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Office/Phone: 209 Old Mill/656-5717 E-mail: email@example.com Office hours: Online, 10-11 PM, Monday – Friday *Please note that I will respond to email within 24 hours* Course Description Survey of the ways in which spatial processes and patterns reflect and shape racialized and ethnic identities in the U.S. Special attention will be paid to schemes of spatial restriction and to the roles of both mobility and place in racial and ethnic minorities' struggles for the power to define geographies of everyday life. Course will include text, readings, and films. Fulfills a “Race Relations and Ethnicity in the U.S.” requirement. Overview Understanding the geography of race and ethnicity in the US is more than simply knowing why we can visit a Chinese restaurant in San Francisco, a Polish deli in Chicago, or an Italian café in New York City. While it is important to understand the locations of different social groups, it is about more than simply making a list of people and places. The geography of race and ethnicity in the US means engaging with important questions about the links between space, place and power. Examining such questions helps us to understand the shape of the world we live in today, both by looking at the past and at the present. How do we conceive of Los Angeles, San Antonio, or San Francisco as American cities without first understanding the historical conflicts between the US and Mexico? Can we understand why most Italian-Americans left Mulberry Street, NYC for the majority-white suburbs without understanding the development of highways and postwar housing? How have the legacies of colonialism, slavery, and segregation left their imprints on the urban and rural landscapes that surround us today? In this course, we will focus on the social construction of race and ethnicity and on the ways in which such ideologies have shaped spatial patterns in both the past and present. We will pay particular attention to issues including mobility, migration, urban form, spatial demographics, and borders. We will draw on various case studies and historical accounts to understand these identities, struggles and constructions. At the conclusion of this course, you should be able to better understand: • • The nature, historical patterns, and demographics of American society in terms of race, ethnicity and spatial processes Knowledge of the origins and systemic nature of prejudice, discrimination and oppression that has been directed toward people of diverse backgrounds and cultures, and how this has played out in geographical terms An understanding of the current experiences and issues in the United States of different racial groups (including discrimination in all forms, life experiences of racial groups and white privilege), as they relate to space and place
Course Texts: Rothenberg, Paula (ed.) 2009. Race, Class and Gender in the US (8th Edition). NY: Worth. Additional readings will be made available in PDF format on the course Blackboard site (https://bb.uvm.edu)
Evaluation Quizzes Reading Blog Discussion Board Final Paper
10% 36% 24% 30%
Quizzes (10%) At the end of each module students will be asked to take an online quiz consisting of approximately 10 multiple-choice questions. There will be a time limit (approximately 15 minutes) in which to complete each quiz and there will only be one opportunity to take it. Please make sure you are ready to complete a quiz when you begin it as you will not have the opportunity to try to take it a second time. Reading Blog (36%) Students are required to post 1 blog per week of the course (for a total of 6 blogs) on any one reading of their choice assigned for that week (students may also write on more than one reading). Blogs must be posted by midnight on the last day of each week of the course (generally Sunday) and must be at least 350 words in length. These postings must be related to key themes and topics of the course rather than general observations. Blogs will be graded according to the following: 40% for completeness, 10% for style, 50% for relevance (please see attached rubric for further details). Discussion Board (24%) Students are expected to post one (1) message per week (for a total of at least 6 discussion board messages during the course) in response to questions posed by the instructor. Discussion board messages must be posted by midnight of Sunday of each week. These messages must be at least 150 words in length and will be graded for grammar, style, and substance. Students are also expected to respond to at least two (2) messages posted by their peers over the entirety of the course - these responses must be substantive and correspond to the rules of “netiquette” (described in the discussion board parameters). Responses cannot simply be in the affirmative or supportive but must make a substantive contribution of their own. Final Paper (30%) Students must submit a final essay of approximately 2000 words based on a list of topics provided by the instructor. These are not research essays but rather discussions of questions raised throughout the course of the class. Outside reading is not required; however, proper citation of in-course texts is expected. The final essay will be due on June 28, 2013. These should be emailed to me as Microsoft Word documents (with a .doc or .docx file name) at firstname.lastname@example.org Grades will be distributed according to the following scale: A+ A AB+ B B97.0 – 100 94.0 – 96.9 90.0 – 93.9 87.0 – 89.9 84.0 – 86.9 80.0 – 83.9 C+ C CD F 77.0 – 79.9 74.0 – 76.9 70.0 – 73.9 60.0 – 69.9 <60.0
Policies 1. There are no make-up exams or quizzes, or late submissions accepted. If you miss (or are going to miss) something important due to illness or other severe circumstance, contact me immediately (contact your Dean’s office for validation of serious matters). 2. You are expected to do your own work. Cheating, plagiarizing, fabrication, collusion, and other forms of academic dishonesty are not tolerated at UVM. It is your responsibility to be familiar with the University’s policy on academic honesty at http://www.uvm.edu/cses. 3. If you are an ACCESS student, we will make every effort to accommodate necessary arrangements. I need ACCESS letters as soon as possible to make these accommodations. 4. Students have the right to practice the religion of their choice. Students who foresee needing accommodation for religious reasons should submit in writing their documented religious holiday schedule for the semester by the end of the first week of class. I will make every effort to accommodate appropriately. 5. Students participating in inter-collegiate athletics should plan their schedules with special care, recognizing the primary importance of all their academic responsibilities. Students are required to document in writing any conflicts between planned athletic events and class schedules to me by the end of the first week of classes. Individual athletes should meet with me to discuss the resolution of any missed classes and work. 6. Please review UVM’s Student Rights and Responsibilities Policy document at http://www.uvm.edu/~uvmppg/ppg/student/studentcode.pdf.
