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Spring 2002
This information effective
for Spring 2002.
Check with instructor the first day of class for any changes.
Spring 2002
MWF 3:30-4:40, 148 Porter Academy
Instructor: Deborah Woo
Office phone: 459-2625, Messages: 459-3516
Office: 324 College Eight
Office hours: MW 10:30-12, e-mail: dwoo@cats.ucsc.edu
This class is intended to
introduce students to the issue of social change and Asian Americans. As we
proceed through the course, think about some of the following questions: Under
what conditions have Asian Americans resisted discrimination and organized for
change? What form has activism taken, and around what civil rights issues? What
has this meant in terms of their sense of "identity"? their ability
to form coalitions with other groups, whether they be other Asian ethnic groups,
or across other lines, such as race, class, or gender? What forms of resistance
or contradictions have they encountered? How have they been collaborators in
their own oppression?
A central theme is the ability
of Asian Americans to mobilize in the face of historical, cultural, social,
and economic differences, which can be potential sources of division. While
we will examine situations where organizing has been successful, lessons from
the past in the form of "failures" can also be instructive. In general,
the notion of social change necessarily requires a long-term vision as well
as an ever-evolving understanding of the larger context that shapes what is
possible. These themes will be explored through readings, lectures, films, guest
speakers, and discussion sections. A major emphasis will be given to bringing
community perspectives on these issues.
Individuals will be evaluated
on the basis of their understanding of key issues raised in the readings, films,
and lectures. Opportunities for demonstrating this understanding will include
participation in discussion section and individual written work. Students are
expected to keep weekly 1-2 page response papers to the readings. There will
be a midterm (4/26) and a final exam (6/4).
Letter grades (for those
requesting them) will be given only at the end of the quarter, in order to encourage
a learning-focused environment. Final grades are comprehensive, including all
aspects of a student's work over the quarter – attending class, participating
in discussion session, and performance on exams.
W., Mar 27. Introduction and Overview
F., Mar 29
Zia, "From Nothing, a Consciousness," and "Surrogate Slaves to American Dreamers," pp. 1-39
M, Apr 1
McClain, Charles, "The Laundry Litigation of the 1880s" (ER)
Video: Ancestors in the Americas – Chinese in the Frontier West: An American StoryW., Apr 3
Zia, pp. 39-46
Yang Murray (ed), "The Internment of Japanese Americans," "Historians and Internment" (ER)
Guest: April Goral, JACL member
F., Apr 5
Eric Yamamoto, "What’s Next?: Japanese American Redress and African American Reparations" (ER)
Video: Redress: A JACL Campaign
M., Apr 8
Zia, pp. 47-52
Bob Hsiang, "Growing up in Turmoil: Thoughts on the Asian American Movement" (ER)
Harvey Dong, "Transforming Student Elites into Community Activists: A Legacy of Asian American Activism" (ER)
Gordon Lee, "Parting the White Horse's Mane: Asian-American Images and the Asian Media Collective" (ER)
Guests: TBA
W., Apr 10
Nancy Kim, "The General Survey Course on Asian American Women: Transformative Education and Asian American Feminist Pedagogy" (ER)
Guest: Nancy Kim, Executive Director, Asian American/Pacific Islander Resource Center
F., Apr 12
Silverman, Art, "Biography of I-Hotel Tenant: Felix Ayson" (ER)
Kordziel, Beverly, "To Be a Part of the People: The International Hotel Collective" (ER)
Video: The Fall of the I-Hotel
M, Apr 15
Fong, "Emerging Communities and Changing Realities, pp. 36-71
Zia, "Welcome to Washington," pp. 139-165
W, Apr 17
Ariana Cha, "Aging Veterans Wait for Hill Recognition," Washington Post, 11/28/97 (ER)
Darleene Barrientos, "A Different Battle," Fullerton Daily Titan, Nov 1, 2001 (ER)
Steven Komarow, "Filipino Veterans Want Full Benefits for WWII Service," USA Today, July 23, 1996 (ER)
"Filipino WWII Veterans, House Panel Tangle Over Entitlement to VA Benefits," The Stars and Stripes, Aug 3-16, 1998 (ER)
Ethen Lieser, "Filipino American Veterans Still Fighting," AsianWeek, 11/15/01 (ER)
Milagros Wilfreda B. Roldan, "The Longest Wait," Filipinas, Nov. 2001 (ER)
Ken McLaughlin, "Second-Class Veterans," Reprinted from SJ Mercury News (ER)
Rita M. Gerona-Adkins, "Lobby for Veterans Equity Bill: A Test of Filipino Americans' Empowerment" (ER)
Legislative packet
Guest: Lillian Galedo, Executive Director, Filipinos for Affirmative Action
F, Apr 19
Zia, "Detroit Blues: ‘Because of You Motherfuckers,’" pp. 55-81
Video: Who Killed Vincent Chin?
