tag:blogger.com,1999:blog-70197487995855112352024-02-07T07:55:50.162-08:00Introduction to Ethnic Studies Fall 2012Unknownnoreply@blogger.comBlogger36125tag:blogger.com,1999:blog-7019748799585511235.post-25772377131819577312012-12-05T11:16:00.000-08:002012-12-05T11:33:25.662-08:00Post Reading Questions Week Fourteen<span style="font-family: Georgia, Times New Roman, serif;">Hello students,</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">I hope you were all able to stay dry today! For Monday, please bring whatever drafts you have of your final papers to class; we will be creating a rubric on Monday and then doing some revision on Wednesday.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Post-Reading Questions:</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">How do each of the approaches we studied challenge the PIC?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What specific issues (i.e racial discrimination, profits, war on drugs, militarization of the justice system, etc) do each of the proposed solutions to the PIC address?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What actions, if any, do you believe that individual people can take in order to challenge the PIC?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Read <a href="http://www.sfgate.com/nation/article/Turning-over-immigrants-to-feds-optional-4091610.php">this article</a> about how California district attorney Kamala Harris has decided to not participate in Immigration and Customs Enforcement (ICE)'s Secure Communities program . How is this related to what we were discussing today? What do you think of her decision to not participate?</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-39357171750118243062012-11-30T17:56:00.000-08:002012-11-30T17:56:47.188-08:00Reading Assignments and Pre-Reading for Week 14<span style="font-family: Georgia, Times New Roman, serif;">Hello Students,</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">We will be 'jigsawing' this week's readings- so you will only be responsible for reading the text that your name is listed under- but make sure you know it and understand it, you will have to explain it to your fellow students.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><u><br /></u></span>
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;"><u>Critical Resistance and INCITE! Women of Color Against Violence. Gender Violence and the Prison Industrial Complex.</u></span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Abi</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Bria</span></span><br />
<div style="text-align: left; text-indent: -24px;">
<span style="color: #333333; font-family: Georgia, Times New Roman, serif;"><span style="line-height: 20px;">Isabella</span></span></div>
<div style="text-align: left; text-indent: -24px;">
<span style="color: #333333; font-family: Georgia, Times New Roman, serif;"><span style="line-height: 20px;">Justina</span></span></div>
<div style="text-align: left; text-indent: -24px;">
<span style="color: #333333; font-family: Georgia, Times New Roman, serif;"><span style="line-height: 20px;">Mariela</span></span></div>
<div style="text-align: left; text-indent: -24px;">
<span style="color: #333333; font-family: Georgia, Times New Roman, serif;"><span style="line-height: 20px;">Patricia</span></span></div>
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;"><u>Davis, A. Abolitionist Alternatives.</u></span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Alex</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Eddie</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Jacquelyn</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Kriselle</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Mauro</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Phong</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;"><u>Gilmore, R.G. Pierce the Future for Hope: Mothers and Prisoners in the Post-Keynesian California Landscape.</u></span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Alyce</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Bella</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Jennifer</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">La'Shawnda</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Miyoko</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Sophana</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;"><u>Burk, C. Think. Re-Think: Accountable Communities.</u></span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Ashley</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Hazel</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Joseph</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Lorenzo</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;">Nelson</span></span><br />
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;"><br /></span></span>
<div style="text-align: left; text-indent: -24px;">
<span style="color: #333333; font-family: Georgia, Times New Roman, serif;"><span style="line-height: 20px;"><b>Pre-Reading Question:</b></span></span></div>
<div style="text-align: left; text-indent: -24px;">
<span style="color: #333333; font-family: Georgia, Times New Roman, serif;"><span style="line-height: 20px;">In your opinion, what are some of the biggest issues with the criminal 'justice' system (think about what we talked about last week)- what would be some remedies to get rid of these issues?</span></span></div>
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;"><br /></span></span>
<span style="background-color: white; color: #333333; line-height: 20px; text-align: left; text-indent: -24px;"><span style="font-family: Georgia, Times New Roman, serif;"><br /></span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-80043497929716559752012-11-29T06:36:00.001-08:002012-11-29T06:36:43.761-08:00Post-Reading Questions-Week Thirteen<span style="font-family: Georgia, Times New Roman, serif;">Hello Students!</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">I hope you had a nice Wednesday off, here are the post-reading questions for this week.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">In your own words, what is the Prison-Industrial Complex?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">If the motivation for incarcerating people isn't to stop crime, what is it?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What are some of the ways that the incarceration system creates a "racial caste system'?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What is the "industrial" part of the PIC?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What part of the readings/our discussion on Monday resonated with you the most? Why?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Is the PIC related to colorblind racism? In what ways?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Any remaining questions or concerns before we move forward?</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-23513625950069732282012-11-21T08:59:00.000-08:002012-11-23T10:59:26.072-08:00Pre-Reading Questions Week 13<span style="font-family: Georgia, Times New Roman, serif;"><b>ATTN STUDENTS: DUE TO A FAMILY EMERGENCY THERE WILL BE NO CLASS ON <u>WEDNESDAY, NOVEMBER 28TH. </u>WE WILL STILL HAVE CLASS ON MONDAY, NOVEMBER 26TH AS USUAL,<u> </u>THANK YOU FOR UNDERSTANDING.</b></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><i>A preview</i></span><br />
<span style="font-family: Georgia, Times New Roman, serif;">This week, we will be examining the Prison-Industrial Complex (PIC). The PIC is " <a href="http://www.theatlantic.com/magazine/archive/1998/12/the-prison-industrial-complex/304669/">a set of bureaucratic, political and economic interests that encourage spending on imprisonment regardless of actual need</a>" (Schlosser, 1998). In other words, it is a system that builds prison and incarcerates mass numbers of people for reasons that have very little to do with alleviating crime. For the purposes of Ethnic Studies, we examine the PIC because the vast majority of the people impacted by the PIC are people of color. Why is this so? Who benefits from this arrangement? What are the relationships between racism/xenophobia and the incarceration of people? The two readings for this week get us started on answering these questions.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">"The New Jim Crow", by lawyer extraordinnaire Michelle Alexander, makes an argument that the current system of incarceration is a way of controlling the Black population, in a style very similar to Jim Crow.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">"Remaking Big Government: Immigration and Crime Control in the United States" examines how the government is 'criminalizing immigration' in order to increase its income while developing negative ideologies about Latinos.