. Racial Formations. Michael Omi and Howard Winant in LATTE Chapter 7, pp. 55-63 in the Routledge Companion to Race and Ethnicity. Edited by Stephen M. 6 Caliendo and Charlton D. McIlwain. 2011. Models of American Ethnic Relations: Hierarchy, Assimilation, and Pluralism, pp. 123-135 by George M. Fredrickson in Doing Race: 21 Essays for the 21st Century, 2010 in LATTE Assignment: What is your immigration story? 1-5 Pages. Due September 3 WHOSE COUNTRY IS THIS? September 8 The Crisis of National Identity, pp. 3-20 in Who Are We? The Challenges to America’s National Identity by Samuel P. Huntington in LATTE White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh pp. 49-53 in Race, Class, and Gender: An Anthology in LATTE A Different Mirror: The Making of Multicultural America. By Ronald Takaki in A Different Mirror pp. 3-22. Race Class and Gender: An Anthology Selections: in LATTE Why Race, Class, and Gender Still Matter Missing People and Others “Is This a White Country or What?” The Ethics of Living Jim Crow: An Autobiographical Sketch by Richard Wright pp. 23-32 in Race, Class, and Gender in the United States, Edited by Paula Rothenberg and Kelly Mayhew in LATTE AMERICAN EXPERIENCES & LIVES September 17 2 Chapters (4-8) from A Different Mirror: A History of Multicultural America by Ronald Takaki. *To be assigned Part One: The Simmering Melting Pot pp. 1-44 in The Ethnic Myth by Stephen Steinberg. Come to class being able to share your chapters. What are key points/significant historical contributions? Why? What should we know from the sections you have read that speak to the contradictions regarding our Imagined America? Share your knowledge with the class—you are in charge of the discussion! Submit your discussion notes to LATTE so everyone has access. THE JAPANESE September 22 Chapter 10, Pacific Crossings: From Japan to the Land of the “Money Tree” pp. 232-261 in A Different Mirror: A History of Multicultural America by Ronald Takaki 7 Suggested: Takaki, Ronald. "Ethnic Solidarity: The Settling of Japanese-America." Chapter 5 (pp. 179-229), in Strangers from a Different Shore: A History of Asian Americans. Little, Boston: Little Brown 1989. September 24 The Four Immigrants Takeyuki Tsuda, 2014. “I’m American, not Japanese!: the struggle for racial citizenship among later-generation Japanese Americans.” Ethnic and Racial Studies. Vol. 37, Issue 3, pp. 404-425. http://www.tandfonline.com/doi/abs/10.1080/01419870.2012.681675#.UvKgpSgYn9E Class Activity: 1- Come to class WITH the manga, along with at least 2 panels you want to discuss that speak to the issues we’ve been covering. 2- In groups of 3, first discuss and explain why someone might respond differently than those two women at the airport expect. What would your strategy be to contest assumptions of racialized citizenship? Now, critically examine the choice you made. Have you unwittingly reinforced any boundaries or assumptions in your retort? THE JEWS Oct 1 Steinberg Jews section chapter 3, 5, 9 PICK Three The “Jewish Problem” in Higher Education 222-252 Education and Ethnic Mobility: The Myth of Jewish Intellectualism and Catholic AntiIntellectualism pp. 128-151. Why the Irish Became Domestics and Italians and Jews Did Not. 151-168 How Jews Became White Folks: And What That Says About Race in America by Karen Brodkin pp. 39-53 in Race, Class, and Gender in the United States Edited by Paula Rothenberg with Kelly Mayhew, in LATTE. Suggested: Chapter 11, The Exodus from Russia: Pushed by Pogroms pp. 262-280 in A Different Mirror: A History of Multicultural America by Ronald Takaki FROM IMMIGRANTS TO ETHNICS, 1965 ONWARD October 6 Writing: SUPER