M., Apr 22
Bill Wong, "Yellow Pride Versus Multiculturalism" (ER)
Fong, "Anti-Asian Violence: Breaking the Silence," pp. 140-172
Guest: Asian Law Alliance
W., Apr 24
Zia, "Lost and Found in LA," pp. 166-194
Video: Sa-I-Gu
F., Apr 26
Midterm
M, Apr 29
Louie, Sweatshop Warriors, pp. 1-61
W., May 1
Louie, Sweatshop Warriors, pp. 123-159
Guest: Miriam Louie, author of Sweatshop Warriors
F., May 3
Louie, Sweatshop Warriors, pp. 179-194
Video: Blood, Sweat, and Lace; Uprooted: Refugees of the Global Economy
M, May 6
Louie, Sweatshop Warriors, pp. 195-234
Guest: AIWA
W., May 8
Fong, "Workplace Issues: Beyond Glass Ceilings," pp. 108-139
F., May 10
Hossfeld, "Hiring Immigrant Women: Silicon Valley's ‘Simple Formula’" (ER)
Video: Secrets of Silicon Valley
M, May 17
Fong, "The Final Frontier: Asian American Political Empowerment," pp. 248-280
W., May 15
Zia, "The Last Bastion," pp. 281-310
Guest: Helen Zia, journalist and author of Asian American Dreams
F., May 17
Maya Lin, "Vietnam Veterans Memorial" (ER)
Video: Maya Lin: A Strong Clear Vision
M, May 20
Bill Domhoff, "Asian Americans in the Power Elite" (ER)
Guest: Bill Domhoff, author of Diversity in the Power Elite
W., May 22
Bill Wong, "Beyond Black and White," "A Seat at the Table," "Race and Ideology: Bumping into Each Other," "An Asian American ‘Mr. Fixit,’" "Riding a Yellow Wave," "A Common Human Affliction," "A Question of Loyalty," "Trolling for the Big Fish," "Scientific Scapegoat" (ER)
Guest: Bill Wong, journalist and author of Yellow Journalist: Dispatches from Asian America
F., May 24. Terror Attack of 9-11-02, War Hysteria, and Racial Profiling
Jerry Kang, "Thinking Through Internment: 12/7 and 9/11" (ER)
Frank Chin, "Pearl Harbor Revisited" (ER)
Video: A Family Divided
M, May 27. No class – Memorial Day Observed
Mari Matsuda, "Asian Americans and the Peace Imperative" (ER)
Jeff Chang, "The Hip Hop Generation Can Call for Peace" (ER)
Michael Yamamoto, "Stop the Bombing, Stop the War" (ER)
W., May 29
Stephen Lee, "What Does Danger Look Like?" (ER)
The Sikh Mediawatch & Resource Taskforce, "Sikh Americans Condemn Hate Crime and Urge Nation to Unite; Demand Protection from Police and Public Officials" (ER)
Guest: TBA
F., May 31
San Skolnik piece on INS review of airport security issues (ER)
Robert Pear, "Congress OKs plan for Hiring Federal Airport Screeners" (ER)
Brad Foss, "Screeners' Future Uncertain Under Federal Law" (ER)
Steven Greenhouse, "Groups Seek to Life Ban on Foreign Screeners" (ER)
Grace Santa Cana, "New Airport Security Law Will Displace Filipinos" (ER)
Vivian Zalvidea, "The Plight of Filipino Airport Workers: Why Pick on Noncitizens?" (ER)
Teogilo Reyes, "Filipino Workers Forced to Choose Between Families and Jobs" (ER)
"Statement of Eliseo Medina, Executive Vice President, Service Employees International Union," Jan 17, 2002 (ER)
"Talking Points about the ACLU/SEIU Lawsuit," "Q&A About the ACLU/SEIU Lawsuit"
Bob Hsiang is a documentary
and publicity photographer. His interest in photography was influenced by the
late 1960s counterculture and the national student mobilizations against the
Vietnam War. During those years, he was a photojournalist at S.U.N.Y. (State
University of New York) at Buffalo, where he covered the teach-ins, marches
on Washington, demonstrations against the administration and the jailing of
political prisoners. In 1971, after undergraduate studies, he moved to New York
City and became involved in the nascent Asian American Movement. With others,
he helped form the Asian Media Collective, a group dedicating to creating multimedia
productions and films. In 1974, he moved to San Francisco where he became a
volunteer at Kearney Street Workshop, a grassroots arts organization that developed
exhibits, held poetry readings and taught art classes, and had a ground-floor
storefront in the International Hotel. He presently freelances in the Bay Area,
covering both corporate and nonprofit sectors. His work has been regularly featured
in local and national magazines and books.
