academic freedom. These principles reflect the University’s fundamental mission, which is to discover knowledge and to disseminate it to its students and to society at large. The

principles of academic freedom protect freedom of inquiry and research, freedom of

teaching, and freedom of expression and publication. These freedoms enable the University to advance knowledge and to transmit it effectively to its students and to the public. The University also seeks to foster in its students a mature independence of mind, and this purpose cannot be achieved unless students and faculty are free within the classroom to express the widest range of viewpoints in accord with the standards of scholarly inquiry and professional ethics. The exercise of academic freedom entails correlative duties of professional care when teaching, conducting research, or otherwise acting as a member of the faculty. These duties are set forth in the Faculty Code of Conduct (APM - 015).

Academic freedom requires that teaching and scholarship be assessed by reference to the

professional standards that sustain the University’s pursuit and achievement of knowledge. The substance and nature of these standards properly lie within the expertise and authority of the faculty as a body. The competence of the faculty to apply these standards of assessment is recognized in the Standing Orders of The Regents, which establish a system of shared governance between the Administration and the Academic Senate. Academic freedom requires that the Academic Senate be given primary responsibility for applying academic standards, subject to appropriate review by the Administration, and that the Academic Senate exercise its responsibility in full compliance with applicable standards of professional care.*

Members of the faculty are entitled as University employees to the full protections of the

Constitution of the United States and of the Constitution of the State of California. These

protections are in addition to whatever rights, privileges, and responsibilities attach to the

academic freedom of university faculty.

__________________________________

* The original language of APM - 010, which was drafted in 1934, associated academic freedom with scholarship that gave “play to intellect rather than to passion.” It conceived scholarship as “dispassionate” and as concerned only with “the logic of the facts.” The revised version of APM - 010 holds that academic freedom depends upon

the quality of scholarship, which is to be assessed by the content of scholarship, not by the motivations that led to its production. The revision of APM - 010 therefore does not distinguish between “interested” and “disinterested” scholarship; it differentiates instead between competent and incompetent scholarship. Although competent scholarship requires an open mind, this does not mean that faculty are unprofessional if they reach definite conclusions. It means rather that faculty must always stand ready to revise their conclusions in the light of new evidence or further discussion. Although competent scholarship requires the exercise of reason, this does not mean that faculty are unprofessional if they are committed to a definite point of view. It means rather that faculty must form their point of view by applying professional standards of inquiry rather than by succumbing to external and illegitimate incentives such as monetary gain or political coercion. Competent scholarship can and frequently does communicate salient viewpoints about important and controversial questions.

http://www.ucop.edu/acadadv/acadpers/apm/apm-010.pdf

Department of Feminist Studies

http://feministstudies.ucsc.edu/

Department’s website contains contact information for: Movimiento Estudiantil Chicano/Chicana de Aztlan; the International Socialist Organization at Santa Cruz; the Feminist Majority Foundation; and NOW.

From the department’s website:

Feminist studies is an interdisciplinary field of analysis that investigates how relations of gender are embedded in social, political, and cultural formations. The undergraduate program in Feminist Studies provides students with a unique interdisciplinary and transnational perspective. The department emphasizes theories and practices derived from multiracial and multicultural contexts.

With over 150 students declared as majors, UCSC is home to one of the oldest and largest departments focused on gender and sexuality studies in the U.S. Since its founding as Women's Studies in 1974, it has contributed to the development of internationally recognized feminist scholarship. The major in Feminist Studies offers opportunities to pursue careers in fields such as law, social services, public policy, health care, and higher education. Feminist Studies also encourages community service through faculty-sponsored internships and a mutually supportive and collaborative teaching and learning environment.

Feminist studies prepares undergraduates for a variety of careers. The B.A. degree in Feminist Studies, for example, provides excellent grounding for undergraduates with career aspirations in law, health, public administration, and social services. Students wishing to pursue doctoral work will also find that interdisciplinary training in feminist studies equips them with theoretical and methodological strengths in most disciplines and applied research fields. Specialists in feminist studies are being hired as consultants in industry, higher education, insurance companies, and human resource firms. State and federal government agencies require people who have special training in understanding gender relations. Finally, educational institutions need specialists to develop and administer feminist studies programs, women's centers, and other institutional structures designed specifically to study and assist women.

Professor Angela Davis

Davis’ DTN profile:

http://www.discoverthenetworks.org/individualProfile.asp?indid=1303

Davis departmental biography:

Professor, History of Consciousness and Feminist Studies
Certificat de la Littérature Française Contemporaine
Sorbonne

Research Interests

Feminism, African American studies, critical theory, popular music culture and social consciousness, philosophy of punishment (women's jails and prisons)

Syllabus for the Course: Radical Critiques of Penality

Winter, 2000

Oakes 209, Tues 3-6

Angela Y. Davis (office hours, Oakes 215, T-Th 10:50-11:50 and by

appointment)

RADICAL CRITIQUES OF PENALITY

This seminar will examine contemporary theories of punishment, focusing

on literature in the fields of philosophy, history, criminology, sociology,

feminist theory and cultural studies. A major goal of the seminar will be

to identify ways of disarticulating crime and punishment using race, class

and gender as principal analytical categories. Departing from Michel

Foucault's Discipline and Punish: The Birth of the Prison, we will situate

his genealogy of the prison in relation to critical considerations of

punishment within various disciplinary and interdisciplinary contexts.

Based on analyses proposed by such scholars as Stuart Hall, Adrian Howe

and Katherine Beckett, we will further attempt to develop radical critiques

of prevailing definitions of crime and dominant modes of punishment.

Students will be expected to prepare (in advance) questions on the

readings for seminar discussion. Written work will consist of three short

papers responding to readings, one of which will be the basis for an oral

presentation.

The following required texts may be purchased at Literary Guillotine, 204

Locust Street, 457-1195

Michel Foucault, Discipline and Punish: The Birth of the Prison

Erving Goffman, Asylums

Alex Lichtenstein, Twice the Work of Free Labor

Adrian Howe, Punish and Critique: Toward a Feminist Analysis of Penality

Norval Morris and David Rothman, eds., The Oxford History of the Prison

Katherine Beckett, Making Crime Pay

Beth Richie, Compelled to Crime

John Sloop, The Cultural Prison: Discourse, Prisoners and Punishment

COURSE OUTLINE

1/4 Introduction

1/11 Genealogies of Punishment: The Historical Emergence of the Prison

Foucault. Discipline and Punish

1/18 Total Institutions: The Mental Institution

Goffman. Asylums

1/25 Political Economies of Punishment

Rusche and Kirchheimer. Punishment and Social Structure (excerpts)

Lichtenstein. Twice the Work of Free Labor

First Response Paper Due

2/1 Theories of Punishment: Feminist Critiques

Howe. Punish and Critique: Feminist Critiques of Penality

2/8 Histories of the Prison (I)

Norris and Rothman, eds. The Oxford History of the Prison

2/15 Histories of the Prison (II)

Norris and Rothman

Second Response Paper Due

2/22 Race, Moral Panics and Criminalization Processes: Cultural Studies

and Criminology

Hall. Policing the Crisis (excerpts)

Beckett. Making Crime Pay: Law and Order in Contemporary

American Politics

2/29 Race, Gender and Imprisonment: Sociological Paradigms

Richie. Compelled to Crime

3/7 Representations of the Prisoner: Popular Discourses

Sloop. The Cultural Prison

Third Response Paper Due

3/14 Conclusion

http://feministstudies.ucsc.edu/PDFs/HISC208ASyllabus.pdf

Syllabus for the Course: Women of Color: Genders and Sexualities

Instructors: Professor Angela Davis, Catriona Rueda Esquibel

Course Description:

Introduction to critical thinking about race, class, gender, and sexuality. Exploring questions of identity and belonging in relation to topics such as the politics of reproduction, butch/femme, the family and the state, colonialism, bisexuality, s/m, interracial relationships, and safe sex, this interdisciplinary course focuses on collaboration and conflict between women of color with group presentations and professor-graduate student co-teaching.

(General Education Codes: T5-Humanities and Arts or Social Sciences,E.)

Required Texts:

Gloria Anzaldua, ed. Haciendo Caras/Making Face/Making Soul/
Makeda Silvera, ed. Piece of my heart: a lesbian of colour anthology.
Course Reader
Inscriptions 7: Women of Color in Collaboration and Conflict

Class Schedule

Introduction

Thursday, 9/26

To Read In Class:

hattie gossett "ain't nobodys bidness if i do?" "the homeless/ does economics take precedence over sexuality"
Pat Parker "Where will you be?"

Guest Speakers: Members of the Women of Color Research Cluster

The WoC Curriculum Development Project

Identity

Tuesday 10/1

Film: Brincando El Charco [Frances Negron-Mutaner]

From Course Reader:

Paula Gunn Allen "Hwame, Koshkalaka, and the Rest: Lesbians in American Indian Cultures,"
Cheryl Clarke "The Everyday Life of Black Lesbian Sexuality,"
Trinity Ordona "The Challenge Facing Asian and Pacific Islander Lesbian and Bisexual Women in the U.S.,"

From Piece of My Heart:

Makeda Silvera "Man-Royals And Sodomites: Some Thoughts On The Invisibility Of Afro-Caribbean Lesbians"

From Haciendo Caras:

Anne Waters "Journeys of the Mind" 159-161

Thursday 10/4

Film: Spirit Murder: Stopping the Violent Deaths of Black Women [Kim M. Vaz, Mary Filippo, Deborah G. Plant and Toni Thomas]

From Course Reader:

Beth Brant "To be or Not to Be was never the Question"
Terri de la Pena "Finding out the Secrets: Mexican Lesbians in the USA"
Nayan Shah "Sexuality, Identity, and the Uses of History,"
Kitty Tsui "Sex does not equal death"

From Haciendo Caras:

Paula Gunn Allen "Some Like Indians Endure" 298-301

Advanced Readings [required of upper division students/clusters]

Dana Takagi "Maiden Voyage: Excursion into Sexuality and Identity Politics in Asian America"
Evelyn Hammonds "Black (W)holes and the Geometry of Black Female Sexuality"
Lorraine O'Grady "Olympia's Maid: Reclaiming Black Female Subjectivity,"

Politics of Reproduction

Tuesday 10/8

From Course Reader:

Angela Y. Davis "Racism, Birth Control, and Reproductive Rights,"
Elizabeth Martinez "You Just Don't Get It White Feminists and Reproductive Rights,"
Ruth Hubbard "Using Pregnancy to Control Women"
Katherine Kolbert "Developing a Reproductive Rights Agenda for the 1990s"

Thursday 10/10

[Cluster Presentations Begin]

From Course Reader:

Carla Trujillo "Chicana Lesbians: Fear and Loathing in the Chicano Community"
Patricia Williams "Owning the Self in a Disowning World"

Advanced Readings [required of upper division students/clusters]

Catherine Albiston "The Social Meaning of the Norplant Condition: Constitutional Considerations of Race, Class and Gender."
Kimberle Crenshaw, "Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women."

Family, Commitment and the State

Tuesday 10/15

From Course Reader:

Audre Lorde "Turning the Beat Around: Lesbian Parenting"
Audre Lorde "Man Child: A Black Lesbian Feminist's Response"
"Lesbian Mothers: A Conversation with Cenen, Margarita and Carmen"
Pat Parker "Gay Parenting, or, Look Out, Anita"
Pat Parker "Legacy"
Becky Birtha "In Response To Reading Children's Book Announcements in Publishers Weekly, February 12, 1982"

Thursday 10/17

To be distributed

The Defense of Marriage Act

Guest lecture:

J. Kehaulani Kauanui

Coloniality and Sexuality

Tuesday 10/22

Film: La Operacion

Guest lecture:

Isabel Elena Velez

From the Course Reader:

Lisa Kahaleole Chang Hall and J. Kehaulani Kauanui "Same-sex Sexuality in Pacific Literature"
bell hooks, "love as the practice of freedom"
Nilda Remonte "A Question of Culture: Cultural Approval of Violence Against Women in the Pacific-Asian Community."

Thursday 10/24

Film: The Women Outside [J. T. Tagaki and Hye Jung Park]

From the Course Reader:

bell hooks "talking sex: beyond the patriarchal phallic imaginary,"
bell hooks "selling hot pussy"
Valerie Smith "Split Affinities: The Case of Interracial Rape."

Advanced Readings [required of upper division students/clusters]

Judy Yung "Bound Feet: Chinese Women in the 19th Century"
Carolyn Martin Shaw "Kikuyu Women and Sexuality"

Mid-term exams to be distributed

Bisexuality, Identity and Community

Tuesday 10/29

From the Course Reader:

Lani Ka'ahumanu "hapa haole wahine"
Kamini Chaudhary "Some Thoughts On Bisexuality"
Margaret Mihee Choe "Ourselves Growing Whole"

From Piece of My Heart

Sharon Lim-Hing "Superdyke, the Banana Metaphor and The Triply Oppressed Object" 125-138

Mid Course Evaluation of Course & Expectations

Turn in Mid-Term Examination

Thursday 10/31

From the Course Reader:

"Purifying The (Identi)Ghee: South Asian Feminists Gup-Shup" Roundtable Talk With Leela Acharya, Amina, Amita, Faranza Doctor, Nupur Gogia
Zelie Pollon "Naming Her Destiny: June Jordan Speaks On Bisexuality"
June Jordan "A New Politics of Sexuality"

Butch and Femme Identities in Lesbian of Color Communities

Tuesday 11/5

Film: BD Woman [Inge Blackman, UK] (for Butch/Femme topic, next week)

From the Course Reader:

Becky Birtha, "Johnnieruth"
tatiana de la tierra "A Latina Combat Femme,"
Chea Villanueva "In the Shadows of Love,"
Ekua Omosupe "black/lesbian/bulldagger"

From Haciendo Caras

Jewelle Gomez "I Lost it at the Movies" 203-206

From Piece of My Heart:

Nice Rodriguez "Big Nipple of the North" 33-36
Nice Rodriguez "Straight People, Wild Ducks, and Salmon" 204-209

Thursday 11/7

From the Course Reader:

Cenen "The Love Making,"
Rocky Gamez "A Matter of Fact,"
Kitty Tsui "A Femme in Butch Clothing"
Chrystos "I bought a new red,"
Lani Ka'ahumanu "Ode to a Fierce Butch"
Achy Obejas "Butchiest Dyke Contest"
SDiane Bogus "the myth and tradition of the black bulldagger"

Politics of Unity in Difference

Tuesday 11/12

Film: A litany for survival : the life and work of Audre Lorde [Ada Gay Griffin & Michelle Parkerson]

From Course Reader:

Bonnie Thornton Dill "Race, Class, and Gender: Prospects for an all-inclusive Sisterhood,"

From Haciendo Caras:

Gloria Anzaldua "En Rapport, In Opposition," 142-148
Audre Lorde "I Am Your Sister: Black Women Organizing Across Sexualities," 321-325
Audre Lorde "Between Ourselves" 139-141
Trinity Ordona & Virginia Harris "Developing Unity Among Women of Color," 304-316
Chela Sandoval "Feminism and Racism: A Report on the 1981 NWSA Conference" 55-71

Advanced Readings [required of upper division students/clusters]

Emma Perez, "Irigaray's Female Symbolic in the Making of Chicana Lesbian Sitios y Lenguas"
Chela Sandoval "Oppositional Consciousness,"

Thursday 11/14

From Course Reader:

Ordona "Cross-Racial Hostility and Inter-Racial Conflict: Stories to Tell, Lessons to Learn"
Donna Tanigawa "pau fo trying be like one haole dyke"

From Haciendo Caras

June Jordan "Where is the Love?" 174-176
Andrea Canaan 302-303
Papusa Molina "Recognizing, Accepting, and Celebrating Our Differences" 326-331

From Inscriptions

Angela Y. Davis and Elizabeth Martinez "Coalition Building Among People of Color,"

From Piece of My Heart

Karin Aguilar-San Juan "Exploding Myths, Creating Consciousness" 185-192

Advanced Readings [required of upper division students/clusters]
From Haciendo Caras:

Trinh T. Minh-Ha "Not You/Like You: Post-Colonial Women and the Interlocking Questions of Identity and Difference 371-375
Gloria Anzaldua "La conciencia de la mestiza: Towards a New Consciousness" 377-389
Maria Lugones "Playfulness, 'World'-Traveling, and Loving Perception" 390-402

S/M

Tuesday 11/19

Film: Black Nations/Queer Nations? [Shari Frilot] (for S/M topic next week)

From Course Reader:

Chrystos "Looking for a Blanket to Cover Myself After the Horses Are Free"
Chrystos "The Night Gown"
Tina Portillo "I Get Real: Celebrating My Sadomasochistic Soul"
Kitty Tsui "A Femme in Butch Clothing"

From Piece of My Heart:

Caridad Rodriguez "The Plan" 321-324

Thursday 11/21

From Course Reader:

Audre Lorde "Sadomasochism: Not About Condemnation,"
Karen Sims, Rose Mason, Darleen Pagano "Racism and Sadomasochism: A Conversation With Two Black Lesbians"
Alice Walker "A Letter of the Times, or Should This Sado-Masochism Be Saved?"
Selections from Alive & Well: A Lesbian Health Guide

Interracial Relationships

Tuesday 11/26

From Course Reader:

Carla Trujillo "Confessions Of A Chicana Ph.D."
Alice Hom "In The Mind Of An/Other"
bell hooks "Eating The Other"
Lisa Kahaleole Chang Hall "Eating Salt"

From Piece of My Heart:

Judy Nicholson "Dear Sisters" 106-107

From Haciendo Caras:

Pat Parker "For the white person who wants to know how to be my friend" 297

Thursday 11/28 - No Class

Tuesday 12/3

Presentations of Final Projects

Course Evaluations

Safe Sex

Thursday 12/5

Guest Lecture:

Imani Ajaniku

From Piece of My Heart:

Mona Oikawa "Safe Sex in Santa Cruz" 155-159

http://www2.ucsc.edu/woc/classes/sexgen1.html

Professor Bettina Aptheker

Aptheker’s DTN profile:

http://www.discoverthenetworks.org/individualProfile.asp?indid=2165

Aptheker’s autobiographical synopsis:
http://library.ucsc.edu/reg-hist/oir.exhibit/bettina_aptheker.html

Aptheker’s Courses

196 Feminist Methods of Teaching Bettina Aptheker

TTH 10:00-11:45 am Soc Sci II, 165

Practicum for undergraduates assisting in the teaching of FMST 1, Introduction to Feminisms, to conduct sections

and evaluate student papers. A weekly seminar considers issues relating to experiential and critical thinking,

authority in the classroom, effective facilitation of group process, racial diversity, and violence against women.

Prerequisites: FMST/WMST 1A or 1B, background in feminist studies and/or ethnic studies, and interview with

the instructor. Enrollment limited to 25 juniors and seniors. Contact instructor for enrollment information

*139. African American Women's History

Instructor: Bettina Aptheker
TTh 2:00-3:45pm
250 College Eight

Considers African American women as central to understanding of U.S. history, focusing on everyday survival, resistance, and movements for social change. Discussion of critical theories of historical research and race. Emphasis on biography, cultural history, documentary and archival research. (General Education Code: E) Enrollment restricted to 40 juniors and seniors.

203. Feminist Pedagogies
Examines feminist pedagogies as projects in transgressing traditional disciplinary boundaries. Examines historical examples of alternative pedagogies and contemporary models for creating communities dedicated to social justice. Designed to assist graduate students develop teaching strategies in multiple fields. (Formerly Feminist/Radical Pedagogies) Enrollment restricted to graduate students. Enrollment limited to 15. B. Aptheker

Syllabus for the Course: Introduction to Feminist Science Studies

Astrid Schrader

History of Consciousness

schrader@ucsc.edu

Introduction to Feminist Science Studies

Summer Session II: July 31 ? September 1, 2006

MWF 10:00a -12:30p

Syllabus ? Subject to Revisions

Course Description:

This course aims to give a broad overview of Feminist Science Studies. We will examine a variety of feminist approaches to scientific methods and practices. The readings include historical and contemporary analyses of the relations between gender, race, sex, and sexuality and the practices of scientific knowledge production. We will explore the history and role of women in western science, feminist critiques of scientific methods, the role of language in science, and the scientific construction of bodies and identities.

Required Texts:

Feminism and Science, ed. Evelyn Fox Keller and Helen E. Longino, Oxford University Press, 1996.

Course Reader

(Additional class handouts with definitions of terms and reading questions will be available online)

Course Requirements:

Three short response papers (1-2 pages) ? (30%)

Midterm exam? 20%

Final paper (6-8 pages) ? 30%

Attendance and participation ? 20%

Film Screenings:
Day After Trinity (dir. John Else, 1981).

Conceiving Ada (dir. Lynn Hershman Leeson; 1997)

Donna Haraway: Reads National Geographic

Evelyn Fox Keller: Science and Gender (Public Affairs Television, Inc., produced by Leslie Clark)

Course Schedule:

Week1: Introduction and Course Overview:?

Science and Feminist Science Studies: An Overview

Selections from On Being a Scientist. Committee on the Conduct of Sciences, National Academy of Sciences, (Washington, D.C.: National Academy Press, 1995). http://www.nap.edu/readingroom/books/obas/

Frequently Asked Questions About Feminist Science Studies The Association of American Colleges and Universities (AAC&U) http://www.aacu-edu.org/publications/pdfs/FAQ1.pdf

Film Screenings: Evelyn Fox Keller: Science and Gender (Public Affairs Television, Inc., produced by Leslie Clark)

Becoming Feminist in Science: Biographical Accounts

Aimee Sands, "Never Meant to Survive: A Black Woman?s Journey ? An Interview with Evelynn Hammonds," in The `Racial? Economy of Science: Toward a Democratic Future, ed. Sandra Harding (Indiana University Press, 1993), 239-248.

Evelyn Fox Keller, ?The Anomaly of a Woman in Physics,? in Women, Science and Technology: A Reader in Feminist Science Studies edited by Mary Wyer et al., (Routledge University Press, 2001), 9-16.

Banu Subramaniam, "And the Mirror Cracked! Reflections of Natures and Cultures," in Feminist Science Studies: A New Generation, edited by Maralee Mayberry, Banu Subramaniam, Lisa H. Weasel, 55-62.

Film Screenings: Conceiving Ada (dir. Lynn Hershman Leeson; 1997)

Week 2: Feminist Interventions:

Feminist Critique of Science: How To Make A Difference?

Ruth Hubbard, "Science, Facts, and Feminism," in Feminism and Science, ed. Nancy Tuana Indiana University Press, 1989, 119-131.

Helen Longino and Evelyn Hammonds, ?Conflicts and Tensions in the Feminist Study of Gender and Science,? in Conflicts in Feminism edited by Marianne Hirsch & Evelyn Fox Keller, Routledge 1990, 164-183.

Evelyn Fox Keller, "Making a Difference: Feminist Movement and Feminist Critiques of Science," in Feminism in Twentieth-Century Science, Technology and Medicine, ed. Angela N. Creager, Elizabeth Lunbeck, and Londa Schiebinger (University of Chicago Press, 2001), 98-109.

Scientific Objectivity Reconfigured:

Sandra Harding, Rethinking Standpoint Epistemology: What Is Strong Objectivity? In Feminism and Science, Ch. 15.

Donna Haraway, ?Situated Knowledges:? The Science Question In Feminism And The Privilege Of Partial Perspective.? In Feminism and Science, Ch. 16.

Karen Barad, ?Agential Realism:? Feminist Interventions In Understanding Scientific Practices,? in The Science Studies Reader, 1-11.

Film Screenings: Donna Haraway: Reads National Geographic

Week 3: Facts and Fictions

Reproductive Facts and Fictions

Emily Martin, ?The Egg And The Sperm: How Science Has Constructed A Romance Based On Stereotypical Male-Female Roles,? in Feminism and Science, Ch 7.

Charis Thompson Cussins, ?Confessions of a Bioterrorist:? Subjective Position and Reproductive Technologies,? in E. Ann Kaplan and Susan Squier, eds., Playing Dolly:? Technocultural Formations, Fantasies, and Fictions of Assisted Reproduction (Rutgers University Press, 1999), 189-219.

Steven Mentor, "Witches, Nurses, Midwives, and Cyborgs: IVF, ART, and Complex Agony in the World of Technobirth," in Cyborg Babies: From Techno-Sex to Techno-Tots, ed. Robbie Floyd-Davis and Joseph Dumit (New York: Routledge, 1998), 67-89.

The Role Of Language: Analogies, Metaphors, And Ideologies

Nancy Leys Stepan, "Race and Gender: The Role of Analogy in Science," in Feminism and Science, Ch. 8.

Evelyn Fox Keller, ?Language and Ideology in Evolutionary Theory: Reading Cultural Norms into Natural Law? in Feminism and Science, Ch.10.

Carol Cohn, "Nuclear Language and How We Learned to Pat the Bomb," in Feminism and Science, Ch. 11.

Film Screenings: Day After Trinity (dir. John Else, 1981).

Week 4: Constructing Bodies and Identities:

Constructing Sex/Gender/Sexuality

Selections from Anne Fausto-Sterling, Sexing the Body: Gender Politics and the Construction of Sexuality (Basic Books, 2000).

Jennifer Terry, "Unnatural Acts in Nature: A Look at the Scientific Fascination with Queer Animal Behavior," GLQ 6:2 (2000): 151-193.

Donna Haraway, ?Animal Sociology and a Natural Economy of the Body Politic, Part II: The Past is a Contested Zone,? in Feminism and Science, Ch. 4.

Technologies of Race:

Hammonds, Evelyn. 1997. New Technologies Of Race. In Jennifer Terry and Melodie Calvert, eds. Processed Lives: Gender And Technology In Everyday Life. NY: Routledge, 107-122.

Jenny Reardon. 2004? "Decoding Race and Human Difference in a Genomic Age," differences: A Journal of Feminist Cultural Studies 15:3.

Kimberly TallBear, ?Native American DNA: Genetic Testing for Ancestry and the Risks to Native American Tribes.? Forthcoming in Science, Technology, and Human Values

Week 5: Practices of Modern Science

Sharon Traweek, "Cultural Differences in High-Energy Physics: Contrasts between
Japan and the United States." In The Racial Economy of Science: Toward A Democratic Future. (Indiana University Press, 1993), 398-407.

Joseph Dumit, ?A Digital Image of the Category of the Person: PET Scanning and Objective Self-Fashioning.? In Cyborgs & Citadels: Anthropological Interventions in Emerging Sciences, Technologies and Medicines. Gary Lee Downey & Joseph Dumit. (SAR Press, 1997), 83 ?102.

Annemarie Mol, ?Cutting Surgeons, Walking Patients,? in Complexities (Duke University Press, 2002), pp. 218-257.

Sustainable Science?

Vandana Shiva, "Colonialism and the Evolution of Masculinist Forestry," in The Racial Economy of Science, 303-314.

Helen Zweifel, "The Gendered Nature of Biodiversity Conservation," in The Gender and Science Reader, ed. Lederman and Bartsch, 289-302.

Londa Schiebinger, "Creating Sustainable Science," in The Gender and Science Reader, ed. Lederman and Bartsch, 466-482.

http://people.ucsc.edu/~schrader/summer06/syllabus.htm

Syllabus for the Course: Feminist Perspectives in Counseling and Psychotherapy

Feminist Perspectives in Counseling and Psychotherapy

Instructor: Dr. Susan Basow
Time: MW 12:30-2:15, Soc. Sci. 2, rm 167

This course will address the question of what constitutes feminist therapy. We will examine the most common psychotherapeutic approaches and clinical issues from a variety of feminist perspectives. Particular attention will be paid to issues of diversity.

Prerequisite: any gender-related course (WMST 1A or 1B; Psyc 41, 80E, 140Q; Socy 144, 149)

Enrollment: 25

Tentative Course Outline

Introduction: What is Feminist Therapy

Basic Principles, Theories:

Feminist Therapy

Basic counseling techniques;

Varieties of Feminisms: Liberal, Radical, Socialist

More varieties: Cultural Feminism, Womanism, Feminist Epistemologies

Applications:

Liberal Feminism: Person-centered therapy, gestalt, cognitive behavior therapy

Radical and Socialist Feminisms:

--Violence Against Women; Diagnostic Issues

Cultural Feminisms:

-- Psychodynamic theorists

-- Relational theorists

Diversity Issues: Women of Color; Lesbians

Ethical Issues: "The Master's Tools"; Feminist principles

Clinical Issues for Women:

Depression, Anger

Sexual Abuse and Post-traumatic Stress Disorders

Eating Disorders

Relationships: Heterosexual, Lesbian

Toward Integration

Required Readings:

(B) Laura S. Brown. (1994). Subversive Dialogues: Theory in Feminist Therapy. NY: Basic Books.

(E) Carolyn Zerbe Enns. (1997). Feminist Theories and Feminist Psychotherapies: Origins, Themes, and Variations. NY: Harrington Park/Haworth Press.

(J) Judith V. Jordan. (1997). Women's Growth in Diversity: More Writings from the Stone Center. NY: Guilford Press.

http://reg.ucsc.edu/soc/aci/spring2001/wmst.html

Syllabus for the Course: Feminist Theory

*100. Feminist Theory

Winter 2001
Instructor: Carla Freccero
TTh 10:00-11:45AM, 321 Kresge
Films: K 321, Tuesday evenings (time TBA)
Call #60586

Office: K 236, 459-2781, e-mail: freccero@cats.ucsc.edu

TAs: Victoria Bañales, Julie Cox, Ulrika Dahl, Margaret DeRosia, Kirsten Markson

This course consists of a survey of many of the threads that inform U.S. feminist theories, beginning in each case with theorists that might be said to stand in for a "school" or a "tradition" of critique: Mill, Marx, Freud, Truth, Fanon, Levi-Strauss, Derrida. The course then goes on to explore these threads in their relation to feminism and to the object of their analysis: rights or equality, class, the psyche and sexual difference/sexuality, racial identity, colonial domination, kinship relations and symbolic social structures, and philosophical systems of western thought. In addition, we will focus on particular texts as case studies for understanding feminist theory's possible applications. These include fictional texts, popular song, and films.

Requirements:

Reading (this is a reading intensive course); film viewing

Attendance (3 absences from lecture may constitute an NP for the course)

Section participation and attendance

Index cards with questions or comments due at the beginning of each class

Three (3) papers, 4-6 double-spaced pages

Books:

Required (Baytree Bookstore):

READER (2 volumes)

Kauffman, ed., American Feminist Thought at Century's End

Freud, Sexuality and the Psychology of Love

Irigaray, This Sex Which is Not One

Recommended:

Marx and Engels, The Communist Manifesto

Hirsch and Keller, eds., Conflicts in Feminism

Warhol et al., eds., Feminisms

Humm, ed., Modern Feminisms

Schedule of Classes

Week 1. Introduction

Th 1/4:

Some histories

Week 2. Liberalism and Marxism

T 1/9:

READER: Mill, Wollstonecraft, Kaplan

Rec: The Communist Manifesto

FILM: The Accused

Th 1/11:

READER: Marx & Engels (sel from GI), Engels (Origin), Kollontai

Week 3. Marxist Feminism, Class, Psychoanalysis

T 1/16:

READER: Marx (from Capital), Allison (from Skin)

Irigaray, This Sex, ch. 8, 9

FILM: A Question of Silence; Global Assembly Line

Th 1/18:

READER: Allison (from Trash), Freud

Freud, "Female Sexuality," from Sexuality

First Paper Due

Week 4. Psychoanalytic Feminism, Sexuality

T 1/23:

Freud, Sexuality: VIII, XI, XII, (rec: XV)

Irigaray, This Sex, ch. 2, 11 (rec: 3)

Rec: READER: Rose, "Introduction"

FILM: Heavenly Creatures

Th 1/25:

READER: de Lauretis, Cixous, Grosz ("Sexual Difference")

Week 5. Psychoanalysis, Race, Identity

T 1/30:

READER: Spillers ("All the Things"), Zizek, (rec: Walton)

FILM: Pumping Iron II: The Women

Th 2/1:

READER: Truth, Combahee River Collective, Lorde, Williams (rec: Regon)

Week 6. Identity Politics Feminism

T 2/6:

READER: Moraga, Walker, Washington, McKay, Smith

Anzaldúa in American Feminist Thought

Rec: READER: Hammonds ("Toward ..."), Spivak ("In a Word"), Goldsby, Christian

FILM: Set It Off

Th 2/8:

No School - read what's recommended for 2/6

Second Paper Due

Week 7. The Postcolonial Critique

T 2/13:

READER: Fanon, Mohanty, hooks ("Feminism"), Minh-ha

FILM: Fire

Th 2/15:

READER: Alexander, Suleri (rec: Young)

Chow in American Feminist Thought (rec: Minh-ha in AFT)

Week 8. Structuralism, Post-Structuralism

T 2/20:

READER: Levi-Strauss, Rubin

Rec: Rubin in American Feminist Thought

FILM: The Brandon Teena Story

Th 2/22:

READER: Spivak ("Woman"), Riley (rec: Derrida)

Week 9. Deconstruction, Postmodernism

T 2/27:

READER: Scott, Spivak ("Displacement")

FILM: Boys Don't Cry

Th 3/1:

READER: Butler ("Imitation"), Halberstam (rec: Butler, "Introduction," C. Jacob Hale)

Week 10. Performing Race, Gender, Class, and Sexuality

T 3/6:

Haraway in American Feminist Thought

READER: McClary, Freccero

FILM: Paris is Burning

Th 3/8:

READER: Butler ("Gender"), hooks ("Madonna," "Is Paris Burning?")