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">In your opinion, what are the connections between race and crime?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What functions do prisons serve in the United States?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What is the "Industrial" part of the Prison-Industrial Complex?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Is crime defined to impact some populations more than others? Who is believed to be more criminal?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Why do you think that people of color are over-represented in the prison population in the United States?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Are prisons used as a form of social control? Why or why not?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Can you think of some examples of ways that daily life is being 'criminalized'? What does that mean?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-31663543827105107602012-11-21T08:29:00.001-08:002012-11-21T08:29:41.824-08:00Final Paper Questions<span style="font-family: Georgia, Times New Roman, serif;">Hello Students,</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">Below you will find the questions for the final exam. You will pick <b>four </b>of them and, for each write a <b>three page </b>response. The purpose of these responses is to prove to me your understanding of the question. These essays are unlike the blogs, you are not expected to give your opinion or respond, rather I want you to clearly answer the question, integrating class readings. Your final paper must be typed, double spaced, <b>stapled</b>, and cited (using any style, just be consistent) to receive credit.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<br />
<ul>
<li><span style="font-family: Georgia, Times New Roman, serif;">Please compare and contrast the strike for Ethnic Studies at San Francisco State University in 1968 with the current battle for/against Ethnic Studies in Arizona.</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How was the 1968 strike a response to the larger social and political conditions of the time?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Please explain the following concepts: race, ethnicity and nationality. How are these social constructs and social realities at the same time?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How do the Abdulrahim and Strum readings complicate the definitions of race and ethnicity used by Cornell and Hartmann?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Please explain how the examples presented in the Strum and Abdulrahim texts illustrate the following concepts: race as a social construct, race/ethnicity changing over time, racial identification as linked to power and oppression.</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How does the Census both reflect and create racial categories?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Please define Flores' three approaches to understanding the Latino community. Why does he argue it is important to approach it in this way?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Why is Latino/Hispanic considered and ethnicity and not a race? What are some of the consequences of this designation?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What is the relationship between white privilege and meritocracy? </span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">According to Lipsitz, what are some of the specific ways that White people gained advantages in housing, jobs and living conditions?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Why do McIntosh and Lipsitz argue that racial discrimination is an institutional problem, not an individual one?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What is Colorblind racism?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How are terms like diversity and multiculturalism used to 'gloss over' issues over inequality?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What is the relationship between Colorblind racism and diversity?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What is the relationship between Colorblind racism and white privilege?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">According to Bell and Hartmann, what are some of the issues that Americans have when it comes to understanding what diversity is?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">According to Lorde and Moraga, what are some of the issues that can arise when an intersectional analysis is not used?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What is an intersectional analysis, and how do we use it in Ethnic Studies?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How does an intersectional analysis help us understand the different ways that people experience domestic violence?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How do the objections to the 2012 VAWA re-authorizations relate to the 'mainstream' DV narrative we discussed in class? </span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How does intersectionality help us understand the disproportionate number of students of color in Special Education classes?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Compare and contrast race as a social construct and disability as a social construct.</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">According to Reid and Knight, how is disability used to justify segregation?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What connections does Michael (from the Connor piece) make between his race, class and disability?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Address and explain the following question, "<i>Do the disabilities we identify actually exist as disabilities, or are they simply a cluster of outcomes resulting from an overwhelming dose of social, economic, and educational disadvantages, and processed through the biased eyes and instruments of dominant culture?</i>" (Fletcher and Navarette, 233)</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How is the current production of mainstream hip-hop linked to racism during Jim Crow?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How is hip-hop simultaneously homophobic and homoerotic?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What are ways that race, masculinity and power influence the content of hip-hop?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Please explain the social, cultural and political factors that led to the lyrical and content shift in hip-hop. </span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">According to Clay, how do youth use hip-hop as a form of social activism?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How does Clay relate organizing around hip-hop to Colorblind Racism (post-civil rights era racism)?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How does Shani Jamila relate hip-hop to her growth as an activist and scholar?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What is the Prison-Industrial Complex and how does it relate to people of color?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What are the connections that Michelle Alexander makes between the Jim Crow Era and incarceration?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">According to Bohrman and Murakawa, what is the connection between the 'shrinking of government' and the growth of the prison system?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What is the connection between immigration and incarceration?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How does racism and xenophobia function to increase the prison population?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What are some of the alternatives to incarceration?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What are the connections between the prison-industrial complex and institutional violence against communities of color?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Why does Angela Davis advocate for abolishing prisons?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How do some of the alternatives to prison address the problematic issues of the Prison Industrial Complex?</span></li>
</ul>
