African American Studies 3390, Chicano Studies 4350, History 3390



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Spring 2006

Color Lines: 20th Century Race and Ethnic Relations

African American Studies 3390, Chicano Studies 4350, History 3390

Professor: John D. Márquez, Ph.D.

Office: Liberal Arts, 332

Telephone: 747-7063

E-mail: jdmarquez@utep.edu

Office Hours: T-TR: 9:00am-10:20am


Course Description:

Despite popular assumptions of the “assimilation” of immigrants, the “extinction” of indigenous peoples, and the emergence of a “color-blind” society,” race and ethnicity continue to shape many aspects of our lives. It often determines the neighborhoods in which we live, the jobs open to us, the kinds of education we receive, and other opportunities in society at large. The purpose of this course is to introduce students to the basic social and theoretical issues in the field of 20th century race and ethnic relations. We will focus on the emergence and persistence of racial stratification in areas of the U.S. legal system, health and medicine, the environment, popular media, and military conflict. Special attention will be paid to how racially aggrieved communities have resisted inequality through cultural production, grass roots organizing, and revolutionary struggle. While the experiences of all racial and ethnic groups will be examined, this course will focus primarily on the history and plights of nation’s two largest minority groups, African Americans and Mexican Americans.


Required Texts: (1-5 Available at the UTEP Bookstore)

1) Americo Paredes. 1958. With His Pistol in his Hand: A Border Ballad and Its Hero.

Austin: University of Texas Press.

2) George Lipsitz. 1995. A Life In the Struggle: Ivory Perry and the Culture of



Opposition (Revised Edition). Philadelphia: Temple University Press.

3) Robert D. Bullard. 2000. Dumping in Dixie: Race, Class, and Environmental Quality

(3rd Edition). Boulder, CO: Westview Press.

4) Michael Eric Dyson, 2005. Is Bill Cosby Right: Or Has the Black Middle Class Lost Its



Mind? New York: Basic Civitas Books.

5) Jael Silliman, Marlene Gerber Fried eds. 2004. Undivided Rights: Women of Color



Organizing for Reproductive Justice. Boston: Southend Press.

6) Eduardo Bonilla-Silva. 2003. Racism Without Racists: Color Blind Racism and the



Persistence of Racial Inequality in the United States. New York: Rowman and Littlefield.

7) Color Lines Course Reader: Available at Copy Mine. UTEP Library, 1st Floor


Course Requirements:

All students are required to attend class, to do the assigned readings, to master the material on quizzes and exams, and to conduct themselves in a manner consistent with the UTEP Principles of Community and the standards of courtesy and etiquette that govern academic inquiry. All of the course requirements must be completed in order to pass the course. Each student will take two mid-term exams, a final exam, and five quizzes. For purposes of the final grade, each midterm, the final, the cumulative score on the quizzes, and lecture/discussion attendance and participation each will count 20%.



Note: All of the course requirements must be completed in order to pass the course.

Reading and Lecture Schedule:

Week 1. Making Race and Nation


Ernest Renan. “What is a Nation?” CR.
Week 2. White Supremacy and the U.S. Racial State

“U.S. Declaration of Independence.” CR.

Thomas Jefferson. “Notes on the State of Virginia.” CR.

Reginald Horsman. “Introduction” & “Race, Expansion, and the Mexican War.”



CR.
Week 3. Ethnogenesis: The Roots of Anti-Racist Struggle

Haunani-Kay Trask. “Politics in the Pacific Islands: Imperialism and Native Self-

Determination.” CR.

Joane Nagel “Introduction: American Indian Ethnic Renewal” & “Constructing

Ethnic Identity.” CR.

Film: Ethnic Notions
Week 4. Alternative Academies: Turning Hegemony on its Head

Américo Paredes. With His Pistol in His Hand: A Border Ballad and Its Hero


Week 5. Democracy or Hipocracy?: The Fight for Reform and Inclusion

George Lipsitz. A Life in the Struggle: Ivory Perry and Culture of Opposition.

Week 6. Black Power and Brown Pride: Resistance in the

Post Civil Rights Era.

Huey Newton, “Revolutionary Suicide,” “To Die for the People.” CR.

Mickey Melendez: “We Took the Streets.” CR.