Gordon Lee became
involved in the Asian-American movement in the spring of 1970 when students
at Columbia took over Kent Hall demanding an ethnic studies program. He was
active in an uptown Asian American organization fighting for squatters’
rights. He was one of the original members of the Asian Media Collective, and
soon thereafter moved to New York Chinatown. After leaving New York, he joined
the Third Arm, a community organization in Honolulu, Chinatown, where he has
spent many years assisting residents to fight urban renewal. Subsequently, he
became an attorney. In addition to his legal work, he has developed health insurance
counseling and assistance program for seniors. He wrote, directed, and produced
a video on Japanese internment in Hawaii during world War II. Currently, he
is pursuing a Ph.D. at Pacific Graduate Institute in Santa Barbara, California.
Lillian Galedo has
worked at Filipinos for Affirmative Action (FAA) since 1980 and has been the
Executive Director since 1982. FAA, which started in Oakland and now has offices
in Union City and San Pablo, provides newcomer and youth services to Filipinos
in the East Bay and conducts community education and advocacy on civil rights
issues affecting the Filipino community. Lillian is also the Co-chair of Filipino
Civil Rights Advocates (FilCRA) which is building a national civil rights organization
for the Filipino community. She is a past recipient of the Asian Business League
Community Service Award and has been honored by the Committee on the Status
of Women in Berkeley, East Bay Californians for Affirmative Action, and Filipinas
Magazine for community service and leadership. Lillian has served on the boards
of Equal Rights Advocates, Asian Health Services, Asian Branch library, United
Way of the Bay Area, and the Asian Pacific American Community Foundation and
is currently on the Board of Directors of Vanguard Foundation. She has been
a recipient of the Wallace Gerbode Fellowship in 1990, the Bannerman Fellowship
in 1997, and a Eureka Communities Fellowship in 1998.
Miriam Ching Yoon Louie
has dedicated over three decades to advancing the movements of women of
color, immigrant women workers, grassroots Asian communities, and other kindred
troublemakers. Her books Sweatshop Warriors: Immigrant Women Workers Take
on the Global Factory (South End Press, 2001) and Women’s Education
in the Global Economy: A Workbook (with Linda Burnham, WCRC, 2000) are dedicated
to the "women without whose labor, love, sweat, and tears we would not
even exist on this planet… They serve as the tree shakers who knock down
the fruit, the piñata busters who break open the goodies—of economic
democracy, gender justice, and human rights—for all of us." Louie
works with the Women of Color Resource Center (WCRC) in Berkeley, California,
which she helped co-found in 1990 and formerly served as national campaign media
director of Asian Immigrant Women Advocates and Fuerza Unida. Of Korean and
Chinese descent, this colored grrrl also jams with Jamae Sori/Sister Sound,
a drumming group of Korean American women community activists.
Helen Zia is an award-winning
journalist and scholar who has covered Asian American communities and social
and political movements for more than twenty years. In her acclaimed book, Asian-American
Dreams: The Emergence of an American People, Zia interweaves the remarkable
history of a people with her own unique journey as a pioneer activist and writer.
The result is a riveting and incisive epic narrative that, like her lectures,
brings clarity and advocacy to the national dialog for equality, inclusion,
and justice. Zia is also a contributing editor to Ms. Magazine, where
she was formerly executive editor and her articles, essays, and reviews have
appeared in numerous newspapers, magazines and anthologies. She also is the
editor of Notable Asian-Americans and recently co-authored a book with
Wen Ho Lee, My Country Versus Me: The First-Hand Account by the Los Alamos
Scientist who Was Falsely Accused of Being a Spy.
G. William Domhoff
is a Research Professor in Sociology at the University of California, Santa
Cruz, where he teaches a course on power, politics, and social change. He also
has taught at the University of California, Santa Barbara; the University of
Paris; and Colgate University, where he was an A. Lindsay O'Connor Chair in
American Institutions in 2001. Four of his books are among the top 50 best sellers
in sociology for the years 1950 to 1995: Who Rules America? (Prentice-Hall,
1967); The Higher Circles (Random House, 1970); The Powers That Be
(Random House, 1979); and Who Rules America Now? (Simon and Schuster,
1983) More recently he is the author of The Power Elite and the State
(Aldine de Gruyter, 1990); State Autonomy or Class Dominance? (Aldine
de Gruyter, 1996); and Who Rules America: Power And Politics, 4th Edition
(McGraw-Hill, 2002).