<span style="font-family: Georgia, Times New Roman, serif;">** I may add or change some of the questions about that PIC, as we have not yet covered that material in class. 11/21/2012</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-45947763353921775192012-11-14T11:06:00.002-08:002012-11-14T11:06:29.661-08:00Post-Reading Questions Week Twelve<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Is Lupe Fiasco's 'Bitch Bad' an example of hip-hop that attempts to be more critically conscious? Why or why not?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Here the are links to the articles we reviewed in class:</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="http://www.theatlantic.com/entertainment/archive/2012/08/raps-long-history-of-conscious-condescension-to-women/261651/">Rap's Long History of 'Conscious' Condescension to Women</a></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="http://colorlines.com/archives/2012/08/why_we_need_more_songs_like_lupe_fiascos_bad_bch.html">Why We Need More Songs Like Lupe Fiasco's Bitch Bad</a></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="http://crunkfeministcollective.wordpress.com/2012/06/27/thoughts-on-lupes-bitch-bad/">Crunk Feminist Collective- Thoughts on Lupe Fiasco's Bitch Bad</a></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="http://www.rippdemup.com/2012/08/bitch-bad-lupe-fiasco-starting-important-discourse/">Lupe Fiasco's Bitch Bad Starting an Important Discouse</a></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Which one of the articles resonates the most with you? Why?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><i><br /></i></span>
<span style="font-family: Georgia, Times New Roman, serif;"><i>"..I don't think the role of feminism is to construct 'proper' femininity or to place limits on how women are able to define and present themselves. I think doing so is actually antithetical to the movement. Teaching women not be sensual and erotic beings, or not to show that we are, is diminishing and subverts the locus of our own uniqueness as females...On the flip side, we shouldn't support each other to the point of stupidity. We have to demand accountability from each other no doubt. We need to be cognizant of the power in this music of how we are representing ourselves on a global scale and on the historical record" (Jamila, 563). </i></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><i><br /></i></span>
<span style="font-family: Georgia, Times New Roman, serif;">What is the connection between the quote from Shani Jamila and the analysis of Fiasco's video. What would she say about his bitch/woman/lady hierarchy?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Do you believe that hip-hop, as a music genre, has more of a responsibility to be socially responsible than other genres? Why?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">According to Clay, what are some of the specific reasons that youth feel that hip-hop can help them socially mobilize? Do you think that these are true for your generation? </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-48432977673032890422012-11-13T10:04:00.002-08:002012-11-13T10:04:41.894-08:00Preparation for Wednesday's Class<span style="font-family: Georgia, Times New Roman, serif;">Hello Students!</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Before we meet on Wednesday, please watch the video for Lupe Fiasco's "Bitch Bad" below and review the lyrics. We will be using this video for a 'case study' during class.</span><br />
<div class="separator" style="clear: both; text-align: center;">
<object width="320" height="266" class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="http://2.gvt0.com/vi/C3m3t_PxiUI/0.jpg"><param name="movie" value="http://www.youtube.com/v/C3m3t_PxiUI&fs=1&source=uds" /><param name="bgcolor" value="#FFFFFF" /><param name="allowFullScreen" value="true" /><embed width="320" height="266" src="http://www.youtube.com/v/C3m3t_PxiUI&fs=1&source=uds" type="application/x-shockwave-flash" allowfullscreen="true"></embed></object></div>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Please click for the lyrics from <u><a href="http://rapgenius.com/Lupe-fiasco-bitch-bad-lyrics">Rap Genuis. com</a></u></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">See you tomorrow!</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-36447204731772967862012-11-10T08:22:00.000-08:002012-11-10T08:22:07.458-08:00Pre-Reading Questions Week Twelve<span style="font-family: Georgia, Times New Roman, serif;">Can hip-hop be used to further social justice?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Is hip-hop conventionally seen as a tool for social justice or critique? Why or why not?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Why can hip-hop be a powerful tool for activism? Do you believe it is more useful for this than other genres of music? Why or why not?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Please find a youtube video of an artist that you believe is using hip-hop in a more conscious matter and post it on your blog. Explain your reasoning behind choosing this video.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What are some of the barriers to hip-hop artists creating and marketing critical hip-hop?</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-77494337244997902062012-11-07T12:02:00.001-08:002012-11-07T12:02:48.413-08:00Week Eleven Post-Reading Questions<span style="font-family: Georgia, Times New Roman, serif;">What was the most interesting thing you learned from the video? Did it make you change how you thought about hip-hop?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">The filmmaker, Byron Hurt, proposes the following arguments in the film. Which ones do you agree or disagree with? Why?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">1. The hyper-masculinity and violence present in hip-hop is part of the larger American culture that values and promotes violence.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">2. Hip-hop is both homophobic and homoerotic simultaneously.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">3. Music corporations, which are run by wealthy white men are responsible for prioritizing the messages that hip-hop promotes. </span><br />
<span style="font-family: Georgia, Times New Roman, serif;">4. The genre of hip-hop is denigrating to women.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">5. Hip-hop utilizes the stereotypes of black masculinity to sell records to primarily white audiences.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What examples from contemporary hip-hop can you find that either supports or refutes these arguments?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">In what ways does race intersect with gender and class in the construction of black masculinity?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What are some of the similarities between how black men were represented during slavery and Jim Crow and their representations in music today?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Do you think that hip-hop is homoerotic? Why or why not?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What was the cause for the shift from hip-hop that engaged with political and social issues to 'gangsta rap' (which one could argue that does not engage with these things). What role did race play in that shift?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Do you think that hip-hop can be problematic? In what ways? </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Does hip-hop have a responsibility to be socially responsible? What about country music? Pop? </span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-69869889512490698422012-11-01T11:42:00.001-07:002012-11-01T11:56:13.270-07:00Pre-Reading Questions Week Eleven<span style="font-family: Georgia, Times New Roman, serif;">Over the next two weeks we will doing a critical examination of hip-hop: how do issues of race, class, gender, sexuality and social justice engage with hip-hop and the music industry?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What do you think the purpose of hip-hop music is? Is it just to entertain? Does it have some kind of agenda?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What do you about the role that race plays in hip-hop? What race are the majority of hip-hop artists? Are the consumers of hip-hop racially diverse or racially homogenous?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">If hip-hop is problematic, why is it so popular?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Are their artists or songs that don't employ the more problematic aspects of hip-hop? What are they? Why are they different? </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Watch Chris Rock talk about how tired he is of defending rap music. (<b>Warning: explicit language).</b></span><br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/bcqJDDhoUlc?feature=player_embedded' frameborder='0'></iframe></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Why does Rock feel that he has to defend Rap Music? What are some of the things that he thinks are bad about this genre? </span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">What are some of the positive aspects of hip-hop? What are some of its more problematic aspects? </span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">What is the role of women in hip-hop? Is hip-hop <a href="http://dictionary.reference.com/browse/misogynistic?s=t">misogynistic</a>? Why or why not? </span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">How does gender <i>intersect</i> with race in hip-hop?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/t6WtiJjIQ9w?feature=player_embedded' frameborder='0'></iframe></div>
