MERRILL CORE (MERRILL 80A AND 80B)
CULTURAL IDENTITIES AND GLOBAL CONSCIOUSNESS:
AMERICA AND THE WORLD
UNIVERSITY OF CALIFORNIA, SANTA CRUZ
FALL 2014
TABLE OF CONTENTS
I: Academic Literacies: Thinking about Reading and Writing at
the University
Bartholomae, David, Anthony Petrosky, and Stacey Waite.
Introduction to Ways of Reading: An Anthology for Writers.
Boston: Bedford/St. Martin’s Press, 2014.
Cox, Rebecca. “Academic Literacies.” In The College Fear Factor:
How Students and Professors Misunderstand One Another.
Cambridge: Harvard University Press, 2009.
Swales, John. “’Create a Research Space’ (CARS) Model of
Research Introductions.” Adapted from John M. Swales’s
Genre Analysis: English in Academic and Research Settings.
Cambridge: Cambridge UP, 1990.
II. Merrill Core Themes Theory
Merrill Core Key Terms and Phrases (working list and example)
Hall, Stuart. “Ethnicity: Identity and Difference” Radical
America Vol.23 no.4, 1991:9-20.
Pratt, Mary Louise. “Arts of the Contact Zone.” Profession
1991:33-40.
Thornton Dill, Bonnie, Amy E. McLaughlin, and Angel David
Nieves. “Future Directions of Feminist Research:
Intersectionality” Chapter 36 in Handbook of Feminist
Research: Theory and Praxis, edited by Sharlene Nagy HesseBiber. Thousand Oaks: Sage Publications, 2007.
III. The Local and the Global: “Crisis,” Immigration, and UCSC
Students Redefining America
McManus, Phil. “Past Policies Pushing Child Migration.”
Cruz Sentinel, July 26, 2014.
Santa
Escobar, Veronica. “Why the Border Crisis is a Myth.” New York
Times, July 25, 2014.
Paarlberg, Michael. “Gangs, Guns, and Judas Priest: The Secret
History of a U.S.- Inflicted Border Crisis.” The Guardian,
July 23, 2014.
Vargas, Jose Antonio. “My Life as an Undocumented Immigrant.”
New York Times, June 22, 2011.
Guttman, Nathan. “Undocumented Jews Live in Shadows of U.S.
Society.” (New York) Forward, July 15, 2011.
The S.I.N. Collective. Students Informing Now (S.I.N) Challenge
the Racial State in California Without Shame…SIN Verguenza!
Educational Foundations Winter-Spring 2007:71-90.
Dominguez, Neidi, Yazmin Duarte, Pedro Joel Espinoza, Luis
Martinez, Kysa Nygreen, Renato Perez, Izel Ramirez, and
Mariella Saba. “Constructing a Counternarrative: Students
Informing Now (S.I.N.) Reframes Immigration and Education
in the United States.” Journal of Adolescent & Adult
Literacy 52 (5). February 2009:439-442.
Merrill Core Key Terms and Phrases
(last revised:8/21/2014)
academia
academic culture/the culture of academia
academic discourse
accomodation
agency
analysis
assimilation
capitalism
class
colonialism
colonization/decolonization
conscious/unconscious
consciousness
contact zone
culture
cultural diversity/cultural difference
cultural identity
cultural hegemony
curriculum
diaspora
dialectic
discourse
diversity
ethnicity
Euro-centrism
gender
genre
global /global consciousness
globalization
hegemony
hybridity
identity
ideology
imperialism
Indigenous
Interpretation
Multicultural/ism
Native (vs. native)
other/othering
pedagogy
race/racialization
race/class/gender/sexuality paradigm
rhetoric
sexuality
socially constructed
subject/subjectivity
subjective/objective
Third World (First, Second, Fourth)
voice
whiteness
2010 US racial and ethnic categories
Third World (First, Second, and Fourth) The term ‘Third World’ was first used in 1952
during the so-called Cold War period, by the politician and economist Alfred Sauvy, to
designate those countries aligned with neither the United States nor the Soviet Union.
The term ‘First World was used widely at the time to designate the dominant economic
powers of the West, whilst the term ‘Second World’ was employed to refer to the Soviet
Union and its satellites, thus distinguishing them from the First World. The wider and
economic base of the concept was established when the First World was sometimes used
also to refer to economically successful ex-colonies such as Canada, Australia, and, less
frequently, South Africa, all of which were linked to a First World network of global
capitalism and Euro-American alliances.
Very quickly, ‘Third World images’ became a journalistic cliché invoking ideas
of poverty, disease and war and usually featuring pictures of emaciated African or Asian
figures, emphasizing the increased racialization of the concept in its popular (Western)
usage. The term was, however, also used as a general metaphor for any underdeveloped
society or social condition anywhere: ‘Third World conditions,’ ‘Third World
educational standards,’ etc., reinforcing the pejorative stereotyping of approximately twothirds of the member nations of the United Nations of the United Nations who were
usually classified as Third World countries. As obvious economic differentials began to
emerge within this group, with economic development in the various regions, notably
Asia, the term ‘Fourth World’ was introduced by some economists to designate the
lowest group of nations on their economic scale
Recent post-colonial usage differs markedly from this classis use in economics
and development studies, with the term ‘Third World’ being less and less in evidence in
discourse. This has been defended by some post-colonial critics on the grounds that the
term is essentially pejorative. But in the United States in particular the increasing
tendency to avoid the term in post-colonial commentary, as well as the decline in the use
of the terms such as anti-colonial in course descriptions and in academic texts, has
sometimes been criticized as leading to a de-politicization of the decolonizing project.
The term ‘Second World’ has been employed also in recent post-colonial criticism by
some settler colony critics to designate settler colonies such as Australia and Canada
(Lawson 1991, 1994; Slemon 1990) to emphasize their difference from colonies of
occupation. The term ‘Fourth World’ is also now more commonly employed to designate
those groups such as indigenous people whose economic status and oppressed condition,
it is argued, place them in an even more marginalized position in the social and political
hierarchy that other post-colonial peoples (Brotherston 1992).
Source: Ashcroft Bill, Gareth Griffiths, and Helen Tiffin, Post-Colonial Studies: The Key
Concepts. New York: Routledge, 2000: 231-232.