William Wong, author
of Yellow Journalist: Dispatches from Asian America, grew up in Oakland,
California's Chinatown during the 1940s and 1950s, then went on to a distinguished
career as a journalist and writer. Most recently a freelance writer, Wong contributes
columns to the San Francisco Chronicle's op-ed page and Sunday section.
In addition, he has written for The Wall Street Journal, the Oakland
Tribune, the San Francisco Examiner, Asian Week, salon.com, and other
news outlets. He is also a communications and writing consultant for non-profit
organizations and foundations.
Among his pioneering journalistic achievements were significant news feature stories about a growing Asian American community for The Wall Street Journal's front page in the 1970s and provocative columns in various outlets about Asian America, politics, race relations, multiculturalism, and a changing America. Once a regional commentator on The News Hour with Jim Lehrer on the Public Broadcasting System, Wong is often heard on other national and local radio and television public affairs shows. Wong has won awards from the New California Media, National Conference of Christians and Jews, Media Alliance of San Francisco, the Asian American Journalists Association, the World Affairs Council of Northern California, and the San Francisco Press Club.
Spring
2002
Instructor: Andrea Steiner, Dept of Community Studies
TTh 10:00–11:45 a.m.
Social Sciences 2 167
NOTE: This is the syllabus from CMMU 80E, taught in 2001. The differences between last year and this year are:
FROM LAST YEAR:
Summary:
This course introduces students to gerontology, the study of aging. Taking a multi-disciplinary approach, we will critically examine the stereotypes, theories and realities of worldwide demographic transition, and will consider the many implications for organizing social and personal life.
Syllabus:
Welcome to the course, The Aging Society, which is intended to introduce you to gerontology, the study of aging. In every country of the world, the demographic transition—the change to an older age mix—is a feature of the late 20th or early 21st century, yet most people and most social systems still function according to mainly negative stereotypes, with serious yet avoidable consequences. The goal of this course is to critically examine the facts, fictions and theoretical frameworks for understanding aging in its multicultural social context, and to consider the implications for social and personal life. There are no prerequisites for the course. It is multidisciplinary and anyone may enroll.
The following syllabus is meant to guide our work this quarter and to give you a clear picture of the expectations I have of you.
Aims:
Objectives:
By the end of the seminar, you will be familiar with
You will be able to
Expectations:
In order to get the most our of this course, I ask you
1. To attend classes regularly. If this is a problem for you, come see me right away.
2. To read the assignments and come prepared to discuss what you have read.
3. To share your experience. Gerontology is a subject that engages on many levels. We are all aging, and we all have ideas about being or getting old. I want you to test the ideas in books by thinking about your personal experiences and to start seeing the patterns—the theoretical or scholarly context—into which those personal impressions fit. Keep making connections.
4. To ask questions whenever you are unclear. The beginning of learning is to acknowledge ignorance—uncomfortable at first but true and liberating. My job is to make you think and help reduce the gaps in your knowledge. Your job is to be an active partner in this.
5. To complete a series of 4 small assignments. These will range from brief reports following certain hands-on experiences to book or video reviews. The purpose of the small assignments is to encourage you to explore images and understandings of old age. Each paper should be 3–4 pages long, typed and double-spaced. For this and all other written assignments, please hand in two copies of your work. The small assignments will be due at the end of weeks 2, 3, 6 and 7: April 5, 12, May 3, 10.
6. To complete a group project. At the start of week 2, we will form 8 working groups of three or four people. Each group will select a topic to research. Your projects will involve reading, primary data collection (you gather the information), and an analysis which you’ll present in class (sessions 16-19, i.e. weeks 8-10). I’ll ask you to work on this in stages, as follows:
5. To take a final exam. This will be a take-home exam, and you will be able to choose from a larger set of questions. I will give out the exams on the Tuesday of week 10 and they will be due in class on Thursday, May 31 (last day of class). SORRY, NO EXCEPTIONS.
Evaluation:
(for students receiving grades rather than narrative evaluations, and as a rule of thumb, for everyone; however I want to make it clear that my narrative evaluations will not be on the order of ‘If this person had taken a grade s/he would have received a B’.)
Required readings:
NOTE: Obviously this is one of the things you’d be most interested in. I may not assign Gubrium & Holstein this year. I think I will assign Aging with Grace by David Snowdon.
Gubrium JF, Holstein JA. (Eds.) (2000) Aging and Everyday Life. Malden, Massachusetts: Blackwell Publishers.