MEMO. Instead of our weekly memos, write one short (5 pg.) essay where you assess the similarities and differences between these two waves of immigration. What do you think is most significant? Why? Who are these people, why did they come, and what differences and similarities shaped their experiences? Use at least once trend from the Pew Research Immigration Topics page. Cite your source. Due October 9thh by midnight. (Will count as either 2 memos, 3 memos, or for stellar work 4 memos!!) A Comparison of Contemporary Immigration and the New Immigration of the Late Nineteenth and Early Twentieth Centuries. Preface and Introduction (pp. 1-31) in American Immigration and Ethnicity: A Reader. David A. Gerber and Alan M. Kraut. Palgrave: New York. 2005, in 8 LATTE. Who They Are and Why They Come, by Alejandro Portes and Ruben Rumbaut pp. 12-34 in Immigrant America: A Portrait. Berkeley: U of California Press in LATTE Introduction and Who They Are and Why The Have Come in From Ellis Island to JFK: New York’s Two Great Waves of Immigration by Nancy Foner pp. 1-35, in LATTE Nine Stories, by Alejandro Portes and Ruben Rumbaut pp. 1-12 in Immigrant America: A Portrait. Berkeley: U of California Press, in LATTE Children of Immigrants, Photographs by Quetzal Maucci. Sunday Review, New York Times. http://www.nytimes.com/interactive/2014/09/21/opinion/sunday/exposures-childrenimmigrant.html?action=click&pgtype=Homepage&version=Moth-Visible&module=inside-nytregion&_r=0 DEFINING RACE & ETHNICITY October 8 Pew Immigration Trends: http://www.pewsocialtrends.org/topics/immigration-trends/pages/2/ Defining Race and Ethnicity: The Constitution, the Supreme Court, and the Census, pp. 105-122 by C. Matthew Snipp. in Doing Race: 21 Essays for the 21st Century, 2010. Racial Identities in 2000: The Response to the Multiple-Race Response Option by Reynolds Farley. IN LATTE How Census Race Categories Have Changes Over Time: http://www.pewsocialtrends.org/interactives/multiracial-timeline/ LOOK AT THIS BEFORE CLASS: http://www.vox.com/2014/10/27/7062921/immigration1900-race-racism-quotas-eugenics-map-settled-united-states Assignment: Op-Ed Due: October 16 ASSIMILATION October 13 Roger Waldinger, "Transforming Foreigners Into Americans" in The New Americans 137-149 http://www.sscnet.ucla.edu/soc/faculty/waldinger/pdf/B9.pdf Richard Alba and Victor Nee, "Assimilation," in The New Americans, Mary Waters and Reed Ueda, eds. Cambridge: Harvard University Press. pp. 124-137 in LATTE. Steinberg, Stephen. 2014. “The Long View of the Melting Pot,” Ethnic and Racial Studies. Vol. 37, Issue 5, pp. 790-794. http://www.tandfonline.com/doi/full/10.1080/01419870.2013.872282#.U-ERX1ZYVg0 9 Suggested: Gans, Herbert. 2014. “The Coming Darkness of late-generation European American Ethnicity,” Racial and Ethnic Studies. Vol. 37, Issue 5. http://www.tandfonline.com/doi/full/10.1080/01419870.2013.827796#.U-ESc1ZYVg0 Alba, Richard. 2014. “The Twilight of Ethnicity: what relevance for today?” Ethnic and Racial Studies. Pp. 781-785. http://www.tandfonline.com/doi/abs/10.1080/01419870.2013.871051?queryID=%24%7BresultB ean.queryID%7D#.U-ESLVZYVg0 COMPLICATING THE MATTER, NEW IMMIGRANT GROUPS October 15 The New Second Generation: Segmented Assimilation and Its Variants by Alejandro Portes and Min Zhou in LATTE. Waters, Mary and Tomas Jimenez. 