<span style="font-family: Georgia, Times New Roman, serif;">Watch: Jay-Smooth discuss the tension between personal responsibility and societal change in hip-hop. </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What does Jay Smooth think needs to happen in order for hip hop to become healthy again? </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What flaws does he find in each side of the argument? </span></div>
<br />
<span style="font-family: Georgia, Times New Roman, serif;"><b><br /></b></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-14912411197737497702012-10-29T10:17:00.002-07:002012-10-29T10:17:33.908-07:00Wage Discrimination Stats<span style="font-family: Georgia, Times New Roman, serif;">As discussed in class, here are some 'highlights' (lowlights may be more appropriate here) from the <u>Usual Weekly Earnings from Wage and Salary Workers, Fourth Quarter 2010</u>, published by the United State's Bureau of Labor Statistics.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<br />
<ul>
<li><span style="font-family: Georgia, Times New Roman, serif;">Women who worked full time had a median weekly earnings of $679, versus men whose full-time weekly earnings were $830-- 22.8% less than their male counterparts.</span></li>
</ul>
<span style="font-family: Georgia, Times New Roman, serif;"><b>Broken Down by Race/Ethnicity and Gender (Median Weekly Salaries, 4th Quarter 2010)</b></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><b><br /></b></span>
<span style="font-family: Georgia, Times New Roman, serif;">White Men: $857</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">White Women: $695 (81% of what their white male counterparts make)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Black Men: $629 (73% of what white men make)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">Black Women: $605 (70% of what white men make, 96% of what their black male counterparts make)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Asian Men: $947 ( 110% more than what white men make)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">Asian Women: $719 (75% of what Asian men make, 83% of what white men make)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Latino Men: $567 (66% of what white men make) </span><br />
<span style="font-family: Georgia, Times New Roman, serif;">Latina Women: $510 (59% of what white men make, 89% of what their Latino male counterparts make). </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Here is a l<a href="http://www.bls.gov/news.release/archives/wkyeng_01202011.pdf">ink to the report in its entirety</a>- if you have some time, look it over, </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><b><br /></b></span>
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<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-71571729158261158702012-10-26T17:03:00.002-07:002012-10-26T17:03:57.111-07:00Lack of Comments :/<span style="font-family: Georgia, Times New Roman, serif;">Howdy Class,</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">Technology strikes again! For whatever reason, I was unable to post comments on your blogs today but generally, I really enjoyed them and think you all are making some AWESOME connections between race, disability and education- nice work! All of you that posted on time, received credit for your blogs as usual.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Next week will be 'catch-up' week: from the cards I got in class, we will be spending some time reviewing and discussing intersectionality. I will spend the weekend brainstorming some fun ways to do that.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Thanks as usual for your hard work :)</span>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-7019748799585511235.post-73466707684228505712012-10-24T10:58:00.000-07:002012-10-24T10:58:27.370-07:00Race, Education and Disability Post-Reading Questions<span style="font-family: Georgia, Times New Roman, serif;">Hi Students,</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">Thanks for you engagement during class today- I love it when we get a good conversation going!</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What are some reasons that students may be 'misdiagnosed' with a learning disability? What factors play a role?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">How do ideas about normalcy play into the diagnostic process for Learning Disabilities?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Almost all LD's are diagnosed by teachers. How might race, class and gender play into this process?</span><br />
<br />
<span style="font-family: Georgia, Times New Roman, serif;">What, if any, are the similarities between race as a social construct and disability as a social construct? How are they different?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">According to the authors for this, what are some of the problems when disabilities are viewed are "in-child"? What might this kind of framework hide?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What are the connections between racism, classism, sexism, ableism and 'the medical model'? In other words, does medicine (as an institution made of up of doctors, nurses, hospitals, medical research industries, ideologies about disease and health) uphold our racial, gender, and class hierarchies? In what ways?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Did anything from this week surprise you? What are you still having some trouble understanding? </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">How does race, class, language background or other factors work together (think intersectionality here) to set-up how we define learning disability? </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-85000899068491988532012-10-22T10:07:00.001-07:002012-10-22T10:07:18.591-07:00Today is the last day to register to vote in CA!<span style="font-family: Georgia, Times New Roman, serif;">Hello Students,</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">As promised in class, here is the link to register to vote online. It must be submitted by <b>5pm today.</b></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><b><br /></b></span>
<span style="font-family: Georgia, Times New Roman, serif;"><b><a href="http://www.sos.ca.gov/elections/elections_vr.htm">Register to Vote online here!</a></b></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-61261713048242208372012-10-18T13:58:00.002-07:002012-10-18T13:58:21.342-07:00Pre-Reading Questions Week Eight<br />
<span style="font-family: Georgia, Times New Roman, serif;">Take a guess at some of the connections between race, education and disability. In what ways could these things possibly be linked?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Please look up and define the following terms:</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">Learning Disabled (LD)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">Mentally Retarded (MR)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">Emotionally Disturbed (ED)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">What are these categories and their relationship to special education?</span><br />
<br />
<span style="font-family: Georgia, Times New Roman, serif;">Statistics show that students of color are over-represented in special education classes (Reid, Knight, 2006). Why do you think this is?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">How can race, gender and class intersect with disability to impact how people experience their lives?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span><span style="font-family: Georgia, Times New Roman, serif;"><i>"Disability, race, and class can be viewed as constructs that serve the means of social organization, with each suggesting a preferred state of being (able-bodied, white, middle class) over 'others' (disabled, people of color, working class) (Connor, 158).</i></span><br />