Sarton, M. (1973) As We Are Now. New York: W.W. Norton & Company.
… and, crucially, the Reader. Note that a significant minority of readings will come from two books not easily obtainable in the US; these are:
Bond J, Coleman P, Peace S. (Eds.) (1993) Ageing in Society: An Introduction to Social Gerontology. London: Sage Publications.
Johnson J, Slater R. (Eds.) (1993) Ageing and Later Life. London: Sage Publications.
Also highly recommended:
Minkler M, Estes CL. (Eds.) (1984) Readings in the Political Economy of Aging. Farmingdale, New York: Baywood Publishing Co. [This book is dated in its references to “current” policy, but it is conceptually as strong as ever.]
Myerhoff B. (1978) Number our Days: A triumph of continuity and culture among Jewish old people in an urban ghetto. New York: Simon & Schuster. [A classic example of gero-anthropology.]
A range of readings, some recommended below and others that may be helpful to your group projects, will be placed on reserve at McHenry Library. More generally, you may want to browse the stacks under HQ1061 or 1064; this is not the only place where the gerontological literature is, but it’s one of the main places.
Finally, searching on the web can sometimes be very useful. My favorite search engine is www.google.com. Be careful, though: there’s a lot of product promotion on the web, especially in the context of “defeating” old age. When you use the web sources, you must discuss both the source and the possibility / nature of bias.
The readings listed under each week are what you should have read for that week. Assignments will be noted both when you get the assignment and when you should hand it in.
Week 1: Population aging
2. Session 2 (March 29)
More about demographic transition. Discussion: What is old?
First social search assignment due April 5: For three days, watch television,
read magazines, listen to the radio, or read the newspaper with special attention
to how/when the idea of ‘old’ comes up; how ‘getting old’
is described or referred to; how older people are described (if at all) or depicted.
Report your findings in a paper 3–4 pages long (typed, double-spaced; 2
copies please). Be sure to note exactly what your media source/s were. If you
focus on something printed, please include it as an appendix. There are no right
or wrong answers.
Weeks 2-3: Ways to conceptualize aging
3. Session 3 (April 3)
Multidisciplinary perspectives on aging
This week’s readings:
Also recommended:
4. Session 4 (April 5):
Discussion based on social search #1. First meeting of working groups.
Hand in social search #1 today.
Second social search assignment due April 12: Interview one person you
consider to be young, one middle-aged, and one old, to find out how they view
their own aging process. Do they think about growing older? In what ways, if
any, do they feel old? Wish they were older? Wish they were younger? In your
write-up, describe whom you interviewed, what their chronological ages were,
what they had to say, and what you learned. Give at least 1/3 of your paper
to that last point. In other words, use the interviews to explore what it means
to people of different generations to be growing older. (Same length/format/number
of copies as previous paper.)
5. Session 5 (April 10)
Ageism
This week’s readings:
Also recommended:
6. Session 6 (April 12)
Discussion based on social search #2. Second meeting of working groups.
Hand in social search #2 today.
Remember: First group paper due April 19, on Significance of the Issue.
Weeks 4–5: The quality of later life
7. Session 7 (April 17)
Quality of life; Illness, wellness, and frailty.
This week’s readings:
8. Session 8 (April 19)
Continuing session 7; Third meeting of working groups.
Hand in first group paper today.
Remember: Second group paper due April 26, on Planned Approach to the Issue.
9. Session 9 (April 24)
Engagement and disengagement
This week’s readings:
10. Session 10 (April
26) Discussion of Sarton’s As We Are Now
Hand in second group paper today.
Third social search assignment due May 3: A list of novels, poems (in
a set), and videos will be circulated in class. Read or watch one and analyze
it in terms of the insights it provides about the quality of later life. Relate
your observations to the class lectures and course readings. The paper should
be the same length/format/number of copies as others. (If you have a different
novel, story, poem, or film you would like to analyze, or want to look at a
different art form, please get permission from me first.)
Fourth and final social search assignment due May 10: Visit an organization
that focuses on the care of older people. This could be a nursing home, retirement
home, senior center, social club, doctor’s office, transportation service,
hospital, home care agency, church program, library, or advocacy group like
Grey Panthers or AARP. (If you have another idea, come see me about it.) Observe
for one hour. What do you notice about the interactions between service providers
and older individuals (or their relatives/friends)? Critically analyze the organization
of care, from the perspective of the course lectures and readings. Same length/format/number
of copies as others. NOTE: I am listing this here because you may need to make
advance arrangements for the observation you want to do.