Third Paper Due

Week 11. Conclusions?

T 3/13:

READER: Case (rec: Grosz "Animal Sex")

Reader Table of Contents
(Volumes I and II)

1. Mill, from The Subjection of Woman

2. Wollstonecraft, from Vindication of the Rights of Women

3. Kaplan, "Wild Nights," from Sea Changes

4. Marx and Engels, from The German Ideology

5. Engels, from The Origin of the Family

6. Kollontai, selections

7. Marx, from Capital I

8. Allison, "A Question of Class," from Skin

9. Allison, "Preface," and "Mama," from Trash

10. Freud, "Femininity," from New Introductory Lectures

11. Rose, "Introduction-II," from Feminine Sexuality

12. De Lauretis, "The Technology of Gender," from Technologies of Gender

13. Cixous, "The Laugh of the Medusa," from New French Feminisms

14. Grosz, "Sexual Difference," from Space, Time, Perversion

15. Spillers, "All the Things You Could Be Now ..." from Female Subjects in Black and White

16. Zizek, "Love Thy Neighbor? No, Thanks!" from The Psychoanalysis of Race

17. Walton, "Re-Placing Race in (White) Psychoanalytic Discourse," from Female Subjects

18. Truth, "Ain't I A Woman?"

19. The Combahee River Collective Statement

20. Lorde, "The Master's Tools," from Sister Outsider

21. Regon, "Coalition Politics"

22. Hammonds, "Toward a Genealogy of Black Female Sexuality"

23. Moraga, from Loving in the War Years

24. Walker, "Advancing Luna - and Ida B. Wells"

25. Washington, "How Racial Differences ..." from Gendered Subjects

26. McKay, "Alice Walker's 'Advancing Luna,'" from Rape and Representation

27. Smith, "Split Affinities," from Conflicts in Feminism

28. Spivak, "In a Word. Interview," in Differences 1:2 (summer 1989)

29. Goldsby, "Queen for 107 Days," from Sisters, Sexperts, Queers

30. Christian, "A Race for Theory," from Making Face, Making Soul

31. Fanon, "Algeria Unveiled," from A Dying Colonialism

32. Mohanty, "Cartographies of Struggle," from Third World Women

33. Suleri, "Woman Skin Deep," (excerpt) from Critical Inquiry 18 (summer 1992)

34. Hooks, "Feminism as a persistent critique of history," from The Fact of Blackness

35. Minh-Ha, "Not You/Like You," from Making Face, Making Soul

36. Alexander, "Erotic Autonomy," from Feminist Genealogies

37. Young, "Missing persons," from The Fact of Blackness

38. Spivak, "Woman in Difference," from Outside in the Teaching Machine

39. Riley, "Bodies, Identities ..." from "'Am I That Name?'"

40. Levi-Strauss, from Elementary Structures of Kinship

41. Rubin, "The Traffic in Women," from Women, Class

42. Derrida, "Structure, Sign and Play," from Writing and Difference

43. Scott, "Deconstructing Equality vs. Difference," from Conflicts in Feminism

44. Spivak, "Displacement and the Discourse of Woman," from Displacement

45. Butler, "Imitation and Gender Insubordination," from Inside/Out

46. Butler, "Introduction," from Bodies that Matter

47. Halberstam, "Telling Tales," manuscript

48. C. Jacob Hale, "Consuming the Living," in GLQ: Transgender Issue

49. Sue-Ellen Case, from The Domain-Matrix

50. McClary, "Living to Tell," from Feminine Endings

51. Freccero, "Our Lady of MTV," from The Madonna Companion

52. Hooks, "Madonna," from Black Looks

53. Hooks, "Is Paris Burning?" from Black Looks

54. Butler, "Gender is Burning," from Bodies that Matter

55. Hammonds, "New Technologies of Race," from Processed Lives

56. Grosz, "Animal Sex," from Sexy Bodies

http://reg.ucsc.edu/soc/aci/winter2001/wmst.html

Syllabus for the Course: Public Women: Private Choices

Public Women: Private Choices

Instructor: Peggy Downes-Baskin
Class: TTh 4:00 - 5:45PM, 194 Kresge
Call #60592

Office hours: TTh 2:30 - 3:45PM & by appt.

Course Description:

Examines how public women make decisions/create images which define our private lives. Compares the ways that women of the 1950s, 1970s, and 1990s balanced professional ambitions/personal priorities. Using film/oral histories/case studies/role-playing, the course analyzes how goals/strategies/expectations have changed over three generations. Stress: the professional vs. the personal: case studies of women leaders of Silicon Valley. Based on our readings/oral histories/interviews in progress with these women, how do we choose to juggle our own balancing act?

Required Texts:

From Bookstore:

Jamieson, Kathleen Hall, Beyond the Double Bind: Women and Leadership, Oxford University Press, 1995

Friedan, Betty, The Feminine Mystique, Norton, 1963 (new Foreword, 1997)

From Reader (available at Copy Center, selected chapters only):

De Beauvoir, Simone, The Second Sex, 1949

Estrich, Susan, Sex and Power, 2000

Friedan, Betty, The Second Stage, 1981

Friedan, Betty, Beyond Gender, 1997

Greer, Germaine, The Female Eunuch, 1971

Heilbrun, Carolyn, The Life of Gloria Steinem, 1995

Sheehy, Gail, Passages, 1976

Woods, Harriet, Stepping Up to Power, 2000

In class we will be viewing selections from the following documentaries (as time permits):

Eleanor Roosevelt, Jackie Kennedy, Hillary Clinton

Basis of Evaluation:

Active participation is expected at each meeting. Students are encouraged to become involved in small group discussions/role-playing sessions. Students will be asked to present three 5-10 minute oral histories and to write a 10-12 page research paper.

Course Outline

Week #1

Thursday: 1950-2000 - how did we get from there to here? Rough delineation of pendulum swings between career-centered and family-focused decades. How have women attempted to find a sense of balance? Overview of course: a look at the structure / authors / role of oral histories as they relate to role modeling and mentoring.
Assignment: Jamieson 1,3,4.

Week #2

Tuesday: A look at the role models adopted in the '50s / '70s / '90s. How did these mentors in public positions attempt to shift language, symbols, and the law to empower women? How did they impact: how we live and work / how women weave support systems / how we create balance between the professional and the personal?
Assignment: Jamieson 5, 6. The Second Sex, XXI & XXV

Thursday: Look back on effect of War Years, epitomized by the movie, "Rosie the Riveter" and the Eleanor Roosevelt documentary. Pinpoint triggers which determined women's role in '50s. Close look at role models, movies, novels which framed our perspective of women in the postwar era - years in which rigid stereotypes confined creativity / education / equity. Discussion of goals / methodology of oral histories. Analysis of Jamieson / Second Sex.
Assignment: Friedan, The Feminine Mystique, preface, intro., chapters 1, 2

Week #3

Tuesday: Discussion of Friedan's core concept. Roundtable - tentative selection of 1st oral history--a woman representative of the '50s. Framing of questions to serve as a common core for interviews. Small group role-playing - "getting inside the skin of our grandparents' generation" - an age cohort restricted to three categories - wife, mother, "the other."
Assignment: Friedan 3,4. Set up oral history / secure interview / outline questions.

Thursday: Discussion and critique of Friedan's conceptual framework / factual findings / imagery of the strengths, weaknesses of the typical '50s woman. Does the picture she draws square with the image in films, books, students' own experiences? Who were the role models? (TV, "Ozzie and Harriet"; documentary, Jackie O.)
Assignment: Friedan - 5, 6, epilogue

Week #4

Tuesday: Frustrations build, perceptions of self change, women learn how to communicate / challenge stereotypes. How did this evolve? A new definition of womanhood - style, image, power - begins to surface. Sense of strategy, organizational links, sisterhood, self-worth. Begin oral histories #1. Compiling an overview of women's stories, linkages, and commonalities.
Assignment: Sheehy, Passages, chapters 11,13,16

Thursday: Another feminist wave surfaces in the '60s - fully emerges in the '70s. Sense of professional identity / personal confidence reflected in media, literature. Examination of new language - verbal and body. Analysis of Sheehy's sense of predictable life passages. Oral histories #1.
Assignment: Friedan, The Second Stage, 1&2; Greer, The Female Eunuch, intro, chapters on Womanpower, Revolution

Week #5

Tuesday: Organizational structure of the '70s' feminist movement. Leadership: style, strategy, goals. Points of agreement / differentiation. Literature that transforms expectations. Juggling between personal and professional priorities / sacrifices required. Oral histories #1.
Assignment: Steinem, Intro., Safety, New York.

Thursday: Critique of Friedan's Second Stage, Greer and Steinem. The movement's shifting perspectives - what did it accomplish effectively? What decision led to fragmentation and vulnerability? Analysis of key legislation passed. Supreme Court decisions, media stereotypes. Run through methodology, core questions, approach to 2nd oral history: a woman of the '70s.
Assignment: Steinem - 1968, Awakening, Ms; Prepare oral histories.

Week #6

Tuesday: In-depth analysis of the '70s - focusing on the splintering of feminism. Comparison of priorities / goals and actual accomplishments. Critique of Steinem. Start oral histories #2.
Assignment: Steinem - Trashing, Imperatives for Change, Epilogue; Research topics due on Tuesday

Thursday: Finish analysis of Steinem's role: contrast with theory, role, character of Friedan / Greer / Sheehy. Legislation, court decisions, stereotypes of early and late '70s compared. Begin oral histories #2.
Assignment: Friedan, Beyond Gender, Chapter 1; Tentative outline of reseach topic.

Week #7

Tuesday: Definition of the term "feminism" as used during '70s. Analyze organizational structure of movement / examine relationship with media. Small groups - characterize the personalities which emanated from the '70s and their image as perceived by the public. Oral histories #2.
Assignment: individual appointments to OK research approach, bibliography, and scope of research paper. Estrich, chapters 1, 2, 5, 10.

Thursday: The Reagan years; the backlash generated by economy, legislation, media bias. Divisiveness over Reagan's appointments, attitude, agenda. Small groups - impact of specific role models, TV, movies on public perception. Run through questions, techniques for 3rd oral history. Finish oral histories #2.
Assignment: Woods, pages 179-229.

Week #8

Tuesday: Evaluation of overall impact of Reagan policies on both professional and personal lives of women. How strong was the movement as Clinton took office? Had cleavages deepened, priorities shifted, strategies solidified? Had the backlash of the '80s forced a reevaluation / reimaging?
Assignment: Prepare 3rd oral history. Review of Silicon Valley case studies. Finalize all elements of research paper.

Thursday: Crucial events / personalities / stereotypes which emerged in Clinton years. Describe any shift in balance between priorities related to professional vs. personal life. The '90s style as defined by role models / mentors / movies. How has this new image been translated by media / accepted by the public? Is there a new male role model? Start oral histories #3.
Assignment: Review and critique of Silicon Valley case studies. Research paper.

Week #9

Tuesday: Legislation, Supreme Court decisions, images of the Clinton years which you feel will impact your life. Your evaluation of President Clinton's impact on feminism. Define: Hillary's role - past, present, future / the qualities you most identify with in her character and image. The Clintons as a team - goals and outcomes. Oral histories #3.
Assignment: Research paper.

Thursday: Three generational comparisons of women's agenda, strategy, style. Has a distinctive women's style evolved in 50 years? How different is it from the male model, and can its effectiveness be measured? What charismatic, high-profile women best exemplify this style in the political and corporate spheres? Role-playing the male / female leadership styles. Finish oral histories #3.
Assignment: Research paper.

Week #10

Tuesday: Making the "fit" between Jamieson's dualities and the dominant pairing in each decade studied. How would you evaluate the balance in each of Jamieson's dichotomies, ex. Womb / brain, for the '50s, '70s, '90s? How important a role did backlash play in determining women's self-image / self-determination?
Assignment: Research paper.

Thursday: Your personal evaluation of the progress women have made. Your level of satisfaction with: 1) impact in politics / media / corporate world; 2) their roles as wives and mothers; 3) current balance between the professional and the personal. Where would you place yourself on the continuum? Roundtable discussion / appraisal of Hillary Clinton. Is she a reflection of the times? What kind of mentorship would you like to see from her? Compare her with other First Ladies - Eleanor Roosevelt, Kennedy, Reagan, Bush.
Assignment: Research paper. Short report (3 minutes) on paper next Tuesday.

Week #11

Tuesday: What specific changes in attitude, policy, shift in balance do you see as most meaningful to your own lives? What elements are most important in changing the status quo? Roundtable: research reports / intergenerational links - how do we "pass on" progress?
All papers due.

Syllabus for the Course: Women and War

Feminist Studies Women and War

Sponsoring Agency Course # Catalog Title

Catalog Description

The course examines gender and sexuality in wartime and in militarized societies,

women's positioning and organizing in different "war zones" as mothers, warriors and

traitors, in order to discuss dilemmas of feminist peace politics, queer coalitions and

transnational anti-war organizing.

Week by Week Schedule of Readings (additional readings are in parenthesis)

Week l: Introduction to women in wartime:

Munitions workers and pacifists: the example of WWI.

Amira Gelblum,

"Ideological Crossroads: Feminism, Pacifism and Socialism",

Borderlines, ed. Melman, Routledge NY, 1998, pp. 307-328.

Angela Woollacott,

"Women Munitions Makers, War, and Citizenship",

The Women and War Reader, Chapter 13.

Week 2: Militarization in language and in popular culture.

Carol Cohn,

"Sex and Death in the Rational World of Defense Intellectuals",

Peace: Meaning, Politics, Strategies, ed. Forey, Praeger NY, 1989, pp. 39-71.

(Barbara Ehrenreich and Rosa Ehrenreich Brooks,

"A twisted Sense of Duty and Love",

Terror, Counter-Terror, eds. Joseph and Sharma, Zed Books NY, 2003, pp. 139-141.)

Start "War on Words" Project – using the book Shock and Awe

Race, Ethnicity, Gender and Sexuality: Loyalty and treason in the

militarized state.

V. Spike Peterson,

"Gendered Nationalism: Reproducing "Us" versus "Them",

The Women and War Reader, Chapter 5.

Nahla Abdo,

"Dislocating Self, Relocating 'Other': A Palestinian Experience",

Women and the Politics of Military Confrontation, eds. Abdo and Lentin, Berghahn 2002,

pp. 119-156.

Week 3: Motherhood and citizenship: "The enlisted womb".

Chapters 2-3 from "Birthing the Nation"

Sta_a Zajovi_,

"Childbearing and War (or: how Nationalism, Militarism and Sexism Always Go Hand in

Hand)", Talk given at The 9th International Women's Health Meeting, Toronto Canada,

August 2002.

(Rela Mazali,

"Parenting Troops",

The Women and War Reader, Chapter 28.)

Women's "War Zones": Violence against women, Occupation, Rape,

Terrorism and "Security".

Simona Sharoni,

"Homefront as a Battlefield: Gender, Military Occupation and Violence Against

Women",

Gender and the Israeli-Palestinian Conflict, Syracuse Univ. Press, NY 1995, pp. 121-

137.

Cynthia Enloe,

"All the Men are in the Militia, All the Women are Victims",

The Women and War Reader, Chapter 6.

(Cynthia Enloe,

"The Prostitute, the Colonel, and the Nationalist",

Maneuvers, UC Press, Berkeley, 2000, pp. 49-107.)

Week 4: Women warriors and women's organizing in national liberation/ anticolonialist

struggles.

Souad Dajani,

"Between National and Social Liberation: The Palestinian women's movement in the

Israeli occupied West Bank and Gaza Strip",

Women and the Israeli Occupation, ed. Mayer, Routledge NY, 1994, pp. 33-61.

Barbara Victor,

Army of Roses – Inside the World of Palestinian Women Suicide Bombers, Ch. 2, 3,

Rodale Inc. 2003, pp. 19-54.

Francine D'Amico

"Feminist Perspectives on Women Warriors"

The Women and War Reader, Chapter 12.

(Orna Sasson-Levy,

"Constructing Identities at the Margins: Masculinities and Citizenship in the Israeli

Army",

The Sociological Quarterly, Vol. 43 (3), 2002, pp. 357-383.

Soha Bechara,

"Commitment", "Preparations" and "The Operations",

Resistance - My Life for Lebanon, Soft Skull Press NY, 2003, pp. 45-70.)

Dilemmas of feminist peace politics.

Jodi York

"The Truth about Women and Peace"

The Women and War Reader, Chapter 2.

bell hooks,

"Feminism and Militarism: a comment",

Talking Back: Thinking Feminist, Thinking Black", South End Press, Boston MA, 1989.

(Cynthia Enloe,

"Conclusion: Decisions, Decisions, Decisions",

Maneuvers, UC Press, Berkeley, 2000, pp. 288-300.)

Week 5: Histories of women's transnational organizing, and Presentations of

students' projects.

Where Are All the Women?, eds. Aharoni and Deeb, Pardes, Haifa 2004: pp 49-65.

Statements from women and women's organizations after Sept. 11, 2001,

from Terror, Counter-Terror, eds. Joseph and Sharma, Zed Books NY, 2003, pp. 244-

284.

Women in Black, Belgrade

from We Are Still in the Streets, Women For Peace, Belgrade 2001, pp. 10-33.

(Rachel Corrie,

"Rachel's Reports",

Live from Palestine, eds. Stohlman and Aladin, South End Press, Cambridge MA, 2003,

pp. 169-177.

Ann Snitow,

"Holding the Line at Greenham Common: On Being Joyously Political in Dangerous

Times",

Women on War, ed. Gioseffi, The Feminist Press at the City Univ. of NY, 2003, pp. 325-

333.

Starhawk,

"Next year at Mas'ha",

Live from Palestine, eds. Stohlman and Aladin, South End Press, Cambridge MA, 2003,

pp. 177-180.)

http://summer.ucsc.edu/syllabus/fmst140.pdf

Syllabus for the Course: Introduction to Feminism: Third World Feminisms

Professor Emily Honig

Women's Studies 1B, Winter 2005

Office hours: Thurs., 2-3:30, Kresge 178

Office phone: x3710; email: ehonig@ucsc.edu

Teaching Assistants: Gillian Goslinga,

Andrea Lowgren,Tamara Spira, Heather Turcotte

Course Web Page:

http://humwww.ucsc.edu/wst/Honig/3wfem.html

INTRODUCTION TO FEMINISM: THIRD WORLD FEMINISMS

Feminism: one definition: “A concern in theory and practice with the conditions of women, and a commitment to transform gender oppression along with and in relation to the systems of domination that divide women by class, race, ethnicity, region, nationality, religion, sexual orientation and age.” (International Reproductive Rights Research Action Group).

Feminism is a form of subversion: it challenges assumptions about history, society, and personal relationships that are based on male dominance. By centering women's experience, feminism forces us to reconceptualize such basic concepts as power, politics, and work.

This course subverts the subversive: it introduces feminism by focusing on the third world. Instead of beginning with the development of feminism in North America and "looking out" to the third world, we will be centering third world feminism and "looking back in." My agenda in doing this is 1) to make it absolutely clear that there is no single definition of feminism, but rather that meanings of feminism are created in very specific historical and local contexts; and 2) that feminisms have histories and meanings that extend far beyond the North American continent.

This course has no prerequisites. It does presume a willingness to engage in hard thinking, questioning, and respectful listening to the voices (spoken and written) of others.

Schedule of Classes

WEEK 1 Jan. 4, 6: Introduction

Reading:

WEEK 2 Jan. 11, 13: Feminism, Ethnocentrism, and the Third World

Film: “Covered: The Hejab in Cairo”

WEEK 3 Jan. 18, 20: Women and Colonialism

Reading: Buchi Emecheta, The Joys of Motherhood (all).

Guest speaker: Heather Turcotte, Ph.D. candidate, Dept. of Politics, UCSC.

*Paper due at lecture on Jan. 20.

WEEK 4 Jan.25, 27: Women's Work and the Sexual Division of Labor

Reading: Devon G. Pena, “No Terrors, to a Certain Kind of Mind,” “Like Turtles on the Line,” “The Mirror of Exploitation.”

Film: “The Global Assembly Line”

WEEK 5 Feb. 1, 3: The International

Relations of Sexual Labor

Reading:

Maria Rosa Henson. Comfort Woman: A Filipina's

Story of Prostitution.

Yoko Fukumura and Martha Matsuoka, “Redefining

Security: Okinawa Women’s Resistance to

U.S. Militarism” (CR).

Film: The Women Outside: Korean Women and

the U.S. Military

WEEK 6 Feb.8, 10: Reproductive Rights

Reading:

Soheir A. Morsy, “Deadly Reproduction among Egyptian Women: Maternal Mortality and the Medicalization of Population Control,” (CR)

Tola Olu Pearce, “Women’s Reproductive Practices and Biomedicine: Cultural Conflicts and Transformations in Nigeria.”(CR)

Carmen Barroso and Sonia Correa, “Public Servants, Professionals, and Feminists: The Politics of Contraceptive Research in Brazil.” (CR)

Film: “Something Like a War”

*PAPER DUE IN LECTURE ON FEB. 10.

WEEK 7: Feb. 15, 17: Feminism, Nationalism,

and Socialist Revolution

Reading:

Gail Hershatter, “Local Meanings of Gender and Work in Rural Shaanzi in the 1950’s,” (CR).

Wang Zheng. “Call me Qiingnian but not Funu: A Maoist Youth in Retrospect” (CR).

Honig, Emily and Gail Hershatter, “Introduction,” “Growing Up Female,” “Feminist Voices” (CR).

Xinran, “My Journey Towards the Stories of Chinese Women,” “The Women of Shouting Hill.” In The Good Women of China (CR).

Film: "Small Happiness”

WEEK 6: Feb. 22, 24 Feminism and Militarism,

Reading:

Lynn Stephen, “Women’s Rights Are Human Rights: The Merging of Feminine and Feminist Interests among El Salvador’s Mothers of the Disappeared,” (CR).

Benedita da Silva: An Afro-Brazilian Woman's Story of Politics and Love. (all).

Guest lecture: Tamara Spira, Ph.D. candidate, Department of History of Consciousness, UCSC.

Film: Las Madres: The Mothers of the Plaza DeMayo

WEEK 9 March 1, 3: Transnational Feminisms

Reading:

Teresa Carrillo, “Cross-Border Talk: Transnational

Perspectives on Labor, Race, and Sexuality,” (CR).

Sonia Alvarez, “Translating the Global: Effects of

Transnational Organizing on Local Feminist

Discourses and Practices in Latin America,” (CR).

WEEK 10: March 8, 10: Feminism and the Wars on Terror

Reading:

Laura Flanders, “Beyond the Burqa” (CR).

Charles Hirschkind and Saba Mahmood, “Feminism, the Taliban, and Politics of Counter-Insurgency” (CR)

Barbara Ehrenreich, “Barnard Commencement 2004” (CR)

Ziliah Eisenstein, “Sexual Humiliation, Gender Confusion and the Horrors at Abu Ghraib” (CR)

“An Interview with Yanar Mohammed, Chair of the Organization of Women’s Freedom in Iraq” (CR).

Sue Pleming, “Iraqi Women No Better Off, U.N. Official Says” (CR).

Tamin Ansary, “Leaping to conclusions” (CR)

Sonali Kolhatker, “An Interview with RAWA” (CR)

Weeda Mansoor, “The Mission of RAWA: Freedom, Democracy, Human Rights” (CR).

*PAPER DUE IN LECTURE ON MARCH 10

REFERENCE LIST

Alvarez, Sonia. “Translating the Global: Effects of Transnational Organizing on Local Feminist Discourses and Practices in Latin America,” Meridians, Aut. 2000..

“An Interview with Yanar Mohammed, Chair of the Organization of Women’s Freedom in Iraq.” WHRnet. October 2004.

Barroso, Carmen and Sonia Correa. “Public Servants, Professionals, and Feminists: The Poltiics of Contraceptive Research in Brazil.” In Faye Ginsburg and Rayna Rapp, eds., Conceiving the New World Order: The Global Politics of Reproduction. Berkeley: University of California Press, 1995.

Carrillo, Teresa. “Cross-Border Talk: Transnational Perspectives on Labor, Race, and Sexuality.” In Ella Shohat, ed., Talking Visions: Multicultural Feminism in a Transnational Age. New York: New Museum of Contemporary Art ; Cambridge, Mass. : MIT Press, 1998

Eisenstein, Ziliah. “Sexual Humiliation, Gender Confusion and the Horrors at Abnu Ghraib.” WHRnet. July 2004.

Ehrenreich, Barbara. “Barnard Commencement 2004”.

Flanders, Laura. , “Beyond the Burqa,” Common Dreams News Cent er (Dec. 17, 2001)

Fukumura, Yoko and Martha Matsuoka. “Redefining Security: Okinawa Women’s Resistance to U.S. Militarism” in Nancy A. Naples and Manisha Desai, Women’s Activism and Globalization. New York: Routledge, 2002.

Hershatter, Gail. “Local Meanings of Gender and Work in Rural Shaanzi in the 1950’s.” In Barbara Entwisle and Gail Henderson, eds., Re-Drawing the Boundaries. Berkeley: University of California Press, 2000.

Hirschkind, Charles and Saba Mahmood. “Feminism, the Taliban, and Politics of Counter-Insurgency.” Anthropological Quarterly, 75, 2 (Spring 2002).

Honig, Emily and Gail Hershatter. Personal Voices: Chinese Women in the 1980’s. Stanford: Stanford University Press, 1988.

Hoodfar, Homa. “Return to the Veil: Personal Strategy and Public Participation in Egypt,” in Nalini Visvanathan et al, eds., The Women, Gender and Development Reader (1996).

Hoodfar, Homa. “The Veil in Their Minds and on Our Heads: Veiling Practices and Muslim Women,” In Elizabeth Castelli, ed., Women, Gender, Religion: A Reader. New York: Palgrave, 2001.

Kolhatker, Sonali. “An Interview with RAWA.”

Lorde, Audre. “An Open Letter to Mary Daley.” In C. Moraga and G. Anzaldua, This Bridge Called My Back.. New York : Kitchen Table, Women of Color Press, 1983.

Mansoor, Weeda. “The Mission of RAWA: Freedom, Democracy, Human Rights.” In Sunita Mehta, ed., Women for Afghan Women. New York: Palgrave, 2002.

Mernissi, Fattema, “The Western Women’s Harem,” in Fatema Mernissi, Scheherazade Goes West: Different Cultures, Different Harems, (2001).

Mohanty, Chandra Talpede. “Under Western Eyes: Feminist Scholarship and Colonial Discourses.” Abridged from Chandra Mohanty et al, eds., Third World Women and the Politics of Feminism. Bloomington: Indiana University Press, 1991.

Morsy, Soheir A. “Deadly Reproduction among Egyptian Women.” In Faye Ginsburg and Rayna Rapp, Conceiving the New World Order. Berkeley: University of California Press, 1995.

Narayan, Uma. “Contesting Cultures: Westernization, Respect for Cultures, and Third World Feminists.” In Uma Narayan, Dislocating Cultures: Identities, Traditiona, and Third World Feminism. New York: Rutledge, 1997.

Narayan, Uma. “Restoring History and Politics to Third World Traditions.” In Uma Narayan, Dislocating Cultures. New York: Routledge, 1997.

Pearce, Tola Olu. “Women’s Reproductive Practices and Biomedicine.” In Faye Ginsburg and Rayna Rapp, eds., Conceiving the New World Order. Berkeley: University of California Press, 1995.

Pena, Devon. “No Terrors, to a Certain Kind of Mind,” “Like Turtles on the Line,” “The Mirror of Exploitation.” In Devon Pena, The Terrof of the Machine. Austin: University of Texas Press, 1997.

Pleming, Sue. “Iraqi Women No Better Off, U.N. Official Says.” Common Dreams News Center. Dec. 8, 2004.

Rich, Adrienne. “Notes Toward a Politics of Location.” In Adrienne Rich, Blood, Bread and Poetry: Selected Prose, 1979-85. New York: W.W. Norton, 1991.

Stephen, Lynn. “Women’s Rights Are Human Rights: The Merging of Feminine and Feminist Interests among El Salfador’s Mothers of the Disappeared.” In Lynn Stephen, Women and Social Movements in Latin America. Austin: University of Texas Press, 1997.

Wang Zheng. “Call me Qiingnian but not Funu: A Maoist Youth in Retrospect.” In Xueping Zhong et al, eds., Some of Us: Chinese Women Growing Up in the Mao Era. New Brunswick: Rutgers University Press, 2001.

Xinran. “My Journey Towards the Stories of Chinese Women,” and “The Women of Shouting Hill.” In Xinran, The Good Women of China. New York: Anchor Books, 2002.

http://humwww.ucsc.edu/wst/Honig/syllabus.html

Abbreviated Syllabus for the Course: The Travels and Translations of Feminist Theories

The Travels and Translations of Feminist Theories

* Special Opportunity—Visiting Brazilian Professor! *

In the face of the global flows of capital, ideas, and commodities, there is a growing need for feminists to engage in productive dialogues and negotiations across multiple geopolitical borders.

Instructor: Claudia de Lima Costa
TTH 4:00-5:45 p.m.
Crown 202

Course Description:

This seminar will examine the travels and cultural translations of feminist theories/ ideas/ discourses/ practices in different locations and their subsequent translations in order to highlight elements of appropriation and subversion occurring in different institutional, discursive, and ideological domains. Enrollment limited to 20 juniors, seniors, and graduate students. Call #38726

*****

This research seminar maps the flows of feminist knowledge and cultural production across multiple geopolitical and theoretical borders, with a special emphasis on processes of cultural translation in the Americas, and examines the travel of feminist theories across different locations and their subsequent cultural translations. Texts may include selected readings from Discrepant Dislocations, Scattered Hegemonies, Mappings: Feminism and the Cultural Geographies of Encounter, Questions of Travel: Postmodern Discourses of Displacement, and a course reader.

The course will conclude with an analysis of the debates around Latin American testimonio as an illustration of the vexing problems of cultural translation and the theorization of women's "experience."

Claudia de Lima Costa is a Brazilian feminist theorist who teaches cultural studies and literary theory at the Federal University of Santa Catarina, in Florianópolis. She received her Ph.D. from the University of Illinois at Urbana-Champaign. She is co-editor of the Brazilian feminist studies journal, Revista Estudos Feministas, and has published articles and book chapters in English, Spanish, and Portuguese on feminist theory, life histories, ethnographic theory and practice, and cultural criticism.
For more information, please contact Women's Studies at 459-4324.

Other Courses of Note

*123 Feminism and Cultural Production Staff

TTh 4:00-7:00 pm Kresge 327 Call #24071

Explores the relationship between feminism and culture. Topics will vary and include different forms of cultural

production such as film, literature, drama, etc. Regional/national focus may also vary. Enrollment limited to 40

sophomores, juniors, and seniors. Prerequisite: FMST/WMST 1A, 1B, or 1. (Formerly offered as WMST 80J.

Students may not receive credit for both courses.) (General Education Codes: A, E)

225A Theories of Slavery Angela Y. Davis

Wed 2:00-5:00pm Oakes 109 Call #23866

A graduate seminar. Explores philosophical, legal, and socio-historical analyses of slavery. Focus on Atlantic

slavery and the production of race and gender formations, complemented by discussions on contemporary forms

of slavery. Impact of historical slavery on prevailing discourses and institutions. (Also offered as HISC 205A.

Students may not receive credit for both courses.) Enrollment limited to 15 graduate students.

42W. Feminism and Activism: Moving from Theory to Practice

Instructor: S. Papo
MW 5:00-6:45pm
137 Soc Sci 2

A student-directed seminar. Gives students the opportunity to study feminist theory and then move the theory into action through a class activist project. The class will spend Mondays focused on theory, and Wednesdays focused on organizing skills. Enrollment limited to 15.

102. Feminist Critical Race Studies

Instructor: Radhika Mongia
TTh 8:00-9:45am
249 Porter

Working from the perspective that race is a cultural invention and racism is a political, economic, and social relation, investigates how "race" is produced as a meaningful and powerful social category. Examines the effects of racism as a social relation, and argues for the necessity of combining feminist and critical race studies. Considers different historical periods and places. Aims to equip students with the tools necessary to critically examine the production and reproduction of race and racism in the U.S. Prerequisite: one course in Women's Studies. Enrollment restricted to 20 juniors and seniors. (General Education Code: E.) Call #60920

*161. Body Politics/Feminist Politics

Instructor: Susan Basow
MW 12:30-2:15pm
J Baskin Engineering 156

Critical evaluation of the political nature of body ideals and the significance of the body in feminist politics. Examines how science, law, and social norms shape our perceptions of sexual and racial differences, and how such perceptions affect discriminatory or exclusionary practices. Explores how change can be fostered to facilitate feminist goals. Topics include sexual, gender, and racial identity; the beauty myth, eating disorders, cosmetic surgery, and reproductive choices. Prereq.: course 100 or permission of instructor. Enrollment: 35.

189. Advanced Topics in Feminist Theory

Instructor: Radhika Mongia
Wed. 12:30-3:30pm
319 Kresge

Focuses on a particular problem in feminist theory. Problems will vary each year but might include theorizing the gendered subject, racializing gender, the meeting points of psychoanalysis and social-political analysis in theorizing gender, the relationship between queer theory and feminist theory, postcolonial feminist theory. Prerequisite: course 100. Enrollment restricted to 20 sophomores, juniors, and seniors.