Film: A Huey P. Newton Story
Week 7. Women Activists & the Trials of Manhood

David Román. “Teatro Viva! Latino Performance and the Politics of Aids in Los

Angeles.” CR.

Mary Pardo. “Becoming and Activist in Eastside Los Angeles.” CR.


Week 8. Poisoning the Well: Race and the Environment

Robert D. Bullard. Dumping in Dixie: Race, Class, and Environmental Quality.

Week 9. Race, Medicine, and Health

Paul Farmer. “Aids and Racism: Accusation at the Center.” CR.

Charles Briggs. “Stories from a Time of Cholera: Racial Profiling Surviving a

Medical Nightmare.” CR.


Week 10. Spring Break
Week 11. Race and Reproductive Justice

Jael Silliman, Marlene Gerber Fried eds. Undivided Rights: Women of Color



Organizing for Reproductive Justice
Week 12. Globalization, De-Industrialization, & the Prison System

David Theo Goldberg “Surplus Value: The Political Economy of Prisons and

Policing.” CR.

Robin D.G. Kelley “Looking to Get Paid: How Some Black Youth Put Culture to

Work.” CR.

Film: Get Rich or Die Trying
Week 13. Neo-Liberalism and Its Discontents

Kevin R. Johnson, “The Huddled Masses Myth.” CR.

Yen Le Espiritu, “Home Bound.” CR.

John D. Márquez, “Race and Globalization.” CR.



Film: New World Border
Week 14. The Myth of Color Blindness

Eduardo Bonilla-Silva. Racism Without Racists


Week 14. Hating the Player or Hating the Game: Race and the Politics of Blame

Michael Eric Dyson. Is Bill Cosby Right: Or Has The Black Middle Class Lost Its



Mind?
Final Exam: TBA

Color Lines Survival Kit

Fall 2006

Every student admitted to UTEP has the ability to succeed, but not everyone does. The difference between success and failure is almost never a matter of intelligence, but almost always a matter of attitude, effort, and initiative. It is important to figure out what is needed to succeed at this level, and not to assume that the skills required for success in high school guarantee success in college. There is a difference between reading general textbooks and reading the findings of researchers. There is a difference between learning facts and learning concepts, between being tested on what you know and being tested on how you know. Successful college students embrace change and growth. They overcome self-defeating behavior, learn how to make use of available resources, and turn freely to others for help. They set high standards for themselves and work hard. They develop effective strategies for learning and problem solving.

This course requires you to read carefully, to write clearly, to listen attentively to lectures, to take good notes, and to make constructive contributions to class discussions. But most of all, it asks you to work successfully with your teachers and fellow students to create a climate where ideas, evidence, and argument matter, where everyone is respected for the part of the truth that they can contribute, and where we learn to agree and to disagree intelligently and productively. This process will work best if we cooperate to create the following:





  1. A culture where ideas count, where we can be reflective and thoughtful, critical, contemplative, and creative.

  2. A culture of work and achievement. We must believe that there are important things to learn and that we must learn them. Following the path of least resistance by doing as little work as possible poisons the well out of which we all must drink.

  3. A culture of courtesy, collegiality, and cooperation. We know more together than any one of us knows individually. If you want people to see your part of the truth, you have to show respect for what they know. We come to this inquiry with different opinions and we will leave it with just as many different opinions. But they will be better opinions, if they are grounded in ideas, evidence, and argument, if they come from a process that makes use of what we can learn from one another.

On a practical level this means:



  1. All work in the course should be your own original creation. You should not plagiarize from written sources or from other students.

  2. You should complete assigned readings for each week BEFORE your class meets. You should come to class prepared to discuss readings and lectures.

You should attend all classes, pay attention in lectures, take careful notes, and respect

the needs of others who are trying to learn.



Color Lines Reading Guidelines


Fall 2006
Your ability to read, comprehend, and analyze written text is imperative to this course

These questions are designed to help guide your reading of assigned books and articles.




  1. What is the object of study in this book/article?

  2. What is the key research question raised in this book/article?

  3. What is at stake in this question? Why does it matter?

  4. What conversation/debate is this book/article participating in? Who is answering it? What disciplinary context exerts the most influence on it?

  5. What are the sources of evidence used to support arguments in the book?

  6. What new questions does the book generate? What questions does it leave unanswered?


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