Weeks 6-8: Meeting the needs of older people
11. Session 11 (May 1)
Care and caregiving
This week’s readings:
Also recommended:
12. Session 12 (May 3)
Continuing session 11; Discussion based on social search #3.
Hand in social search #3 today.
Remember: Final social search assignment due May 10.
13. Session 13 (May 8)
Risk and autonomy in long-term care
This week’s readings:
14. Session 14 (May 10)
Discussion based on social search #4. Fourth (final) meeting of working groups.
Hand in social search #4 today.
15. Session 15 (May 15)
Elders organizing and other positive models
This week’s readings:
Weeks 8-10: Group presentations and final integration
16. Session 16 (May 17) Class group presentations [1]
17. Session 17 (May 22) Class group presentations [2]
18. Session 18 (May 24) Class group presentations [3]
19. Session 19 (May 29) Class group presentations [4]
Pick up final exam!
(and note that there is one last thing to read:)
Moody, HR. (1995) Ageing, meaning and the allocation of resources. Ageing
& Society, 15: 163–184.
20. Session 20 (May 31)
Wrapping up
Final exam due today at 10 a.m.; SORRY, NO EXCEPTIONS
Spring
2002
Instructor: Professor Paul Ortiz
TTh 10:00–11:45 a.m.
Social Sciences 2 179
Phone:459-5583
E-mail: portiz@cats.ucsc.edu
I wish my readers to understand
the history of the Pan-African Revolt.
They fought, they suffered—they are still fighting. Once we understand
that,
we can tackle our problems with the necessary mental equilibrium.
—C.L.R. James, A History of Pan-African Revolt (1938)
What is the African Diaspora? How may it enlarge our understanding of the project of human emancipation? We will critically examine anti-slavery, anti-colonial, and revolutionary struggles in the African Diaspora from slavery to the 1960s, a period that Amilcar Cabral called “The age of rationalized imperialism” with a focus on the Americas. Major themes will include: Pan-Africanism; dynamics of racial oppression; intellectual debates within Black communities; the impact of gender and class in the shaping of protest movements, popular arts, and the literary imagination. Using oral testimonies, novels, archeology, song, film, and other types of evidence, we will explore the creative reconfiguration of Black identities, politics, and cultures in an extraordinarily dynamic and diverse Diaspora.
As we enter the new Millennium,
the widespread reemergence of slave labor and a revived economic colonialism
makes the study of the African Diaspora more critical than ever. Accordingly,
we will use the history of the Diaspora to explore continuities, connections
and contrasts between the past and present.
Major Texts We Will Sample From: (Texts Available at Slug Books and McHenry
Library Reserves)
Aime Cesaire, Discourse on Colonialism; Frantz Fanon, The Wretched of the Earth; Ngugi Wa Thiong’o, Devil on the Cross; C.L.R. James, Minty Alley; Penny M. Von Eschen, Race Against Empire: Black Americans and Anticolonialism, 1937–1957. Walter Rodney, How Europe Underdeveloped Africa; Horace Campbell, Rasta and Resistance: From Marcus Garvey to Walter Rodney
COURSE FORMAT
Response Papers: Each seminar participant will write 8 response papers that address major themes in the assigned texts. Each response paper will be 2 ½ to 3 pages, typed and double-spaced.
Facilitators: Each student will help co-facilitate one discussion section during the quarter.
Exams: There will be a take-home midterm exam.
Final Paper: Each student will complete a fifteen-page research paper.
Grading: Class participation (20%) Midterm exam (20%) Response papers (30%) Final Paper (30%)
Syllabus and Reading List
“The
all-white crowd which passed him looked at his face with the curiosity of people
looking
at their opposite colour-perhaps for the first time. They could not see the
faces he saw.”
—Namba Roy, No Black Sparrows
Week of March 26
DEFINING AND IMAGINING
DIASPORA
Pan-Africanism; origins of Diaspora Studies; Meanings of Diaspora; Theorizing
Gender
Saundra Murray Nettles—The “Status of Women” In Indigenous African Societies, in: Women in Africa and the African diaspora : a Reader, eds., Rosalyn Terborg-Penn and Andrea Benton Rushing, 73–87. (Electronic Reserve [ER])
Robin D.G. Kelley, “‘But a Local Phase of a World Problem’: Black History’s Global Vision, 1883–1950,” Journal of American History, 86, No. 3.
St. Clair Drake, “Diaspora Studies and Pan-Africanism,” in: Global Dimensions of the African Diaspora (Second Edition), ed., Joseph E. Harris, 11–40. [ER]
Thomas J. Kitson, “Tempering Race and Nation: Recent Debates in Diaspora Identity,” Research in African Literatures, Summer 1999 v30 i2 p88(1) [ER]
Suggested Reading
Paul Gilroy, The Black Atlantic: Modernity and Double Consciousness.