132. Gender and Postcoloniality.
Postcolonial feminist studies. Explores how discourses of gender and sexuality shaped the policies and ideologies of the historical processes of colonialism, the civilizing mission, and anticolonial nationalism. Considers orientalism as a gendered discourse as well as colonial understandings of gender and sexuality in decolonialization. Explores Western media representations, literature, the law, and the place of gender in the current debate between cultural relativism and universalism. Provides an understanding of some key terms in postcolonial studies and an in-depth examination of the place of gender in these processes. Prerequisite(s): courses 80C or 80F and course 100 or permission of instructor. Enrollment restricted to juniors and seniors. Enrollment limited to 20. (General Education Code(s): E.) R. Mongia

194C. Topics in Gender and Globalization.
Examines women's work in context of globalization, i.e., the creation of a division of labor that extends beyond national borders, a historical process that began with the rise of colonialism in the 15th century and has manifested itself more recently with the proliferation of factories owned by multinational corporations that depend largely on the labor of women in third world countries. Explores impact of globalization in contexts other than multinational factories, e.g., the impact of privatization of water on women's work. Topics vary. Prerequisite(s): courses 80C and 100. Enrollment restricted to senior feminist studies majors. Enrollment limited to 20. (General Education Code(s): E.) E. Honig

201. Topics in Feminist Methodologies. S
Explores feminist theorizing across disciplinary and cultural contexts for both methodology (theories about the research process) and epistemology (theories of knowledge). Goal is to orient students toward changes in organization of knowledge and provide them with different feminist methodologies in their pursuit of both an "object" of study and an epistemology. Enrollment restricted to graduate students. Enrollment limited to 15. May be repeated for credit. A. Arondekar

205. Feminism, Nationalism, and Sexuality in the Third World.
Focus on the historical construction and articulation of feminism in the Third World. Explores the relationship of feminist and nationalist movements, considering such questions as whether Third World women's political movements are necessarily "feminist," how these political movements define feminism, and the tensions between nationalisms and feminisms. Particular attention to issues of sexuality, the effects of colonial institutions and policies on sexual identities in Third World countries, the notions of womanhood and female sexualities articulated within nationalist ideologies and movements, the consequences of such constructions for women, and the formulation of sexual issues among feminists. Offered every two or three years. Enrollment restricted to graduate students. Enrollment limited to 15. E. Honig

207. Topics in Queer/Race Studies.
Explores the interrelated epistemological frameworks of critical race studies and queer studies. Through the study of a range of philosophical, scientific, literary, and cinematic texts, course historicizes and theorizes discourses of race and sexuality. (Formerly Advanced Topics in Queer/Race Studies.) Enrollment restricted to graduate students. Enrollment limited to 15. A. Arondekar

212. Feminist Theory and the Law.
Interrogation of the relationship between law and its instantiating gendered categories, supported by feminist, queer, Marxist, critical race, and postcolonial theories. Topics include hypostasization of legal categories, the contest between domestic and international human rights frameworks, overlapping civil and communal codes, cultural explanations in the law, the law as text and archive, testimony and legal subjectivity. (Also offered as History of Consciousness 212. Students cannot receive credit for both courses.) Enrollment restricted to graduate students. Enrollment limited to 15. G. Dent

251. Feminist Theory and Social Psychology.
Course bridges feminist theory and social psychological research to explore connections between theory covered and empirical studies on various topics in social psychology. Seminar format allows students opportunity for extensive discussion. (Also offered as Psychology 251. Students cannot receive credit for both courses.) Enrollment restricted to graduate students. A. Hurtado

Community Studies Department
http://communitystudies.ucsc.edu/

From the department’s website:

What is Community Studies?

An interdisciplinary major, community studies integrates knowledge and methodologies from the social sciences and humanities to examine theory and practice in a variety of social justice domains. The UCSC faculty offers courses related to social justice - including broad structural and social changes and community based organizing - in the following areas:

Global political economy with regional and local impacts
The intersection of class, race, gender, and sexuality in relation to health
Labor studies, including the history of the working class
Youth cultures, youth activism and empowerment
Race and racism
Cultural work in social change
Gay and lesbian issues
Social justice, sustenance and sustainability in agro-food systems
Resistance and social movements

The faculty has engaged in community-oriented field work in the U.S., Latin America, and elsewhere. The major provides an opportunity for the student who is actively committed to social justice to work on a full-time basis beyond the boundaries of the university. Each student in the program builds his or her curriculum around a combination of course work and a six-month field study or internship with a community organization or agency. The major does have guidelines that need to be followed for acceptance into the major. For more complete information, please review the admissions page.

Professor Michael Rotkin

Rotkin’s DTN profile:

http://www.discoverthenetworks.org/individualProfile.asp?indid=2070

Rotkin’s autobiographical synopsis:

http://communitystudies.ucsc.edu/data/12/mike_bio_.doc

Syllabus for the Course: Introduction to Marxism

142. Introduction to Marxism

Note: This syllabus from Winter 2004—updated one will be quite similar

Instructor: Mike Rotkin
Office: 203 College 8
Phone: 459-4601(office); 423-4209 (home, call 'til midnight)
E-mail: openup@ucsc.edu

I. Introduction to the Course and to Each Other

People's backgrounds, interests, and conception of Marxism
Structure of the class, projects, or work groups, expectations, etc.
"Leading a Discussion for Class" (in Reader)
"Some Comments and Ideas on Group Dynamics and Facilitating Discussions" (in Reader)
"Combat Liberalism" (in Reader)
Paulo Freire, "Pedagogy of the Oppressed" (in Reader)
Recommended: David McLellan, "The Life of Karl Marx" (in Reader)
Sherman, Reinventing Marxism, Chapter 1
Priscilla Robertson, Revolutions of 1848 (on Reserve)

II. Dialectical-Historical Materialism (Marx's Method)

Lecture on Hegel and Feuerbach
Recommended: Howard Sherman, "Dialectics as a Method" (in Reader)
Richard Lichtman, "Notes on the Dialectic in Hegel and Marx" (in Reader)
John Judis, "The Personal and the Political" (on Reserve)
[The material under II.B. is broken up into logical little chunks for reading and to assign responsibility for facilitating discussions. Start by reading: "Notes on Reading the Theses on Feuerbach" (in Reader)]

Theses on Feuerbach I through IV in K.M. pp. 171-2. (4 different people)
"Introduction to the Critique of Hegel's Philosophy of Right," in K.M. pp. 71-2 (up to "... the following exposition.") Read this in relationship to the 4th Thesis on Feuerbach.
Theses on Feuerbach V through VIII and XI in K.M. pp. 172-3. (5 diff. people)
"Historical Materialism" (in Reader). Don't discuss this unless people have questions, but read it as preparation for the German Ideology readings.
Preface to the German Ideology in K.M. pp. 175-6 and (the following section originally followed the three dots on p. 176 and was excerpted by McLellan, but we should read it, so it is in the Reader):
"Feuerbach: Opposition of the Materialistic and Idealistic Outlook"
p. 176 ("The Premises of the Materialist Method") to p. 177 ("The relations of the different nations ...")
from where 6 ends to p. 177 ("The various stages of development ..."
from where 7 ends to the bottom of p. 180 ("The fact is, therefore …"). (Remember in leading this discussion to get out the basic idea of the relationship between ownership and the division of labor and not get lost in details about each of the three "stages" Marx and Engels are discussing.)
from where 8 ends to the double space in the page on p. 181.
Read to prepare for the following section, but do not discuss in class: O'Connor, "The Need for Production and the Production of Needs" (in the Reader).
from where 9 ends (on p. 181) to the break in the page on p. 184.

Recommended: The Capitalist System, Chapter 2, (on Reserve)
K.M., pp. 187-192 (up to "The ideas of the ruling class …") and other selections
from Part II
Sherman, Reinventing Marxism, Chapters 2, 3, 4, 5, 11, 12, 13, & 14

III. Alienation

"Alienation and Labor" (in Reader)
Mandel, "The Causes of Alienation" (in Reader)
Alienated Labor in K.M., pp. 85-95
Barbara Garson, All the Livelong Day
The German Ideology in K.M., pp. 184-7 and 196-8
"On Free Human Production" (in Reader)

Recommended: Andre Gorz, selection from Critique of Economic Reason (on Reserve)
Andre Gorz, Strategy for Labor, Chapters 1 and 2 (on Reserve)
The rest of Chapter 4 in The Capitalist System (on Reserve)
The rest of Mandel and Novack, The Marxist Theory of Alienation (on Reserve)

IV. Strongly Recommended for an overview of capitalism as a system (not for class discussion)

"The Capitalist Mode of Production" and "The Essence of Capitalism" (in Reader)
"The Historical Tendency of Capitalist Accumulation" in K.M., pp. 523-5.

V. Fetishism of Commodities

Marx's Capital for Beginners (in Reader)
Capital I, Chapter 1, sections 1 and 2 in K.M., pp. 458-467
"How Capitalism is Mystified" (in Reader)
Capital I, Chapter 1, section 4, in K.M., pp. 472-480.
Amin, "In Praise of Socialism" and Response I (in Reader)
Recommended: Balbus, "Marxism and Domination" (on Reserve)

VI. Exploitation and Surplus Value

Paul Sweezy, "Surplus Value and Capitalism" (in Reader)
Capital I, Chapter 4, in K.M., pp. 482-488
"Wage Labor and Capital" in K.M., pp. 273-293
Sherman, Reinventing Marxism, Chapter 7
Recommended: The Capitalist System, Chapter 3 (on Reserve)
Capital I, Chapters 6 and 7 in K.M., pp. 488-508
The Capitalist System, Chapters 9, and 10 (on Reserve)
Sherman, Reinventing Marxism, Chapter 8
Other selections from Part IV of K.M.

VII. Social Classes

The Communist Manifesto in K.M., pp. 245-271 (esp. parts 1 and 2)
"Introduction to the Critique of Hegel's Philosophy of Right," in K.M., pp. 78 (1st new paragraph)-82
Lipset and Bendix, "Karl Marx's Theory of Social Classes" (in Reader)
Classes, in K.M., pp. 544-5
Sherman, Reinventing Marxism, Chapter 6
Highly Recommended (section leaders must select from among following readings):
Michael Lind, "To Have and Have Not" (in Reader)
Rotkin, "Expanding the Proletariat" (in Reader)
"Racism" (in Reader)
"Male Dominance" (in Reader)
David Smith, "The Myth of the Middle Class" (in Reader)
"Capital Accumulation and the Capitalist Class" (in Reader)
"The Labor Process and the Working Class" (in Reader)
"Class and Inequality" (in Reader)
Almaguer, "Class, Race, and Chicano Oppression" (in Reader)
Hartman, "Patriarchy and Capitalism" (in Reader)
Hartman, "The Unhappy Marriage of Marxism and Feminism" (in Reader)
Also Recommended: Gintis, "The New Working Class and Revolutionary Youth" from Socialist Revolution #3 (on Reserve)
Omi and Winant, "Race in the U.S.," in Socialist Review #71 (on Reserve)
Eisenstein, "Capitalist Patriarchy and Socialist Feminism" (on Reserve)
Pat Walker, Ed., Between Labor and Capital (on Reserve)
Mike Rotkin, "Marx's View of Social Class" (on Reserve)
The Capitalist System, Chapters 3, 4, 6, 7, & 8 (on Reserve).
Braverman, "The Structure of the Working Class and Its Reserve Armies" (on Reserve)

VIII. Ideological Hegemony

The German Ideology in K.M., p. 192 ("The ideas of the Ruling Class …" to end of paragraph)
Gitlin, "The Whole World is Watching" (in Reader)
Michael Parenti, Selections from Power and the Powerless (in Reader)
Recommended: Richard Lichtman in Socialist Revolution #23 (on Reserve)
Douglas Kellner in Socialist Review #45 (on Reserve)
Daniel Ben-Horin on TV in Socialist Review #35 (Xerox on Reserve)
Herbert Marcuse, One Dimensional Man (on Reserve)

IX. Political and Civil Society

Jennifer Nedelsky, Private Property and the Limits of American Constitutionalism (in Reader)
A Reading Guide to "On the Jewish Question," by Mike Rotkin (in Reader)
"On the Jewish Question" in K.M., pp. 46-64 (stop at p.64!)
"Theses on Feuerbach" IX and X in K.M., p. 173
Recommended: John Stuart Mill, On Liberty (on Reserve)
Milton Freedman, Capitalism and Freedom (on Reserve)
The rest of Nedelsky, Private Property and the Limits of American Constitutionalism (on reserve)

X. The State

"Class Conflict and the State (in Reader)
Sherman, Reinventing Marxism, Chapter 9
Recommended: Richard Barnet, "Lords of the Global Economy" (in Reader)
V.I. Lenin, State and Revolution (on Reserve)
The Eighteenth Brumaire and The Civil War in France in K.M., pp. 329-354
Poulantzas, "The State and the Transition to Socialism" (Xerox on Reserve)
Fred Block in Socialist Revolution #33 (Xerox on Reserve)
Boris Frankel, "The State of the State" (a Xerox on Reserve)
Santiago Carrillo, Eurocommunism and the State (on Reserve)
G. William Domhoff, The Power Elite and the State (on Reserve)
G. William Domhoff, Who Rules America (Third Edition), Mayfield 1998 (on Reserve)
Sherman, Reinventing Marxism, Chapter 10

XI. Contradictions

Sherman, Reinventing Marxism, Chapter 15
Mike Rotkin, "A Three-Part Strategy for Democratic Socialism" (in Reader)
"Waste and Irrationality" (in Reader)
Recommended: "From Capitalism to Socialism" (in Reader)
"Economic Crises" (Xerox on Reserve)
Socialist Visions, edited by Sholom (on Reserve)
"The World After Communism" (Xerox on Reserve)
"The Future of Socialism" (Xerox on Reserve)
Andre Gorz, selections from Critique of Economic Reason (on Reserve)
James O'Connor, "Preservation First! Toward a Political Economy of a Good Society." (Xerox on Reserve)
Andre Gorz, Paths to Paradise, The Liberation from Work, Pluto Press, 1985 (Xerox on Reserve)
An Anthology of Western Marxism, edited by Gottlieb (on Reserve)
Marxism Essential Writings, edited by McLellan (on Reserve)
Socialist Review, Vol. 95/3&4, "Explorations in Post Modern Marxism" (on Reserve)
James O'Connor, Natural Causes: Essays in Ecological Marxism, Guilford Press, 1998 (on Reserve)

XII. General Course Information

The following should be purchased for the course (available at Bay Tree on campus & at Slug Books)

David McLellan, Karl Marx, Selected Writings, Oxford U. Press, 1977 (referred to as K.M. throughout the syllabus) Note: if you have the First Edition of Karl Marx: Selected Writings, see Mike for a special syllabus and reading guides.
Barbara Garson, All the Livelong Day, Penguin Books, 1994.
Howard Sherman, Reinventing Marxism, Johns Hopkins U. Press, 1995
A Reader for the course sold at Slug Books

All Reserve readings are located in McHenry Library at the Reserve Desk. If you would like to purchase your own copy of readings from Socialist Review or Socialist Revolution, see Mike Rotkin.

The above reading list is tentative. We will probably make changes during the quarter and hope that you will suggest appropriate changes as well. Even if you do not have a particular reading to recommend but have a topic-passion-concern-interest that you want to have discussed, mention it and maybe someone else in the class can suggest a good reading.

Some of the topics, particularly toward the end of the quarter, have a lot of recommended reading that is in the Reader. This is so the students facilitating the discussions may select alternative or additional readings for their sections and have them easily accessible to all class members. Remember that starting with the section on Alienation, student facilitators will often need to select, from among a variety of readings, which ones will actually be read by everyone and discussed in class. Your section facilitators (and/or Mike Rotkin) will help guide you in this process, but choices must me made! If you assign too much reading and don't focus, there is always the danger that students in your section will be discouraged and tend to read nothing. Think about creative ways to bring insights from the recommended readings into class discussion as well.

Bring the syllabus and the readings scheduled for the following meeting to class each time!

The last 10 to 15 minutes of each section meeting will be devoted to criticism/self-criticism. We will have a longer evaluation session after the fifth and tenth weeks. But please do not wait until the end of the quarter to give each other and the instructor/ facilitators constructive criticism and support. The course will be better if that can be shared regularly.

This course will not work if you approach it passively. The readings are difficult and require energy and a critical approach. The discussions will not be carried by the discussion leaders alone and will work best when people bring in their thoughts and experiences. Small study groups to go over the readings before class are highly encouraged (if not necessary!). An 8-15 page paper is required (the topic of which will be discussed in class). Active class participation is the most important requirement of this course.

Lecture Schedule (subject to change)
T Jan 6	Introduction to the Course/Section Selection
Th Jan 8	Hegel and Feuerbach/Dialectical Materialism
T Jan 13	Film: The History Book
Th Jan 14	The French Revolution of 1789
T Jan 20	Film
Th Jan 22	The French Revolution of 1848/The Paris Commune
T Jan 27	Film
Th Jan 29	Commodities/Marxist Economics
T Feb 3	Film
Th Feb 5	Social Classes
T Feb 10	Film
Th Feb 12	Social Democracy
T Feb 17	Film
Th Feb 19	Ideological Hegemony
T Feb 24	Film
Th Feb 26	The Russian Revolution
T Mar 2	Film
Th Mar 4	The State
T Mar 9	Film
Th Mar 11	Contradictions/Socialist Strategy

http://reg.ucsc.edu/soc/aci/winter2005/cmmu.html#142

Syllabus for the Course: Community Organizing

Community Organizing

Fall 2002
Instructor: Mike Rotkin
Office: 203 College 8
459-4601 (office); 423-4209 (home)
E-mail: openup@cats.ucsc.edu

Course Description:

This is a course on the theory and practice of community organizing. Each week we will have two lectures/discussions, and there will be a film series associated with the course. Readings will be assigned for each class session and should be read before the session under which they are listed. "Recommended readings" are to be read as time and interest allow. Each day in class students will be called on to summarize the main points or interesting/controversial points from each of the required readings. Students will also take turns being responsible for developing the questions that will be used to guide class discussions.

Each student in the course will be required to do a minimum of four hours a week of practical organizing with a community group and will be expected to set specific, attainable goals for his or her work with the group during the quarter. (Students who would like to spend more hours a week with their community organization can see the instructor about getting additional independent study course credit. If you are able to spend more time working with a community group, you will learn more.)

There will be two papers assigned for the course. The first paper is to develop or explain your community group's organizing strategy in the context of course readings, lectures, discussions, and films. It is due [day 14], and should be about 5-8 pages long. The final paper is due December [day 19] and should incorporate the first paper into an expanded 8-15 page paper that projects your overall organizational, strategic, and tactical approach to the solution of some social or environmental problem (making use of course readings, lectures, discussions, and films).

Required Books for the course (available at Slug Books):

A Reader
Bobo, Kendall, and Max, Organize (Third Edition)
Saul Alinsky, Reveille for Radicals
Randy Shaw, Activists' Handbook
Jason Salzman, Making the News

Recommended books can all be found at the Reserve Desk on the first floor of McHenry Library.

Syllabus

Introduction to Course and the Context for Organizing

Day 1: no reading

Theories of Organizing

Day 2: Use class time to develop placements with students
Reading: Each student will read one book about an historical community organizing effort. You can select from the list below or propose an alternative (The books below are all available on Reserve for the course on the first floor at McHenry Library):

Todd Gitlin and Nancie Hollander, Uptown: Poor Whites in Chicago
Abby Hoffman, Soon to be a Major Motion Picture
John Nichols, The Milagro Beanfield War
John Steinbeck, In Dubious Battle
Howard Zinn, The New Abolitionists
Dick Cluster, et al, They Should Have Served that Cup of Coffee
Piven and Cloward, Poor People's Movements
Georgakas and Surkin, Detroit: I Do Mind Dying
Lawrence Goodwyn, The Populist Moment
Peter Medoff and Holly Sklar, Streets of Hope; the Fall and Rise of an Urban Neighborhood
Barlow and Shapiro, An End to Silence
Horowitz and Friedland, The Knowledge Factory
Frank Adams, Unearthing Seeds of Fire: The Idea of Highlander
Ida Susser, Norman Street: Poverty and Politics in an Urban Neighborhood
Juliet Mitchel, Women's Estate
Kirkpatrick Sale, sds
Miller and Gilmore, Revolution at Berkeley
Harold Jacobs, Weatherman
Randy Shaw, Reclaiming America: Nike, Clean Air, and the new national Activism
James Forman, The Making of a Black Revolutionary
Malcolm X, The Autobiography of Malcolm X
John S. Shockley, Chicano Revolt in a Texas Town
John Hall Fish, Black Power/White Control: The Struggle of the Woodlawn Organization in Chicago
Elizabeth Levy, the People's Lobby: The SST Story
Paul Klegman, Senior Power: Growing Old Rebelliously
Cesar Chavez, An Organizer's Tale
Linda Stout, Bridging the Class Divide and Other Lessons for Grassroots Organizing
Mike Rotkin, " Westside Neighbors: A Case Study in Grassroots Organizing"
James Miller, Democracy is in the Streets: From Port Huron to the Siege of Chicago
Gary Delgado, Organizing the Movement

Day 3: Lecture/Discussion
Reading:
Paulo Freire, Pedagogy of the Oppressed, Chapter 2*
Mike Rotkin, Class, Politics and Populist Politics: Santa Cruz, California, 1970-1982, Chapter 3, pp. 115-46*
Bobo, Kendall, and Max, Organize, Chapter 2

Day 4: Lecture/Discussion
Reading:
Si Kahn, Organizing, Chapter 1*

Day 5: Lecture/Discussion
Reading:
Saul Alinsky, Reveille for Radicals, Chapters 2 and 9

Recommended Reading:
Saul Alinsky, "Principles of Citizen Action"*
Harry Boyte, The Backyard Revolution, Chapter 1*
Si Kahn, How People Get Power

Organizers, Leadership, and Membership

Day 6: Lecture/Discussion
Reading:
Si Kahn, Organizing, Chapter 2*
Saul Alinsky, Reveille for Radicals, Chapter 5
Nicholas Hoffman, "Finding and Making Leaders"*

Day 7: Lecture/Discussion
Reading:
Bobo, Kendall, and Max, Organize, Chapters 10 and 11
Craig Merrilees, "Toward a Strategic Approach to Neighborhood Organizing," pp.83-91*
Linda Stout, Bridging the Class Divide and Other Lessons for Grassroots Organizing, Chapter 8*

Recommended Reading:
Saul Alinsky, Rules for Radicals
Bobo, Kendall, and Max, Organize, Chapter 13
Lakey, Lakey, Napier, and Robinson, Grassroots and Nonprofit Leadership

Organizational and Decision-Making Structure

Day 8: Lecture/Discussion
Reading:
Mike Rotkin, Class, Politics and Populist Politics: Santa Cruz, California, 1970-1982,, Chapter 3, pp. 146-59*
Jo Freeman, "The Tyranny of Structurelessness"*
Bobo, Kendall, and Max, Organize, Chapter 6

Day 9: Lecture/Discussion
Reading:
Si Kahn, Organizing Chapter 7*
Bobo, Kendall, and Max, Organize, Chapter 12
"Decision Making and Meetings"*

Recommended Reading:
Bobo, Kendall, and Max, Organize, Chapters 8, 13, and 15
Bartlett, The Future is Ours, Chapter 3

Divisions Among the People—race, gender, sexual orientation, age, income, etc.

Day 10: Lecture/Discussion
Reading:
Rotkin, Institutionalized Racism*
Linda Stout, Bridging the Class Divide and Other Lessons for Grassroots Organizing, Chapters 5, 6, and 7*

Day 11: Lecture/Discussion
Reading:
Lakey, Lakey, Napier, and Robinson, Grassroots and Nonprofit Leadership, Chapters 12 and 13*
Stephanie Creaturo, "A Broader View for the Feminist Movement"*
Nahid Islam, "Fighting Bias Where It Lives"*
Malik Yoba, "Building Coalitions in Diverse Communities"*

Strategy

Day 12: Show a part of the film about Alinsky, Deciding to Organize, People and Power in class/Discussion
Reading:
Randy Shaw, The Activists' Handbook, Chapter 1
Andre Gorz, Strategy for Labor, Introduction*
Saul Alinsky, Reveille for Radicals, Chapter 7
Craig Merrilees, "Toward a Strategic Approach to Neighborhood Organizing" pp. 42-55*
Si Kahn, Organizing, Chapter 17*

Day 13: Lecture/Discussion
Reading:
Bobo, Kendall, and Max, Organize, Chapters 3 and 4

Recommended Reading:
Mike Rotkin, Class, Politics and Populist Politics: Santa Cruz, California, 1970-1982, (the rest of chapter 3)
Andre Gorz, "Reform and Revolution" in Socialism and Revolution
"The Power Tactics of Jesus Christ" (xerox)*
Saul Alinsky, Rules for Radicals, pp. 126-164
Mike Miller, "Community Organizing Vision and the Electoral Tactic," in Socialist Review #63-64*
Gary Delgado, "Taking it to the Streets: Community Organizing and National Politics," in Socialist Review #63-64
Mark E. Kahn, "Radicals in Power: Lessons from Santa Monica"
Mike Rotkin and Bruce VanAllen, "Community and Electoral Politics," in Socialist Review #47
Joan D. Mandel, "The Women's Movement and Electoral Politics: Where Do We Go from Here?" in Socialist Review #86
Gene Sharp, The Politics of Non-Violent Action, Chapter one
Interview with Donna Warnock, "Mobilizing Emotion: Organizing the Women's Pentagon Action," in Socialist Review, #63-4

Tactics

Day 14: First Writing Assignment Due / Lecture/Discussion
Reading:
Bobo, Kendall, and Max, Organize, Chapters 5 and 7.
Si Kahn, Organizing, Chapters 10, 13, 14, 15*

Day 15: Lecture/Discussion
Reading:
Randy Shaw, The Activists' Handbook, Chapters 2,3,4, 7, and 8
Si Kahn, How People Get Power, Chapter 8*
OM Collective, The Organizer's Manual, pp. 19-77 & 105-172*
Get something on feminist tactics (consciousness raising groups)

Recommended Reading:
Saul Alinsky, Reveille for Radicals, Chapter 8
Bobo, Kendall, and Max, Organize, Chapters 16-20.
Friedland, Barton, Dancis, Rotkin, and Spiro, Revolutionary Theory, Part 3
Bartlett, The Future is Ours

The Media (using it and making it)

Day 16: Lecture/Discussion
Reading:
Jason Salzman, Making the News
Bobo, Kendall, and Max, Organize, Chapter 14
Randy Shaw, The Activists' Handbook, Chapter 5

Recommended Reading:
Jan Sutter, Slinging Ink: A Practical Guide to Producing Booklets, Newspapers, Leaflets
John W. Bartlett, "Media Manners: Courting the Fourth Estate"*

Funding and Administrative Structures

Day 17: Lecture/Discussion
Reading:
Bobo, Kendall, and Max, Organize, Chapter 21 and 24
OM Collective, The OM Manual, pp. 19-25*

Recommended Reading:
Bobo, Kendall, and Max, Organize, The rest of Part III
Bartlett, The Future is Ours, Chapter 12*

Cultural Issues

Day 18: Lecture/Discussion
Reading:
Harry Boyte, The Backyard Revolution, Chapters 7 and 8*
Kahn, Organizing, Chapter 18*
Harry Boyte and Sara Evans, "Strategies in Search of America: Cultural Radicalism, Populism and Democratic Culture"*
"Singing for Their Lives, An interview with Holly Near and Ronnie Gilbert"*

Conclusion

Day 19: Final Assignment Due / Lecture/Discussion
No reading

**********************************************

Films will be shown on Wednesday evenings from 7-10 in Kresge 327.
Day 1: The Organizer
Day 2: Matawan
Day 3: Norma Rae
Day 4: American Dream
Day 5: Union Maids, Wilmar 8, The Troublemakers, Fundi
Day 6: Silkwood
Day 7: Streets of Hope
Day 8: TBA: sds or Harlen County, USA, or Blow for Blow, or With Babies and Banners
Day 9: Salt of the Earth

Catalogue Description
A theoretical and practical study of grassroots and community organizing. Topics include organizational theory, developing leadership, organizational structure, strategy, tactics, using the media, fundraising, developing diversity and cultural issues. Requires organizational work and includes a film series.

http://reg.ucsc.edu/soc/aci/fall2002/cmmu.html#148

Professor Nancy Stoller

Stoller was a signatory to a U.C. divestment petition, and was seen by students tearing down fliers announcing an upcoming talk by Palestinian Media Watch's Itamar Marcus. Other fliers were defaced with the phrase: "Zionism=Racism."
http://www.spme.net/cgi-bin/facultyforum.cgi?ID=1999

Stoller’s departmental biography:

Nancy Stoller is a Professor of Community Studies and Sociology. Her research specialties are gender and health, politics of non-normative sexuality, and grass roots organizing. She is currently involved with several community based action-research and organizing projects addressing the impact of incarceration on individual and public health.

Syllabus for the Course: Feminist Organizing and Global Realities

“Feminist organizing and global realities”

CMMU 100Q

Instructor: Nancy E. Stoller

Office: College 8, Room 312

nancys@ucsc.edu

Phone: 831-459-3104

Office Hours:

Tuesday, 1-3 p.m.

By appt. on Wednesdays 2-3 p.m.

Also available at other times by appt.

Course meeting times and location:

Tu –Th 10-11:45. Soc Sci 1 - 161

Thurs eve: 6-7:45 Thimann Lec. - 001

Books to purchase

All books are available at the Bay Tree Bookstore at the prices indicated.

(Note that the books are also available on reserve and that there is no reader for this course.)

Sexing the body: gender politics and the construction of sexuality, Anne Fausto-Sterling; New York, N: Basic Books, c2000

New: $21; used: $15.95

Killing the black body: race, reproduction, and the meaning of liberty, Dorothy Roberts; New York: Pantheon Books, c1997

New: $14; $10.50

The color of privilege: three blasphemies on race and feminism / Aída Hurtado; Ann Arbor: University of Michigan Press, c1996

New: $16.95; used: $12.

Women's activism and globalization: linking local struggles and transnational politics, edited by Nancy A. Naples & Manisha Desai; New York: Routledge, 2002

New: $26.95

Sweatshop warriors: immigrant women workers take on the global factory, Miriam Ching Yoon Louie; Cambridge, Mass.: South End Press, c2001

New: $18; used: $13.50

General Outline for the course:

The first half of this class will draw primarily from the above texts; the second half will be organized by you, the students, to reflect your interests and simultaneously prepare you more specifically for your activist work in the fields of gender and sexuality. Once the membership in the class is set (by Thursday, January 6), I will know a little more about you and I will organize the readings in more detail, but the outline below indicates the texts which will be the focus of the theoretical reading for the first half of the course.

I will supplement these readings with additional materials on Electronic Reserves or on a course website. The password for both the website and ERes will be “feminist.”

Please remember that this course is NOT an introduction to feminism, but an introduction to the theory and practice of feminist organizing in a global context. For basic education about feminism, you need to take Women’s Studies 1 or an equivalent course.

Topics

Epistemology: Social location is everything. Or is it?

Roberts

Hurtado

Metaphysics: What or who, then, is a woman?

Fausto-Sterling

Theories of Agency: Globalization and Organizing

Naples and Desai

Louie

Applied theory of organizing: Getting specific

Topics, readings and workshops to be developed by class members concerning specific foci: reproductive rights; sexuality; transgender; women’s health; women in prison; etc.

Assignments Summary

1. A final paper presenting a theoretical approach to an organizing issue that interests you and is likely to be the focus of your field study. (Proposal due in week 5; final paper due in week 10; 10-15 pp.)

-30% of your grade

2. Reading questions. Starting on week two, and then for the next five weeks, two discussion questions are due each week on Tuesday concerning the reading for that week. Bring to class 2 copies of your questions, one to share with the facilitators for Thursday’s class and one for the instructor. These questions should be prepared after or while reading.

–15% of your grade.

3. Commentary. On Thursdays, at the end of class, you will be asked to formulate and submit in writing a short comment on the relationship you see between this week’s reading/discussion and your own work AND one question that the presentation or facilitation generates for you.

4. Participate twice as a facilitator in a dynamic discussion of the reading, either via a debate format, a classroom exercise, or another innovative approach that requires speakers to take on various theoretical approaches or political positions in examining a controversial issue concerning gender and/or sexuality.

a. Facilitation #1: first half of the quarter. Focused on general organizing and theoretical issues

b. Facilitation #2: second half, focused on topical issues associated with your interests

–30% of your grade.

5. Classroom participation in discussions and workshops, plus attending class, bringing food, creating an atmosphere of cooperation and interest. This is a seminar which requires participation. It can’t work without all of us. We will share conversation, interests, food (yes) and organizing ideas. Everyone counts. One unexcused absence only.

–25%of your grade

6. You must attend the field study workshops. (Read the attached information closely.) YOU CANNOT PASS THIS CLASS WITHOUT ATTENDING ALL THREE FIELD STUDY WORKSHOPS.

Schedule for reading, facilitations

Week 2: January 11 –13

Reading: Roberts, chs. 3, 5, 6, and 7.

Tuesday-discussion/film/lecture/ 2 copies of 2 questions due

Thursday-facilitation

Week 3: January 18 – 20

Reading: Hurtado, Chs. 1, 3, and 4.

