D1:Geography/Race&Ethnic in US - GEOG 060 OL1 - Course Syllabus

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View Course: https://learn.uvm.edu/courselistsummer/course.php?term=201206&crn=60205 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.
  1 GEOG 060   D1: RACE AND ETHNICITY IN THE US (Online)  Session 2, July 5, 2011 – August 12, 2011 Instructor: Pablo BoseOffice/Phone: 209 Old Mill/656-5717E-mail:pbose@uvm.edu 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 andethnic identities in the U.S. Special attention will be paid to schemes of spatial restriction and tothe roles of both mobility and place in racial and ethnic minorities' struggles for the power todefine geographies of everyday life. Course will include text, readings, and films. Fulfills a “RaceRelations and Ethnicity in the U.S.” requirement. Overview Understanding the geography of race and ethnicity in the US is more than simply knowing whywe can visit a Chinese restaurant in San Francisco, a Polish deli in Chicago, or an Italian café inNew York City. While it is important to understand the locations of different social groups, it isabout more than simply making a list of people and places. The geography of race and ethnicityin the US means engaging with important questions about the links between space, place andpower. Examining such questions helps us to understand the shape of the world we live intoday, both by looking at the past and at the present. How do we conceive of Los Angeles, SanAntonio, or San Francisco as American  cities without first understanding the historical conflictsbetween the US and Mexico? Can we understand why most Italian-Americans left MulberryStreet, NYC for the majority-white suburbs without understanding the development of highwaysand postwar housing? How have the legacies of colonialism, slavery, and segregation left theirimprints on the urban and rural landscapes that surround us today? In this course, we will focuson the social construction of race and ethnicity and on the ways in which such ideologies haveshaped spatial patterns in both the past and present. We will pay particular attention to issuesincluding mobility, migration, urban form, spatial demographics, and borders. We will draw onvarious case studies and historical accounts to understand these identities, struggles andconstructions. At the conclusion of this course, you should be able to better understand: ã   The nature, historical patterns, and demographics of American society in terms of race,ethnicity and spatial processes ã   Knowledge of the srcins and systemic nature of prejudice, discrimination andoppression that has been directed toward people of diverse backgrounds and cultures,and how this has played out in geographical terms ã   An understanding of the current experiences and issues in the United States of differentracial groups (including discrimination in all forms, life experiences of racial groups andwhite privilege), as they relate to space and place Course Texts: Rothenberg, Paula (ed.) 2009. Race, Class and Gender in the US  (8 th Edition). NY: Worth.Additional readings will be made available in PDF format on the course Blackboard site(https://bb.uvm.edu)  2 Evaluation Quizzes 10%Reading Blog 36%Discussion Board 24%Final Paper 30% Quizzes (10%) At the end of each module students will be asked to take an online quiz consisting ofapproximately 10 multiple-choice questions. There will be a time limit (approximately 15minutes) in which to complete each quiz and there will only be one opportunity to take it. Pleasemake sure you are ready to complete a quiz when you begin it as you will not have theopportunity 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 onereading of their choice assigned for that week (students may also write on more than onereading). 