[ER]
Joseph E. Harris, Perspectives Piece on Diaspora [ER]
Sidney J. Lemelle and Robin D.G. Kelley Imagining Home : Class, Culture,
and Nationalism in the African Diaspora (Selected Chapters)
Colin A. Palmer, DEFINING AND STUDYING THE MODERN AFRICAN DIASPORA, The Journal
of Negro History, (Wntr–Spring 2000) v85 i1–2 p27 [ER]
Paul E. Lovejoy, “The African Diaspora: Revisionist Interpretations of
Ethnicity, Culture and Religion under Slavery,” Studies in the World
History of Slavery, Abolition and Emancipation, II, 1 (1997).
Week of April 2
LITERARY IMAGINATIONS
Introductions; syllabus review; Caribbean novels and memoirs of the Diaspora
C.L.R. James, Minty Alley
George Lamming, In the Castle of My Skin (Author’s introduction to 1983-editions) [ER]
Barbara Paul-Emile, “Gender Dynamics in James’s Minty Alley,” C.L.R. James: His Intellectual Legacies, eds., Selwyn R. Cudjoe and William E. Cain, 72–78. [ER]
C.L.R. James, “Wilson Harris” (Electronic Reserve [ER])
Suggested Reading
Piri Thomas, Down These Mean Streets
Wilson Harris, Palace of the Peacock
Namba Roy, No Black Sparrows
Hazel Carby, Race Men: The W.E.B. Du Bois Lectures
Ousame Sp God’s Bits of Wood
Week of April 9
SLAVERY AND BLACK
ABOLITIONISM
Slavery; resistance; reconfiguration of African cultures and identities in
the Americas
Michael A. Gomez, Exchanging Our Country Marks : The Transformation Of African Identities In The Colonial And Antebellum South (1–16; 154–185; [ER]
Gwendolyn Midlo Hall, Africans in Colonial Louisiana: The Development of Afro-Creole Culture in the Eighteenth Century (Selected Chapter) [ER]
Michael Mullin, “Africans Name Themselves,” in: Mullin, Africa in America: Slave Acculturation and Resistance in the American South and the British Caribbean, 1736-1831, 34–61.
Suggested Reading
C.L.R. James, “The Atlantic Slave Trade” in James, ed., The Future
in the Present, 235–264.
Film: Sankofa
Week of April 16
ABOLITION AND POST-EMANCIPATION
Documentary Film: “W.E.B. Du Bois: A Biography in Four Voices”
Frederick Cooper, From Slaves to Squatters: Plantation Labor and Agriculture in Zanzibar and Coastal Kenya, 1890–1925 (Selected chapter)
Andrea Benton Rushing, “The Feast of Good Death: an Afro-Catholic Emancipation Celebration in Brazil,” in: Women in Africa and the African diaspora : a Reader, eds., Rosalyn Terborg-Penn and Andrea Benton Rushing [ER]
W.E.B. Du Bois, Black Reconstruction in America: An Essay Toward A History of the Part Which Black Folk Played in the Attempt to Reconstruct Democracy in America, 1860–1880, 670–728 [ER]
Winston James, Holding Aloft the Banner of Ethiopia: Caribbean Radicalism in Early Twentieth Century America, 232–257
Thomas Holt, Caribbean, The problem of freedom : race, labor, and politics in Jamaica and Britain, 1832–1938, (selected chapter)
Suggested Readings
Frederick Cooper, Thomas C. Holt, Rebecca J. Scott, Beyond Slavery : Explorations
Of Race, Labor, And Citizenship In Postemancipation
Week of April 23
COLONIALISM, I
Walter Rodney, How Europe Underdeveloped Africa (Selected Chapters)
Keletso E. Atkins, The Moon Is Dead! Give Us Our Money! The Cultural Origins of an African Work Ethic, Natal, South Africa, 1843–1900 (Selected Chapter)
Luise White, Speaking With Vampires: Rumor and History in Colonial Africa (Selected Chapter)
Thomas E. Skidmore, “Race and Class in Brazil: Historical Perspectives,” in Global Dimensions of the African Diaspora (Second Edition), ed., Joseph E. Harris, 189–203
Suggested Reading
Week of April 30
COLONIALISM, II
Documentary Film: “Aimé Césaire: Une Voix pour L’histoire (A Voice for History)’
Aime Cesaire, Discourse on Colonialism
Hazel Carby, “The Quicksands of Representation: Rethinking Black Cultural Politics,” in: Carby, Reconstructing Womanhood: The Emergence of the Afro-American Novelist, 163–175 [ER]
W.E.B. Du Bois, “The African Roots of War,” Atlantic Monthly, 115 (May 1915), 707–14. [ER]
Oliver Cox, Race: A Study in Social Dynamics (50th Anniversary Edition), 5–38. [ER]
Week of May 7
PAN-AFRICANISM/INTERNATIONALISM
Penny M. Von Eschen, Race
Against Empire: Black Americans and Anticolonialism, 1937–1957
(Selected Chapters)
Horace Campbell, Rasta and Resistance: From Marcus Garvey to Walter Rodney (selected chapters)
Jeffrey B. Perry, ed., A Hubert Harrison Reader , 201–239, [ER]
Robin D.G. Kelley, “Introduction,” in: C.L.R. James, A History of Pan-African Revolt, 1–33.