Tuesday-discussion/film/lecture/questions due

Thursday-facilitation

· Thursday evening: Field Study workshop

Week 4: January 25 – 27

Reading: Fausto-Sterling, chs. 1- 6 and 9.

Tuesday-discussion/film/lecture/questions due

Thursday-facilitation

· Thursday evening: Field Study workshop

Week 5: February 1 – 3

Reading: Louie, all.

Tuesday-discussion/film/lecture/questions due

*Final paper plan due today

Thursday-facilitation

· Thursday evening: Field Study workshop

Week 6: February 8 –10

Reading: Naples and Desai, chs. 1-3;6, 10, and 15

Tuesday-discussion/film/lecture/questions due

Thursday-facilitation

Week 7: February 15 – 17

Determined by student interests

Week 8: February 22 – 24

Determined by student interests

Week 9: March 1 – 3

Determined by student interests

Week 10: March 8 – 10

Tuesday -Determined by student interests

Thursday –last day of class, evaluation

Field Study Workshops

The field study workshop schedule has been set for winter quarter. Just a reminder:

By official vote of the Department faculty, these workshops are required of all students in CMMU 100. The workshops are intended to help students locate and develop appropriate placements related to their 100 courses. We take roll at these workshops and forward the rolls to each CMMU 100 teacher. If students do not think you are holding them accountable for attendance, they will not come and we know now that there is a direct correspondence between those who come and who gets appropriate placements and placements arranged in a timely fashion. Placements must be approved by 100 teachers (through a signature on the Goals and Objectives Form) before the students are allowed to enroll in CMMU 102. We have dropped the logistics workshop, since that is best covered when the students are in CMMU 102 and closer to the field study.

Here is the schedule:

All workshops are on Thursdays from 6-8pm in Thimann 001

January 20

Intro to the Resource Center and Focusing your placement search

-What is available in 207 College 8

-Who is available to help you (Lisa, Mike, 100 Instructors)

-How do you focus your search to fit your interests and the focus of your CMMU 100 course

-What is social change vs. social service

-Process and procedures for your placement search, selection and approval

January 27

Resumes, cover letters, and contacting organizations

-Hand outs from Career Center

-Role-plays for calling organizations

-Have students make an initial draft of cover letters/resumes.

February 3

The question of social position and returning students' panel

Panel of 3-5 students who have recently returned from field study will talk about their experiences, address the question of social position from their perspectives as well as answer student questions.

If you have questions, please feel free to contact us.

Mike and Lisa

http://ic.ucsc.edu/~nancys/cmmu100q/syllabus.doc

Syllabus for the Course: Theory and Practice of Health Activism

Community Studies 100F:
Theory and Practice of Health Activism

Instructor: Nancy E. Stoller

Email: nancys@cats.ucsc.edu

This seminar is designed as a foundational course for students entering the community studies major and anticipating a focus on health issues.

Below is just a short description of some of the issues addressed in the course and a list of the major texts. Please feel free to send me questions via email. Admission decisions for this course are all made on the first day of class. It is crucial that you are present that day if you wish to enroll.

The focus of this course is the examination of community activism to address health issues. Special attention will be given to the social frameworks of health and to the utilization of social and political strategies for improving community well-being. I plan to share my research and my experience as a political activist and I hope that you will share your experiences and ideas as well.

The course is designed for Community Studies majors who plan to do a six month field study which address issues of health (broadly construed). Non-majors interested in the topics of the course are welcome to participate if there is enrollment space. Please be attentive to the following work guidelines:
1.All reading should be done by the days assigned. Your ability to discuss the material will be an important part of your evaluation.
2. No late papers will be accepted.
3. Plan ahead, especially for your group projects, which will require coordination with others, and for your research paper.

Required Books:

Anne Fadiman, The Spirit Catches You and You Fall Down
Meredith Minkler, ed., Community Organizing and Community Building for Health, Rutgers Univ. Press, 1997.
Sylvia Noble Tesh, Hidden Arguments: Political Ideology and Disease Prevention Policy, Rutgers, 1988 (pb)
Nancy Stoller, Lessons from the Damned: Queers, Whores, and Junkies Respond to AIDS, Routledge, 1998.

A reader with articles on organizing and theorizing, available at the Copy Center

Course Outline:

First day: Introduction to the course and to each other

Weeks 1-2: General Issues and Theoretical Frameworks

Week 1.American and global contexts&emdash;the economic, political and social context of personal and community health

Week 2. Frames of Analysis--science vs social approaches&emdash;
Reading: Sylvia Noble Tesh, Hidden Arguments: Political Ideology and Disease Prevention Policy, Rutgers, 1988 (pb)

Weeks 3-5: Key Impediments and Opportunities in Organizing: Understanding Race, Class and Gender

Week 3.Racism, ethnocentrism:

Reading: Anne Fadiman, The Spirit Catches You and You Fall Down

Week 4.:Class

Reading:

Vicente Navarro, Dangerous to Your Health, ch.4 (reader)

Jean Hardisty and Ellen Leopold, Cancer and Poverty: Double Jeopardy for women, from Confronting Cancer, Constructing Change,(reader)

"Study affirms link of infant deaths and poverty," NYTimes, 12/14/95 (Reader)

Recommended:
David Warner, Where There is No Doctor, Hesperion Foundation

Week 5.Gender--2/6-2/8

Reading:
Emily Martin, "The egg and the sperm: how science has constructed a romance based on stereotypical male-female roles," from Gender and Health: An International Perspective (reader)
Susan Sherwin, "Cancer and women: Some feminist ethics concerns," from Gender and Health, (reader)

Recommended:
Boston Women's Health Book Collective, The New Our Bodies Ourselves, New York,

Weeks 6 &endash;9 Strategies for change
Topics: A social action perspective; authentic partnerships; grass roots organizing; community assessment; issue selection; building community with and across diverse groups; empowerment &endash;can it be measured? Computer networks; media advocacy

Reading: Meredith Minkler, ed., Community Organizing and Community Building for Health, Rutgers Univ. Press, 1997.

Week 10. Final Student presentations: case studies in health activism--3/12

Final papers due

http://reg.ucsc.edu/soc/aci/winter2000/cmmu.html#100F

Syllabus for the Course: Women’s Health Activism

CMMU 148 Winter, 2004

Tuesdays, 6 – 9:30 P.M. Porter 148

Women’s Health Activism

Website: http://ic.ucsc.edu/~nancys/cmmu148.

Instructor: Nancy E. Stoller

Office: College 8-314

Phone: 459-3104

nancys@cats.ucsc.edu

Office hours: Tuesdays 2-4 p.m. and by appt.

ourse assistants will facilitate sections of approximately 15 students.

Section Leader Book (for authors, see below)

A. Tues 4-5:10 @ Porter 241. Shannon Bastard Out of Carolina

B. Thurs 6-7:10 @ Cowell 222 Dawn Because I Remember Terror, Father, I Remember You

C. Wed 9:30-10:40 @ Porter 250 Nela What Night Brings

D. Wed 5-6:10 @ Cowell 222 Natasha Soldier

Course description and work requirements:

Community Studies 148 is designed for students interested in a feminist approach to women's health. Our

goal is to encourage your appreciation and understanding of the complex struggles involved in creating

conditions of health for girls and women.

Because half the world is women and we all have some relationship to health and illness, “women’s

health” constitutes a potentially enormous field. It has been argued that all women share some biological

commonalities, while our nationalities, social positions, cultural backgrounds, occupations, and personal

choices create unique situations for each of us. Thus many of us are familiar with the notion that the

category “female” is social constructed, varying enormously in terms of what we think of as “appropriate”

or “normal” female behavior or disease patterns. Contemporary transgender theory challenges even the

biological category of female. Thus we begin with the recognition that even the term “women” in the

phrase “women’s health activism” is a site of struggle — and activism.

In this course, the emphasis is on activism—making change, especially from the grass roots. We will

begin in a somewhat historical manner, with the emergence of the contemporary women’s health

movement of the 1970s and advance to the present. We will include racial, class, and sexual critiques of

the American women’s health movement, as well as its major organizing themes: reproductive and sexual

rights, intimate and state violence against women, cultural diversity, the impacts of poverty and racism,

and several diseases that especially threaten and involve women.

An important activity within the course will be education about and experimentation with strategies of

education and activism developed by various women’s health movements: alternative clinics,

consciousness raising, self-examination, confrontations, public education, demonstrations, rallies,

lobbying, litigation, and global activism.

Course organization:

Tuesday class meetings will be divided into two halves with a 15-minute break, during which we will

have a food and socializing/networking opportunity. Both large class and section attendance are required.

Because we meet only once a week as a full group and once in section, each session is crucial. You are

allowed only one unexcused absence during the quarter. All reading is due at the start of the Tuesday

meeting, unless otherwise indicated by your TA. Each Tuesday session will begin with questions and

announcements, and we will have a short period at the end of the class for written questions and critiques,

so that the next lecture (and sections) will reflect concerns brought up in the previous class.

Required Texts (available at the Baytree Bookstore):

1. Dorothy Roberts, Killing the Black Body, Vintage/Random House, 1999 [Roberts]

2. Eve Ensler, The Vagina Monologues, Willard, 1998. [Ensler]

3. The Boston Women’s Health Book Collective, Our Bodies, Ourselves: For the New Century [OBOS]

4. Women’s Health Activism Reader [R]

Section specific readings:

It is only necessary to buy one of these books! Check which book is for your section.

1. Sue William Silverman, Because I Remember Terror, Father, I Remember You, University of Georgia

Press, 1996

2. Carla Trujillo, What Night Brings, Curbstone Press, 2003

3. Dorothy Allison, Bastard out of Carolina, Penguin 1993 edition.

4. June Jordan, Soldier, NY, Basic Books, 2000

Website: Our website URL is http://ic.ucsc.edu/~nancys/cmmu148. The website is linked to the

Community Studies Home Page, the library, and various other women’s health research and resource

links. Check weekly for updates.

5. Final Project: This can be an individual project or a group project developed within your section,

involving from 2-4 people. You are strongly encouraged to work with others on this project. It’s more

fun, more stimulating, and usually results in better projects. There are two ways to meet this

assignment, either via a research paper or through an activism project. (25%)

Research paper option:

(10-20 tightly written pages including endnotes and bibliography)

Research papers must be focused on activism. They are not to be about an illness per se or a

theoretical analysis of a problem. They must focus on organizing by women (and men, if

appropriate) concerning a threat to women’s health.

Examples of acceptable topics:

A critical history of a specific women’s health movement, organization, or campaign

Cross national comparison of feminist activism concerning a specific feminist health

challenge (e.g. domestic violence, war, sterilization abuse, safe birth);

Profile of a currently active California feminist health organization—a paper about a

currently active organization should include some field work in the form of interviews

and/or observation, as well as research on the history of the organization.

Activism option:

All activist projects require a minimum time commitment of 20 hours during the quarter.

Documentation must include a journal and a critical paper of 5 –10 pages.

Examples of acceptable projects:

Work with a community organization on a specific project and document that project.

Develop a website (which can be linked to the class website), or an artistic or dramatic

project. If you choose a creative project, it must address the themes of the course, and

must be directly linked to a larger movement and to the work of a community

organization. All projects must be documented in writing, regardless of format.

Our website has a list of organizations you might work with in the Santa Cruz area.

Organizational internships need to be approved by your section leader.

Schedule for Final Project:

Proposals (2 copies—one for your section leader and one for Nancy) are due in Tuesday’s

class on 1/27, with an update (2 copies) on 2/17. Final projects due at the exam meeting on

Tuesday, Wednesday, March 17 at 4 p.m. Presentations to section or full class are appropriate

and encouraged.

Course Outline

Week One 1/6 Introduction

Opening of course—Women's health in the nineteen fifties and sixties—reproductive rights and

access to abortion; current issues

Film: “Danger to Dignity” — about changing access to abortion

Reproductive rights update: Shannon Jeffrey

Details: pick your section

Suggested Reading (to do during the week….):

OBOS: ch. 25: “The Politics of Women’s Health and Medical Care”

Week Two 1/13 Structural inequalities and reproductive rights priorities

Required Reading:

Dorothy Roberts, Killing the Black Body, Intro and chs 1, 2, 4, 5 and 7;

OBOS, ch. 13, “Birth Control,” ch. 16, “Unplanned pregnancies…,” and ch 17, “Abortion.”

From Reader:

Focus on Health, from Dominican Hospital: “County health gets annual checkup,” pp. 8-

“Abortion in the United States and Canada: A timeline of major events”

“State by state, chipping away at reproductive rights,” Network News, Sept-Oct, 2003,

pp 4 ff.

“Bush signs ban on a procedure for abortion,” NY Times, Nov. 6, 2003

“For GOP it’s a moment,” NY Times, Nov. 6, 2003.

“Scholars argue over legacy of surgeon who was lionized, then vilified,” by Barron H.

Lerner, NY Times, Tues., Oct. 28, 2003, p. D7.

“Latinas for reproductive choice,” and “Empowerment through dialog,” from Women’s

Health

Assignment due today: skim The Vagina Monologues to select a piece you would like to

perform in class next week. Sign up to read/perform. Be prepared with the title of

the section you will read. (10-15 people to present on 1/20)

Film: “La Operacion” — sterilization in Puerto Rico in the 1980s

Special Details: Sections start this week.

The Seventies: Control of our Bodies

Week Three 1/20

The Boston Women’s Health Collective forms and invents OBOS; activism at the grass roots;

self-exam; self-help; abortion rights; sterilization abuse; seventies women’s health activism in

Santa Cruz; alternatives to the medical system: collectives, clinics, and midwives.

Details: Distribution of specula

Film: “Viva la Vulva” at the Media Center, McHenry Library

Required Reading:

Eve Ensler, The Vagina Monologues (all, including the section on V-Day);

OBOS ch 12: “Understanding our bodies…,” pp. 269-287 and “Self-Examination” p. 593

From Reader:

“Exposed at last: The truth about your clitoris,” from Women’s Health, ch 8:1, pp. 347-

349

Suzann Gage, A New View of a Woman’s Body: ch. 2, “Self-Examination,” pp. 21-31

and ch. 3. “The Clitoris: A feminist perspective,” pp. 33-58.

Suggested Reading:

OBOS, Section Four, “Child-bearing,” pp. 433-543 to get a sense of physiology and politics of

childbirth.

“The selling of pre-menstrual syndrome,” from Women’s Health [R]

Special Event: Performances from The Vagina Monologues

Assignments:

Begin Self-examination assignment— Get a speculum and instructions.

Begin your health journal

Write about your self-examination experience.

Now is also a good time to think about your interview. One idea: Interview a woman who

was your age in the 1950s or 60s or 70s and compare your current views and hers on

menstruation, pregnancy, birth control, going to a doctor about a health issue. What does

she think of your self-examination assignment? Comment on this in your journal.

The Eighties, Differences within the category “woman”

Week Four 1/27 Culture, language, alternative and traditional health care

Reading:

On cultural diversity:

From Reader:

“Does racism harm health? Did child abuse exist before 1962? On explicit questions,

critical science, and current controversies: an ecosocial perspective,” by Nancy

Krieger, AJPH, Feb. 2003, vol. 93:2

“Age, race, class and sex,” and “There is no hierarchy of oppression,” by Audre Lorde

“Unlearning racism,” by Ricky Sherover-Marcuse

“Health of baby reflects health of community,” by Sherrol Benton Ojibwe

“Under the shadow of Tuskegee,” by Vanessa Northington Gamble

“Latina women: access to health care,” by Aida Giachello

“Expanding health options for Asian and Pacific Islander women,” by Mass. Asian AIDS

Prevention Project

“Angry women are building,” by Paula Gunn Allen

“On being an outreach group,” by Marsha Saxton

“White privilege,” by Peggy McIntosh

On alternatives to allopathic medicine:

OBOS, ch.5: “Holistic Health and Healing,” pp.101-121

From Reader:

NY Times, Thurs., Dec. 4, 2003, Business Page #1 ff.: “Breastfeeding ads delayed by a

dispute over content,” by Melody Peterson

NY Times, Tues, October 21, 2003, p. A3: “Norway leads industrial nations back to

breast-feeding,” Lizette Alvarez.

“Midwives’ time has come—again,” Judy Foreman

Guest speaker: local midwife

Assignments due: Reaction paper #1.

Final project proposal—1 page

Week Five 2/3 Diversity and visibility:

a. Sexualities, genders, body image (including weight

Reading: On sexuality, gender and body:

OBOS: ch. 1, “Body image,” ch 2, “Food,” and ch 10. “Relationships with women.”

From Reader:

“Invisible women: lesbians and health care”

“Shift the spotlight to government policies, industry practices,” by Sarah E. Samuels

“Just say no to the ‘war on obesity’,” by Pat Lyons

Panel and discussion

b. Age, ageism, health

Reading: On aging:

OBOS, ch. 23, “Women growing older”

From Reader:

“Women and aging: the dreaded old woman fights back,” by Madge Sceriha

“An open letter to the women’s movement,” by Barbara Macdonald

Film: “Maggie Growls”

Assignment due: Personal journal

21st century issues of violence, sexuality, danger

Week Six 2/10 Domestic violence and rape

Reading:

Section-specific book:

You will be reading one of the following, depending on your section:

1. Sue William Silverman, Because I Remember Terror, Father, I Remember You, University of

Georgia Press, 1996

2. Carla Mari Trujillo, What Night Brings, Curbstone Press, 2003

3. Dorothy Allison, Bastard out of Carolina, Penguin 1993 edition. (available on film too)

4. June Jordan, Soldier, NY, Basic Books, 2000

OBOS: ch. 8, “Violence against women,” pp. 158-178.

From Reader:

Cycle of violence charts, from Women’s Health, pp. 528-30

Assignment due: Reaction paper #2

Tuesday Presentations: a dramatic presentation to the class, based on your book

Weeks 7 and 8: The state and violence against women

Week Seven 2/17

a. How the state responds to violence against women

Reading:

From Reader:

“The Juarez murders,” Amnesty Now, Amnesty International

“In deal for life, man admits killing 48 women,” Sarah Kershaw, NY Times, p. A1, ff.

Film: “Senorita Extraviada”

b. Incarceration: state sponsored violence against women

Reading:

From Reader:

“Not part of my sentence: Violations of the human rights of women in custody,” by

Amnesty International, 1999 (all).

Film: “Speaking Truth to Power,”--women prisoners testify about their health

Week Eight 2/24 War and Feminist Responses to It

Reading:

To be assigned…

Panel and discussion

Assignment due: Final project update

For research papers, please turn in a bibliography and an outline or summary

of 2-5 pages. For other projects, consult your TA for advice on appropriate

documentation.

Weeks 9 and 10: Accomplishments and Challenges of Feminist Activism in Health

Week Nine 3/2 Environment, Work, and Technology

Reading:

Environment and work:

From Reader:

Two reports from the San Francisco Women’s Foundation: 1. Executive summary of

Confronting toxic contamination in our communities: women’s health and

California’s future, and 2. Using our power: Communities confronting toxins in

the Bay area

Reproductive technology

Killing the Black Body, chs 3, 6, 7.

OBOS: ch. 18, “Assisted low-tech and high-tech reproductive technologies,” ch 25.

General issues of women’s health organizing in the U.S.

OBOS, ch. 25, “The politics of women’s health and medical care”; and ch. 27, “Organizing for

change: USA”

Week Ten 3/9 Going Global

a. Women’s Health and HIV

Reading:

From Reader:

GMHC treatment ISSUES, Sept., 2003, articles on women and microbicides for HIV

prevention, pp. 1 –10

b. Global organizing

Reading:

OBOS, ch. 26, “The global politics of women and health”

From Reader:

The Network News, “Not feminist, but not bad: Cuba’s surprisingly pro-woman health

system, Sept-Oct, 2003, pp.1 ff.

Assignment due: Reaction paper #3

Final Exam 3/17 4-7 p.m. Porter 14

Class will meet as a group from 4-7p.m.

Presentations: to be arranged

Assignments due: Final project

Portfolio of work done in class.

http://ic.ucsc.edu/~nancys/cmmu148/final%5B1%5D.syl-148-winter-04_1.pdf

Syllabus for the Course: Lesbian and Gay Social Worlds

Lesbian and Gay Social Worlds

Spring 2001
Instructor: Scott Morgensen, Lecturer
TTh 2 - 3:45 PM

Course Description

This course studies lesbian, gay, bisexual, transgender, and queer cultures, institutions, and politics across the many racial/ethnic communities of the U.S. and sovereign nations under its control. Sexuality and gender will be examined as cultural and political phenomena, organized by social relations of power. Coursework will prepare students for further social research on sexuality and gender. Major goals include:

investigating the many practices of sexuality and gender often reduced to universal terms like "homosexual," "gay," or "queer"
analyzing how race, class, and colonialism shape all sexuality and gender, as modeled in particular by the work of lgbtq people of color scholar-activists
acknowledging efforts by trans, bi, lesbian, gay, and queer-identified people to live their lives and create revolutionary culture

This course is open to and welcomes people of all racial/ethnic backgrounds, gender identities, and sexual orientations.

Tentative Reading List:

Gender Outlaw, Kate Bornstein

Loving in the War Years/Expanded Edition, Cherríe Moraga

Rolling the R's, R. Zamora Linmark

Ceremonies, Essex Hemphill

S/HE, Minnie Bruce Pratt

Exile and Pride, Eli Clare

A Course Reader

Required Films: Khush, Brincando el Charco: Portrait of a Puerto Rican, Coming Out Under Fire, B.D. Women, You Don't Know Dick, It's Elementary

Required Work:

Percent of final eval	Requirement
20%	Complete attendance at lectures and TA sections; active participation in discussions in lecture and sections.
10%	Self-portrait (2 pgs.) examining one's sexuality and gender in context of institutionalized relations of power
40%	Four Response Papers (400-500 words each) examining readings and films
30%	Final project, creatively detailing your engagement with course material. May be a research project, artistic piece, or form of community activism.

There will be no final exam.

Draft Course Outline

Week 1: Social constructions of sexuality and gender as institutionalized relations of power; contemporary politics of sexuality in the U.S.

Reading: Course Reader

Week 2: History of sexuality in the U.S.; racialization of sexuality in lgbt communities

Reading: Course Reader

Assignment: Self-Portrait due

Week 3: Lgbtq identity politics; transgender challenges to sexuality and gender theory

Reading: Kate Bornstein, Gender Outlaw

Assignment: Response Paper due

Week 4: Negotiating belonging: Revisiting "berdache" and hijra in Two-Spirit and transnational Indian-American sexual politics

Reading: Course Reader

Film: "Khush"

Week 5: Negotiating betrayal: "Re-visioning" culture in Chicana and Puertorriqueña struggles with family, community, nation, and colonization

Reading: Cherríe Moraga, Loving in the War Years

Film: "Brincando el Charco"

Assignment: Response Paper due

Week 6: Sexuality, gender, and imperial legacies: Pilipino and Hawaiian cultural production and the shaping force of U.S. militarism

Reading: R. Zamora Linmark, Rolling the R's

Film: "Coming Out Under Fire"

Week 7: Sustaining communities against erasure: African American queer histories and struggles with AIDS across lgbt communities today

Reading: Essex Hemphill, Ceremonies

Film: "B.D. Women"

Week 8: The queer and the white: Jewish and Gentile anti-racist engagements with multiracial feminism, lesbian/gay/bi theories, and trans liberation

Reading: Minnie Bruce Pratt, S/HE

Assignment: Response Paper due

Week 9: Being bodies: Negotiating disability and transition

Reading: Eli Clare, Exile and Pride

Film: "You Don't Know Dick"

Assignment: Response Paper due

Week 10: Conclusions: Critically engaging emergent lgbtq politics

Reading: Course Reader

Film: "It's Elementary"

Assignment: Final Project due

http://reg.ucsc.edu/soc/aci/spring2001/cmmu.html

Syllabus for the Course: Men and Feminisms

101. Men and Feminisms

Spring 2001
Instructor: Scott Morgensen, Lecturer
Lieba Faier, Teaching Assistant
MW 5:00 - 6:45 PM

Course Description

The course is designed for Community Studies majors and other students considering doing field study in relation to feminist social justice work. Goals include:

invigorating students with possibilities for grass-roots feminist social justice activism
examining relations between varied men and multiple forms of feminism, including opposition, disengagement, inspiration, and alliance
teaching feminist analyses of the social construction of gender - and of manhood specifically - in contexts of racism, colonialism, capitalism, and heterosexism, as modeled, in particular, in work from U.S. women of color social justice movements
spotlighting activist organizations which address questions of men and feminisms
designing proposals for research engaging questions of men and feminisms

Required Texts (available at Herland Bookstore, downtown Santa Cruz):

Feminism is for Everybody, bell hooks

Gender Outlaw, Kate Bornstein

Politics of Masculinities: Men in Movements, Michael Messner

Two or Three Things I Know for Sure, Dorothy Allison

"The Color of Violence Against Women," Andrea Smith, ed. (ColorLines Winter 2000-01)

Men Doing Feminism, Tom Digby, ed.

Required Work:

Percent of final eval	Requirement
15%	Attendance at lectures and TA sections; participation in discussions in lecture and sections.
10%	"Self-portrait" (2 pgs.) examining one's position in institutionalized relations of gender and power
15%	Short Essay (3 pgs.) evaluating contemporary feminist theories
30%	Two Response Papers (~400 words each) discussing guest presentations by social change organizations engaging feminisms and men
(= One Response)	Prepare and deliver questions for guest presenters
30%	Research Proposal (5 - 8 pgs.) for ethnographic field study in community-based social activism on questions of men and feminisms

There will be no final exam.

Introduction to course:

bell hooks describes feminism as "a movement to end sexism, sexist exploitation, and oppression." Barbara Smith defies institutionalized privileges by naming feminism a movement "to free all women: women of color, working-class women, poor women, physically challenged women, lesbians, old women, as well as white economically privileged heterosexual women." Among the many efforts of feminist movements, one has been to critically examine institutionalized social constructions of manhood that produce sexism - bound to racism, colonialism, capitalism, ableism, heterosexism, and ageism. People of all gender identities - or as Kate Bornstein puts it, "women, men, and the rest of us" - have used feminist work to study how institutionalized relations of power constrain and enable their lives. This work has expanded critical consciousness about gender and grown feminist movements.

In this work, questions arise on the relation of various men to different forms of feminism, including what vision of social change does feminism offer men, and why should men care? can men be feminists? is feminism co-opted if men take it up as their own? is feminism betrayed if men are not invited into the work? These questions are important, yet each may presume what a "man" or "feminist" is in narrow ways. Thus, the questions might feel conflicted because of a problem in how they have been framed. This course directs students to critically investigate these questions and their implications, while located within multiple feminist conversations. The course offers the clarifying analyses of U.S. Third World feminism and queer/transgender engagements with feminism, which together redefine the terms "woman," "man," and "feminist."

Our work addresses questions of men and feminisms along two major tracks - both focused on contemporary social activism. We study feminist organizing on behalf of women which productively challenges institutional constructions of manhood, &/or engages men in personal change. We also study men organizing on their own for personal &/or institutional change, and ask how they productively engage feminism - or, how they might learn to do so. In the process, the course does not shy away from mistrust, debate, or conflict. Indeed, the course is born out of tensions in current conversations on men and feminisms, which impel it to foreground what productive engagement already exists, and then continue conversation from that basis.

Draft Course Outline

Weeks 1-2: The social construction of gender as an institutionalized relation of power; feminist analyses of structural inequalities and social change

Reading: bell hooks, Feminism is for Everybody
Guest Lecture: Professor Bettina Aptheker, women's Studies

Week 3: U.S. women of color feminist interventions and social justice movements

Reading: Course Reader

Assignment: Self-Portrait due

Week 4: Feminist analyses of hegemonic masculinity in U.S. history and contemporary life

Reading: Course Reader

Week 5: Queer feminisms and transgender theories of gender and power

Reading: Kate Bornstein, Gender Outlaw

Presentations: local and regional FTM/transgender men's organizations

Assignment: Outline/Draft of Research Proposal due

Week 6: Anti-feminist and feminist politics of varied "men's movements"

Reading: Michael Messner, Politics of Masculinities: Men in Movements

Presentations: local men's studies organizers

Assignment: Short Essay due

Week 7: Feminist anti-violence education work

Reading: Dorothy Allison, Two or Three Things I Know for Sure

Presentations: local feminist anti-violence education organizations

Assignment: Response paper due

Week 8: Feminist anti-violence support services and legal/political advocacy

Reading: Andrea Smith, ed., "The Color of Violence Against Women" (ColorLines Winter 2000-01)

Presentations: local feminist anti-violence service and advocacy organizations

Assignment: Response paper due

Week 9: Men's anti-sexist alternatives to violence programs

Reading: Course Reader

Presentations: regional men's anti-violence projects

Assignment: Research Proposal due

Week 10: Models of current student work; conclusions, and evaluations

Presentations: UCSC undergraduates and graduate students doing feminist work engaging men and social constructions of manhood

Syllabus for the Course: Black Liberation in the African Diaspora

136. Black Liberation in the African Diaspora

Spring 2002
Instructor: Professor Paul Ortiz
TTh 10:00–11:45 a.m.
Social Sciences 2 179

Phone:459-5583
E-mail: portiz@cats.ucsc.edu

Draft Syllabus and Reading List

I wish my readers to understand the history of the Pan-African Revolt.
They fought, they suffered—they are still fighting. Once we understand that,
we can tackle our problems with the necessary mental equilibrium.

—C.L.R. James, A History of Pan-African Revolt (1938)

What is the African Diaspora? How may it enlarge our understanding of the project of human emancipation? We will critically examine anti-slavery, anti-colonial, and revolutionary struggles in the African Diaspora from slavery to the 1960s, a period that Amilcar Cabral called “The age of rationalized imperialism” with a focus on the Americas. Major themes will include: Pan-Africanism; dynamics of racial oppression; intellectual debates within Black communities; the impact of gender and class in the shaping of protest movements, popular arts, and the literary imagination. Using oral testimonies, novels, archeology, song, film, and other types of evidence, we will explore the creative reconfiguration of Black identities, politics, and cultures in an extraordinarily dynamic and diverse Diaspora.

As we enter the new Millennium, the widespread reemergence of slave labor and a revived economic colonialism makes the study of the African Diaspora more critical than ever. Accordingly, we will use the history of the Diaspora to explore continuities, connections and contrasts between the past and present.

Major Texts We Will Sample From: (Texts Available at Slug Books and McHenry Library Reserves)

Aime Cesaire, Discourse on Colonialism; Frantz Fanon, The Wretched of the Earth; Ngugi Wa Thiong’o, Devil on the Cross; C.L.R. James, Minty Alley; Penny M. Von Eschen, Race Against Empire: Black Americans and Anticolonialism, 1937–1957. Walter Rodney, How Europe Underdeveloped Africa; Horace Campbell, Rasta and Resistance: From Marcus Garvey to Walter Rodney

COURSE FORMAT

Response Papers: Each seminar participant will write 8 response papers that address major themes in the assigned texts. Each response paper will be 2 ½ to 3 pages, typed and double-spaced.

Facilitators: Each student will help co-facilitate one discussion section during the quarter.

Exams: There will be a take-home midterm exam.

Final Paper: Each student will complete a fifteen-page research paper.

Grading: Class participation (20%) Midterm exam (20%) Response papers (30%) Final Paper (30%)

Syllabus and Reading List

“The all-white crowd which passed him looked at his face with the curiosity of people looking
at their opposite colour-perhaps for the first time. They could not see the faces he saw.”

—Namba Roy, No Black Sparrows

Week of March 26

DEFINING AND IMAGINING DIASPORA
Pan-Africanism; origins of Diaspora Studies; Meanings of Diaspora; Theorizing Gender

Saundra Murray Nettles—The “Status of Women” In Indigenous African Societies, in: Women in Africa and the African diaspora : a Reader, eds., Rosalyn Terborg-Penn and Andrea Benton Rushing, 73–87. (Electronic Reserve [ER])

Robin D.G. Kelley, “‘But a Local Phase of a World Problem’: Black History’s Global Vision, 1883–1950,” Journal of American History, 86, No. 3.

St. Clair Drake, “Diaspora Studies and Pan-Africanism,” in: Global Dimensions of the African Diaspora (Second Edition), ed., Joseph E. Harris, 11–40. [ER]

Thomas J. Kitson, “Tempering Race and Nation: Recent Debates in Diaspora Identity,” Research in African Literatures, Summer 1999 v30 i2 p88(1) [ER]

Suggested Reading
Paul Gilroy, The Black Atlantic: Modernity and Double Consciousness. [ER]
Joseph E. Harris, Perspectives Piece on Diaspora [ER]
Sidney J. Lemelle and Robin D.G. Kelley Imagining Home : Class, Culture, and Nationalism in the African Diaspora (Selected Chapters)
Colin A. Palmer, DEFINING AND STUDYING THE MODERN AFRICAN DIASPORA, The Journal of Negro History, (Wntr–Spring 2000) v85 i1–2 p27 [ER]
Paul E. Lovejoy, “The African Diaspora: Revisionist Interpretations of Ethnicity, Culture and Religion under Slavery,” Studies in the World History of Slavery, Abolition and Emancipation, II, 1 (1997).