2005. "Assessing Immigrant Assimilation: New Empirical and Theoretical Challenges." Annual Review of Sociology 31:105-125. http://www.jstor.org/discover/10.2307/29737713?uid=3739256&uid=2&uid=4&sid=211025773 64613 Alejandro Portes. "Immigration's Aftermath." in Race, Class, and Gender in the United States, 9th Edition (pp. 397-400) Edited by Paula S. Rothenberg and Kelly S. Mayhew. Worth: New York. 2013. In LATTE Many Voices, Many Lives: Selections in LATTE Crossing the Border Without Losing Your Past by Oscar Casares The Event of Becoming by Jewelle L. Gomez This Person Doesn’t Sound White by Ziba Kashef Optional Ethnicities: For Whites Only by Mary Waters Complicating the Story of Immigrant Integration by Vivian Louie, Chapter 10 pp. 218-235 in in Writing Immigration: Scholars and Journalists in Dialogue, Suarez-Orozco, Louie, and Suro, eds, in LATTE The Price of Nice Nails, by Sarah Maslin Nir. May 7, 2015. New York Times. http://www.nytimes.com/2015/05/10/nyregion/at-nail-salons-in-nyc-manicurists-are-underpaidand-unprotected.html?_r=0 Assignment: Op-ed Due October 16 SYMBOLIC ETHNICITY, STAYING ETHNIC, ASSIMILATING October 20 Herbert Gans. 1979. Symbolic Ethnicity: The Future of Ethnic Groups and Cultures in America. Ethnic and Racial Studies 2:1-20. http://faculty.washington.edu/charles/562_f2011/Week%2010/Gans%201979.pdf 10 Julie Rodriguez. “But you’re basically white, right?: I’m Latina and I don’t speak Spanish. Salon. Monday, June 16, 2014. http://www.salon.com/2014/06/16/but_you’re_basically_white_right_im_latina_and_i_dont_spe ak_spanish/?utm_medium=referral&utm_source=pulsenews Min, Zhou. 2004. “Are Asian Americans Becoming “white”? Contexts 3(1): 29-37 Classroom Discussion: Symbolic Ethnicity, Food, and Staying Ethnic Oct 22 Economic Reality of Being Asian American and the Economic Reality of Being Latin/a in the United States. in Race, Class, and Gender in the United States, 9th Edition (pp. 362-374) Edited by Paula S. Rothenberg and Kelly S. Mayhew. Worth: New York. 2013. In LATTE Song, Miri. 2001. “Comparing Minorities’ Ethnic Options. Do Asian Americans Possess ‘More’ Ethnic Options than African Americans?” Ethnicities. 1(1): 57-82. http://etn.sagepub.com/content/1/1/57.abstract%20-%20Ethnic%20Options Suggested: Michaels, Erin. 2014. “New Immigrant Destinations in Small-Town America.” Journal of Contemporary Ethnography. 43(6): 720-745. Thomas, Ward and Paul Ong. 2015. “Ethnic mobilization among Korean dry-cleaners” Racial and Ethnic Studies. http://www.tandfonline.com/doi/abs/10.1080/01419870.2015.1036092#.VbkJkXgZiAA Steinberg, Epilogue: Ethnic Heroes and Racial Villains in American Social Science DEALING WITH DIVERSITY IN AMERICA October 27 & 29 T. Alexander Aleinikoff, "A Multicultural Nationalism?," The American Prospect no. 36 (January-February 1998), 80-86. http://prospect.org/article/essay-multicultural-nationalism Bell, Joyce and Douglas Hartmann. 2006. “Diversity in Everyday Discourse: The Cultural Ambiguities and Consequences of “Happy Talk” in LATTE Multicultural American Dream? November 6: Watch these videos before class: Al Sharpton & Barack Obama @ the 2004 Democratic National Convention http://www.youtube.com/watch?v=_fMNIofUw2I http://www.youtube.com/watch?v=2SBFREiCkf8 https://www.youtube.com/watch?v=eWynt87PaJ0 Margaret L. Anderson. The Fiction of "Diversity without Oppression" Race, Ethnicity, Identity, and Power, In LATTE. 11 Steinberg, Stephen. 2007. “Ethnicity: The Epistemology of Wishful Thinking.” In Race Relations: A Critique. Stanford, in LATTE. If we have time, discuss Halloween “My Heritage is not a Costume” NEGOTIATING RACE & ETHNICITY November 3 Jemima Pierre. 2004. "Black Immigrants in the United States and the "Cultural Narratives" of Ethnicity." Identities: Global Studies in Culture and Power. 11: 141-170. http://www.clas.ufl.edu/users/marilynm/Theorizing_Black_America_Syllabus_files/Black%20I mmigrants_Narratives_of_Ethnicity.pdf Pick One: Jones, Caralee and Christy Erving. 