COURSE SCHEDULE Readings Key: • “RCG” = Race, Class Gender Reader (Rothenberg) • “OL” = Blackboard Online Materials Module 1, May 20 – May 26: Theorizing Race The social construction of race • Rothenberg, “Introduction: Race, Class and Gender in the US” RCG I, 7-12 • Omi and Winant, “Racial Formations” RCG I.1 13-22 • Buck, “Constructing Race, Creating White Privilege” RCG I.3, 32-38 • Snyder, “Self-Fulfilling Stereotypes” RCG VIII.1 571-577 Structures of racism • US Commission on Civil Rights, “The Problem: Discrimination” RCG IV.1, 243-253 • Tatum, “Defining Racism: Can We Talk?” RCG II.1, 123-130 • Bonilla-Silva, “Color-Blind Racism” RCG II.2, 131-138 Whiteness and power • McIntosh, “White Privilege: Unpacking the Invisible Knapsack” RCG II.8, 172-177 • Rich, “White Like Me” RCG II.3, 138-141 • Roediger, “New Immigrants, Race and Ethnicity in the Long Early 20th Century” OL 3-34 • Brodkin, “How Jews Became White Folk” RCG I.4, 38-53 Module 2, May 27 – June 2: Complicating Ethnicity The changing demographic • Roberts, “A Nation of None and All of the Above” RCG III.1, 199-200 • Alsultany, “Los Intersticios: Recasting Moving Selves” RCG III.3, 207-209 • Navarro, “Going Beyond Black and White, Hispanics in the Census pick ‘Other’” RCG III.4, 209-213 • Tafoya, “Shades of Belonging: Latinos and Racial Identity” RCG III.5, 214-217 “Model minorities” • Shah, “Asian American?” RCG III.6, 217-219 • Thrupkaew, “The Myth of the Model Minority” RCG III.7, 220-226 Inter-ethnic conflict and competition • Sethi, “Smells like Racism” RCG II.4, 141-149 • Jordan, “Blacks vs. Latinos at work” RCG IV.7, 266-268 • Rubin, “Is This a White Country or What?” RCG III.8, 226-234 Module 3, June 3 – June 9: Displacement, Migration and Borders Colonialism and Indigenous Culture • US Commission on Human Rights, “Indian Tribes: A Continuing Quest for Survival” RCG VII.1, 499-503 • Bird, “Civilize Them with a Stick” RCG VI.1, 377-380 • Elk v. Wilkins, RCG VII.15, 540-541 Slavery and Diaspora • South Carolina, “An Act for the Better Ordering and Governing of Negroes and Slaves” RCG VII.2, 504-509 4
• • •
US Constitution, Article 1, Section 2, “The 3/5 Compromise” RCG VII.3, 509 North Carolina, “An Act Prohibiting the Teaching of Slaves to Read” RCG VII.4, 510 Dred Scot v. Sanford, RCG VII.8, 522-525
America expands: the Mexican-American War • Horsman, “Introduction: Race and Manifest Destiny” OL 1-6 • Horsman, “Race, Expansion and the Mexican War” OL 229-248 Module 4, June 10 – June 16: Changing Landscapes Immigration • MPI, “A New Century: Immigration and the US” RCG III.2, 201-207 • Portes and Rumbaut, “Who They Are and Why They Come” OL 12-36 Settlement, Cities and Acculturation • Portes and Rumbaut, “Patterns of Immigrant Settlement and Spatial Mobility” OL 37-66 • Portes, “Immigration’s Aftermath” RCG V.18, 365-369 Refugees and Immigration to New Destinations • Pho, “Lowell, Politics and the Resettlement of Southeast Asian Refugees and Immigrants, 1975-2000” OL 10-18 • Cowan, “Lao Refugees in Lowell” OL 131-152 Module 5, June 17 – June 23: Mobility and Immobility Structures of Segregation • Dubois, RCG VII.11, 528-536 • Plessy v. Ferguson, RCG VII.16, 542-544 • Zirin, RCG VI.13, 426-428 Internment and Suspicion of Difference • Kochiyama, “Then Came the War” RCG VI.2, 381-388 • Wu, “Yellow” RCG VI.3, 389-392 • Fayad, “The Arab Woman and I” RCG VI.5, 397-398 • Rothschild, “Muslim American Running Back off the Team at New Mexico State” RCG IV.9, 271-272 • Barry, “Tennessee Judge tells Immigrant Mothers: Learn English or Else” RCG IV.10, 273-274 Prisons and the Economic Trap • Davis, “Masked Racism: Reflections on the Prison Industrial Complex” RCG VIII.10, 643647 • Sklar, “Imagine a Country” RCG V.1, 307-316 • Johnson, “Income Gap is Widening” RCG V.2, 317-319 • Thompson, “Meet the Wealth Gap” RCG V.3, 319-321 • Muhammad, “Race and Extreme Inequality” RCG V.6, 325-326 • Gates, “Forty Acres and a Gap in Wealth” RCG V.8, 328-330 Module 6, June 24 – June 28: Spatial Justice Housing restrictions • Lipsitz, “The Racialization of Space and the Spatialization of Race” OL 10-23 • Roediger, “Finding Homes in an Era of Restriction” OL 157-198 5
Richardson, “Subprime Lenders Under Fire” OL 31-32
Transportation racism • Bullard, “The Anatomy of Transportation Racism” OL 15-31 • Freilla, “Burying Robert Moses’ Legacy in New York City” OL 75-98 Environment and race • Merchant, “Shades of Darkness: Race and Environmental History” OL 1-13 • Associated Press, “More Blacks Live with Pollution” RCG IV.21, 294-296 • Agyeman, “The State of Race Relations in the US and the Effects on Environmental Justice” OL 69-76 Final Paper due June 29
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