Week of April 2

LITERARY IMAGINATIONS
Introductions; syllabus review; Caribbean novels and memoirs of the Diaspora

C.L.R. James, Minty Alley

George Lamming, In the Castle of My Skin (Author’s introduction to 1983-editions) [ER]

Barbara Paul-Emile, “Gender Dynamics in James’s Minty Alley,” C.L.R. James: His Intellectual Legacies, eds., Selwyn R. Cudjoe and William E. Cain, 72–78. [ER]

C.L.R. James, “Wilson Harris” (Electronic Reserve [ER])

Suggested Reading
Piri Thomas, Down These Mean Streets
Wilson Harris, Palace of the Peacock
Namba Roy, No Black Sparrows
Hazel Carby, Race Men: The W.E.B. Du Bois Lectures
Ousame Sp God’s Bits of Wood

Week of April 9

SLAVERY AND BLACK ABOLITIONISM
Slavery; resistance; reconfiguration of African cultures and identities in the Americas

Michael A. Gomez, Exchanging Our Country Marks : The Transformation Of African Identities In The Colonial And Antebellum South (1–16; 154–185; [ER]

Gwendolyn Midlo Hall, Africans in Colonial Louisiana: The Development of Afro-Creole Culture in the Eighteenth Century (Selected Chapter) [ER]

Michael Mullin, “Africans Name Themselves,” in: Mullin, Africa in America: Slave Acculturation and Resistance in the American South and the British Caribbean, 1736-1831, 34–61.

Suggested Reading
C.L.R. James, “The Atlantic Slave Trade” in James, ed., The Future in the Present, 235–264.

Film: Sankofa

Week of April 16

ABOLITION AND POST-EMANCIPATION

Documentary Film: “W.E.B. Du Bois: A Biography in Four Voices”

Frederick Cooper, From Slaves to Squatters: Plantation Labor and Agriculture in Zanzibar and Coastal Kenya, 1890–1925 (Selected chapter)

Andrea Benton Rushing, “The Feast of Good Death: an Afro-Catholic Emancipation Celebration in Brazil,” in: Women in Africa and the African diaspora : a Reader, eds., Rosalyn Terborg-Penn and Andrea Benton Rushing [ER]

W.E.B. Du Bois, Black Reconstruction in America: An Essay Toward A History of the Part Which Black Folk Played in the Attempt to Reconstruct Democracy in America, 1860–1880, 670–728 [ER]

Winston James, Holding Aloft the Banner of Ethiopia: Caribbean Radicalism in Early Twentieth Century America, 232–257

Thomas Holt, Caribbean, The problem of freedom : race, labor, and politics in Jamaica and Britain, 1832–1938, (selected chapter)

Suggested Readings
Frederick Cooper, Thomas C. Holt, Rebecca J. Scott, Beyond Slavery : Explorations Of Race, Labor, And Citizenship In Postemancipation

Week of April 23

COLONIALISM, I

Walter Rodney, How Europe Underdeveloped Africa (Selected Chapters)

Keletso E. Atkins, The Moon Is Dead! Give Us Our Money! The Cultural Origins of an African Work Ethic, Natal, South Africa, 1843–1900 (Selected Chapter)

Luise White, Speaking With Vampires: Rumor and History in Colonial Africa (Selected Chapter)

Thomas E. Skidmore, “Race and Class in Brazil: Historical Perspectives,” in Global Dimensions of the African Diaspora (Second Edition), ed., Joseph E. Harris, 189–203

Suggested Reading

Week of April 30

COLONIALISM, II

Documentary Film: “Aimé Césaire: Une Voix pour L’histoire (A Voice for History)’

Aime Cesaire, Discourse on Colonialism

Hazel Carby, “The Quicksands of Representation: Rethinking Black Cultural Politics,” in: Carby, Reconstructing Womanhood: The Emergence of the Afro-American Novelist, 163–175 [ER]

W.E.B. Du Bois, “The African Roots of War,” Atlantic Monthly, 115 (May 1915), 707–14. [ER]

Oliver Cox, Race: A Study in Social Dynamics (50th Anniversary Edition), 5–38. [ER]

Week of May 7

PAN-AFRICANISM/INTERNATIONALISM

Penny M. Von Eschen, Race Against Empire: Black Americans and Anticolonialism, 1937–1957
(Selected Chapters)

Horace Campbell, Rasta and Resistance: From Marcus Garvey to Walter Rodney (selected chapters)

Jeffrey B. Perry, ed., A Hubert Harrison Reader , 201–239, [ER]

Robin D.G. Kelley, “Introduction,” in: C.L.R. James, A History of Pan-African Revolt, 1–33.

Journal of American Ethnic History, Summer 1998 v17 n4 p 63 (24)
African Americans and the Mau Mau rebellion: militancy, violence, and the struggle for freedom. James H. Meriwether.

Week of May 14

REVOLUTION

Documentary Film: “Lumumba: La Mort du Prophete (Lumumba: Death of a Prophet)”

Frantz Fanon, The Wretched of the Earth

D.K. Chisiza, “The Realities of African Independence” Order ILL [ER]

C.L.R. James, “The People of the Gold Coast,” and “The Rise and Fall of Nkrumah,” in: The C.L.R. James Reader, Anna Grimshaw, ed., 347–361 [ER]

Gender and Fanon

Week of May 21

STRUGGLES WITH NEO-COLONIALISM

Discussion of research projects

Tuesday: Ngugi Wa Thiong’o, Devil on the Cross

Thursday: Devil on the Cross, cont.

Week of May 28

Towards a Redefinition of the African Diaspora

No new reading

http://reg.ucsc.edu/soc/aci/spring2002/cmmu.html#136

Syllabus for the Course: Environmental Justice

CMMU 110: Environmental Justice

Instructor: Max Boykoff

Environmental Studies

489 Natural Sciences II

mboykoff@ucsc.edu

office hours: Mondays 11 – 1 PM and by appt.

Days/Time: M/W 2 PM – 5:30 PM

Location: Earth & Marine Sciences B210

Course website: http://people.ucsc.edu/~mboykoff/CMMU110.htm

COURSE DESCRIPTION

A course examining Environmental Justice (EJ) prompts us to ask many critical questions: How do multilevel

environmental problems differentially impact communities? How do global political, social and

economic processes connect to local environmental conflicts and people's livelihood struggles? How do legal

systems and policies shape these ongoing interactions? How do rights-based movements of distributive

justice relate to various environmental problems? How have environmental justice (EJ) movements worked

to combat asymmetrical power relations as well as social, economic and political inequality? Have

environmental justice movements actually dealt appropriately with issues of race, class, culture and gender

inequalities?

This class critically examines the politics of environmental problems, and focuses on the historic and current

roles that economic systems, science, discourse, race, gender, and development play in shaping human

interactions with the environment. This class then critical explores how these interactions impact human

communities in different ways, as well as what can be done to mitigate differential impacts through

movements of environmental justice (EJ).

In particular, this course takes on and explores in-depth contentious issues such as population growth and

resource use, the framing of environmental 'risks' and impacts due to global climate change, consumer-based

social movements surrounding alternative trade and development, the implications of food biotechnology,

and differential impacts through toxic waste disposal and facility citing. The goals of this class are to

challenge your thinking about environmental problems, develop new frameworks for critical analysis, and

discuss practical and conceptual alternatives in the form of environmental justice movements.

The readings in this class will trace the early historical roots and conceptualizations of ‘environmental

justice’ as a mechanism for change, but also its more current engagements with culture, equity, and power.

The readings are intensive (and the time is short) so it will be particularly important to keep pace.

The class sessions will consist of two main components:

I. A general introduction: situating EJ's roots in context with environmental policy and law,

and a review of the historical and current issues within the field of environmental justice.

II. Thematic investigations and EJ case-studies: Focusing on population and environment,

food, free and fair trade, toxic waste disposal, labor rights, climate change, and the

nature/culture divide with particular attention paid to race, class and gender

The class structure will vary between lectures, reading discussions, roundtable discussions, and films.

Course reading materials:

– Rechtschaffen, C. and Gauna, E. (2002) Environmental Justice: Law, Policy and Regulation. Carolina

Academic Press: Durham, North Carolina, U.S.A.

– Bullard, R. (ed.) (2005) The Quest for Environmental Justice: Human Rights and the Politics of

Pollution. Sierra Club Books: San Francisco, California, U.S.A.

– Gottleib, R. (2001) Environmentalism Unbound. The MIT Press: Cambridge, Massachusetts, U.S.A.

– Athanasiou, T. and Baer, P. (2002). Dead Heat: Global Justice and Global Warming. Seven Stories

Press: New York, New York, U.S.A..

COURSE REQUIREMENTS

Throughout the course, I encourage you to meet each book, article, lecture and film with a critical eye. The

reading and writing schedule will rigorous so it is important that you keep up with the readings so that

everyone may meaningfully participate in the class discussions. All readings are required to be completed

before the class for which they are assigned. Again, the reading schedule is intensive so it is important to

focus energy on keeping up with the readings to start off well. Other responsibilities include attendance in

all class sessions and handing in completed assignments on time.

Each class session will build upon previous sessions. Consequently, if you accumulate more than two

unexcused absences during the quarter, you will not be able to pass the course.

I will deduct 50% of points for each class meeting that an assignment is late. Please note below that NO final

individual papers will be accepted late – our last session is the strict deadline). Also, plagiarism is not

tolerated, and will result in not passing the course, as well as university action.

Grading

Attendance (2 points per session) 10 pts

Participation (2 points per session) 10 pts

Comment Sheets (2 @ 10 pts each) 20 pts

Team Project (10 pts – proposal; 15 points – presentation) 25 pts

Individual Research Paper (10 pts – proposal; 25 pts – final draft) 35 pts

-----------------

Total: 100 points

CMMU 110: Environmental Justice June 26th – July 27th, 2006

Syllabus: Summer Session I Boykoff

Comment Sheets (on the Readings)

An important requirement will be that you come to the class session in the two noted weeks with the

completed and typewritten assignment. You must bring a hard copy of the assignment to class. Emailed

assignments will not be accepted.

Your completed responses to this assignment must be typewritten and double-spaced, using 12 pt Times

New Roman font with 1” margins. Also, they will need to be 500-700 words total. This means that the

written assignments must be clearly written and concise. However, the points raised in the comment sheets

must be clearly elaborated.

They are to consist of elements of the following:

• commentary on key points in the readings, a portion of a reading, patterns or theme(s) between

readings that you found important, problematic, insightful etc.

• commentary on agreements or disagreements that you may have with portions, keys, assertions or

themes in the readings

• reflections on something surprising, new or counterintuitive that you learned from the readings

In short, think about what you are reading and in these comment sheets write clearly about your views.

Preparing comments will help in a number of ways. Of note, while challenging and enhancing your

engagement with the material, it also provides a series of working papers from which you can draw for your

team project and final paper. It is to your benefit to select a theme in the course early to then explore

through each of these comment sheets.

Team Project

This team project is designed to build skills in collaboration and work as scholar-activists. This project is

also set up so that you can creatively and uniquely apply theoretical and academic tools to ‘real world’

environments. There is no shortage of contentious and important environmental issues here in the San

Francisco/Monterey Bay Areas that engage with environmental justice.

On Wednesday in Week 2, you will form working groups of 3-4 participants along similar/overlapping areas

of interest. Then these teams are to develop a project that examines a specific contemporary problem,

identifying key actors and connected issues involved, issues of power struggles as well as excavation of

oppositions that intermingle explicitly or implicitly with the controversial issue.

Simply, take something that interests you and run with it! Many issues discussed in class are open questions,

and this is an opportunity to dig into them in more detail.

To begin through problem identification, teams will work to identify key actors in the issue and connect it to

other themes in the course and beyond. From this problem identification, you will collaboratively critique

and analyze competing viewpoints and struggles over meaning and action. This critical analysis will then be

an opportunity to discuss points of resistance as well as potential ways for forward.

CMMU 110: Environmental Justice June 26th – July 27th, 2006

Syllabus: Summer Session I Boykoff

On Monday of Week 4, teams will need to complete and submit and group project proposal. The proposals

must consist of a 300-400 word description of the case-study the group plans to examine, the key actors,

issues, power struggles etc. involved.

The presentations will take place in the final session in Week 5. They can and should be multi-media (slides,

video/audio aids, etc.). Depending on the number of students enrolled in the class, the presentation times will

range from 12-20 minutes with some time at the end for questions/discussion.

Individual Research Paper

This assignment is designed for you to draw critically and creatively from the class readings, lectures, films,

and general discussions, and produce a final research paper. This paper must be 2500-3000 words, and

should center on your unique analytical perspective on a particular theme, connection(s) or contradiction(s)

across themes discussed in this course. It will be due at the beginning of our final session on Wednesday,

July 26. Since this is the last session, NO LATE PAPERS WILL BE ACCEPTED. Please think and plan

carefully to adhere to this strict requirement.

Beforehand (on Wednesday in week 3) an individual paper proposal will be completed. This proposal must

consist of a 300-400 word abstract, a tentative outline, and a tentative bibliography of relevant readings. I

also welcome case studies, issues and themes that were not covered in class lectures, discussions and

readings. However, such pursuits should be discussed with me ahead of time and be clearly outlined in the

proposal.

Explored through the lens of environmental justice (discussed in readings, lectures and discussions), you will

have the opportunity to further pursue areas, themes and issues of interest that you find exciting and

worthwhile. Here, committed engagement with the course material primarily through comments sheets and

class participation during the quarter will strengthen analyses and enhance the quality of critical

investigation in a chosen issue.

Important Deadlines

• Weeks 2 & 4: Comment sheets are due at the beginning of Wednesday’s class. (10 points each)

• Week 2: Form groups for team projects in Wednesday’s session

• Week 3: Individual research paper proposal due at the beginning of Wednesday’s class. The

proposals must consist of a 300-400 word abstract, a tentative outline, and a bibliography of relevant

readings. (10 points)

• Week 4: Team Project proposals due at the beginning of Monday’s class. The proposals must

consist of a 400-500 word description of the case-study the group plans to examine, the key actors,

issues, power struggles etc. involved. (10 points)

• Week 5: Team Project Presentations in Wednesday’s class (15 points)

• Week 5: Final versions of the individual research paper are due at the beginning of Wednesday’s

class. (25 points) NO LATE PAPERS WILL BE ACCEPTED

CMMU 110: Environmental Justice June 26th – July 27th, 2006

Syllabus: Summer Session I Boykoff

CLASS LECTURE AND READING SCHEDULE

Component I: Introduction to Environmental Justice Frameworks

WEEK 1

June 26: Introduction to Course and Environmental Justice: What is going on?

Discussion of syllabus and course outline – Introduction to the course themes

June 28: Situating the Field: History and Roots of Environmental Justice

Readings:

– Rechtschaffen, Clifford and Gauna, Eileen (2002) Environmental Justice. Carolina Academic

Press. Chapter 1 (pp. 3-51)

– Bullard, R. (ed.) (2005) The Quest for Environmental Justice: Human Rights and the Politics of

Pollution. Sierra Club Books: San Francisco, California, U.S.A. Forward, Preface, and

Introduction (pp. ix-xviii and pp. 1-18)

WEEK 2

July 3: Evidence – Utilitarianism as the dominant paradigm: Where does inequality arise?

Readings:

– Rechtschaffen, Clifford and Gauna, Eileen (2002) Environmental Justice. Carolina Academic

Press. Chapter 3 (pp. 55-83)

– Bullard, R. (ed.) (2005) The Quest for Environmental Justice: Human Rights and the Politics of

Pollution. Sierra Club Books: San Francisco, California, U.S.A. Chapter 1 (pp. 18-42)

– Gottleib, Robert (2001) Environmentalism Unbound. The MIT Press. Intro & Chapter 1 (pp. 1-46)

July 5: Risk Assessment –Ecological Democracy and Cost-Benefit Analysis; Environmental Policy and

Law: With Sustainability for All? – Issues of Distributive Justice

􀃆 comment sheet #1 due at the beginning of class

􀃆 form groups for team projects (in class)

Readings:

– Rechtschaffen, Clifford and Gauna, Eileen (2002) Environmental Justice. Carolina Academic

Press. Chapter 4 (pp. 87-132)

– Bullard, R. (ed.) (2005) The Quest for Environmental Justice: Human Rights and the Politics of

Pollution. Sierra Club Books: San Francisco, California, U.S.A. Chapters 2 & 3 (pp. 43-84)

Component II: Environmental Justice Themes & Case-Studies

WEEK 3

July 10: Population and Environment

Readings:

– Bullard, R. (ed.) (2005) The Quest for Environmental Justice: Human Rights and the Politics of

Pollution. Sierra Club Books: San Francisco, California, U.S.A. Chapters 7, 10 & 11 (pp. 145-

167 & pp. 209-238)

CMMU 110: Environmental Justice June 26th – July 27th, 2006

Syllabus: Summer Session I Boykoff

July 12: Food: Will Genetic Engineering Save Us/Them?; Alternative Food Networks; Free and Fair

Trade

􀃆 individual research paper proposal due at the beginning of class

Readings:

– Gottleib, Robert (2001) Environmentalism Unbound. The MIT Press. Chapter 5 (pp. 181-226)

and Chapter 6 (pp. 227-271)

– Bullard, R. (ed.) (2005) The Quest for Environmental Justice: Human Rights and the Politics of

Pollution. Sierra Club Books: San Francisco, California, U.S.A. Chapter 13 (pp. 255-278)

WEEK 4

July 17: Labor and Environment: In Defense of Mother Earth/In Defense of Mother Profit

􀃆 team project proposals due at the beginning of class

Readings:

– Gottleib, Robert (2001) Environmentalism Unbound. The MIT Press. Chapter 4 (pp. 145-180)

– Bullard, R. (ed.) (2005) The Quest for Environmental Justice: Human Rights and the Politics of

Pollution. Sierra Club Books: San Francisco, California, U.S.A. Chapters 8 & 9 (pp. 168-206)

July 19: Toxics & (In)justice: Racial Dimensions of Facility Placements; Linking EJ & Pollution

Prevention

􀃆 comment sheet #2 due at the beginning of class

Readings:

– Gottleib, Robert (2001) Environmentalism Unbound. The MIT Press. Chapter 2 (pp. 47-98)

– Bullard, R. (ed.) (2005) The Quest for Environmental Justice: Human Rights and the Politics of

Pollution. Sierra Club Books: San Francisco, California, U.S.A. Chapters 4, 5 & 6 (pp. 85-141)

WEEK 5

July 24: Climate Change & Equity: Per Capita, Per Country, Perchance? & Conclusions/Ways Forward

Readings:

– Athanasiou, Tom and Baer, Paul (2002). Dead Heat: Global Justice and Global Warming. Seven

Stories Press.

– Bullard, R. (ed.) (2005) The Quest for Environmental Justice: Human Rights and the Politics of

Pollution. Sierra Club Books: San Francisco, California, U.S.A. Chapters 12 & 14 (pp. 239-254

& pp. 279-297)

– Gottleib, Robert (2001) Environmentalism Unbound. The MIT Press. Chapter 7 (pp. 273-288)

July 26: Team project presentations, and a final wrap-up discussion

􀃆 final versions of the individual research paper due

http://summer.ucsc.edu/syllabus/cmmu110.pdf

Syllabus for the Course: Theory and Practice of Immigration and Social Justice

100J. Theory and Practice of Immigration and Social Justice

TTH 10:00-11:45 a.m.
242 College Eight
Instructor: David Brundage
Office: College Eight 310; 459-4645; brundage@ucsc.edu
Office hours: Tues., 1:00-3:00 p.m., and Wed. 2:00-3:00 p.m.

Course Description

Over the last decade, immigration has accounted for about a third of American population growth, with more than one million immigrants entering the United States each year. By 2000, the number of foreign-born residents and children of immigrants in the U.S. was a record 56 million, about twenty percent of the population. On the one hand, many immigrants and their children have faced and continue to face critical problems: exploitation at work, poverty, lack of political power, educational inequality, discrimination, and, particularly since 9/11/01, denial of basic civil liberties. On the other hand, immigrants and their allies in labor, religious, civil rights and community groups have developed a variety of strategies to confront these problems and to work for social justice.

The goal of Community Studies 100J, "Theory and Practice of Immigration and Social Justice," is to provide students with an introduction to these issues and trends and to prepare prospective Community Studies majors for a six-month field study in an immigrant advocacy organization or on immigration-related policy issues. After three weeks in which we survey the larger context of immigration, we will turn to a variety of specific issues facing immigrant communities. While studying each of these issues, we will focus, first, on the nature of the particular problem and, then, on the theory and practice of specific organizations working to achieve social justice in this area.

Required Texts

 Alejandro Portes and Rubén G. Rumbaut, Immigrant America: A Portrait (1996)

 Carola Suárez-Orozco and Marcelo M. Suárez-Orozco, Children of Immigration (2001)

 Rubén Martínez, Crossing Over: A Mexican Family on the Migrant Trail (2001)

 Mark R. Warren, Dry Bones Rattling: Community Building to Revitalize American Democracy (2001)

The above are available at Bay Tree Bookstore and are on two-hour reserve at McHenry Library. There are also a number of required pieces available on Electronic Reserves (password: "immigration") or on two-hour reserve at McHenry Library.

Course Schedule

January 5: Introduction to the course and each other.

January 10: Why people migrate; categories of immigrants
READING: Portes and Rumbaut, Immigrant America, Prefaces, Chapter 1; Suárez-Orozco and Suárez-Orozco, Children of Immigration, Introduction and Chapter 1.

January 12: The historical context of contemporary immigration
READING: Roger Daniels, "Two Cheers for Immigration," in Daniels and Otis L. Graham, Debating American Immigration, 1882-Present (2001), pp. 5-69 on Electronic Reserves (ER) [Password: "Immigration"] or two-hour reserve.
DUE: First Reading Response

January 17: Documenting the experience of migration
READING: Martínez, Crossing Over, Prologue and Book One.

January 19: Immigrant communities today, patterns of settlement
READING: Portes and Rumbaut, Immigrant America, Chapter 2; Suárez-Orozco and Suárez-Orozco, Children of Immigration, Chapter 2.

January 24: Documenting immigrant communities
READING: Martínez, Crossing Over, Book Two and Epilogue.

January 26: Working conditions and occupational mobility
READING: Portes and Rumbaut, Immigrant America, Chapter 3; excerpts from Andrew Ross, ed., No Sweat: Fashion, Free Trade and the Rights of Garment Workers, on ER or two-hour reserve
DUE: Second Reading Response and Informal Research Paper Proposal.

January 31: Sweatshops and workers' centers
READING: Jennifer Gordon, "Immigrants Fight the Power," The Nation (January 3, 2000); and Immanuel Ness, "Organizing Immigrant Communities: UNITE's Workers' Center Strategy," in Kate Bronfenbrenner, et al., eds., Organizing to Win: New Research on Union Strategies (1998), both on ER or two-hour reserve.

February 2: Doing research: a library tour

February 7: Social movement unionism: the Justice for Janitors campaign
READING: Ruth Milkman and Kent Wong, "Organizing Immigrant Workers: Case Studies from Southern California, in Lowell Turner, ed., Rekindling the Movement: Labor's Quest for Relevance in the 21st Century (2001); and Roger Waldinger, et al., "Helots No More: A Case Study of the Justice for Janitors Campaign in Los Angeles," in Organizing to Win, both on ER or two-hour reserve.

February 9: Patterns of immigrant politics
READING: Portes and Rumbaut, Immigrant America, Chapter 4; Warren, Dry Bones Rattling, Preface, Introduction, and chapter 1.
DUE: Research Paper Prospectus and Annotated Bibliography

February 14: Theorizing alternative politics
READING: Warren, Dry Bones Rattling, Chapter 2-3; Paul Johnston, "The Emergence of Transnational Citizenship among Mexican Immigrants in California," in T. Alexander Aleinikoff and Douglas Klusmeyer, eds., Citizenship Today: Global Perspectives and Practices (2001), on ER or two-hour reserve.

February 16: The practice of political activism: the case of Communities Organized for Public Service
READING: Warren, Dry Bones Rattling, chapters 4-9.

February 21: Immigrant acculturation and mental health
READING: Portes and Rumbaut, Immigrant America, Chapter 5; Suárez-Orozco and Suárez-Orozco, Children of Immigration, Chapter 3.

February 23: Health care issues facing immigrant communities.
READING: "Promoting the Health of Immigrants," in UCLA Public Health (June 2004); Richard Brown and Hongjian Yu, "Latinos' Access to Employment-based Health Insurance," in Marcelo Suárez-Orozco and Mariela M. Páez, eds. Latinos: Remaking America (2002), both on ER or two-hour reserve.

February 28: Language, education, and the fight for educational equality
READING: Portes and Rumbaut, Immigrant America, Chapter 6; Suárez-Orozco and Suárez-Orozco, Children of Immigration, Chapter 5; Jeffrey C. Isaac, "The Algebra Project and Democratic Politics," Dissent (Winter 1999), on ER or two-hour reserve.

March 2: The second generation: issues and struggles
READING: Portes and Rumbaut, Immigrant America, Chapter 7; Suárez-Orozco and Suárez-Orozco, Children of Immigration, Chapter 4.
DUE: First Draft of Paper and Informative Abstract

March 7: Anti-immigrant violence, civil liberties and civil rights since 9/11/01
READING: Muneer Ahmad, "Homeland Insecurities: Racial Violence the Day after September 11," Social Text (2002), and David Cole, "Their Liberties, Our Security: Democracy and Double Standards," Boston Review (2003), both on ER or two-hour reserve.

March 9: Immigration policy: working for change
READING: Portes and Rumbaut, Immigrant America, Chapter 8; Suárez-Orozco and Suárez-Orozco, Children of Immigration, Epilogue; David Bacon, "For an Immigration Policy Based on Human Rights," in Susanne Jonas and Suzie Dod Thomas, eds., Immigration: A Civil Rights Issue for the Americas (1999), on ER or two-hour reserve.

March 14: Discussion of research papers

March 16: Course wrap-up
DUE: Final Research Paper

http://reg.ucsc.edu/soc/aci/winter2006/cmmu.html#126

Syllabus for the Course: Theory and Practice of Resistance and Social Movements

100P. Theory and Practice of Resistance and Social Movements

Winter 2002
Instructor: Paul Ortiz, Department of Community Studies
Phone: 459-5583
E-mail: portiz@cats.ucsc.edu

TTH 2:00–3:45
Social Sciences 2 159

Times would pass, old empires would fall and new ones take their place, the relations of countries and the relations of classes had to change, before I discovered that it is not the quality of goods and utility which matter, but movement; not where you are or what you have, but where you have come from, where you are going and the rate at which you are getting there. —C.L.R. James, Beyond a Boundary

The goal of this seminar is to learn how to organize a revolution. We will learn what communities past and present have done and are doing to resist, challenge, and overcome systems of power including (but not limited to) global capitalism, state oppression, and racism. Along the way, we will explore the following questions: Where do ideas for democratic social change come from? How do “ordinary people” forge resistance in the face of exploitation? How does historical memory shape identity and political action? How do people build the relationships of trust that form the building blocks of new social movements? Emphasis will be placed on studying subaltern groups including slaves, peasants, migrants, workers, “second-class citizens.” The people that Melville referred to as the “mariners, renegades and castaways” of the emerging global economy from 1492 to present.

We will examine the intersection between past and present struggles using an interdisciplinary approach that keeps individual agency and power in constant dialogue and tension. We will draw upon films, oral testimony, music, poetry, “incendiary literature” and other forms of evidence.

The course is designed for Community Studies majors who plan to do a six-month field study. Non-majors interested in the course are welcome to participate if there is enrollment space.

Reading, writing, and research assignments for this course will be substantial. To paraphrase C.L.R. James, “You don’t play with revolution.”

Major Texts We Will Sample From: (Available at Slug Books and at McHenry Library Reserves.)
Deborah Levenson-Estrada, Trade Unionists Against Terror: Guatemala City, 1954–1985; James Scott, Domination and the Arts of Resistance: Hidden Transcripts; C.L.R. James, Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution; Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra: Sailors, Slaves, Commoners, and the Hidden History of the Revolutionary Atlantic; Lawrence Goodwyn, The Populist Moment: A Short History of the Agrarian Revolt in America; Benedita da Silva: An Afro-Brazilian Woman’s Story of Politics and Love; Charles Payne, I’ve Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle

Reading List

“To denounce hierarchy does not get us anywhere. Instead what must be changed are the conditions that make this hierarchy exist both in reality and in minds.” —Piere Bordieu

WEEK OF JANUARY 3: COURSE OVERVIEW

Thursday syllabus and course review, admin work. Community Studies majors’ essays.

WEEK OF JANUARY 8: SOCIAL THEORIES OF RESISTANCE, SOCIAL MOVEMENTS

Bring A Nametag!

Tuesday Introductions; syllabus review

In-class reading: Barbara Trent, “How We Got the Buses Rolling,” Santa Monica Messenger, November 16, 1983.

Small Group exercise: Attend A Local Martin Luther King Celebration. Write brief summary (1–2 pages) due January 22.

Thursday Discussion: James C. Scott, Domination and the Arts of Resistance: Hidden Transcripts, 1–107; 136–152; Ortiz, “Social Theory, Resistance and Social Movements: Some Key Analytical Terms”

Lawrence Goodwyn, The Populist Moment: A Short History of the Agrarian Revolt in America, vii–xxiv.

Delia Aguilar, “Questionable Claims: Colonialism Redux, Feminist Style,” Race & Class 41, no. 3 (2000), 1–12. Electronic Reserve (ER)

(Response papers due today; in the future: response papers due every Tuesday.)

Suggested Readings
Eqbal Ahmad: Confronting Empire, Interviews with David Barsamian (Foreword by Edward W. Said)
C.L.R. James, Modern Politics
Leo Howe, “Scrounger, Worker, Beggarman, Cheat: The Dynamics Of Unemployment And The Politics Of Resistance In Belfast,” Journal of the Royal Anthropological Institute, v4 n3, (Sept 1998), 531–551.

WEEK OF JAN 15: WOMEN IN STRUGGLE; GENDER AND ORGANIZING
Key Themes: Gender, class, and race; political struggle; REFUSING TO BE A VICTIM; religion and social change; Worker’s Party of Brazil; Memoirs and resistance; Telengana Peasant Revolt, 1946–51

Tuesday Benedita da Silva: An Afro-Brazilian Woman’s Story of Politics and Love

Film: “With Babies and Banners” (Women’s Emergency Brigade, Flint, Michigan 1936–37)

Thursday Benedita da Silva, cont. and The Frente Autentico del Trabajo, “Women Would Make a Beginning and Then Their Husbands Could Join,” in Staughton Lynd and Alice Lynd, The New Rank and File, 181–186. (ER)

Suggested Reading
Jacquelyn Cole, “The Taliban and Women In Afghanistan,” Works in Progress (November, 2001), 13.
Fran Leeper Buss, ed., Forged Under the Sun/Forjada Bajo El Sol: The Life of Maria Elena Lucas
Stree S. Sangathana, We Were Making History: Women in the Telangana People’s Struggle

WEEK OF JANUARY 22: CAPITALISM, SLAVERY AND INTERNATIONALISM

Key Themes: Emergence of capitalism and slavery; internationalism; Liberation theology; radical Christianity; leveller and digger traditions; anti-capitalism; commonism; American Revolution from below.

Tuesday Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra: Sailors, Slaves, Commoners, and the Hidden History of the Revolutionary Atlantic 8–70; 174–247.

Thomas Frank, “Preface: A Deadhead in Davos,” in: One Market Under God: Extreme Capitalism, Market Populism, and the End of Economic Democracy, ix–xvii. (ER)

Thursday Peter Linebaugh, Rediker, and Frank, cont. The Many-Headed Hydra, cont.

C.L.R. James, The Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution, 6–26.

Film: Africans in America, Part II: “Revolution” (The American Revolution)

Suggested Reading
Ray Raphael, People’s History of the American Revolution
Howard Fast, The Proud and the Free
Christopher Hill, The World Turned Upside Down: Radical Ideas During the English Revolution, 87–183; 324–386. (Suggested: 57–72)
David J. Weber, ed., What Caused the Pueblo Revolt of 1680?
Daniel Burton-Rose, et.al., The Celling of America: An Inside Look at the U.S. Prison Industry

In-class reading: Stan Goff, “Letter of Resignation from the Communist Party of the Carolinas”

WEEK OF JANUARY 29: SLAVE REVOLUTIONARIES/EXPERIENTIAL LEARNING

Mandatory Individual Meetings to Discuss Final Projects

Key themes: The self-generation of democratic and revolutionary ideas among slaves. Relationship between “leaders” and the “led;” Experiential learning. Linkages between the French Revolution and the San Domingue revolutions. (And relevance to contemporary protests against “globalization.”)

Tuesday C.L.R. James, The Black Jacobins: Toussaint L'Ouverture and the San Domingo Revolution, 27–61; 82–165;

In-Class reading: “Demands of the Colored People of Apalachicola, Florida” (1890)

Thursday C.L.R. James, The Black Jacobins, 224–288.

Film: “Talking History: E.P. Thompson and C.L.R. James” (Two historians think outside of the box)

Suggested Reading
Martin Glaberman and Seymour Faber, “Back to the Future: The Continuing Relevance of Marx,” in Critique, 32–33 (2000)

Film: “Sankofa”

WEEK OF FEBRUARY 5: BUILDING A MOVEMENT CULTURE

Key Themes: Recruitment as an organizing problem; sequential stages of organizing a social; Farmer’s Alliance; cooperative experience; Populism; decline of democracy in America

Guest speaker: Lawrence Goodwyn

Tuesday Lawrence Goodwyn, The Populist Moment: A Short History of the Agrarian Revolt in America, 3–124; 264–322.

Thursday Lawrence Goodwyn, The Populist Moment, cont.