2015. “Structural Constraints and Lived Realities: Negotiating Racial and Ethnic Identities for African Caribbeans in the United States. Journal of Black Studies. http://jbs.sagepub.com/content/46/5/521.abstract Suggested: Showers, Fumilayo. 2015. “Being black, foreign and woman: African immigrant identities in the United States.” Ethnic and Racial Studies. 38(10): 1815-1830 CONTEMPORARY DEBATES November 5 Contemporary Debates: Inner-City Black Culture http://www.theatlantic.com/politics/archive/2014/03/the-secret-lives-of-inner-city-blackmales/284454/ http://nymag.com/daily/intelligencer/2014/03/obama-ta-nehisi-coates-poverty-and-culture.html http://www.theatlantic.com/politics/archive/2014/03/black-pathology-and-the-closing-of-theprogressive-mind/284523/ http://nymag.com/daily/intelligencer/2014/03/barack-obama-vs-the-culture-of-poverty.html http://www.theatlantic.com/politics/archive/2014/03/other-peoples-pathologies/359841/ An Inside look at Stop & Frisk https://www.youtube.com/watch?v=7rWtDMPaRD8 RACIAL VIOLENCE November 10 Strange Fruit: Anniversary of a Lynching http://www.npr.org/templates/story/story.php?storyId=129025516 Adam Shatz, 2015. “Freddie Gray” London Review of Books. 37(10): 16. http://www.lrb.co.uk/v37/n10/adam-shatz/freddie-gray Selections from: Claudia Rankine, 2014. Citizen: An American Lyric #BLACK LIVES MATTER – you bring something to talk about THE NATIVE RESPONSE November 12 12 George J. Sanchez. "Face the Nation: Race, Immigration, and the Rise of Nativism in LateTwentieth-Century-America." in American Immigration and Ethnicity: A Reader (pp. 131-145). David A. Gerber and Alan M. Kraut. Palgrave: New York. 2005. In LATTE Huntington, Samuel. 2004. “The Hispanic Challenge.” Foreign Policy :30-45. http://cyber.law.harvard.edu/blogs/gems/culturalagency1/SamuelHuntingtonTheHispanicC.pdf Suggested: Johnson, James et al. 1997. "Immigration Reform and the Browning of America: Tensions, Conflicts and Community Instability in Los Angeles." International Migration Review 31:1055-1095. http://www.jstor.org/discover/10.2307/2547424?uid=3739256&uid=2129&uid=2&uid=70&uid= 4&sid=21102576772567 Assignment: Listen to a bunch of versions of Woody Guthrie’s song “Deportee” which is based on the poem “Plane Wreck at Los Gatos.” Which version do you like, why? Why is this an important piece of folk music/protest? CONTEMPORARY DEBATES November 17 A Multicultural Backlash: Ethnic Studies on Trial Julianne Hing, Tuscon’s Ousted Mexican American Studies Director Speaks: The Fight’s No Over in Race. Class and Gender in the United States: An Integrated Study. In LATTE Follow the links in these articles! Gregory Rodriguez. February 20, 2012. “Why Arizona banned ethnic studies.” Los Angeles Times. Saveethnicstudies.org Kristian Ramos. June 1, 2012. “What Arizona’s Ban on Ethnic Studies Says about America.” Huffington Post. Alex Seitz-Wald. April 2, 2012. “Arizona Official Considering Banning Ethnic Studies in Universities Too.” Think Progress. Luis Valdez. April 29, 2012. “Arizona’s Ethnic Studies Debacle: Why There’s No Such Thing as Too Much Truth.” AlterNet. Peter Rothberg. February 1, 2012. “Challenging Arizona’s Ban on Ethnic Studies.” The Nation. CNN Ethnic Studies Debate—Margaret Dugan and Augustine Romero 5/13/10/ Youtube. Arthur Schlessinger Jr. When Ethnic Studies are Un-American. Tim Wise. December 29, 2011. Telling White Lies: Patriotic Correctness and the War on Ethnic Studies. Linda Chavez. American History, not Ethnic Studies. Creators.com Chris Matthews on Hardball. Restricting Ethnic Studies. Youtube. January 19, 2012. Ethnic Studies: Teaching Resentment or Pride? NPR, Michel Martin Host. CNN Anderson Cooper Network of Teacher Activist Groups Website. Precious Knowledge PBS website: http://www.pbs.org/independentlens/precious-knowledge/ ILLEGAL AND ALIEN: LABELING BODIES, DEFINING A COUNTRY 13 November 19 Illegal Immigration, Race, & Citizenship http://communities.washingtontimes.com/neighborhood/conscience-realist/2014/jan/1/illegalalien-amnesty-will-not-bring-happy-new-yea/ Bloch, Katrina. 