Week 2 Session 2

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Last session, we introduced an interdisciplinary theoretical framework rooted in phenomenology.
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We discussed the centrality of “experience” in phenomenology and linked experience to context and perspective.

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We explore quotes from Omi and Winant’s work on racial formation to “define” race and ethnicity.
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Introduce the writing assignment and give an overview of writing assignments 1-4.
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Explain the role of Reflexive Commentaries in this class.

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Break into groups of 5.
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Read the quotes in the following slides.
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Together, interpret the ideas in the quote into
“everyday language.”
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Select someone to speak on behalf of the group. Be prepared to share out with the class.

“Scientific interpretations of race have not been alone in sparking heated controversy; religious perspectives have done so as well. Most centrally, of course, race has been a matter of political contention. This has been particularly true in the United States, where the concept of race has varied enormously over time without ever leaving the center stage of US history.”
“Race is indeed a pre-eminently socio-historical concept.
Racial categories and the meaning of race are given concrete expression by the specific social relations and historical context in which they are embedded. Racial meanings have varied tremendously over time and between different societies.”

“The meaning of race is defined and contested throughout society, in both collective action and personal practice. In the process, racial categories themselves are formed, transformed, destroyed and reformed. We use the term racial formation to refer to the process by which social, economic and political forces determine the content and importance of racial categories, and by which they are in turn shaped by racial meanings. Crucial to this formulation is the treatment of race as a central axis of social relations which cannot be subsumed under or reduced to some broader category or conception.”

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To develop an understanding of ethnic group experiences (keeping in mind context and perspective!), we focus on common or crosscutting themes that are prevalent topics in the field of ethnic studies. These are:
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Intra-ethnic dynamics; space, place, and movement; discrimination; labor; communities; representation; and acculturation and assimilation.

Theme
(1) Intra-ethnic groups
(2) Space, Place, and Movement
(3) Discrimination
Related Ideas
Immigration waves
Classes
Religious groups
Languages
Cultural groups
Immigration
Push-pull factors
Country of origin’s relationship with the US
Policies
Emigration/Migration
Push-pull factors
Displacement
Settlement
Exclusion
Surveillance
Policies

(4) Labor
(5) Communities
(6) Representations
(7) Assimilation/Acculturation
Recruitment
Conditions
Resistance and self-determination
Institutions
Organizations
Local practices
Self-determination
Stereotypes
By the dominant culture
By the non-dominant culture
Resistance
Language
Values
Traditions

Develop a thesis that addresses the following questions: What trends or patterns with regards to inequality and conflict have you observed among the four groups we studied this semester? What lessons can be learned from ethnic group experiences in the United States that might help to address ethnic struggle more broadly, including in other nations and regions?

Native
Americans
African
Americans
Chicano/as
Asian
Americans
Cross Cutting
Themes
Theoretical
Framework
Inventory of Key
Terms
Claims/Thesis

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Assignment 1: Conversation and Comparison
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Hold, document, and analyze a conversation on race and ethnicity.
Assignment 2: Within Group Analysis
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Develop and illustrate an initial thesis based on observations of one ethnic group or “case.”
Assignment 3: Across Groups Analysis
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Refine and illustrate your thesis based on observations of two or more ethnic groups or “cases.”
Assignment 4: A Theory of Conflict and Inequality
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Develop a theory on racial or ethnic inequality and conflict by applying the course theoretical framework to your observations of two or more ethnic groups.

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Due Wed, 2/20 (Section 3) and Thu, 2/21 (Sections 08 and 09)
Devise a short list of questions that build from at least two crosscutting themes from our course. Hold, document, and analyze a conversation about race and ethnicity with someone with a background different from yours. Your paper should include the following three components:
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(1) A discussion of the person and crosscutting themes you chose.
Questions to Consider: What is the person’s racial or ethnic background? How do you know this person? Which crosscutting themes do you think are most relevant to your conversation and why? What compelled you to talk to this person in particular?

(2) A brief (no more than one-page) summary of moments or ideas that illustrate key “findings” from the conversation.
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Questions to Consider: What did you learn that was new? What was interesting about the conversation? What connections to our course did you uncover? What was difficult or challenging about the conversation?
(3) An analysis that compares your two experiences.
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Questions to Consider: What similarities and differences between people of your respective racial and ethnic backgrounds surfaced in your conversation? What historical events shaped your families’ collective experiences in the United States with regards to race and ethnicity? What, if any, “lessons” emerged as a result of this conversation?

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Online Session for Week 3: Video Analysis:
Frontline: The Spirit of Crazy Horse. Due before class meets next week.
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Reading Notes for Monday: HG Wells’ “The
Country of the Blind”
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Reflexive Commentary: The Latehomecomer, Ch. 1-3.
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Summary and Questions due Saturday by 5 PM.
Responses due Monday by 10 AM.