<span style="font-family: Georgia, Times New Roman, serif;">What do you think Connors means when he refers to these social constructs as a means of social organization? Do you agree?Why or why not?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Think about the type of testing used to diagnose a learning disability. How might someone's race, class or language background impact their ability to do well on these tests?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">I realize that these texts might be a little difficult so to help aid your readings try answering the following questions for each reading (please bring your answers to class on Monday):</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><i>Disability Justifies Exclusion of Minority Students:</i></span><br />
<br />
<ol>
<li><span style="font-family: Georgia, Times New Roman, serif;">What connection are the authors making between the over-representation of students of color in special education and their under-representation in college?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What are some of the ways that white, middle class student in special education have an easier time accessing college than students of color in special education?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How do belief systems (ideologies) about what is 'normal' impact who is enrolled in special education classes?</span></li>
</ol>
<span style="font-family: Georgia, Times New Roman, serif;"><i>Narrative Knowing and Life at the Intersections of Learning Disability, Race and Class</i></span><br />
<br />
<ol>
<li><span style="font-family: Georgia, Times New Roman, serif;">What are some of the categories of oppression that Michael experiences in his day-to-day life? Please provide examples for each type of oppression.</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Give your best effort at defining the 4 domains of oppression that the author uses (structural, disciplinary, hegemonic, and interpersonal) and provide examples for each domain.</span></li>
</ol>
<span style="font-family: Georgia, Times New Roman, serif;"><i>Learning Disabilities or Difference: A Critical Look at Issues Associated with the Misidentification and Placement of Hispanic Students in Special Education Programs</i></span><br />
<br />
<ol>
<li><span style="font-family: Georgia, Times New Roman, serif;">What are some of the problems in diagnosing learning disabilities? What role does language play?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What role does having a low SES play in academic achievement?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">What is the connection between the presence of bilingual education and students testing below-standards for academic achievement. </span></li>
</ol>
<br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-59769157896646056152012-10-17T10:53:00.001-07:002012-10-17T12:26:22.227-07:00Post-Reading Questions Week Seven<span style="font-family: Georgia, Times New Roman, serif;">In your pre-reading responses, a lot of you made the important point that domestic violence cuts across all races, ethnicities, sexualities and cultures. In what ways does an intersectional analysis use these categories to understand the phenomenon of domestic violence?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">We discussed a lot of examples of how an intersectional analysis of DV challenges the more traditional narrative of DV. Which examples surprised you the most? Why do you think we don't hear about these examples more often?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What were some of the biggest barriers to receiving help for Paola's clients? What factors complicated their access to dv services (such as legal help, shelter, using the police, etc.)?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Please discuss two things that you learned from Paola's presentation-- how do they link up to using an intersectional analysis?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">How would you recommend to change DV services as to better serve some people who don't fall into the master narrative we discussed on Monday? How might you change some of the services? What would you add or take away?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Does using an intersectional analysis to understand DV help to end it? Why or why not?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><b>If you, or anyone close to you is experiencing domestic violence, there are ways to get support and talk about ways to get to safety. The following are numbers you can call to get help or have questions answered. </b></span><br />
<span style="font-family: Georgia, Times New Roman, serif;">WOMAN Inc. (San Francisco): (415) 864-4722</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">The Riley Center (San Francisco): (415) 255-0165</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">The National Domestic Violence Hotline: (800) 799-SAFE (7233)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-49918515017544937022012-10-15T10:23:00.001-07:002012-10-17T05:47:22.029-07:00Notes from Class 10-15 on Domestic Violence and Intersectionality<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Georgia, Times New Roman, serif;"><u>Dynamics of Domestic Violence</u></span></div>
<span style="color: red; font-family: Georgia, Times New Roman, serif;">Mainstream: </span><br />
<br />
<ul>
<li><span style="color: red; font-family: Georgia, 'Times New Roman', serif;">Man is the abusive partner, woman in survivor.</span></li>
<li><span style="color: red; font-family: Georgia, 'Times New Roman', serif;">Heterosexual couple</span></li>
<li><span style="color: red; font-family: Georgia, Times New Roman, serif;">Abuse= physical violence</span></li>
<li><span style="color: red; font-family: Georgia, Times New Roman, serif;">Abusive partners are mean people with anger management issues.</span></li>
</ul>
<span style="color: blue; font-family: Georgia, Times New Roman, serif;">Crenshaw:</span><br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">
</div>
<br />
<br />
<ul>
<li><span style="color: blue; font-family: Georgia, Times New Roman, serif;">Race, class and gender impact the political organizing to stop domestic violence (anti-DV movement reflect the mainstream narrative of DV).</span></li>
<li><span style="color: blue; font-family: Georgia, Times New Roman, serif;">Violence is not the only issue, many women of color also need help getting housing, and jobs.</span></li>
<li><span style="color: blue; font-family: Georgia, Times New Roman, serif;">Abusive tactics can reflect situational position: abusive partners witholding visas and immigration documents from survivors, abusive partners threatening to 'out' their partners to friends and family that don't know about their sexuality, etc.</span></li>
</ul>
<span style="color: #4c1130; font-family: Georgia, Times New Roman, serif;">Kibria:</span><br />
<br />
<ul>
<li><span style="color: purple; font-family: Georgia, Times New Roman, serif;">Domestic Violence seen as culturally acceptable; uses cultural ideologies to explain abusive behavior.</span></li>
<li><span style="color: purple; font-family: Georgia, Times New Roman, serif;">Idea of what constitutes DV is culturally defined, and may differ from mainstream definitions.</span></li>
</ul>
<span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">Serwer:</span><br />
<br />
<ul>
<li><span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">Survivor believes, or is told, that they must stay in marriage to gain citizenship.</span></li>
<li><span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">LGBTQ survivors believe that there are no services for them, so they don't reach out for help.</span></li>
<li><span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">Undocumented survivors fear that they may get deported or lose custody of their children if they seek services.</span></li>
</ul>
<span style="font-family: Georgia, Times New Roman, serif;"><u>Access to Services:</u></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><u><br /></u></span>
<span style="color: red; font-family: Georgia, Times New Roman, serif;">Traditional:</span><br />
<br />
<ul>
<li><span style="color: red; font-family: Georgia, Times New Roman, serif;">Survivor can (and is expected to) use legal services, the police, (to get a restraining order, get a divorce), and get into and use shelter. </span></li>
<li><span style="color: red; font-family: Georgia, Times New Roman, serif;">All services are provided in English</span></li>
<li><span style="color: red; font-family: Georgia, Times New Roman, serif;">Survivor has the financial means to find her own housing and job after she leaves shelter.</span></li>
</ul>
<span style="color: blue; font-family: Georgia, Times New Roman, serif;">Crenshaw:</span><br />
<br />
<ul>
<li><span style="color: blue; font-family: Georgia, Times New Roman, serif;">Race, class and gender determine the type of services that you get; "Bad Victim"/ "Good Victim" Dichotomy- the more you align to the 'traditional' trajectory, the easier it is to find services and have them work for you.</span></li>