WEEK OF FEBRUARY 12: IDENTITY, CULTURE, AND DYNAMIC TRADITIONS

Key Themes: Historical memory, iconography, and identity. Identity politics. Identifying and overcoming divisions within movements. Invention of tradition and uses of tradition in social movements and “imagined communities.”

Tuesday Robin D.G. Kelley, “Identity Politics & Class Struggle,” New Politics, vol 6, no. 2 (Winter 1997) (ER)

Paul Ortiz, “‘Eat Your Bread Without Butter, But Pay Your Poll Tax!’: Roots of the African American Voter Registration Movement in Florida, 1919–1920,” in: Time Longer Than Rope: A Century of African American Activism, eds., Charles Payne and Adam Green, 1–39.

Adolph Reed, “Why Is There No Black Political Movement,” in Class Notes: Posing as Politics and Other Thoughts on the American Scene, 3–9. (Electronic Reserve [ER])

C.L.R. James, “Kwame Nkrumah of Ghana,” C.L.R. James: At the Rendezvous of Victory: Selected Writings, 172–185. (ER)

Vinay Bahl, “What Went Wrong With the History From Below or, Why I Won’t Commit Sati,” Conference Paper at “Globalization From Below” conference, Duke, February 6, 1998 (Electronic Reserve [ER])

Thursday Hugo Hernandez, “Instead of Letting Me go Out Alone, They Went With Me,” in Lynd and Lynd, The New Rank & File, 54–62. (ER)

Film: “Oh Freedom, After While” (Missouri Sharecroppers’ Organizing Campaign, 1935–1941)

Suggested Reading
Staughton Lynd, “The Webbs, Lenin, Rosa Luxemburg; Models of Renewal and Decay in the Labor Community”

WEEK OF FEBRUARY 19: GENDER AND CROSS-GENERATIONAL ORGANIZING

Mandatory Individual Meetings to discuss final projects

Key Themes: Preparation for starting a protest movement; Organizing across generational divides; women’s leadership; Civil Rights Movement; citizenship; Highlander Folk School

Tuesday Charles Payne, I’ve Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle, 29–179

Film: “At the River I Stand” (Memphis Sanitation Workers’ Strike, 1968)

Thursday Charles Payne, I’ve Got the Light of Freedom, 363–390.

WEEK FEBRUARY 26 : WORKERS' CULTURE, RELIGION, & STATE TERROR, I

Key Themes: Organizing against multinational corporations; sustaining a movement in a one-party state; surviving state and corporate-sponsored terrorism; the question of armed insurrection

Tuesday Deborah Levenson-Estrada, Trade Unionists Against Terror: Guatemala City, 1954–1985, 1–79; Eqbal Ahmad, “Radical But Wrong,” in Regis Debrary and the Latin American Revolution, Leo Huberman and Paul M. Sweezy, eds. (ER)

Thursday Reading discussion cont./discuss research works in progress.

Recommended Reading: E.P. Thompson, “The Segregation of Dissent,” and “Sir, Writing by Candlelight,” in Thompson, Writing by Candlelight (ER)

WEEK OF MARCH 5: WORKERS’ CULTURE, RELIGION, & STATE TERROR, II

Mandatory individual meetings to discuss final projects

Key Themes: Guatemalan workers’ struggles; discuss research works in progress.

Tuesday Deborah Levenson-Estrada, Trade Unionists Against Terror: Guatemala City, 1954–1985, 142–233;

Thursday Small groups reassess the following questions: 1) What is power? 2) What is resistance? 3) How are social movements organized? 4) What are the most effective ways of documenting resistance and social movements? Also Discuss research works in progress.

Suggested Reading
The Hebron Union of Workers and General Service Personnel, “The Worst That They Can Do is to Put Me In Prison,” Lynd and Lynd, The New Rank and File, 156–165.

WEEK OF MARCH 12: RETHINKING RESISTANCE AND SOCIAL MOVEMENTS

NO NEW READING

Key Themes: 1) Redefining resistance and social movements; 2) Making the history relevant to contemporary struggles; 3) Discussion of research papers in progress.

Tuesday Continue to discuss major questions/research works in progress.

Thursday Class Evaluations. Research works in progress. Wrap-up.

MARCH 14: CLASS ENDS

RESEARCH PROJECTS DUE: MARCH 19

“You must be able to write what you think—and maybe what you write about your day-to-day, everyday, commonplace, ordinary life will be some of the same problems that the people of the world are fighting out. You must be able to write what you have to say, and know that that is what matters; and I hope you can see that you can begin anywhere and end up as far as anybody else has reached. I hope you are not scared to write about what concerns you, what you know—these things matter.” —C.L.R. James

Social Theory, Resistance and Social Movements: Some Key Analytical Terms

Throughout the course of the quarter we will use many terms in discussions that are taken for granted. Some terms however, need to be clarified because we use often use them without critical reflection. Below are some key words as well as the ways that I have come to define these terms in my work as a historian/activist of social change. It is important to note that these definitions are works in progress. You will have your own important contributions to make in this discussion.
—Paul Ortiz

Recruitment
The most overlooked category of analysis in sociological literature on social movements. The most overlooked factor in organizing. Too often, would-be organizers assume that they will attract potential members by being “radical” without understanding that “radical” is an abstraction at best and a posture at worst. How do you go about recruiting folks to attend a meeting or event? Why do you decide to attend a meeting? Do you attend events organized by self-righteous individuals who have all of the answers? To quote Ronnie Cummins, national director of the Pure Food Campaign, “We can’t go to the people with a laundry list of politically correct ideas and say ‘Will you join us?’ You’ve just got to say, ‘What do you think are the most important issues?’”

Experiential Learning
To move forward in life it is necessary to learn from experience. Social movements arise from the ways that people interpret their experiences. A group of people may be impoverished for generations. It is not the poverty that spurs them to organize. After all, they have always been poor. At a certain moment in history however, this group may interpret their experience of poverty, their relations to others, and draw certain conclusions that lead them to begin organizing. Above all, people must develop a new level of self-confidence before they engage in new types of social activity whether it is testifying before a board of supervisors, organizing a cooperative, or going on strike. Experiential learning stems from self-activity.

C.L.R. James emphasized that self activity boost self-confidence: “You have to know what you are, and what you can do. And this nobody can teach you except yourselves, by your own activities and the lessons that you draw from them.”

In the following passage, James describes an example of experiential learning, the formation of the workers’ councils in the Hungarian Revolution. People used their experiences in workplace production to begin to build a democratic society. These councils formed the basis of a new Hungary before they were smashed by Soviet tanks:

“The secret of the workers’ councils is this. From the very start of the Hungarian revolution, these shop-floor organizations of the workers demonstrated such conscious mastery of the needs, processes, and inter-relations of production, that they did not have to exercise any domination over people. That mastery is the only basis of political power against the bureaucratic state. It is the very essence of any government which is to be based upon general consent and not on force. The administration of things by the workers’ councils established a basic coherence in society and from this coherence they derived automatically their right to govern.”

Vanguard
In contrast to the democratic model that we have outlined above, too many would-be organizers employ a top-down model of recruitment that can charitably be described as movement-killing politics. The “vanguard party” has been a destructive concept in the history of the modern left. Unfortunately, it is still a prevalent mode of organizing. Taken from V. I. Lenin’s What is to be Done? (which V.I. later repudiated) Joseph Stalin and others took the concept of the vanguard to mean that only educated, elite party bureaucrats could lead the revolutionary process to success. This anti-democratic concept is alive and well in capitalist societies that breed on hierarchy and inequality. Arguably, the Democratic and Republican parties are vanguard parties—insofar as they formulate policies and strategies that have little resonance among ordinary people—that’s us. Thus, low voter turnout rates.

Social Movement
One of the most abused terms in social discourse. Nascent movements form every day but few of them pass through the sequential phases necessary to qualify for “social movement” status. Larry Goodwyn lays out four essential elements of movement building: “(1) the creation of an autonomous institution where new interpretations can materialize that run counter to those of prevailing authority—a development which for the sake of simplicity, we may describe as ‘the movement forming’; (2) the creation of a tactical means to attract masses of people—‘the movement recruiting’; (3) the achievement of a heretofore culturally unsanctioned level of social analysis—‘the movement educating’; and (4) the creation of an institutional means whereby the new ideas, shared now by the rank and file of the mass movement, can be expressed in an autonomous political way—‘the movement politicized,’” Populist Movement, xviii. Judged by this standard there are few if any social groupings that currently qualify for the moniker “social movement.” There are many social groups that could become social movements.

Education
There is no example of a successful social movement in history that does not successfully educate its members especially after initial failures. When a new social movement runs into trouble or suffers initial defeats—and this inevitably happens in initial stages—movement organizers must be able to explain why the failure has occurred or else the nascent movement will collapse.

Self-Righteousness
Here is a sure movement-killer. It is not that one does not have the right to feel good about one’s philosophy. It is simply that condescending attitudes of self-righteousness are barriers to recruitment of new members. During the Montgomery Bus Boycott for example, no one asked potential boycotters to toe a “party line.” Such ideologically correct thinking would have killed the Bus Boycott in its tracks.

Ideology
Would-be organizers mistakenly think that correct ideology serves as the most important tool of recruitment. Not much evidence to support this idea. Every day hundreds of nascent movements shut themselves down in the process of drafting ideological manifestos prior to engaging in any kind of meaningful social action. This divorce between theory and practice is deadly. Few will join a group that gives them long lectures on ideology. One can get this treatment in the workplace, church, and family.

Relationships of Trust
Social movements are created by people who form relationships of trust with each other. Activists who concentrate on writing manifestoes would do well to think more deeply about the ways they interact with other people. On this note it is disheartening to find activist organizations that purport to maintain democratic ideologies yet maintain distinctly undemocratic social relations among each other. Without a relationship of trust an organization drifts towards bureaucratic inertia.

History

All social movements have a history. There is no documented case of a “spontaneous” social movement. Learn that history or it has a way of sneaking up on you and overwhelming your activism. The Peace Movement of the 1960s had a pre-history that stretched back to the formation of World War I-era peace organizations such as Women’s International League for Peace and Freedom, the Fellowship of Reconciliation, not to mention the Quakers and other dissenting groups. In the 1960s proper, the “Peace Movement” stumbled through five years of experimentation (roughly, 1963–1968) before it began to effect real social change.

As Charles Payne shows in his work on the civil rights movement in Mississippi, young student activists succeeded in building the movement because they were able to productively engage in conversations with older African American activists who shared their experiences with the young folks. Intergenerational organizing was a prerequisite in the making of the modern Civil Rights Movement.

Community

Like the term “social movement,” “community” has been so overused and ill-employed that it has been drained of meaning. Today, one hears of “the American community” the “business community” and the “Latino community” (to take only three such examples). Employed in this manner, the term is often invoked to create a static, homogenous social group with identical interests. This is inherently anti-democratic and retrogressive on issues of gender (men usually get to define the meaning of “community”) and it leads straight towards the politics of tokenism and demobilization. Adolph Reed notes that “Community presumes homogeneity of interest and perception, at least in principle. A politics stuck in its name is threatened by the heterogeneous tendencies put in motion by open debate. It is a politics that always has depended on narrowing the active black public and fastening the population as a whole to a middle-class—inflected program.” (Reed, “Issues in Black Public Life,” 12.)

Conservative
Analytically, not a very useful term of description. Does the term apply to a white southerner in 1934 who is a Christian fundamentalist and a Socialist involved in interracial union organizing? A word that lends itself to abstractions and vapid analysis.

Liberal
Also not a very useful term of description. A convenient label used in a derogatory, elitist manner by folks on all sides of the political spectrum. As in, “so and so is a liberal, scoff, scoff.” Used in this manner the term is certainly humorous to invoke during cocktail parties but tells us nothing about the social content a person’s ideas and experiences.

http://reg.ucsc.edu/soc/aci/winter2002/cmmu.html#100p

Syllabus for the Course: Theory and Practice: Asian Pacific American Activism

100R. Theory and Practice: Asian Pacific American Activism

Mon 3:30–7:00 PM, 165 Baskin Engineering
Instructor: Deborah Woo
E-mail: dwoo@ucsc.edu
Office: 324 College Eight
Office phone: 459-2625; Messages: 459-3516
Office hours: TBA
Draft

Course Description

This course is part of a series of introductory courses offered by community studies to potential majors.* As such, it is concerned with the relationship between theory and practice as applied to social movements or more formal organizational efforts at empowering relatively disenfranchised segments of society. The substantive focus of the present course is the Asian Pacific Americans (APA) population, and the operating premise is that the best way to learn about change is to participate through some activity. While it is not a prerequisite that you be presently involved in some kind of community-based activity, the mutual sharing of life experiences will be an important part of class discussion.

Throughout the class, we will discuss the relevance of key theoretical perspectives for evaluating the situation of APAs. By midquarter, you will be asked to identify a research topic that you would like to explore. The topic should ideally address some issue that has social justice implications. Some forms of social inequality are transparently more unjust than others. Parents have more power than their very young offspring, and sweatshop owners have more power than their workers, but the cultural assumptions, social interactional dynamics, and issues about relative power would be very different. Thus, the questions that animate almost all ideologies about injustice and inequality concern the social conditions under which mobilization for change is warranted and legitimate. An important part of your research paper will involve your providing the context (e.g., local, community, and/or global) that helps explain why some kind of change is needed and what forms of activism are possible. In short, the issue of activism among Asian Pacific Americans is to be framed in terms of one's own potential practice, which in turn is to be informed by lived theory, i.e., that which emerges in actual, real-life situations, where the challenge of making sense and making change are one and the same. Because of the critical role played by campus/community alliances in our program, guest speakers will be invited to relate how their lives and community-based activities have been informed by their social location and theoretical/political perspective.

* A major goal of the course is to enable students to explore a specific issue or area that might potentially be a focus of some kind of long-term community activism. If accepted as a major, this will mean a six-month internship at some agreed-upon organization. While an organization typically takes on one or two students from our department, there is no reason why one or more of you might not enter the same field study, as long as the organization is willing. Should you decide you would like to apply for admission to the major, the research paper prepared for this class will determine your eligibility.

Course Requirements

Students are expected to keep weekly 1-2 page typewritten responses to the readings, reflecting on how various theoretical perspectives have implications for their own practice. These, along with your written responses to the study questions, will serve as the basis for class discussion. By midquarter, students should begin focusing the research paper on a specific issue involving APAs as activists or as communities in need of organizing. Following the library visit, each student will be asked to give a brief presentation of major highlights from this research. The research paper is due on the last day of class. Final grades are comprehensive, including all aspects of a student's work over the quarter—attending class, participating in discussion session, the quality of the research paper, and the oral presentation. If you request a letter grade, it will be given only at the end of the quarter, in order to encourage a learning-focused environment.

Required Readings:

Zhou, Min and James V. Gatewood (eds.), Contemporary Asian America: A Multidisciplnary Reader (New York and London: New York University Press), 2000
Omi, Michael and Dana Takagi (eds), Thinking Theory in Asian American Studies 21 (1&2), 1995
Course Reader (CR), available at UCSC Copy Center

Class Schedule

Sept. 29: What is theory? practice? and why is the relationship between the two so important?

Assignment #1: Write a one-page essay on some kind of community organizing or grassroots activity in which you have participated. Describe the campaign and what you learned from this experience. (Alternatively, you might discuss your work as a volunteer or member of some student group, especially if it imparted valuable learning experiences or skills.) If you have not taken part in any community-based activity, describe one you might want to be involved in and what you would expect to learn. Each student will share his or her essays at the next class meeting.

Oct 6: Liberation Theory

Hugh Vasquez and Isoke Femi, Chapter 1, "Creating the Environment," and Chapter 2, "The Framework/Working Assumptions," 31 pp. (CR)
Russell Leong, "Lived Theory," pp. v-x in Thinking Theory
Ronald Takaki, "From a Different Shore—Their History Bursts with Telling," pp. 117-131 in CAA

Assignment #2: List of three to four defining moments in your life. Then pick the one that you think has had the most impact on your individual attitudes, interests, or perspectives towards social inequality, oppression, or activism. Write 1-2 pages and bring this essay to the next class meeting.

Oct 13: Ethnic, Class, and Race-based Theories

Vasquez and Femi, Chapter 3, "Definitions," 6 pp. (CR)
Keith Osajima, "Asian Americans as the Model Minority," pp. 449-458 in CAA
Lucie Cheng and Philip Yang, "The 'Model Minority' Deconstructed," pp. 459-482in CAA
Lai and Arguelles, "Introduction" and "The Model Minority?" 10 pp. (CR)

Study Questions: #1 on p. 295 of CAA

Oct 20:

Zhou and Gatewood, "Introduction—Revisiting Contemporary Asian America," pp. 1-29 in CAA
Jere Takahashi, "'From Our Own Point of View'—Coming to Terms with the 1960s," 27 pp. (CR)
Gordon Lee, "The Forgotten Revolution," http://www.hyphenmagazine.com/features/issues/summer03/theforgottenrevolution.php
Omatsu, "The 'Four Prisons' and the Movements of Liberation—Asian American Activism from the 1960s to the 1990s," pp. 80-114 in CAA

Study questions: #2 and #3 on p. 113 of CAA

Assignment #3: Students have access to a many resources on this campus that can help off-campus communities or groups. These resources can include vital information about the community or group itself or, alternatively, information that would be useful to the community or group with which you plan to work. Write a one-page about the issue or social problem you would like to explore at the library. Include specific questions you want answered. This is due no later than the next class meeting.

Oct 27:

Shirley Hune, "Rethinking Race: Paradigms and Policy Formation," pp. 667-676 in CAA
Andy Barlow, "Rediscovering Race in the United States: Theoretical Challenges" and "The Best and the Whitest: Racism and the Middle-Class Social Order, 1945-1975," 46 pp. (CR)
ASA, "The Importance of Collecting Data and Doing Social Scientific Research on Race," http://www.asanet.org/governance/racestmt.html

Study questions: #1 on p. 698 of CAA

Video: Race—The Power of an Illusion, Episode 3, "The House We Live In"

Nov 3:

Paul Ong and Karen Umemoto, "Life and Work in the Inner City," pp. 233-253 in CAA
John Horton, "Immigration, Alienation, and Political Change: A Positive Case from Los Angeles," 13 pp. (CR)

Study Questions: #1 on p. 295 of CAA

Nov 10: Meet at McHenry Library, Rm 167

Read any two unassigned chapters from CAA.

Nov 17: Nation and Gender-based Theories

Ling-chi Wang, "The Structure of Dual Domination," pp. 149-169 in Thinking Theory
Min Zhou and Regina Nordquist, "Work and Its Place in the Lives of Immigrant Women—Garment Workers in New York City's Chinatown," pp. 254-277 in CAA

Study Questions: #2 on p. 295 of CAA

Nov 24: Community-Based Perspectives

Lane Hirabayashi, "Back to the Future: Re-framing Community-Based Research," pp. 103-118 in Thinking Theory
Paul Takagi and Margot Gibney, "Theory and Praxis, Resistance and Hope," pp. 119-126 in Thinking Theory
Min Zhou, "Social Capital in Chinatown—The Role of Community-Based Organizations and Families in the Adaptation of the Younger Generation," pp. 315-335 in CAA

Study Questions: #2 and #3 on p. 352 of CAA

Dec 1:

Due: Research Paper

Syllabus for the Course: Theory and Practice of Social Justice and Sustainability in Agro-Food Systems

100T. Theory and Practice of Social Justice and Sustainability in Agro-Food Systems

TTh 2–3:45 p.m., Soc Sci 2 Room 171
Instructor: Julie Guthman
E-mail: jguthman@ucsc.edu
Office: Room 318, College Eight
459-2726 (office); 459-3516 (messages)
Office hours: Thurs 9:30–11:30 and Wed by appointment
Draft

Course Purpose:

The provision of food is arguably the most fundamental of all human activity, as it is food, the sustenance of human life that literally energizes all other activity. How societies organize the production, distribution, and consumption food provision says a great deal about their relationship to nature and the power relations among different social groups. The contemporary agro-food system, with its overwhelming emphasis on productivity, entails not only astonishing environmental degradation and public health risk, but also incurs tremendous social and moral costs, from dangerous and exploitive production practices, to extreme levels of animal cruelty, to the decline of farming communities, to unhealthy eating, and, most paradoxically, to widespread hunger. No wonder food politics has become such a vital locus of political action!

This class takes as its starting point the systemic links between various problematic aspects of industrialized food production and distribution (including the inseparability of ecological and social justice issues) and then asks what can be done about them. It is specifically designed for community studies sophomores and juniors who wish to pursue an internship/field study topically related to food and/or agriculture. (These students have enrollment priority; non-majors are welcome on a space available basis.) The overall purpose of the course is to provide students with both analytical and practical perspectives on effecting change in contemporary modes of food provision. Although the course will employ a few case studies from abroad, most of the material will have a domestic focus, partially in recognition of the critical role the US plays in organizing agro-food provision globally. Students planning on doing their internships outside of the U.S. will find plenty of material to borrow from.

We will begin the course with a very short introduction to the food system, by way of a brief inquiry into modern U.S. food consumption, followed by a glimpse of modern food production through the lens of the fast food industry. After these introductory weeks, students will be introduced to some of the key theories and historical analyses that attempt to link issues of labor, food security, and inequitable risk to the transformation of land-based resources. Next we will turn to the sustainable and organic agriculture movements, once conceived as antidotes to agro-food industrialization, and while somewhat successful in technical ecological terms, have fallen short in social terms. Accordingly, the second half of the course will be devoted to looking at various efforts to go "beyond organic." Specifically, we will explore current arenas of agro-food activism, emphasizing the opportunities and constraints of combining ecological sustainability, social justice for food producers, and food security in these growing movements. To these ends, we will be reading both scholarly pieces and working documents of activist institutions.

Texts and Required Reading Materials:

Guthman (unpublished manuscript—forthcoming), Agrarian Dreams
Levenstein (2003), Paradox of Plenty
Poppendieck (1998), Sweet Charity
Schlosser (2001), Fast Food Nation
A course reader
Online materials

Required texts and readers are available at the Bay Tree Bookstore (my manuscript is in reader format, but is separately bound). A few readings can only be accessed online. Readings will also be put on reserve in McHenry library.

Course Outline

Week 1 (Sept 25): Course Introduction

Week 2 (Sept 30 and Oct 2): Food consumption in America

Key themes: recent social origins of the American diet; the paradox of plenty and want

Levenstein, Paradox of Plenty, Chs. 1, 7-16

Week 3 (Oct 7 and 9): Food production in America

Key themes: linking the ecological/public health and the social consequences of the all-American meal

Schlosser, Fast Food Nation, Chs. 3-9

Choose paper topic this week

Week 4 (Oct 14 and 16): Political economy of agriculture and food

Key themes: frameworks for understanding the industrialization of food and agriculture.

Goodman, D. 1991 "Some recent tendencies in the industrial reorganization of the agro-food system" (reader)
Friedmann H, 1993, "The political economy of food" (reader)
Heffernan W D, Constance D H, 1994, "Transnational corporations and the globalization of the food system" (reader)
Watts, M, 1994, "Life under contract" (reader)

Week 5 (Oct 21 and 23): Strengths and limitations of sustainable/organic agriculture

Key themes: the silences and contradictions of the sustainable and/or organic agriculture movement; the politics of defining organic agriculture; business and social movements

Guthman, forthcoming, Agrarian Dreams (book ms) (reader—separate volume)
Allen and Sachs, 1993, "Sustainable agriculture in the United States . . ." (reader)
Campbell, 2001, "Conviction seeking efficacy: Sustainable agriculture and the politics of co-optation" (reader) (AHVS)

A two paragraph abstract is due in class on Thursday; be prepared to discuss your idea

Week 6 (Oct 28 and 30): Eco-labels and the politics of consumption

Key themes: the role of the consumer in food politics; problems and potentials of alternative food labels

Fast Food Nation, epilogue
DuPuis, 2000, "Not in my body: rBGH and the rise of organic milk" (reader)
Murray and Raynolds, 2000, "Alternative trade in bananas" (reader)
Freidberg, 2003, "Cleaning up down south" (reader)
RAFI, "Greener fields; signposts for successful ecolabels" (reader)

http://www.rafiusa.org/pubs/greenfields/intro.pdf
http://www.rafiusa.org/pubs/greenfields/introdraft.pdf
http://www.rafiusa.org/pubs/greenfields/followup-proc.pdf

Week 7 (Nov 4 and 6): Labor and environmental justice movements

Key themes: links between labor and environmental justice movement; obstacles and opportunities for mobilizing farm workers; different approaches to improving labor conditions and remuneration

Pulido, 1996, Chs. 1 & 3 in Environmentalism and Economic Justice (reader)
Mooney and Majka, 1995, Chs. 6 & 7 in Farmers' and Farmworkers' Movements (reader)
Inouye and Warner, 2001, "Plowing Ahead," SAWG working paper (reader)

Week 8 (Nov 13): Re-embedding and localizing food

Key themes: problems and opportunities around direct producer consumer linkages, localizing food in a globalized world

Kloppenberg et al., 1996, "Coming into the foodshed" (reader)
Cone and Myhre, 2000, "Community supported agriculture: a sustainable alternative to industrial agriculture" (reader)
Hinrichs, 2000, "Embeddedness and local food systems" (reader)
Hinrichs, 2003, "The practice and politics of food system localization" (reader)

November 11: Veteran's Day holiday—response papers due Thursday this week.

Drafts of problem section of research paper due (4-6 pages)

Week 9 (Nov 18 and 20): Hunger and Entitlement

Key themes: understanding hunger and food insecurity; food charity versus entitlements

Poppendieck, 1998, Sweet Charity
Allen, 1999, "Reweaving the food security safety net" (reader)

Week 10 (Nov 25): Community Food Security

Key themes: defining and implementing community food security; balancing entitlement and entrepreneurial approaches; evaluating success

Gottleib, 2001, Ch. 6 in Environmentalism Unbound (reader)
CFSC, Urban Agriculture and Community Food Security in the United States
http://www.foodsecurity.org/urbanagpaper.pdf
CFSC, Weaving the Food Web: Community Food Security in California
http://www.foodsecurity.org/CFSCguide-foodweb.pdf

November 27: Thanksgiving holiday

Week 11 (Dec 2 and 4): Food Democracy

Key themes: envisioning new food orders; new directions in alternative food movements

Readings:
McMichael, 2000, "The power of food" (reader)
Friedmann, 1994, "Food Politics: New Dangers/New Possibilities" (reader)
Henderson, 1998, "Rebuilding Local Food Systems . . . " (reader)
Allen et al., 2003, "Shifting plates in the agro-food landscape" (reader)
Henderson, Mandlebaum, and Sligh, "Economic Justice in food system" (reader)

Final research papers due Thursday in class

Syllabus for the Course: Theory and Practice: Gender, Race, Work, and Family

Community Studies 100C

Theory and Practice: Gender, Race, Work, and Family

252 College Eight
Office Hours: Tuesdays 9-10 am, Wednesdays 1:30-3:30 pm, or by appt. in 312 College Eight,
459-4182, 459-3516 messages; e-mail: zavella@cats.ucsc.edu

The purpose of this course is to explore the relationship between work and family, and the power relations which are organized on the basis of gender and race within the work force and families. We will be examining "work" as having multiple meanings--certainly as wage labor, and how women and men have different experiences historically. Our discussion of work includes occupational segregation in the labor market, focusing on particular sectors such as industrial work and the service and informal sectors where women are concentrated, and the globalization of industries so that work takes place in off-shore sites. We will view work in broader terms, however, interrogating the household division of domestic labor and how creating and maintaining kin relationships, social networks or communities is "work," typically done by women. We also explore various family structures, the needs of parents and partners, and the provision of social support from friends, "families we choose" or kin to cope with various social problems generated by paid employment. In this regard, we investigate how "communities" are formed at work sites based on the particular work culture or within communities derived from familial needs, and collective attempts to change conditions affecting work or families.

A second purpose of this course will be to understand the experiences of people of color in the United States, especially women. Whenever possible we will compare their experiences at work or within families with those of white workers and family members. We will be looking for common interests and ways in which differences in experiences lead to divisions within the work force, or perhaps interesting coalitions for social activism or the reimagination of work and family life.

We all are (or have been) members of families, and we all work in some capacity. Thus a third purpose is to develop a critical, self-reflective understanding of ourselves in relation to changing history of work and families. The premise is that we cannot be thoughtful social activists without understanding our own histories and the issues we grapple with in our participation in social change.

Required Texts:

 Kathryn Edin and Laura Lein, Making Ends Meet: How Single Mothers Survive Welfare and Low-Wage Work. New York: Russell Sage Foundation, 1997.

Nancy A. Naples, ed. Community Activism and Feminist Politics: Organizing Across Race, Class, and Gender. New York: Routledge, 1998.

Holly Sklar, Chaos or Community? Seeking Solutions, Not Scapegoats For Bad Economics. Boston: South End Press, 1995.

Barrie Thorne and Marilyn Yalom, Rethinking the Family: Some Feminist Questions. Boston: Northeastern University Press, 1992 (Revised edition).

Patricia Zavella, Women's Work and Chicano Families: Cannery Workers of the Santa Clara Valley. Ithaca: Cornell University Press, 1987.

Texts will be available at The Literary Guillotine, 204 Locust St., Santa Cruz 457-1195.

A reader will be available at University Copy Service, 428 Front Street, 458-9600.

A file of newspaper and magazine articles will be place on reserve at McHenry for your optional reading.

Recommended texts (on reserve at McHenry Library):

 Teresa L. Amott and Julie A. Matthaei, Race, Gender and Work: A Multicultural Economic History of Women in the United States. Boston: South End Press, 1991.

Stephanie Coontz, The Way We Never Were: American Families and the Nostalgia Trap. New York: Basic Books, 1992.

Roger N. Lancaster and Micaela di Leonardo, ed., The Gender/Sexuality Reader: Culture, History, Political Economy. New York: Routledge, 1997

Judith Stacey, In the Name of the Family: Rethinking Family Values in the Postmodern Age. Boston: Beacon Press, 1996.

Ella Taylor, Prime-Time Families: Television Culture in Postwar America. Berkeley: University of California Press, 1989.

Course Schedule

April 7: Introduction to the course and each other; the relationship between theory and practice

April 9: The Relationship Between Productive and Reproductive Labor (work and family)

 Readings: Jane Collier, Michelle Rosaldo, Sylvia Yanagisako, "Is There a Family?" pp. 31-48 in Rethinking the Family.

Patricia Zavella, "Preface," and "Two Worlds in One," pp. 1-29 in Women's Work and Chicano Families.

Vilma Ortíz, "Women of Color: A Demographic Overview," READER.

Nancy A. Naples, Introduction, pp. 1-27 in Community Activism & Feminist Politics.

April 14: The Great U-Turn in the Economy: Who Pays?

Reading: Holly Sklar, Chaos or Community, pp. 1-101

Recommended: Bennett Harrison and Barry Bluestone, The Great U-Turn: Corporate Restructuring and the Polarizing of America. New York : Basic Books, 1988

April 16: The Great U-Turn in the Economy (continued): What is to be Done?

Reading: Holly Sklar, Chaos or Community, pp. 103-178.

Recommended: Randy Albelda, Nancy Folbre & The Center for Popular Economics, The War on the Poor: A Defense Manual. New York: The New Press, 1996.

April 21: Theorizing Race, Gender, Class, and Family

 Readings: Roger Sanjek," The Enduring Inequalities of Race, READER

Steven Gregory, "We've Been Down This Road Already," READER

Barrie Thorne, "Feminism and the Family," pp. 3-30 in Rethinking the Family.

Rayna Rapp, "Family and Class in Contemporary America," pp. 49-70 in Rethinking the Family.

April 23: Globalizing Production, Transforming Lives

Readings: Devon Peña, "The Mirror of Exploitation," READER.

Film: The Global Assemblyline

Recommended: Maria Patricia Fernandez Kelly, For We Are Sold: I and My People, Women and Industry on Mexico's Frontier. Albany: State University of New York Press, 1983.

 Andrew Ross, ed. No Sweat: fashion free trade, and the rights of garment workers. New York: Verso, 1997.

April 28: Organizing on the Central Coast

Guest Speakers Sandy Brown, The Living Wage Coalition of Santa Cruz County

Sam Woodsmith, The Family Healthy Education Project

Willie McRae, The Second Harvest Food Bank

April 30: Deindustrialization in the "First World:" Race Matters

 Readings: Patricia Zavella, and "Occupational Segregation in the Canning Industry," "'I'm Not Exactly in Love with My Job," and "Epilogue," Chapters 2, 4 & 6 in Women's Work and Chicano Families.

Maxine Baca Zinn, "Family, Race, and Poverty in the Eighties," pp. 71-90 in Rethinking the Family.

Recommended: Ellen Israel Rosen, Bitter Choices: Blue-Collar Women in and out of Work Chicago: The University of Chicago Press, 1987.

PROSPECTUS DUE

May 5: Gendered Work at Home

 Readings: Patricia Zavella, "'It Was the Best Solution at the Time,'" and "Everybody's Trying to Survive," Chapters 3 & 5 in Women's Work and Chicano Families.

Patricia Hill Collins, "Black Women and Motherhood," pp. 215-245 in Rethinking the Family.

Judith Stacey, "Backward toward the Postmodern Family," pp. 91-118 in Rethinking the Family.

Thomas W. Lacquer, "The Facts of Fatherhood," pp. 155-175 in Rethinking the Family.