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 tokey themes and topics of the course rather than general observations. Blogs will be gradedaccording to the following: 40% for completeness, 10% for style, 50% for relevance (please seeattached rubric for further details). Discussion Board (24%) Students are expected to post one (1) message per week (for a total of at least 6 discussionboard 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. Thesemessages must be at least 150 words in length and will be graded for grammar, style, andsubstance. Students are also expected to respond to at least two (2) messages posted by theirpeers over the entirety of the course - these responses must be substantive and correspond tothe rules of “netiquette” (described in the discussion board parameters). Responses cannotsimply 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 topicsprovided by the instructor. These are not research essays but rather discussions of questionsraised throughout the course of the class. Outside reading is not required; however, propercitation of in-course texts is expected. The final essay will be due on August 12, 2011. Theseshould be emailed to me as Microsoft Word documents (with a .doc or .docx file name) atpbose@uvm.edu  Grades will be distributed according to the following scale:  A+ 97.0 – 100 C+ 77.0 – 79.9A 94.0 – 96.9 C 74.0 – 76.9A- 90.0 – 93.9 C- 70.0 – 73.9B+ 87.0 – 89.9 D 60.0 – 69.9B 84.0 – 86.9 F <60.0B- 80.0 – 83.9  3 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 ʼ 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 responsibilityto be familiar with the University ʼ s policy on academic honesty athttp://www.uvm.edu/cses.3.   If you are an ACCESS student, we will make every effort to accommodate necessaryarrangements. I need ACCESS letters as soon as possible to make theseaccommodations.4.   Students have the right to practice the religion of their choice . Students who foreseean absence for religious reasons should submit in writing their documented religiousholiday schedule for the semester by July 12, 2011. I will make every effort toaccommodate appropriately.5.   Students participating in inter-collegiate athletics should plan their schedules withspecial care, recognizing the primary importance of all their academic responsibilities.Students are required to document in writing any conflicts between planned athleticevents and class schedules to me by the end of the first week of classes . Individualathletes should meet with me to discuss the resolution of any missed classes and work.6.   Please review UVM ʼ s Student Rights and Responsibilities  Policy document athttp://www.uvm.edu/~uvmppg/ppg/student/studentcode.pdf.  4 COURSE SCHEDULE Readings Key:   ã   “RCG” = Race, Class Gender Reader (Rothenberg) ã   “OL” = Blackboard Online Materials Module 1, July 5 – July 10: Theorizing Race The social construction of race ã   Rothenberg, “Introduction: Race, Class and Gender in the US” RCG I, 7-12 ã   Omi and Winant, “Racial Formations” RCG I.1 13-22 ã   Buck, “Constructing Race, Creating White Privilege” RCG I.3, 32-38 ã   Snyder, “Self-Fulfilling Stereotypes” RCG VIII.1 571-577Structures of racism ã   US Commission on Civil Rights, “The Problem: Discrimination” RCG IV.1, 243-253 ã   Tatum, “Defining Racism: Can We Talk?” RCG II.1, 123-130 ã   Bonilla-Silva, “Color-Blind Racism” RCG II.2, 131-138Whiteness and power ã   McIntosh, “White Privilege: Unpacking the Invisible Knapsack” RCG II.8, 172-177   ã   Rich, “White Like Me” RCG II.3, 138-141   ã   Roediger, “New Immigrants, Race and Ethnicity in the Long Early 20 th Century” OL 3-34   ã   Brodkin, “How Jews Became White Folk” RCG I.4, 38-53   Module 2, July 11 – July 17: Complicating Ethnicity The changing demographic ã   Roberts, “A Nation of None and All of the Above” RCG III.1, 199-200 ã   Alsultany, “Los Intersticios: Recasting Moving Selves” RCG III.3, 207-209 ã   Navarro, “Going Beyond Black and White, Hispanics in the Census pick ʻ Other ʼ ” RCGIII.4, 209-213 ã   Tafoya, “Shades of Belonging: Latinos and Racial Identity” RCG III.5, 214-217“Model minorities” ã   Shah, “Asian American?” RCG III.6, 217-219 ã   Thrupkaew, “The Myth of the Model Minority” RCG III.7, 220-226Inter-ethnic conflict and competition ã   Sethi, “Smells like Racism” RCG II.4, 141-149 ã   Jordan, “Blacks vs. Latinos at work” RCG IV.7, 266-268 ã   Rubin, “Is This a White Country or What?” RCG III.8, 226-234 Module 3, July 18 – July 24: Displacement, Migration and Borders Colonialism and Indigenous Culture ã   US Commission on Human Rights, “Indian Tribes: A Continuing Quest for Survival” RCGVII.1, 499-503 ã   Bird, “Civilize Them with a Stick” RCG VI.1, 377-380 ã   Elk v. Wilkins  , RCG VII.15, 540-541Slavery and Diaspora ã   South Carolina, “An Act for the Better Ordering and Governing of Negroes and Slaves”RCG VII.2, 504-509
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