<li><span style="color: blue; font-family: Georgia, Times New Roman, serif;">Language Barriers- if you can't prove that you are fluent in English, many services are not accessible to you.</span></li>
</ul>
<span style="color: purple; font-family: Georgia, Times New Roman, serif;">Kibria:</span><br />
<br />
<ul>
<li><span style="color: purple; font-family: Georgia, Times New Roman, serif;">The Vietnamese women in her study used informal networks to get childcare and jobs; no need to engage with social services.</span></li>
<li><span style="color: purple; font-family: Georgia, Times New Roman, serif;">Didn't want to leave their husbands because they are not financially stable to do so.</span></li>
<li><span style="color: purple; font-family: Georgia, Times New Roman, serif;">Didn't want to expose their children to undesirable American cultural traits.</span></li>
</ul>
<span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">Serwer:</span><br />
<br />
<ul>
<li><span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">Indigenous women cannot prosecute non-native men.</span></li>
<li><span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">Reservations have very little money to provide DV services; in rural areas services can be very far away and are therefore difficult to access if you don't have money.</span></li>
<li><span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">People don't know about the U-Visa, Republicans fear that people will commit fraud in order to get them.</span></li>
<li><span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">LGBTQ populations fear that services are not available for them; don't try.</span></li>
</ul>
<span style="font-family: Georgia, Times New Roman, serif;"><u>Ending DV Situations</u></span><br />
<span style="color: red; font-family: Georgia, Times New Roman, serif;">Mainstream:</span><br />
<br />
<ul>
<li><span style="color: red; font-family: Georgia, Times New Roman, serif;">Leave the abusive partner</span></li>
<li><span style="color: red; font-family: Georgia, Times New Roman, serif;">Utitlize the police and try to put your abusive partner in jail</span></li>
<li><span style="color: red; font-family: Georgia, Times New Roman, serif;">Move somewhere else to leave your abusive partner.</span></li>
</ul>
<span style="color: blue; font-family: Georgia, Times New Roman, serif;">Crenshaw:</span><br />
<br />
<ul>
<li><span style="color: blue; font-family: Georgia, Times New Roman, serif;">It can be hard for women to leave their abusive partners because they are dependent on them for money or immigration status.</span></li>
<li><span style="color: blue; font-family: Georgia, Times New Roman, serif;">Political Organizing against DV reflects the situation of white, middle-class women.</span></li>
</ul>
<span style="color: purple; font-family: Georgia, Times New Roman, serif;">Kibria:</span><br />
<br />
<ul>
<li><span style="color: purple; font-family: Georgia, Times New Roman, serif;">Organized community shaming gets abusive partners to stop their behavior. </span></li>
<li><span style="color: purple; font-family: Georgia, Times New Roman, serif;">Vietnamese immigrants are hesitant to utilize social services; seek to find solutions to problems within their own communities.</span></li>
</ul>
<span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">Serwer:</span><br />
<br />
<ul>
<li><span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">Publicize and utilize the U-Visa program.</span></li>
<li><span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">Allow tribal governments to prosecute non-native offenders for DV and Sexual Assault.</span></li>
<li><span style="color: #38761d; font-family: Georgia, Times New Roman, serif;">Make non-discrimination against LGBTQ folks a mandatory part of VAWA to increase the services they can receive. </span></li>
</ul>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-66754219620726595282012-10-12T10:47:00.001-07:002012-10-13T18:43:03.064-07:00Pre-Reading Questions for Week Seven<span style="font-family: Georgia, Times New Roman, serif;">****Trigger Warning: I want this class to be space where people feel safe participating and learning. I understand that some of you may have experienced domestic violence in your own lives, or are close to people who have experienced such violence. It is important that you are not re-traumatized by doing this weeks lesson. If you need to excuse yourself from any of the readings or class- please feel free to do so without penalty*****</span><br />
<br />
<span style="font-family: Georgia, Times New Roman, serif;"><b><br /></b></span>
<span style="font-family: Georgia, Times New Roman, serif;"><b><a href="http://www.scribd.com/doc/109842237/Crenshaw-Abridged">Here</a> is the abridged version of the Kimberele Crenshaw Article- please read this instead of the longer piece in your reader. <u>Please print out and bring this article to class on Monday.</u> </b>Note: the Kibria and Serwer readings are the same.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Please read the following resources to familiarize yourself with the concept of domestic violence:</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="http://www.thehotline.org/get-educated/what-is-domestic-violence/">What is Domestic Violence?</a></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="http://www.aedv.org/index.php/domestic-violence-myths">Common Myths and Responses about Domestic Violence</a></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">For this class, we will be using the following definition of Domestic Violence:</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><i>Domestic violence is a pattern of intentional behavior used by one person to maintain power and control over another using any or all of the following forms of abuse: physical, emotional, verbal, sexual or financial abuse.</i></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><i><br /></i></span>
<span style="font-family: Georgia, Times New Roman, serif;">Why might we be studying intersectionality and domestic violence? How might the experience of domestic violence be different based on race, class, language or nationality?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What is the conventional solution for people in domestic violence relationships? Is this possible for all survivors? Why or why not? What are some alternatives?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Please research the Violence Against Women Act (VAWA)- what is it? what are its objectives? </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Why might it be important to look at the phenomenon of domestic violence using an intersectional analysis?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><i><br /></i></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-56302709475574230812012-10-10T11:16:00.000-07:002012-10-12T09:31:57.207-07:00Post Reading Questions for Week Six<span style="font-family: Georgia, Times New Roman, serif;"><b>There is a change in the readings for next week: please read the abridged version of the<a href="http://www.scribd.com/doc/109834491/Crenshaw-Abridged-1"> Kimberlee Crenshaw "Mapping the Margins"</a>. </b></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><b><br /></b></span>
<span style="font-family: Georgia, Times New Roman, serif;">In your own words, what is intersectional theory? How is it different than other approaches to understanding racial, gender or class oppression?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">What is Audre Lorde saying in the following quote?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"> "<i>It is not our differences which separate women, but our reluctance to recognize those differences and to deal effectively with the distortions which have resulted from the ignoring and maintaining of those differences" (58)</i></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><i> </i></span><br />
<span style="font-family: Georgia, Times New Roman, serif;">What steps need to be taken, according to Lorde, in order for all women to achieve social justice and equality?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><i>"In this country, lesbianism is a poverty-as is being brown, as is being a woman, as is being just plain poor. The danger lies in ranking the oppressions. The danger lies in failing to acknowledge the specificity of the oppression"- Moraga, (24). </i></span><br />