Recommended: Arlie Hochschild, with Anne Machung, The Second Shift: Working Parents and the Revolution at Home New York: Viking, 1989.

 May 7: Kinwork, Social Networks and Community

Readings: Micaela di Leonardo, "The Female Worlds of Cards and Holidays: Women, Families, and the Work of Kinship," pp. 246-261 in Rethinking the Family.

Kath Weston, "The Politics of Gay Families," pp. 119-139 in Rethinking the Family.

Verta Taylor and Leila J. Rupp, "Women's Culture and Lesbian Feminist Activism," pp. 57-79 in Community Activism and Feminist Politics.

TAKE-HOME MIDTERMS DISTRIBUTED

May 12: Race, Gender and the World of Work

 Readings: Karen Hossfeld, "Hiring Immigrant Women: Silicon Valley's 'Simple Formula.'"

Denise A. Segura, "Chicanas in White Collar Jobs: You Have to Prove Yourself More."

Donald D. Stull, "Knock 'Em Dead: Work on the Killfloor of a Modern Beefpacking Plant."

Alex Stepick, et al., "The View from the Back of the House: Restaurants and Hotels in Miami."

Judith Goode, "Encounters over the Counter: Bosses, Workers, and Customers in a Changing Shopping Strip," all articles in the READER

Recommended: Mary Romero, Maid in the U.S.A. New York: Routledge, 1992.

 Fran Leeper Buss, ed., Forged under the Sun/Forjada Bajo el Sol: The Life of Maria Elena Lucas Ann Arbor: The University of Michigan Press, 1993.

Vicki Ruiz, ed. Las Obreras: The Politics of Work and Family, special issue of Aztlan, a Journal of Chicano Studies, vol. 20, nos. 1 & 2, Spring and Fall 1991.

May 14: Poverty, The Underworld, and Survival

Readings: Kathryn Edin and Laura Lein, Making Ends Meet, Chapters 1-4 (pp. 1-119).

Recommended: Linda Gordon, ed. Women, the State, and Welfare. Madison: The University of Wisconsin Press, 1990.

MIDTERMS DUE

May 19: Poverty, The Underworld, and Survival (Continued)

Readings: Kathryn Edin and Laura Lein, Making Ends Meet, Chapters 5-8 (pp. 120-235)

Recommended; Jill Quadagno, The Color of Welfare: How Racism Undermined the War on Poverty. new York: Oxford University Press, 1994.

May 21: Transforming Politics

 Readings: Susan Parkison Stern, "Conversation, Research, and Struggles over Schooling in an African American Community," pp. 107-127 in Community Activism and Feminist Politics.

Celene Krauss, "Challenging Power: Toxic Waste Protests and the Politicization of White, Working Class Women," pp. 129-150 in Community Activism and Feminist Politics.

Karen Kendrick, "Producing the Battered Woman: Shelter Politics and the Power of the Feminist Voice," pp. 151-173 in Community Activism and Feminist Politics.

Lisa Sun-Hee Park, "Navigating the Anti-Immigrant Wave: The Korean Women's Hotline and the Politics of community," pp. 175-195 in Community Activism and Feminist Politics.

Recommended: Ann Bookman and Sandra Morgen, eds., Women and the Politics of Empowerment: Perspectives from the Workplace and the Community, Philadelphia: Temple University Press, 1988.

May 26: Exchange Day--No Class

 May 28: Networking for Change

Readings: Pierrette Hondagneu-Sotelo, "Latina Immigrant Women and Paid Domestic Work: Upgrading the Occupation," pp. 199-211 in Community Activism and Feminist Politics.

Virginia Rinaldo Seitz, "Class, Gender, and Resistance in the Appalachian Coalfields," pp. 213-236 in Community Activism and Feminist Politics.

Carolyn Howe, "Gender, Race, and Community Activism: Competing Strategies in the Struggle for Public Education," pp. 237-254 in Community Activism and Feminist Politics.

Films: "City on the Edge" (12 min.) and "We're Local 11" (7 min.) produced by the H.E.R.E. Union Research Department

OUTLINES DUE

June 2: Constructing Community

 Readings: Roberta M. Feldman, Susan Stall, & Patricia A. Wright, "The Community Needs to be Built by Us: Women Organizing in Chicago Public Housing," pp. 257-274 in Community Activism and Feminist Politics.

Mary Pardo, "Creating Community: Mexican American Women in Eastside Los Angeles," pp. 275-300 in Community Activism and Feminist Politics.

Sharon Bays, "Work, Politics, and Coalition Building: Hmong Women's Activism in a Central California Town," pp. 301-325 in Community Activism and Feminist Politics.

Nancy A. Naples, "Women's Community Activism: Exploring the Dynamics of Politicization and Diversity," pp. 327-349 in Community Activism and Feminist Politics.

Recommended; William V. Flores and Rina Benmayor, Latino Cultural Citizenship: Claiming Identity, Space, and Rights. Boston: Beacon Press, 1997.

June 4: Globalization of Food Processing: Work, Family & Community Activism in Watsonville

 Reading: Douglas Massey, "March of Folly: U.S. Immigration Policy After NAFTA," READER

William V. Flores, "Mujeres en Huelga: Cultural Citizenship and Gender Empowerment in a Cannery Strike," READER.

Film: Watsonville on Strike

Recommended: Paule Cruz Takash, A Crisis of Democracy: Community Responses to the Latinization of a California Town Dependent on Immigrant Labor. Dissertation, Anthropology Department, University of California, Berkeley, 1990.

TAKE-HOME FINALS DISTRIBUTED

June 9: Globalization of Food Processing: Work, Family & Community Activism in Irapuato

 Readings: Ana María Alonso, "Work and Gusto: Gender and Re-creation in a North Mexican Pueblo," READER

Patricia Zavella, "Engendering Transnationalism, Transforming Lives: Food Processing in California and Mexico," READER.

Slide Show: Food Processing in Irapuato

Recommended: Judith Adler Hellman, Mexican Lives . New York: The New Press, 1994.

June 11: Conclusion, check ins, and course evaluation. Finals due.

Syllabus for the Course: African American/Latino Histories and Communities

126. African American/Latino Histories and Communities

Tuesday/Thursday, 2:00-3:45
Porter, 148
Instructor: Professor Paul Ortíz
Phone: 459-5583
E-mail: portiz@cats.ucsc.edu

(Draft Syllabus)

As brothers in the fight for equality, I extend the hand of fellowship
and good will and wish continuing success to you and your members.
The fight for equality must be fought on many fronts-in the urban slums,
in the sweat shops of the factories and fields. Our separate struggles are
really one-a struggle for freedom, for dignity, and for humanity…We
are together with you in spirit and in determination that our dreams for a
better tomorrow will be realized.

—Telegram From Martin Luther King, Jr. to César Chávez, 1965

In 1990, artist-poet Elliot Pinkney created a mural in Los Angeles titled "Community Heroes." Four individuals are depicted in the mural: Dolores Huerta, Malcolm X, César Chávez, and Martin Luther King, Jr. Pinkney's weaving together of Latino and African American freedom fighters is rooted in the historical experiences of oppression faced by both groups. The great intellectual/activist Ernesto Galarza wrote: As percentages of poor, brown and black hold about equal shares of not having." The "brown and black" have shared other things. In Puerto Rico, the popular and deeply historical rhythms of Plena and Bomba are rooted in slavery and reach back to West African musical traditions. From these musical blends, Salsa was born and transmitted through the Caribbean, Latin America, and North America.

In this seminar, we will explore the histories, cultures, and politics of African Americans and Latinos since the Mexican-American War. Key themes include: racial oppression and popular struggle; culture and identity; citizenship; forced labor; working class organization; public policy as well as voting and contemporary electoral politics. Striking similarities between Latinos and African Americans have often been overlooked. Both populations are among the most heavily urbanized groups in North America. Latinos and African Americans are quintessentially diasporic populations and this has led to creative efforts to define and redefine identity, race, and place. Identities have been especially fluid if historically contingent: from "Negro" to "Black" to "African American." From "Hispanic" to "Chicano" to Latino."

Ongoing efforts to define identity, to re-imagine home as well as to find social justice have spawned dynamic cultures and politics that have overlapped at crucial moments. African American and Latino political organizations were targeted by the state for repression in the 1930s and the late-1960s. In this seminar, we will focus on both historical and contemporary social movements in African American and Latino history. We will examine myths of the monolithic Black or Latino "community" that hamper efforts to understand how generational differences, gender conflicts, as well as migration/immigration experiences have created moments of solidarity as well as conflict among and between Latino and African American populations. We will pay careful attention to experiences with labor markets, politics, and public policy in urban and rural America.

Required Readings: (Available at Baytree Books.). Course Reader; Piri Thomas, Down These Mean Streets; Elizabeth Martínez, De Colores Means All of Us: Latina Views For a Multi-Colored Century; August Wilson, The Piano Lesson; Martín Espada, Zapata's Disciple; Paul Ortiz, Emancipation Betrayed: The Hidden History of Black Organizing and White Violence in Florida from Reconstruction to the Bloody Election of 1920

Syllabus for the Course: Globalization and Its Discontents

168. Globalization and Its Discontents

Note: Draft Syllabus

TTh 10:00- 11:45 a.m., Porter 144
Instructor: Julie Guthman
E-mail: jguthman@ucsc.edu
Office: Room 318, College 8
Phone: 459-2726 (office) 459-3516 (messages)
Office hours: Tues. 2:00-4:00 and Wed. by appt.

Teaching Assistant: Chris Dixon
E-mail: chrisd@resist.ca

Course Description:

The unprecedented and massive protests that erupted in December, 1999, in Seattle marked the international recognition of what has since been dubbed the "anti-globalization movement." What does it mean, though, to be "anti-globalization"? The political visions that animate the movement are diverse and inconsistent, and some forces against globalization are deeply conservative. Moreover, academic debates continue to rage about the novelty of globalization, the extent to which it has progressed - especially in light of the uneven development of capitalism, and even whether the term itself adequately captures the forces that shape the world we live in.

Even though "globalization" has sparked such debate in regards to both its conceptual efficacy and its political desirability, it continues to be the primary framework through which the contemporary political economy of the world is referenced, interrogated, and, ultimately, challenged. Accordingly, this course will use the framework of globalization to deepen students' understanding of the origins of the global political economy, the mechanisms, institutions, and ideological prisms through which it works, and how these forces intersect with pre-existing geographic differences and inequalities. A key question we will be considering is whether the contemporary political economy is more a function of an inevitable logic of capitalism or more a deliberate political project of those wishing to further a neo-liberal agenda. In other words, the objective of this course is not so much to weigh whether globalization is good or bad (although there is wide literature that addresses this question), or, for that matter, to offer an unbiased account of globalization. Instead, it aims to arm activists with a stronger analysis of what globalization is (or is not) in order to conceptualize better what could be done to curb or avert its undesirable consequences.

The course will proceed as follows: At the outset, we will ask what is at stake in both the rhetoric and reality of globalization, by way of brief introductions to the state of the world, contemporary debates on globalization, and the emergence of globalization as a discursive and material project. The heart of the course will be a systematic examination of the origins of and institutional frameworks for several key elements of globalization, including trade, transnational production, and immigration. Specific case studies will shed light on some of globalization's social consequences. Towards the end of the course, we will consider the origins and efficacy of some of the social movements against globalization in light of what we have learned.

Learning Objectives (by the end of this course you should be able to):

Provide a working definition of globalization and describe its constituent elements.
Discuss the historical origins of globalization, both in terms of the development of capitalism, more broadly, and the specific crises in the post-WWII period that led to the restructuring of the global economy.
Define and demonstrate appropriate use of key concepts in global political economy.
Explain some of the ideological and material forces of globalization (but with cognizance that different explanations may be in contradiction with each other).
Describe several social consequences of globalization, and explain how particular institutional practices and social mechanisms generate them.
Analyze the origins and efficacy of various movements against globalization.

Course Preparation:

There are many ways to approach the topic of globalization; this course will largely draw from the theoretical tradition of political economy. You are not expected to be well versed in economic theory to take this course; indeed, you will see that the language of political economy is quite different than that of neo-classical economics. Nevertheless, we will use a lot of terms and concepts that may seem difficult at first. Please rest assured that the TA and I will do our best to explain those concepts that are critical to the course material. If, in addition, you would like some preparatory material, I suggest the following two textbooks:

Tim Allen and Alan Thomas, editors. Poverty and Development: Into the twenty-first century. London: Oxford University Press, 2000
Knox et al. The Geography of the World Economy. New York: Oxford University Press, 2003

Both will be put on reserve.

Texts and Required Reading Materials:

Brecher et al. (2000), Globalization from Below
Castells (2003), The Power of Identity (2nd edition)
Collins (2003), Threads: Gender, Labor, and Power in the Global Apparel Industry
Held et al. (1999), Global Transformations
McMichael (2003), Development and Social Change (3rd edition)
Course reader
On-line readings

Textbooks and the reader will be available for purchase at Slug Books at 224 Cardiff Place, right near campus. In addition, one copy of each will be on reserve at McHenry library.

Additional resources

Atlas of Global Inequality: (http://ucatlas.ucsc.edu)

Globalization websites: www.emory.edu/soc/globalization

Course Outline

Week 1, January 6 & 8: A globalized world?

Held et al., Introduction, p. 14-31
McMichael, Preface
UNDP, 1999 Human Development Report, Ch. 1 (pp. 25-56)
http://hdr.undp.org/reports/global/1999/en/

Week 2, January 13 & 15: The globalization debate and why it matters

Boal, "Glossary" in The Battle of Seattle (reader)
Held et al., Introduction, p. 2-14
Hoffman, "Clash of Globalizations," Foreign Affairs July/August 2002 (reader)
Frederick Cooper, "What is the concept of globalization good for? An African historian's perspective." African Affairs, 100 (2001): 189-213 (reader)
Hart, "Development critiques in the 1990s: culs de sac and promising paths," in Progress in Human Geography 2001 25(4) (reader)
Sen, "How to Judge Globalism," The American Prospect (January 2002) (reader)

Week 3, January 20 & 22: The origins of "globalization"

McMichael, Chs. 1-2; 5
Harvey, Part II of The Condition of Post-Modernity (reader)
Treanor, "Neoliberalism: origins, theory, definition" (reader)

Week 4, January 27 & 29: Globalizing finance: shifting patterns of finance and the implications for economic development

Held et al., Ch. 4
McMichael, Ch. 4 & 8

Video: Life and Debt

Week 5, February 3 & 5: Globalizing trade: leveling the playing field?

Held et al., Ch. 3
Cassel and Patel, "Agricultural Trade Liberalization and Brazil's Rural Poor: Consolidating Inequality"
http://www.foodfirst.org/pubs/policy/
McMichael, "Sleepless since Seattle: what is the WTO about?" Review of International Political Economy 7(3)
Conca, "The WTO and the undermining of global environmental governance," Review of International Political Economy, 7(3)

Week 6, February 10 & 12: Globalizing production: international commodity chains and export processing zones

Held et al., Ch. 5
McMichael, Ch. 3
Collins, Chs. 1-4

Midterm will be held Tuesday, February 10

Week 7, February 17 & 19: Globalizing labor: people on the move

Held et al., Ch. 6
Collins, Chs. 5-7
Barndt, "On the Move for Food," from Tangled Routes

Week 8, February 24 & 26: Globalizing politics: the territorial state, empire, and violence

Held et al., Ch. 1 & 2
Castells, Ch. 5

Week 9, March 2 & 4: Globalization's discontents: crises and counter-movements

Castells, most of Chs. 1 and 2
McMichael, Ch. 6 & 7

Week 10, March 9 & 11: Global civil society and globalization from below

Brecher et al. Ch. 2-9
Graeber "The Globalization Movement and the New New Left," in Implicating Empire (reader)

Video: This is what democracy looks like (Freidberg)

**Final Exam will be held Monday, March 15*

http://reg.ucsc.edu/soc/aci/winter2004/cmmu.html#148

Syllabus for the Course: Politics, Love, and Revolution: C.L.R. James

106. Politics, Love, and Revolution: C.L.R. James

Note: Preliminary Draft!

Instructor: Paul Ortiz

Course Description:

What does it mean to strive for love, liberation, and self-emancipation in an age of globalization? This seminar is an inquiry into the life and times of Cyril Lionel Robert James. James's passionate adherence to the democratic maxim that "every cook can govern" set him apart in a century of totalitarianism. "The essential truth," writes one of James's biographers, "is that he never, for a single moment, appeared to become discouraged or irresolute in any way." James brought ancient history, literary criticism, and Marxist analysis to bear on liberation struggles in the West Indies, Afric, and the United States. Selma Weinstein noted, "He saw the world, literature, sports, politics, and music as one totality, and saw political life embodying all of those...."

We will study and critique James's methods in writing, revolutionary organization, historical analysis, cultural studies, literary criticism, and social theory. Using film, music, and social documentary, we will explore the intimate connections between popular culture and social change. James's insistence on experience as the defining element of revolutionary consciousness allowed him to integrate cricket and anti-colonialism, Picasso and the Spanish Civil War, as well as the writings of Richard Wright and the Civil Rights movement.

We will explore the way that James's insights inform struggles for liberation from state and corporate domination. "When the time comes for you to seize the power," James declared to his brothers and sisters in Trinidad's Oilfield Workers Trade Union, "you won't need anyone to tell you. You will take it." The goal of this seminar is to find out how James arrived at this conclusion, and what this insight means for us today.

Course Format

During one session each week we will conduct multimedia laboratories. We will screen films and listen to musical/dramatic selections that deal with subject matter and events that James was vitally interested in, including works on slavery, labor movements, film noire, and other themes.

Course Requirements

Each student will write four synthesis essays and a 15-page final paper. No exams.

Required Texts: Major Texts We Will Sample from (Texts will be available at Bay Tree Bookstore and McHenry Library Reserves) Selwyn R. Cudjoe and William E. Cain, eds., C.L.R. James: His Intellectual Legacies; C.L.R. James, The Black Jacobins: Toussaint L'Ouverture and the San Domingo Revolution; James, Beyond a Boundary; James, Mariners, Renegades & Castaways: The Story of Herman Melville and the World We Live In; Beyond a Boundary; James, Minty Alley; James, A History of Pan-African Revolt

Syllabus for the Course: Corporate Culture, Structure, and Race

CMMU STU 156 Corporate Culture, Structure, and Race
Spring 2006
Instructor: Deborah Woo TA: Michael Rasalan
Off: 324 College Eight Sec 1A T 2-3:10 Oakes 102
Off hrs: MW 2-3:30 Sec 1B W 9:30-10:40 Oakes 102
Email: dwoo@ucsc.edu Email: mrasalan@ucsc.edu

Course Description

The corporation is one of the primary institutions of contemporary life, and its practices penetrate and influence the life circumstances of those who have even the most limited and indirect experience with the corporate workforce and its culture. While much has been written about gender relations in the corporation, dating back especially to the classic work by Rosabeth Cantor in the 1980s, surprisingly little attention has been focused on racial and ethnic practices that sustain, reinforce, or challenge the stratifying practices associated with racial and ethnic taxonomies.

This course examines how corporations have either directly or indirectly contributed to racial inequities. This framework departs from the traditional discrimination paradigm, which has largely focused on prejudice or bias which is narrowly construed as isolated occurrences, confined to a few "bad apples." The goal in this class is to shift the focus to more systemic issues associated with corporate culture or structure.

Part I, The Corporate Imperative, looks at the corporation as a legal institution whose unique structure and set of imperatives have produced such dramatic effects on the political and economic organization of societies across the globe. Key questions include: how did the corporation become what it is today? What is its nature, and in what sense has it become a threat to the public welfare?

Part II, Corporate Cultures, focuses on the workplace, especially issues related to hiring, working, and job security. Key questions include: How does the corporate culture create an infrastructure that promotes discriminatory practices?

Part III, Recourse and Accountability, looks at steps to address racial discrimination or promote greater corporate social responsibility. Key questions: Given subtle and covert methods of racial discrimination, what new tactics can be used to combat them? What can be done to mitigate the corporate potential to do harm, to ensure corporate social responsibility? What should corporate social responsibility mean?

Readings

Both required and recommended books are available at the Baytree Bookstore. I’ve include an unusually large number of recommended readings to encourage those who would like to read further on the topic. The course reader includes excerpts from these recommended readings, as well as from other sources.

Required Readings: to be read by the date on the syllabus under which they are listed.

Course Reader (CR)

Bakan, Joel, The Corporation: The Pathological Pursuit of Profit and Power (NY: London, Toronto, Sydney: Free Press), 2004

Recommended:

Davila, Arlene, Latinos, Inc. -- The Marketing and Making of a People (Berkeley and Los Angeles: University of California Press), 2001

Green, Venus, Race on the Line: Gender, Labor, and Technology in the Bell System, 1880-1980, Duke University Press, 2001

McBride, Dwight, Ch. 2, "Why I Hate Abercrombie and Fitch," pp. 59-88, Why I Hate Abercrombie and Fitch (New York University Press), 2005

McLean, Bethany and Peter Elkind, The Smartest Guys in the Room: The Amazing Rise and Scandalous Fall of Enron (Portfolio Trade), 2004

Roberts, Bari-Ellen and Jack E. White, Roberts Vs. Texaco: A True Story Of Race And Corporate America (New York: Avon Books, Inc.), 1999

Sennet, Richard, The Culture of the New Capitalism (New Haven & London: Yale University Press), 2006

Stith, Anthony, Breaking the Glass Ceiling: Sexism and Racism in Corporate America: The Myths, the Realities & the Solutions, Warwick Publishing , 1998

Class Schedule

PART I The Corporate Imperative

Wed, Apr 5 Introduction and Overview

Mon, Apr 10

Bakan, “The "Corporation’s Rise to Dominance,” and “Business as Usual," pp. 1-69

Wed, Apr 12

Duster, "Postindustrialism and Youth Unemployment: African Americans as Harbingers," pp. 461-486

Mon, Apr 17

Bluestone and Harrison, "Capital vs. Community," pp. 3-21

Cole and Deskins, "Racial Factors in Site Location and Employment Patterns of Japanese Auto Firms in America," pp. 9-22

PART II Corporate Cultures

Wed, Apr 19

Stith, Breaking the Glass Ceiling in Corporate America, pp. 1-38

Mon, Apr 24

Green, Introduction, pp. 1-7, Ch. 2, "'Hello Girls': The Making of the Voice with the Smile," pp. 53-88, Ch. 7, "Racial Integration and the Demise of the 'White Lady' Image," pp. 195-226, Race on the Line: Gender, Labor, and Technology in the Bell System, 1880-1980

Wed, Apr 26

Green, Introduction, Ch. 8, "Black Operators in the Computer Age," pp. 227-257

Mon, May 1

Thanasombat and Trasvina, "Screening Names Instead of Qualifications: Testing with Emailed Resumes Reveals Racial Preferences"

Bourgeois, "At Work: Disrespect and Resistance," pp. 114-173

Wed, May 3

Roberts with White, Roberts vs. Texaco: A True Story of Race and Corporate America, pp. 92-148

Mon, May 8 MIDTERM

Wed, May 10

Roberts with White, Roberts vs. Texaco: A True Story of Race and Corporate America, pp. 148-217

Mon, May 15 Marketing and Race

McBride, Ch. 2, "Why I Hate Abercrombie and Fitch," pp. 59-88, Why I Hate Abercrombie And Fitch

Wed, May 17

Davila, Ch. 3, "Images: Producing Culture for the Market," pp. 88-125, and Ch. 7, "Selling Marginality: The Business of Culture," Latinos, Inc. — The Marketing and Making of a People.

Mon, May 22

Sennett, "Talent and the Specter of Uselessness," The Culture of the New Capitalism, pp. 83-150

Woo and Khoo, "Corporate Culture and Leadership: Traditional, Legal, and Charismatic Authority"

PART III Recourse and Accountability

Wed, May 24

Stith, Breaking the Glass Ceiling in Corporate America, pp. 97-155

Mon, May 29 Memorial Day – No Class

Wed, May 31 TERM PAPER due

Bakan, Chapter 4, "Democracy Limited," pp. 85-110, Chapter 5, "Corporations Unlimited," pp. 111-138

Mon, June 5

Bakan, Chapter 6, "Reckoning," 139-167

Wed, June 7

Schuman and Fuller, "Profits for Justice: It's Time to Pay for the Revolution Ourselves"

Wed, June 14, 4-7 P.M. FINAL EXAM

Syllabus for the Course: Sex, Race, and Globalization

151. Sex, Race, and Globalization

Instructor: Scott Morgensen
TTh 10 - 11:45 AM

e-mail: rscott@cats.ucsc.edu
mailbox: College Eight Faculty Services

Course Description:

This course examines how race, gender, and sexuality shape a variety of social practices named by the term "globalization." Students will critically understand, evaluate, and propose forms of social activism engaging sex, race, and globalization. Primary topics include: sexual/racial dynamics of "free trade" and labor fragmentation; transnational LGBTI/queer politics; global sex trades; politics of HIV/AIDS in the South and North.

The course is grounded in three linked perspectives on globalization. The course arises centrally from the political stakes, movement histories, and social theories of Third World feminisms. The course builds from scholarship on the sexual/racial legacies of colonialism that shape today's political economies. The course finally rests in feminist anthropological study of how local dynamics produce global situations. These three perspectives show us how popular globalization theories and anti-globalization activisms miss their mark when they fail to analyze sex and race. In turn, these perspectives teach us how to engage effective grass-roots, transnational activism.

Students' core work will be to develop a proposal for research on sexual/racial effects of globalization, and forms of activism engaging them. Students will examine their own positionalities in relation to course material, to activism, and to possible research. Community Studies majors will gain experience proposing field study, and other students will benefit from examining the relation between theory and social action.

Required Books (tentative):

Alexander and Mohanty, eds., Feminist Genealogies, Colonial Legacies, Democratic Futures
Stoler, Carnal Knowledge and Imperial Power
Marchand and Runyan, eds., Gender and Global Restructuring: Sightings, Sites, and Resistances
Peña, The Terror Of The Machine: Technology, Work, Gender, And Ecology On The US-Mexico Border
Adam, Duyvendak, and Krouwel, eds., The Global Emergence of Gay and Lesbian Politics
Kempadoo and Doezema, eds., Global Sex Workers: Rights, Resistance, and Redefinition

Course Reader (contents may include):

Trinh, "Not You/Like You: Post-Colonial Women and the Interlocking Questions of Identity and Difference"
Mohanty, "Under Western Eyes: Feminist Scholarship and Colonial Discourses"
Jaimes and Halsey, "American Indian Women: At the Center of Indigenous Resistance in North America"
Moghadam, "Revolution, Islam, and Women: Sexual Politics in Iran and Afghanistan"
Manalansan, "Diasporic Deviants/Divas: How Filipino Gay Transmigrants 'Play with the World'"
Puar, "Transnational sexualities: South Asian (trans)nation(alism)s and queer diasporas"
Patton, "Inventing 'African AIDS'"

Draft Course Outline

Weeks 1-2:

Introduce the course and each other. Define scope of study and major terms (including "globalization"), in context of critical anthropological readings of the social construction of political and economic theory, and clarifying perspectives of Third World feminist theories/practices/social movements.

Weeks 3-4:

Overview of globalization in relation to colonial legacies, Third World nationalisms, and contemporary political economy, using feminist analyses of sexuality, gender, and race. Consider degrees to which globalization sustains past social formations or produces ones heretofore unknown.

First Paper Due

Weeks 5-6:

First case study: Shifting gender roles, race relations, and negotiation of sexuality in industrial labor of "free trade" zones. Focus on maquiladoras along US/Mexico border; sweatshop labor in Southeast Asia, the South Pacific, and US; and prison labor in the US.

Second Paper Due

Weeks 6-7:

Second case study: Emergent transnational LGBTI/queer politics, highlighting shaping roles of global information technologies, labor migration, and tourisms. Focus on contests over: marginal sexualities/genders in Third World contexts; diasporic communities of lgbti/q people; queer tourisms; mobilization of international human rights discourses in relation to marginal sexualities and genders.

Weeks 7-8:

Third case study: Interplays of constraint and agency among workers in international sex trades. Focus on political economies of migration for sex work, sexual enslavement, client cultures, and sex worker organizing - unions and transnational advocacy networks. Emphasis on Third World women, men, and transgender sex workers.

Research Proposal Due

Week 9:

Fourth case study: AIDS and social transformations in Asia, Africa, and the Americas. Focus on comparative politics of HIV/AIDS prevention in the Philippines, Southern Africa, Brazil, and the US. Special critical analysis of historical and current representations of "African AIDS" in relation to struggle against AIDS in African American communities and work within/across multiple US communities of color.

Final Paper Due

Week 10:

Students present proposed research projects. Course wrap-up and evaluations.

http://reg.ucsc.edu/soc/aci/fall2001/cmmu.html#151

Syllabus for the Course: Theory and Practice of the Labor Movement

Theory and Practice of the Labor Movement

Winter 2002
Instructor: David Brundage
TTh 10–11:45
Kresge 319

Office: 312 College Eight; tel: 459-4645; e-mail: brundage@cats
Office Hours: Monday 10-12, Tuesday 1-2

Course Description

We are at a turning point in the history of labor in this country. On the one hand, working people and their unions are facing the most profound challenges that they have faced in half a century: corporate globalization, the migration of jobs out of the country, speed-up, and declining union membership. At the same time, the American labor movement is undergoing a dramatic set of internal changes, becoming more activist, more democratic, and more attuned to the aspirations of women workers and workers of color. Many labor activists and leaders are now struggling to put labor at the center of a broad progressive movement that would shift the balance of power in American society, moving it away from the corporate boardroom and into the offices, workshops, and communities of American working people.

The goal of Community Studies 100H, “Theory and Practice of U.S. Labor,” is to provide students with an introduction to these issues and trends. The course will explore various analytical approaches to the American working class, the history of the labor movement, and some of the main problems facing working people today as a way of understanding current directions in labor and working-class activism.

The course will be divided into three parts: (1) In the first four weeks, we’ll examine the history of the American labor movement, focusing especially on its rapid growth in the 1930s and 1940s and its growing conservatism in the 1950s and 1960s. We’ll also look at the evolution of the American class structure in the 20th century, focusing on the transformation of work and the changing gender, ethnic and racial composition of the work force. (2) In the next few weeks of the class, we’ll examine the contemporary crisis of the labor movement, against a backdrop of corporate globalization and deindustrialization, the changing character of work, and changes in welfare policy. (3) In the final part of the course, we’ll examine some of the new trends in labor activism, including labor-community alliances, new efforts to organize immigrants and undocumented workers, new political initiatives, and strategies to build international labor solidarity.

Required Texts

Michael Yates, Why Unions Matter
Steve Babson, The Unfinished Struggle: Turning Points in American Labor, 1877–Present
Gregory Mantsios (ed.), A New Labor Movement for the New Century
Ruth Milkman, (ed.), Organizing Immigrants: The Challenge for Unions in Contemporary California

The following are available at Bay Tree Bookstore and are on two-hour reserve at McHenry Library.

There will also be a class reader, available at Bay Tree. A copy of the reader will also on two-hour reserve at McHenry.

Course Schedule

Thursday, Sept. 21: Introduction to the course

Tuesday, Sept. 26: The experience of work

READING: Barbara Ehrenreich, “Maid to Order: The Politics of Other Women’s Work,” HARPER’S MAGAZINE (April 2000), pp. 59-70; Ben Hamper,
RIVETHEAD: TALES FROM THE ASSEMBLY LINE (1991), pp. 15-44; Studs Terkel, WORKING (1972), pp. 3-14; Barbara Garson, THE ELECTRONIC
SWEATSHOP (1988), p. 7–38, all in READER.

Thursday, Sept 28: Thinking about class, thinking about labor

READING: Yates, WHY UNIONS MATTER, Introduction and Chapter 1; Raymond Williams, KEYWORDS: A VOCABULARY OF CULTURE AND SOCIETY (1983), pp. 60–69; Karl Marx and Friedrich Engels, “The Communist Manifesto, Part 1” (1848); Selig Perlman, “A Theory of the Labor Movement” (1928); and Clark Kerr, et al., “Industrialism and Industrial Man” (1960), all in READER.

Tuesday, Oct. 3: Origins of the U.S. labor movement

READING: Yates, WHY UNIONS MATTER, Chapter 2; Babson, THE UNFINISHED STRUGGLE, Introduction, Chapter 1; David O. Stowell, “Small Property Holders’ and the Great Strike of 1877: Railroads, City Streets, and the Middle Classes,” JOURNAL OF URBAN HISTORY, 10 (September 1995): 741–63, in READER.

Thursday, Oct. 5: Fordism and Taylorism

READING: Babson, THE UNFINISHED STRUGGLE, Chapter 2; Harry Braverman, “Scientific Management,” in READER.

FILM: “People’s Century: On the Line, 1924”

Tuesday, Oct. 10: The emergence of industrial unionism

READING: Babson, THE UNFINISHED STRUGGLE, Chapter 3.

Thursday, Oct. 12: Working-class consciousness in the Great Depression

READING: Melvyn Dubofsky, “Not So 'Turbulent Years’” A New Look at the 1930s,” in HARD WORK: THE MAKING OF LABOR HISTORY (2000), pp.
130–50; Bruce Nelson, “‘Pentecost’ on the Pacific: Maritime Workers and Working-Class Consciousness in the 1930s,” POLITICAL POWER AND SOCIAL THEORY 4 (1984): 141–82, both in READER.