2014. “’Anyone Can Be an Illegal’: Color-Blind Ideology and Maintaining Latino/Citizen Borders,” Critical Sociology. Vol, 40, No. 1 pp. 47-65. http://crs.sagepub.com/content/40/1/47.abstract Mae Ngai. "Impossible Subjects: Illegal Aliens and the Making of America." in Race, Class, and Gender in the United States, 9th Edition (pp. 224-234) Edited by Paula S. Rothenberg and Kelly S. Mayhew. Worth: New York. 2013. In LATTE Nazario, Sonia. 2014. “The Children of the Drug Wars: A Refugee Crisis, Not an Immigration Crisis. New York Times, July 11. http://www.nytimes.com/2014/07/13/opinion/sunday/arefugee-crisis-not-an-immigration-crisis.html?_r=0 Suggested: Getrich, Christina. 2013. ““Too Bad I’m Not an Obvious Citizen”: The effects of racialized US immigration enforcement practices on second-generation Mexican youth,” Latino Studies. 11, 462-482 http://www.palgrave-journals.com/lst/journal/v11/n4/full/lst201328a.html Trujillo-Pagán, Nicole. 2014. “Emphasizing the ‘Complex’ in the ‘Immigration Industrial Complex.” Critical Sociology. 40 pp. 29-46. http://crs.sagepub.com/content/40/1/29.abstract?etoc Ponce, Albert. 2014. “Racialization, Resistance, and the Migrant Rights Movement: A Historical Analysis,” Critical Sociology. 40, 9-27. http://crs.sagepub.com/cgi/content/abstract/40/1/9 THANKSGIVING NO CLASS Thanksgiving Week Eating American by Sidney Mintz The Invention of Thanksgiving, a Ritual of American Nationality by Janet Siskind. Assignment: Thanksgiving Ethnographic Essay: What does your Thanksgiving say about your American and ethnic identity? Take notes during your thanksgiving and write a short essay describing your meal, the breakdown of responsibilities, behaviors, rituals, food, etc. What does this say about your American identity, your ethnic identity? Why does this matter? Family Interview: Interview someone in your family about your family’s immigration story. Transcribe the interview and look for major themes and moments. Does their story differ from yours from the beginning of the semester? What is their story? Why does it matter? What does it say about your family’s own personal “coming to America” story? 14 ASSES & LOOK FORWARD December 1 Reflect, Share & Contemporary Challenges Discuss our Thanksgiving, the interview, and the final paper Thanksgiving Ethnographic Essay: Due December 1. December 3 Evelyn Alsultany, "Los Intersticios: Recasting Moving Selves." in Race, Class, and Gender in the United States, 9th Edition (pp. 235-237) Edited by Paula S. Rothenberg and Kelly S. Mayhew. Worth: New York. 2013. In LATTE E Plurbis Unum, or the Same Old Perfume in a New Bottle? On the Future of Racial Stratification in the United States, pp. 225-254 in Racism without Racists by Eduardo Bonilla Silva, 4th Edition. 2014. In LATTE Who Will Report the Next Chapter of America’s Immigration Story? By Tyche Hendricks, Chapter 9 pp. 204-217 in Writing Immigration: Scholars and Journalists in Dialogue. Edited by Marcelo M. Suarez-Orozco, Vivian Louie and Roberto Suro. In LATTE Portes and Rumbaut. Conclusion: Immigration and Public Policy in Immigrant America Chapter 10, pp. 343-371. In LATTE Assignment: Family Interview and Essay Due December 4 REFLECT & DISCUSS December 8 LAST DAY OF CLASS! 15