<span style="font-family: Georgia, Times New Roman, serif;">What is your response to Moraga's statement? Do you think she is right? Are all of these different oppressions 'poverty'? Why or why not?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Review some of the following critiques of the "Occupy Movement" of last year. What are some of the critiques? How do they incorporate an intersectional analysis? What is the agenda of the Occupy Movement? What populations does that agenda reflect? </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;"><a href="http://www.dailykos.com/story/2011/11/06/1033486/-Occupy-the-Hood-Communities-of-color-and-the-Occupy-movement">Daily Kos: Occupy the Hood</a></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="http://msmagazine.com/blog/blog/2011/10/11/we-are-the-99-too-creating-a-feminist-space-within-occupy-wall-street/">Ms. Magazine: We Are the 99%: Creating a Feminist Space Within Occupy Wall Street</a></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="http://anticapitalists.org/2012/08/15/the-pitfalls-of-privilege/">The Pitfalls of Privilege: OWS, Social Justice, and Intersectionality</a></span><br />
<br />
<span style="font-family: Georgia, Times New Roman, serif;">A lot of the discussion about intersectionality centers around women of color, however it is not limited to that. Can you think of ways that an intersectional analysis can help us understand the lives of men? </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">We are going to be spending the next two weeks discussing specific examples of intersectionality, so before moving forward what questions do you still have about intersectionality? Any reservations or objections?</span><br />
<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-37333205852409325842012-10-10T10:45:00.000-07:002012-10-10T10:45:52.620-07:00Power Point on Intersectionality and Sojourner Truth Video <span style="font-family: Georgia, Times New Roman, serif;">Hello Students,</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">Here is the presentation on intersectionality. Feel free to review to enhance or supplement your understanding.</span><br />
<br />
<iframe allowfullscreen="allowfullscreen" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/14672228" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="http://www.slideshare.net/estrasser8313/intersectional-theory-14672228" target="_blank" title="Intersectional theory">Intersectional theory</a> </strong> from <strong><a href="http://www.slideshare.net/estrasser8313" target="_blank">estrasser8313</a></strong> <br />
<br />
<span style="font-family: Georgia, Times New Roman, serif;">Alice Walker reading Sojourner Truth's speech: "And Ain't I a Woman?"</span><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-29194589102360900332012-10-03T11:12:00.001-07:002012-10-03T11:12:35.949-07:00Pre-Reading Questions: Week Six<span style="font-family: Georgia, Times New Roman, serif;"><b>As I stated in class, there is a <u>change</u> in the readings for next week: </b>The Lionel Cantu reading is not in your reader; please read <a href="http://www.scribd.com/doc/108870015/The-Combahee-River-Collective-Statement">The Combahee River Collective Statement </a>(click link to get PDF). </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">In his blog posting, John Scalzi argues that straight white men play the game of life on the lowest difficulty setting. What about straight white women? Queer white men? Straight black men? When you change one of the characteristics? How do their structural positions change?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">Please google and do short biographies about the authors for this week:</span><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH9uyGSNn2H7Siz5u7XG0QNTIyBwPVNeSo4ts-g3HV98V95E-zykDdj-8NXL7T7HEP7xnciUXf3dT1fQBSgK_jGxubga4JvCIx0cjkOEjjWY5W82berwNqv-EM8xcfkrlKl2d2l90rmdA/s1600/audrelorde.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Georgia, Times New Roman, serif;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH9uyGSNn2H7Siz5u7XG0QNTIyBwPVNeSo4ts-g3HV98V95E-zykDdj-8NXL7T7HEP7xnciUXf3dT1fQBSgK_jGxubga4JvCIx0cjkOEjjWY5W82berwNqv-EM8xcfkrlKl2d2l90rmdA/s200/audrelorde.jpg" width="194" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Georgia, Times New Roman, serif;">Audre Lorde</span></td></tr>
</tbody></table>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjBut2BUruFr120-LII8nbaJZtwbItZf67Cb3sk_KImiixx3frdzfMblXPqK9BDm-M1pBPrx56Lt6pkTipYo-kxK2pgSxyVOlR8UjrpQSH5IH3Gc2YGAADtG82F6bcmf8Xu7vNHM5NmPI/s1600/MoragaCherr.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Georgia, Times New Roman, serif;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjBut2BUruFr120-LII8nbaJZtwbItZf67Cb3sk_KImiixx3frdzfMblXPqK9BDm-M1pBPrx56Lt6pkTipYo-kxK2pgSxyVOlR8UjrpQSH5IH3Gc2YGAADtG82F6bcmf8Xu7vNHM5NmPI/s200/MoragaCherr.jpg" width="180" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Georgia, Times New Roman, serif;">Cherrie Moraga</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_ndVnYNmJHJUadT1ZIvs6hO4WjMJGgVvSBoBdim4sA7c-sTr-0xU0lyQUX9A8Tgt5VtAuphYi_pXLz_n18lWa9JT6Fr4_oBOVtKytKYD3TEQlEr4upaD8q8VtewLavWzTvT-Qz8aA7h8/s1600/combahee+women.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Georgia, Times New Roman, serif;"><img border="0" height="140" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_ndVnYNmJHJUadT1ZIvs6hO4WjMJGgVvSBoBdim4sA7c-sTr-0xU0lyQUX9A8Tgt5VtAuphYi_pXLz_n18lWa9JT6Fr4_oBOVtKytKYD3TEQlEr4upaD8q8VtewLavWzTvT-Qz8aA7h8/s200/combahee+women.jpg" width="200" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Georgia, Times New Roman, serif;">Combahee River Women's Collective</span></td></tr>
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<span style="font-family: Georgia, Times New Roman, serif;">Thinking about political organizing, do white women have the same needs as black women? Queer Asian men and straight Asian men? Why or why not?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Are people only granted advantages or disadvantages because of their race? What if someone has racial privilege but not ability privilege? </span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">From the titles of these readings, please come up with two questions you have about this texts:</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">"Age, Race, Class and Sex: Women Redefining Difference"</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">"La Güera"</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">"The Combahee River Collective Statement"</span><br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-51771835546414602672012-10-03T10:28:00.001-07:002012-10-03T10:28:46.040-07:00Post-Reading Questions: Week Five<span style="font-family: Georgia, Times New Roman, serif;"><b>As I stated in class, there is a <u>change</u> in the readings for next week: </b>The Lionel Cantu reading is not in your reader; please read <a href="http://www.scribd.com/doc/108870015/The-Combahee-River-Collective-Statement">The Combahee River Collective Statement </a>(click link to get PDF). </span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Why does Eduardo Bonilla-Silva refer to CBR as 'racism lite' ?(Bonilla-Silva, 3)</span><br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/ylPUzxpIBe0?feature=player_embedded' frameborder='0'></iframe></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Is this video racist? Why or why not? What are the points she is trying to prove in this film?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Who stands to gain by using Colorblind racism, why?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Brainstorm some of the common rebuttals that explanations of CBR might receive? How would you counter those? </span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Here is a <a href="http://www.scribd.com/doc/108866088/CBR-Scenarios">link</a> to some of scenarios we discussed in class- to you, which ones are "obviously" indicative of CBR? Which ones do you feel somewhat ambiguous about? Why?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Bell and Hartmann argue: "<i>Racial inequalities, not to mention racism itself, are big structural elephants. This creates a real, albeit seemingly comfortable, tension in the diversity discourse: people have the ability to explicitly talk about race without ever acknowledging the unequal realities and experience of racial differences in American society- a phenomenon Andersen (1999) calls 'diversity without oppression'" (Bell and Hartmann, 905).</i></span><br />
<span style="font-family: Georgia, Times New Roman, serif;">What major aspect of American race relations is 'left out' when people talk about diversity? Is this a problem?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Why do we study CBR in Ethnic Studies? Does it matter in our pursuit of social justice?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Do you think that CBR is a useful tool in understanding race in the United States today? Why? </span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">How do you feel about all of this? Do you find it reassuring? Challenging? Ridiculous?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-61552070099400526542012-10-01T09:48:00.002-07:002012-10-01T09:48:40.398-07:00Colorblind Racism Slideshow from Class on 10/1<iframe allowfullscreen="allowfullscreen" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/14542204" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"> </iframe> <br />