Journal of American Ethnic
History, Summer 1998 v17 n4 p 63 (24)
African Americans and the Mau Mau rebellion: militancy, violence, and the struggle
for freedom. James H. Meriwether.
Week of May 14
REVOLUTION
Documentary Film: “Lumumba: La Mort du Prophete (Lumumba: Death of a Prophet)”
Frantz Fanon, The Wretched of the Earth
D.K. Chisiza, “The Realities of African Independence” Order ILL [ER]
C.L.R. James, “The People of the Gold Coast,” and “The Rise and Fall of Nkrumah,” in: The C.L.R. James Reader, Anna Grimshaw, ed., 347–361 [ER]
Gender and Fanon
Week of May 21
STRUGGLES WITH NEO-COLONIALISM
Discussion of research projects
Tuesday: Ngugi Wa Thiong’o, Devil on the Cross
Thursday: Devil on the Cross, cont.
Week of May 28
Towards a Redefinition of the African Diaspora
No new reading
Instructor: David Brundage
This course introduces students to the so-called "troubles" in Northern Ireland from the 1960s to the present. Through reading, lectures, and section discussion, we will examine the historical background to the conflict, the changing character of the conflict in the 1970s and 1980s, and the emergence of a peace process (and a peace of sorts) in the 1990s.
Attendance at all classes is mandatory and all students are expected to participate in discussions. Each student will also write two 8-12 page papers, based on the assigned readings. These papers are due at the end of the fifth week and the end of the tenth week of the class.
Assigned Books:
Brendan O'Leary and John McGarry, The Politics of Antagonism: Understanding Northern Ireland (2nd edition, 1996)
Frank McGuinness, Observe the Sons of Ulster Marching Towards the Somme (1986)
Begonia Aretxaga, Shattering Silence: Women, Nationalism, and Political Subjectivity in Northern Ireland (1997)
There will also be a course reader. Selections in the reader are marked with a *.
Topics and Readings:
Week 1: Introduction to the course
Week 2: Overview of the
conflict
O'Leary & McGarry, Politics of Antagonism, Intro. and Ch. 1.
Week 3: Historical roots
of the conflict
O'Leary & McGarry, Politics of Antagonism, Ch. 2.
McGuinness, Observe the Sons, entire
Week 4: The "orange
state," 1920s-1960s
O'Leary & McGarry, Politics of Antagonism, Ch. 3.
* Seamus Deane, Reading in the Dark (1996), excerpts
* Eamonn McCann, War and an Irish Town (1979 ed.), Part 1
Week 5: The civil rights
movement of the 1960s
O'Leary & McGarry, Politics of Antagonism, Ch. 4.
* McCann, War and an Irish Town, Part 2
Week 5: Deadlock and violence,
1972-85
O'Leary & McGarry, Politics of Antagonism, Ch. 5.
* Nell McCafferty, The Best of Nell: A Selection of Writings Over Fourteen
Years (1984), pp. 101-33.
* Northern Irish poets: selected poems
Week 6: Women and nationalism
in the 1970s and 1980s
Aretxaga, Shattering Silence, first half.
Week 7: The 1981 hunger
strikes
Aretxaga, Shattering Silence, second half.
Week 8: The 1980s: atrocities
and agreements
O'Leary & McGarry, Politics of Antagonism, Chs. 6-7.
* Denzil McDaniel, Eniskillen: The Remembrance Sunday Bombing (1997),
excerpts
Week 9: The "peace
process" of the 1990s
O'Leary & McGarry, Politics Of Antagonism, Chs. 8-9.
* Selected newspaper accounts of the peace process
Week 10: The prospects for
peace
O'Leary & McGarry, Politics of Antagonism, Chs. 10-11.
* Selected newspaper accounts