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<strong> <a href="http://www.slideshare.net/estrasser8313/colorblind-racism" target="_blank" title="Colorblind racism">Colorblind racism</a> </strong> from <strong><a href="http://www.slideshare.net/estrasser8313" target="_blank">estrasser8313</a></strong> </div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-9458120392807061832012-09-26T11:46:00.001-07:002012-09-26T11:46:17.005-07:00Pre-Reading Questions Week Five<br />
<span style="font-family: Georgia, Times New Roman, serif;"><i>"There is a strange kind of enigma associated with the problem of racism. No one, or almost no one, wishes to see themselves as racist; still racism persists, real and tenacious"--Albert Memmi (quoted in Bonilla-Silva, 1)</i></span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Why do you think that racism continues to exist despite the fact that nobody, or very few people, identify as racist? </span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Please watch the following video about whether the United States is 'post-racial' after Obama's election:</span><br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/NTixCXmrezY?feature=player_embedded' frameborder='0'></iframe></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Why do the commentators think that the election of Obama means that race doesn't matter in the United States anymore? Why does Dr. Apollon argue that the election of Obama doesn't mean that 'racism is dead'?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">If you were speaking to one of your friends about our class discussion about white privilege from last week and they said 'Oh, I don't see color, I just see people individually' how would you respond?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">What would be your definition of 'diversity'? How does your definition relate to structural privilege? Or social justice?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;"><i>Consider the following example</i>: At a PTA meeting, parents agree that they want to have a 'culture day' where students all bring food from their respective culture to share with the class. The parents think that this a great way to get students to be more tolerant of other cultures. However, in the same meeting the parents get into a heated argument about whether students who are undocumented (<strike>illegal</strike>) should get to use the 'free lunch' program that is provided to low-income students. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Is there a contradiction present here? What do the parents think is the best way to teach children about tolerance? What might this scenario suggest about how we see social justice in this country? </span><br />
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<span style="font-family: Georgia, Times New Roman, serif;"><i>"...We see that respondents typically define diversity in broad and inclusive terms, but when asked to describe their personal experience with difference, their responses are almost exclusively tied to race". (Bell and Hartmann, 119)</i></span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">What do you think Bell and Hartmann mean when they say people describe diversity in 'broad and inclusive terms?'. When people say that that something is 'diverse' what are they usually describing? Does the term 'diverse' become a stand-in for 'racially non-white'?</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7019748799585511235.post-17223162867194982702012-09-26T11:13:00.001-07:002012-09-26T11:20:43.889-07:00Post-Reading Questions for Week 4<br />
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<span style="font-family: Georgia, Times New Roman, serif;"><b>The Blog is set-up a little differently this week.</b></span><br />
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<span style="font-family: Georgia, Times New Roman, serif;"><b>Please answer one question from each 'section' of questions.</b></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><b><u>SECTION 1: Answer one of the following questions.</u></b></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_i8b38My8pxF_KQ2Z4zlHYImz8r1E79i4PY6NsulywfPq-Zy0Pf1ZDfk7b-S37xc00HAb60-FzZfzcBIaTC3CBcY8BIzIpGMyR5pFqtNsD_wRUwFKAskbB8gCcuYeZGEO16m3ZxDtBHw/s1600/White+Lies+Cartoon.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: Georgia, Times New Roman, serif;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_i8b38My8pxF_KQ2Z4zlHYImz8r1E79i4PY6NsulywfPq-Zy0Pf1ZDfk7b-S37xc00HAb60-FzZfzcBIaTC3CBcY8BIzIpGMyR5pFqtNsD_wRUwFKAskbB8gCcuYeZGEO16m3ZxDtBHw/s400/White+Lies+Cartoon.jpg" width="258" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Georgia, Times New Roman, serif;">A Political Cartoon that represents some of the issues we were talking about in class today!</span></td></tr>
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<span style="font-family: Georgia, Times New Roman, serif;">Please respond to the above cartoon: Why are the statements that the characters in the cartoon making 'lies'? What are their connections to white privilege?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Please write your own definition of 'structural privilege'. Try using 'layman's' (or common language). How would you explain it to your friends or family?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">What were some examples of privilege and disadvantage that stood out to you during the exercise? Did you find them interesting, troubling, ridiculous? Why?</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><b><u>SECTION 2: Answer one question from the following questions:</u></b></span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">McIntosh argues that "...<i>obliviousness about white advantage, like obliviousness about male advantage it kept strongly inculturated in the United States so as to maintain the myth of meritocracy, the myth that democratic choice is equally available to all. Keeping most people unaware of the freedom of confident action is there for just a small number of people props up those in power, and serves to keep power in the hands of the same groups that have most of it already" (298).</i></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Do you agree or disagree- Why or why not?</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">What structural privileges do you possess? What disadvantages? </span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">How does the idea of structural privilege (based on race, gender, class, sexual orientation, citizenship status, or other characteristics) challenge the notion of a <a href="http://dictionary.reference.com/browse/meritocracy?s=t">meritocracy</a>?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Why is knowing about structural privilege important to achieving social justice?</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><b><u>SECTION 3: Please answer one of the below questions:</u></b></span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Here is <a href="http://whatever.scalzi.com/2012/05/15/straight-white-male-the-lowest-difficulty-setting-there-is/">Jon Scalzi's blog pos</a>t about how straight white males play the 'game of life' on the lowest difficulty setting (Again, it is super short and worth reading). What makes this analogy useful for understanding structural privilege? How is it similar or different to the examples listed in the McIntosh piece?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;"> </span><span style="font-family: Georgia, 'Times New Roman', serif;">Please read "</span><a href="http://blackgirldangerous.tumblr.com/post/25932905078/how-to-be-a-reverse-racist-an-actual-step-by-step-list" style="font-family: Georgia, 'Times New Roman', serif;">Black Girl Dangerous' blog post about 'reverse-racism</a><span style="font-family: Georgia, 'Times New Roman', serif;">' (it's short). Is this list a more accurate representation of 'reverse racism?' Why or why not? What makes the things on this list different than </span><a href="http://www.colby.edu/par/Winter%2000/AFFIRMATIVE%20ACTION.htm" style="font-family: Georgia, 'Times New Roman', serif;">the claim that affirmative action is 'reverse racism</a><span style="font-family: Georgia, 'Times New Roman', serif;">'?</span><span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
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