FILM: “Union Maids”

Tuesday, Oct. 17: American workers in the post-war era

READING: Babson, THE UNFINISHED STRUGGLE, Chapter 4; Robert Bruno, “Everyday Constructions of Culture and Class: The Case of Youngstown
Steelworkers,” LABOR HISTORY 40 (May 1999): 143–76, in READER.

Thursday, Oct. 19: Labor in the 1960s

READING: Babson, THE UNFINISHED STRUGGLE, Chapter 5; Cletus E. Daniel, “Cesar Chavez and the Unionization of California Farm Workers,” in
READER.

FILM: “At the River We Stand”

Tuesday, Oct. 24: Economic Slowdown

READING: Teresa Amott, CAUGHT IN THE CRISIS: WOMEN AND THE U.S. ECONOMY TODAY, pp. 24–48 (handout); William Adler, “A Job on the
Line,” MOTHER JONES, March 200, pp. 40–47, 86–87 (handout).

Take-home midterm due.

Thursday, Oct. 26: Immigrants in the American working class.

READING: Lillian B. Rubin, “Family Values and the Invisible Working Class” (handout); Milkman (ed.), ORGANIZING IMMIGRANTS, ch. 1.

Tuesday, Oct. 31: Immigration and the labor movement.

READING: Milkman (ed.), ORGANIZING IMMIGRANTS, ch. 2.

Thursday, Nov. 2: Organizing immigrant workers: Case studies

READING: Milkman (ed.), ORGANIZING IMMIGRANTS, chs. 3–5.

Tuesday, Nov. 7: Organizing Immigrant workers: More case studies

READING: Milkman (ed.), ORGANIZING IMMIGRANTS, chs. 7–9.

Thursday, Nov. 9: Building democracy.

READING: Yates, WHY UNIONS MATTER, ch. 3; Mantsios, (ed.),
A NEW LABOR MOVEMENT FOR A NEW CENTURY, Introduction and Part 1.

Tuesday, Nov. 14: Organizing the unorganized.

READING: Yates, WHY UNIONS MATTER, ch. 4; Mantsios, (ed.),
A NEW LABOR MOVEMENT FOR A NEW CENTURY, Part 2.

Thursday, Nov. 16: Cultivating diversity.

READING: Yates, WHY UNIONS MATTER, ch. 6; Mantsios, (ed.),
A NEW LABOR MOVEMENT FOR A NEW CENTURY, Part 3.

Tuesday, Nov. 21: Political action.

READING: Yates, WHY UNIONS MATTER, ch. 5; Mantsios, (ed.),
A NEW LABOR MOVEMENT FOR A NEW CENTURY, Part 4.

Thursday, Nov. 23: No class—Thanksgiving

Tuesday, Nov. 28: International solidarity.

READING: Mantsios, (ed.), A NEW LABOR MOVEMENT FOR A NEW CENTURY,
Part 5.

Thursday, Nov. 30: Summing up.

READING: Yates, WHY UNIONS MATTER, ch. 7; Mantsios, (ed.),
A NEW LABOR MOVEMENT FOR A NEW CENTURY, Afterword.

Final paper due.

http://reg.ucsc.edu/soc/aci/winter2002/cmmu.html

Syllabus for the Course: Chicanos and Social Change

Community Studies 80A: Chicanos and Social Change

Instructor: Larry Trujillo

Email: larryt@cats
17 Merrill Academic Bldg., x9-5608
MWF 3:30-4:40
Office hours: W-F 2-3, or by appt.

Purpose:

This course explores various perspectives on Chicanas/os and social change within an historical and contemporary context. The dynamics of social change will be analyzed in relation to political economy, rise of the state apparatus, mass culture as well as responses from the grassroots community. From our analysis, inner connections among race, class and gender will be clarified and the dialectics of repression and resistance revealed. Understanding the long-standing historical and structural roots of oppression provides insight into why immigrant bashing, anti-affirmative action campaigns, and tough crime bills are on the front burners of the body politic. The latter part of the course will focus on theories and strategies for social change based on 21st century realities.

Readings:

Larry Trujillo, ed., Chicanos and Social Change (a reader available at Campus Copy Center).

Tentative Topics

(Dates and readings will change for Winter 2000)

Oct. 2 &emdash; Introduction to Course Objectives, Method, Readings, Assignments

Oct. 5 &emdash; Conquest, Capitalist Transformation and the New World Order

Readings: Wayne Moquía, "The Treaty of Guadalupe Hidalgo"

Richard Griswald del Castillo, "The Chicano Movement and the Treaty of Guadalupe Hidalgo"

Oct 7 &emdash; White Supremacy and Racial Formations

Readings: Tomás Almaguer, "The True Significance of the Word 'White'"

Oct. 9 &emdash; Patriarchy, Ideology and Social Structure

Readings: Douglas Monroy, "'They Didn't Call Them 'Padre' for Nothing:
Patriarchy in Hispanic California"

Antonio Castañeda, "The Political Economy of Nineteenth Century Stereotypes of Californianas"

Oct. 12 &emdash; Vigilantism, State Repression and Social Resistance

Readings: Larry Trujillo, "Gunpowder Justice"

Robert Rosenbaum, "Social Banditry and Community Upheavals"

Paul Knepper, "Southern-Style Punitive Repression: Ethnic Stratification, Economic Inequality, and Imprisonment in Territorial Arizona"

Oct. 14 &emdash; Proletarianization and Racial Labor

Readings: Mario Barrera, "Nineteenth Century, Part II: The Establishment of a Colonial Labor System."

Vicki Ruiz, "Border Journeys."

Oct. 16 &emdash; Racialization, Segregation and Schooling

Readings: Guadalupe San Miguel, "The Origins, Development, and Consequences of the Educational Segregation
of Mexicans in the Southwest"

Film: The Lemon Grove Incident

Oct. 19 &emdash; Monopoly Capitalism, Imperialism and Mexican American Community Development

Readings: George Sánchez, Becoming Mexican American, pp. 87-107

David Gutiérrez, "Economic Development and Immigration, 1890-1920"

George Sánchez, "Americanization and the Mexican Immigrant"

First Essay Due

Oct. 21 &emdash; Labor Struggles and Community Organizing

Readings: George Sánchez, "Forging a New Politics of Opposition," pp. 227-252

Video:Los Mineros

Oct. 26 &emdash; Mass Culture and Mexican American Identity

Reading: George Sánchez, "Familiar Sounds of Change"

Video: Ballad of An Unsung Hero

Oct. 28 &emdash; Mexican American/Chicano Youth

Reading: Citizen's Committee for the Defense of Mexican American Youth, "The Sleepy Lagoon Case"

Alfredo Mirandé, "El Bandido"

Oct. 30 &emdash; El Movimiento

Readings: José Angel Gutiérrez, "Mexicanos Need to Control Their Own Destinies"

Anna Nieto Gomez, "La Feminista"

Rodolfo "Corky" Gonzalez, "Crusade for Justice"

Vicki Ruiz, "La Nueva Chicana: Women and the Movement"

November 2 &emdash; Chicana Feminism Theory and Practice

Readings: bell hooks, "Feminist Movement to End Violence"

Aída Hurtado, "The Color of Privilege"

Ana Castillo, "Resurrection of the Dreamers"

Nov. 4 & 6 &emdash; Latinoization and Globalization

Readings: Susan González Baker, "Demographic Trends in the Chicana/o Population: Policy Implications for the Twenty First Century"

Holly Sklar, "Competing for Global Corporations"

Nicolas De Genova, "Race, Space, and the Reinvention of Latin America in Mexican Chicago"

Nov. 9 &emdash; Film: Global Assembly-line

Nov. 11 &emdash; Latinas, Work and Feminization of Poverty

Readings: Denise Segura, "Labor Market Stratefication: The Chicana Experience"

Mary Romero, "Life as the Maid's Daughter"

Nov. 13 &emdash; Transnational Migration and Immigrant Bashing

Readings: Patricia Zavella, "Teníamos Que Sufrirle a la Posada: Mexican Migrants in Santa Cruz County"

Arnoldo García and Nancy Stein, "Scapegoating Without Borders"

Leo R. Chávez and Rebecca G. Martínez, "Mexican Immigration in the 1980s and Beyond: Implications for Chicanas/os"

José Palafox, "Operation Militarization"

Nov. 16 &emdash; Urban Crisis and Urban Revolt

Readings: Mike Davis, "LA: The Fire This Time"

Luís Rodríguez, "Watts Bleeds"

Gloria Romero, "Todavia Ando Sangrando"

Bloods and Crips, "Program to Rebuild LA"

Guest Speaker: Professor Manuel Pastor, Chair, LALS

Nov. 18 &emdash; Gangs and Street Organizations

Readings: Excerpts from Luís Rodríguez, Always Running

"The Face"

Nov. 20 &emdash; Chicanos, Latinos, and Prison Industrial Complex

Readings: Luís Talamantez, "I Was A Criminal"

Noah Baum, "Changing Priorities: Higher Education Behind Bars"

"Torturas at Chowchilla: The Pelican Bay for Women"

Guest Speaker, Luis Talamantez, Prison Focus

Nov. 23 &emdash; Music and Social Change

Readings: Carolina González, "Revolution"

George Lipsitz, "We Know What Time It Is: Race, Class and Youth Culture in the Nineties"

Nov. 25, 30 &emdash; Grassroots Organizing

Readings: Mary Pardo, "Mexican American Women Grassroots Activism: Mothers of E.L.A."

(review Zavella article)

Guest Speakers: Activists from local grassroots organizations

Dec. 2, 4 &emdash; Culture, Identity, and Politics

Readings: Patricia Zavella, "Reflections on Diversity Among Chicanas"

William Flores and Rina Benmayor, "Constructing Cultural Citizenship"

Antonia Darner, "The Politics of Biculturalism: Culture and Difference in the Formation of Warriors for Gringostroika and the New Mestizas"

Gloria Anzaldúa, "The Marimacha's Tale"

Guest Speaker, Catriona Ruelas, History of Consciousness

Dec. 7 &emdash; Latinos and Electoral Politics

Readings: F. Chris García, "Symposium 1: Latino Politics in the 1990s"

Ronald Schmidt, "Latino Politics in the 1990s: A View From California"

Dec. 9 &emdash; Where Do We Go From Here

Readings: Ofélia Cuevas, "The Next Generation Asks: Where Do We Go From Here?"

Papusa Molina, "Recognizing and Celebrating Our Difference"

Dec. 11&emdash; Summing Things Up

Readings: "MALCS Declaration"

Chuy Varela, "Watch Out California"

Jill Reyna, "You Have Me"

http://reg.ucsc.edu/soc/aci/winter2000/cmmu.html

Other Courses of Note

10. Introduction to Community Activism.
Surveys different strategies of community activism including charity, volunteering, labor and community organizing, and recently emerging global activism with goal of demonstrating how certain strategies challenge existing social relations and arrangements while others typically (and often by design) reproduce them. (General Education Code(s): IS.) M. Pudup

80B. Civil Rights Movement: Grassroots Change and American Society.
The civil rights movement of the 1950s–60s was one of the most important grassroots social movements in American history. Course examines this movement, focusing especially on the experiences of rank-and-file participants and on its effects on American society. (General Education Code(s): T3-Social Sciences, E.) D. Brundage

80F. Transgressive Sexualities and Genders.
Historical and ethnographic examination of lesbian/gay subcultures, institutions, and politics in contemporary U.S. Topics include growth of urban gay communities, lesbian/gay people of color, family, youth, sex/gender theory, the law, and repression and resistance. General introduction to “queer studies.” (Formerly Changing Sexualities and Genders.) (General Education Code(s): T3-Social Sciences, E.) N. Stoller

80H. Social Change and Asian Americans.
Introduction to the study of social change and Asian Americans, with an emphasis on community and activist perspectives. Weekly film or guest lecturers. (General Education Code(s): T3-Social Sciences, E.) D. Woo

100E. Theory and Practice of Economic Justice.
Examines how markets operate within the political economy of contemporary capitalism to generate myriad and often chronic forms of economic and social inequality in the United States. Explores different approaches to addressing inequality within the multi-faceted economic justice movement. Interview only: admission determined at first class meeting. Enrollment limited to sophomores and juniors. Enrollment limited to 25. (General Education Code(s): IS, E.) M. Pudup

100F. Public Health.
Examination of community activism to address health issues: examples are drawn from a range of concerns, e.g., environmental racism, prison conditions, feminist health matters, the AIDS epidemic, violence, and alcoholism. Special attention is given to the social frameworks of health and to the utilization of social and political strategies for improving community well-being. Interview only: admission determined at first class meeting. Enrollment limited to sophomores and juniors. (Formerly Theory and Practice of Public Health.) Enrollment limited to 25. (General Education Code(s): IS.) The Staff

100J. Immigration and Social Justice.
Introduction to contemporary U.S. immigration patterns and policies, to major problems facing immigrant communities, and to theory and practice of immigrants and their allies in confronting these problems and working for social justice. Interview only: admission determined at first class meeting. Enrollment limited to sophomores and juniors.
Formerly Theory and Practice of Immigration and Social Justice.) Enrollment limited to 25. (General Education Code(s): IS, E.) D. Brundage

100P. Resistance and Social Movements.
Where do ideas for democratic social change come from? How are new social movements formed? Emphasis will be placed on subaltern groups including slaves, peasants, workers, utopians, and “second-class citizens” of the global economy from 1492 to the present. Interview only: admission determined at first class meeting. Enrollment limited to sophomores and juniors. (Formerly Theory and Practice of Resistance and Social Movements.) Enrollment limited to 25. (General Education Code(s): IS, E.) P. Ortiz

100T. Agriculture, Food, and Social Justice.
Examines the primary ways in which activists are attempting to resist, provide alternatives to, and/or transform aspects of the food system using social and environmental justice frameworks to evaluate such activism. Topics explored include organic farming, food charity, fair trade, relocalization, and farmworker organizing. Interview only: admission determined at first class meeting. Enrollment limited to sophomores and juniors. (Formerly Theory and Practice of Agriculture, Food, and Social Justice.) Enrollment limited to 25. (General Education Code(s): IS.) J. Guthman

100V. Politics of Culture.
Examination and analysis of structures and strategies governing the cultural sector, including but not limited to film exhibition and distribution, “entertainment” journalism, and the art world. Interview only: admission determined at first class meeting. Enrollment limited to sophomores and juniors. (Formerly Theory and Practice of the Politics of Culture.) Enrollment limited to 25. (General Education Code(s): IS.) B. Rich

100X. Sex, Gender, and Sexuality.
How do people produce and politicize sex, gender, and sexuality on their bodies? How are these represented and disciplined? Topics include transgender, sex work, feminist and queer realities. Materials include testimonials, films, ethnography, social theory, and clinical texts. Interview only: admission determined at first class meeting. Enrollment limited to sophomores and juniors. (Formerly Theory and Practice of Sex, Gender, and Sexuality.) Enrollment limited to 25. (General Education Code(s): IS.) M. Ochoa

104. Class in the United States.
Explores politics and culture of class in contemporary U.S. from interdisciplinary perspective, drawing on social theory, political economy, and cultural forms (film, music, and literature) with special emphasis on race, ethnicity, and gender. D. Frank

112. In the Eye of 9/11: Film Culture and National Catastrophe.
Explore national/international history through selected screenings/readings, attempting to understand how representation intersects with history and governance. Learn about earlier times of national panic or confusion to understand the antecedents/aftereffects of 9/11. B. Rich

114. Whiteness, Racism, and Anti-Racism.
Examines the social, cultural, institutional, and personal ways that white privilege and racial domination are constructed, maintained, and reproduced in U.S. society. Goal is to reveal the “hidden” quality of whiteness and illuminate effective strategies for anti-racist activism. Enrollment limited to 25. (General Education Code(s): E.) P. Perry

147. The Rise and Fall of the New Queer Cinema.
Documents/interprets the phenomenon “New Queer Cinema.” Seeks to understand its precedents, preconditions (social, political, medical) leading to its explosive growth, and forces (economic, aesthetic, medical) spelling the end of the artistic movement, though its influence seemed simultaneously to spill into every televisual medium. (General Education Code(s): A.) B. Rich

152. Gender and Sexuality in Latin America.
Advanced topics in gender and sexuality in Latin America and Latina/o studies. Analyzes role of power, race, coloniality, national and transnational processes in the production and analysis of genders and sexualities. Materials include memoir, fiction, ethnography, social documentary and history. Prerequisite(s): Latin American and Latino Studies 80S or equivalent. (General Education Code(s): E.) M. Ochoa

160. Communities, Problems and Interventions.
Prepares students to develop and design responses to problems affecting communities. Informed by the history of community interventions in Chicana/o, feminist, labor, civil rights, HIV/AIDS, and GLBT/queer movements, students research, design, and propose a community-level intervention. Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements. Enrollment limited to 25. (General Education Code(s): W.) M. Ochoa

Sociology Department

http://sociology.ucsc.edu/

From the department’s website:

Sociology is the study of social groups, institutional structures, and social interaction. It deals with the contexts of human action: systems of beliefs and values, the patterns to which social relations conform, and the processes whereby social institutions are created, maintained, and transformed. Sociology combines the elements of a search for social order with a vision of a just, free, and egalitarian society a vision that may require fundamental social change. Developing an understanding of this double aspect of the sociological tradition, the interrelationship between social order and social change, is one of the teaching goals of sociologists at Santa Cruz. An equally important and necessarily implicated aim is the development of an appreciation for disciplined inquiry, observation, and research.

Undergraduate Program

Sociology is the study of social interaction, social groups, institutions, and social structures. Sociologists examine the contexts of human action, including systems of beliefs and values, patterns of social relations, and the processes whereby social institutions are created, maintained, and transformed.

Sociology was born as an intellectual response to the democratic and industrial revolutions that ushered in the modern era. It encompasses a search for social order together with a vision of a just, free, and egalitarian society--a vision that may require fundamental change in the existing social order. Developing an understanding of both these aspects of the sociological tradition is one of the teaching goals of sociologists at UC Santa Cruz. A related aim is the development of an appreciation for the craft of social science, disciplined inquiry, observation, and research.

Members of the sociology faculty are engaged in research on a wide range of topics, such as the following: the study of violence; microanalysis of conversations; medicine and technology; social inequality; the intersection of class, race, and gender; revolutions; drugs in society; crime and deviance; environmental sociology; legal institutions; popular culture; mass communication; political economy; and language and communication. Because of the interdisciplinary emphasis among the sociology faculty, undergraduates find the department agreeable to double majors and minors, and nonmajors find many sociology courses of interest. In recent years, students have conducted independent studies and written senior theses on a variety of subjects, including the social construction of gender, emerging professions in health care, utopian communities, mass communication, surveys of health care needs, studies of the social effects of war, gender differences in attitudes and behavior, causes of and beliefs about family violence, and the history of political struggles.

The sociology major at UCSC is a rigorous program of study that retains enough flexibility to accommodate students with diverse career goals and plans. It ensures that all students are trained in the main theoretical and methodological traditions of sociology, yet it permits considerable variation in students' own areas of specialization. The major provides the necessary intellectual foundation for students who are considering graduate studies in sociology and related social sciences. It also can be used as preparation for careers in fields as diverse as law, social work, management, environmental planning, public service, teaching, health services, counseling, and other professional pursuits. Finally, the sociology major can provide a general liberal education for undergraduates interested in the study of contemporary society and social problems.

Syllabus for the Course: Introduction to Sociology

Introduction to Sociology

Instructor: Professor Craig Reinarman
Fall 2000

1999 Office Hours: Mon & Wed 11-12:30
Department of Sociology 303 College 8
Phone: 459-2617

Course Description

"We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and along these sympathetic fibers our actions run as causes and return to us as results." - Herman Melville

"A barbarian is a person who thinks that the customs of his [or her] tribe and island are the laws of nature." - George Bernard Shaw

"When I give food to the poor, they call me a saint. When I ask why the poor have no food, they call me a communist." - Archbishop Helder Camara

Required Texts

Anthony Giddens, Introduction to Sociology, 2nd Edition (W. W. Norton, 1996)

Garth Massey, editor, Readings for Sociology, 2nd Edition (W. W. Norton, 1996)

Barry Glassner, The Culture of Fear (Basic Books, 1999)

[All these books are available at the Literary Guillotine bookstore, 204 Locust St.,

in downtown Santa Cruz, as well as the Baytree Bookstore on campus.]

Syllabus

1. The Sociological Imagination and Sociological Research

Theme: Learning to think sociologically

Mills, The Sociological Imagination

Giddens, Ch. 1, What Is Sociology?

Giddens, Ch. 2, Asking and Answering Sociological Questions

Giddens, Ch. 3, Global Change and Modern Societies

Lazarsfeld, What is Obvious?

Glassner, Introduction: Why Americans Fear the Wrong Things

2. Culture and Socialization

Theme: Social organization and the self in the modern world

Giddens, Ch. 4, Culture, Socialization, and the Individual

Sorenson, Growing Up …

Kluckholm, Queer Customs

Geertz, Deep Play: Notes on the Balinese Cockfight

Giddens, Ch. 5, Interaction and Everyday Life

Sidel, Mixed Messages

Goffman, Role Distance in Surgery

Giddens, Ch. 6, Conformity, Deviance, and Crime

3. The Structuring of Privilege and Power - I

Theme: economic class and life chances

Sklar, Imagine a Country

Giddens, Ch. 9, Stratification, Class, and Inequality

Gans, The Positive Functions of Poverty

Mantsios, Media magic: Making Class Invisible

Liebow, Men and Jobs

Marx and Engels, Manifesto of the Communist Party

Chambliss, The Saints and the Roughnecks

4. The Structuring of Privilege and Power - II

Theme: gender and ethnicity, sexism and racism

Giddens, Ch. 8, Gender and Sexuality

Deckard, Sexual Stereotypes as Political Ideology

Messner, Masculinities and Athletic Careers

Enloe, Beyond Steve Canyon & Rambo: Feminist Histories …

Hochschild, The Second Shift: Employed Women …

Giddens, Ch. 10, Ethnicity and Race

Rodriguez, On Becoming a Chicano

Massey and Denton, American Apartheid

Iyer, The Global Village Finally Arrives

5. Social Institutions: Religion, Family, Education

Theme: How social organizations shape human behaviors

Giddens, Ch. 14, Religion in Modern Society

Bellah et al., Religious Individualism and Fundamentalism

Blumenthal, Christian Soldiers

Giddens, Ch. 15, Marriage and the Family

Stack, Domestic Networks

Gupta, Love, Arranged Marriage, and Indian Social Structure

Giddens, Ch. 16, Education, Popular Culture, and the Mass Media

Aronowitz, Colonized Leisure, Trivialized Work

6. Social Structure and Political-Economy

Theme: The tensions between capitalism and democracy

Giddens, Ch. 12, Government, Political Power, and War

Reich, As the World Turns

Isbister, The Foundations of Third World Poverty

Hechinger, Why France Outstrips the U.S. in Nurturing its Children

Feagin and Parker, The Rise and Fall of Mass Rail Transit

Giddens, Ch. 13, Work and Economic Life

Thompson, … A Sociological Encounter with the Assembly Line

Ide and Cordell, Automating Work

Kasarda, The Jobs-Skills Mismatch

7. Social Change: Movements and Modernity

Theme: The future is made, not just predicted

Giddens, Ch. 17, Urbanism and Population Patterns

Dasgupta, Population, Poverty & the Local Environment

Giddens, Ch. 18, Revolutions and Social Movements

Staggenborg, The Pro-Choice Movement

Giddens, Ch. 19, Global Problems and Ecological Crisis

Barber, Jihad vs. McWorld

http://reg.ucsc.edu/soc/aci/fall2000/socy.html

Syllabus for the Course: Family and Society

Family and Society

Instructor: Professor Julie Bettie
Fall 2000

Office: 220 College Eight

Class Meetings: T TH 6:00-7:45

Course Syllabus

Objectives and Content

In this course we will explore the social and historical character of "the family." We will establish the peculiarity of "the modern Western family" system by placing it in historical and cross-cultural perspective. We will focus on p ower relationships both within and beyond "the family," with attention to the impact of social processes such as deindustrialization, immigration, colonialism, and systems of institutionalized inequality along multiple axes. We will analyze the cultural politics of "family values" concluding with a focus on the "postmodern family condition" which is the condition of politicized contest over the legitimacy of contemporary family diversity in the United States.

Required Readings

Ar'n't I a Woman? Female Slaves in the Plantation South (1985) by Deborah Gray White

Minority Families in the United States: A Multicultural Perspective (1994) by Ronald L. Taylor

The Second Shift (1989) by Arlie Hochschild

Women's Work and Chicano Famlies (1987) by Patricia Zavella

In the Name of the Family: Rethinking Family Values in the Postmodern Age (1996) by Judith Stacey

These books will be available for purchase at the Literary Guillotine at 204 Locust Street in downtown Santa Cruz. Articles assigned for the course are listed below.

Requirements and Grading

There will be a midterm, a final, and a family history paper. All of the required course assignments must be completed in order to receive a passing grade.

WEEK ONE

What is "The Family"? Images, Ideals, and Myths

WEEK TWO - FOUR

Families of the Past: Premodern Families and The Making of Modern Families

WEEK FIVE-SIX

Meshing the Worlds of Work and Family

WEEK SEVEN

The Unmaking of "the Modern Family" or The Postmodern Family Condition

WEEK EIGHT - TEN

Family Values: Whose Family? Whose Values?

Required Readings: Articles

"Conceptualizing 'Family'" by Bonnie J. Fox and Meg Luxton

"Family Theory After the Big Bang" from Family and the State of Theory by David Cheal, 1991.

"Family and Class in Contemporary America: Notes toward an Understanding of Ideology" by Rayna Rapp from Rethinking the Family edited by Thorne and Yalom.

"Families of Strangers" from A World of Their Own Making: Myth, Ritual, and the Quest for Family Values by John Gillis, 1996.

"Domesticity" by Nancy F. Cott

"Putting Mothers on the Pedestal" by Maxine Margolis

"Breadwinning and American Manhood, 1800-1920" from Fatherhood in America: A History by Robert L. Griswold.

"Breadwinning on the Margin: Working-Class Fatherhood, 1880-1930" from Fatherhood in America: A History by Robert L. Griswold.

"Our Mothers' Grief: Racial Ethnic Women and the Maintenance of Famlies" by Bonnie Thornton Dill in Journal of Family History, Vol. 13, No. 4, 1988.

"The Good Father: Reconstructing Fatherhood" by Lynn Segal

"Look Who's Talking About Work and Family" by Rosalind Barnett and Caryl Rivers from Ms. July/August, 1996.

"Undocumented Latinas: The New 'Employable Mothers'" by Grace Chang.

"Life without Father" by David Blankenhorn in USA Weekend, Feb 24-26, 1995.

"Where's Papa?" by David Poponoe in Utne Reader, Sept-Oct, 1996.

"The Father Fixation: Let's get real about American families" by Judith Stacey in Utne Reader, Sept-Oct, 1996.

"The God Squad: The Promise Keepers fight for a man's world" by Nancy Novosad in The Progressive, August 1996.

"A Match Made in Heaven: Lesibian leftie chats with a Promise Keeper" by Suzanne Pharr in The Progressive, August 1996.

"Think Single Mother, Think Poverty" from Working from the Margins: Voices of Mothers in Poverty by V. Scheir.

"Family, Race, and Poverty" by Maxine Baca Zinn in Rethinking the Family edited by Thorne and Yalom.

"The Downwardly Mobile Family" from Falling from Grace by Katherine Newman, 1988.

"Family Values and the Invisible Working Class" by Lillian Rubin in Working USA, Sept/Oct 1997.

"Stuck in the Middle with You" by David Futrelle in In These Times, July 26, 1993.

"Dan Quayle Was Right" by Barbara Dafoe Whitehead in The Atlantic Monthly, April 1993.

"Divorce Harms Children" from Second Chances: Men, Women, and Children a Decade After Divorce by Judith S. Wallerstein and Sandra Blakeslee, 1990.

"Divorce May Not Harm Children" from Growing up Divorced: A Road to Healing for Adult Children of Divorce by Diane Fassel, 1991.

"Why Gay People Should Seek the Right to Marry" by Thomas B. Stoddard from OUTLOOK National Gay and Lesbian Quarterly, no. 6, Fall 1989.

"Since When is Marriage a Path to Liberation?" by Paula L. Ettelbrick from OUTLOOK National Gay and Lesbian Quarterly, no. 6, Fall 1989.

"The Politics of Gay Families" by Weston

"Understanding Gay Marriage" from Why Straight America Must Stand Up for Gay Rights by Richard Mohr, 1994.

Syllabus for the Course: Development and Underdevelopment

Development and Underdevelopment

Instructor: Ben Crow
Fall 2000

Office hours: 1:50pm-3:10pm M,W,F. College 8, Room 320
Phone: 459 5503 (office); 650 367 8272 (home); 650 245 6769 (mobile)
e-mail: bencrow@cats.ucsc.edu

Course Description

WINTER 1999 SYLLABUS. SOME READINGS WILL CHANGE FOR FALL 2000.

This course will examine some of the pressing issues relating to global inequality and international development, including: hunger and vulnerability; East Asian development and financial crisis; environment and industrial development; colonial and postcolonial ideas of progress. It will use these issues as a starting point for the discussion of the history of development and underdevelopment, the rise of agriculture and industry, and for theories which attempt to explain that history. These theories help to provide a grasp of a strange world in which the world's 3 richest individuals have more assets than the gross domestic product of the world's 48 poorest countries.

Three groups of ideas on development and underdevelopment will be the primary focus of the course: i) the 'Washington Consensus', ii) dependency ideas, iii) Marxian ideas. The Washington Consensus, also known as Market Friendly and Structural Adjustment ideas, is the ruling global consensus on development. It describes the theoretical foundations of the policies propagated by the International Monetary Fund and the World Bank. Dependency ideas grew out of Latin American experiences, they explore the consequences of colonialism and the makings of the global system, and provide one alternative to the Washington Consensus. A second alternative school of development ideas derives from the tradition of Karl Marx, and applies the analysis of social class dynamics to the understanding of development and underdevelopment.

One book we will be reading (Kiely 1995) argues that development theories have reached an impasse, that is, they suffer debilitating theoretical weaknesses and fail to explain the contemporary world. We live, nevertheless, in a time when thinking about these issues has never been more exciting. We will also be looking at some ideas from feminism and post-structural analysis, and will be able to assess the extent to which the impasse in development theory can be overcome.

Books and Readings

Allen, T., & Thomas, A. (1992). Poverty and Development in the 1990s. Oxford University Press. [Allen and Thomas 1992]

Gupta, A. (1998). Postcolonial Developments: Agriculture in the making of modern India. Duke UP. [Gupta 1998]

Kiely, R. (1995). Sociology and Development: The Impasse and Beyond. London: UCL Press. (out of print - so included in the Readings) [Kiely 1995]

Readings - on reserve in McHenry Library.

Assessment: what you have to do

There will be a final, a mid-term and a project.

The project will be completed in pairs. Each pair will take one developing country, preferably from the following list, and examine the main themes and events in development since World War II:

India, Brazil, South Korea, China, Taiwan, Tanzania, Kenya, Indonesia.

Project deadlines are due on the Friday of each of the following weeks: 4 bibliography, 6 draft, 8 final.

Week 1 Development I

[Allen and Thomas 1992] Ch 1 Crow 'Understanding famine and hunger'

[Allen and Thomas 1992] Wilson Ch 2 'Diseases of poverty'.

Activity: geography and levels of development.

Week 2 Development II

[Allen and Thomas 1992] Wield Ch 3 'Unemployment and making a living'.

Esteva, G. (1993). Development. In Sachs (Eds.), Development Dictionary (pp. 6-25).

[Kiely 1995] Ch 1 'Impasse summarized'

[Allen and Thomas 1992] Ch 15 Pearson. Gender matters in development.

Video: gender matters.

Week 3 How did colonialism change the world?

[Allen and Thomas 1992] Ch 8 Bernstein, et al, 'Capitalism and the expansion of Europe'.

[Allen and Thomas 1992] Ch 9 Bernstein et al 'Labour regimes and social change under colonialism'. Activity, discussion: Debate on colonialism

Franke, A G 1966. The development of underdevelopment. Monthly Review, September. Selections.

Warren, W. 1985 'Capitalism: pioneer of development'. Selections.

Activity: Activity on Frank and Warren readings.

Week 4 Marxian and Neomarxian theories

[Kiely 1995] Ch 2 'Marx and development'.

[Kiely 1995] Ch 3 'Modernization, dependency and development'.

[Allen and Thomas 1992] Ch 18 Bujra. Ethnicity and class: the case of East Africa's Asians.

Discussion of project bibliographies.

Week 5 How do agrarian societies change?

[Gupta 1998] Ch 1 'Agrarian populism in the development of a modern nation'.

[Gupta 1998] Ch 2 'Developmentalism, state power, and local politics in Alipur'.

Lenin, V. I. (1982 (1899)). The differentiation of the peasantry. In J. Harriss (Eds.), Rural Development: theories of peasant economy and agrarian change London: Hutchinson.

Week 6 Agrarian question and differentiation

Bernstein, H. (1994). Agrarian classes in Capitalist Development. In L. Sklaar (Eds.), Capitalism and Development Routledge.

[Gupta 1998] Ch 3 'Indigenous knowledges: agronomy'

[Gupta 1998] Ch 4 'Indigenous knowledges: ecology'.

Discussion of project drafts.

Week 7 How do societies industrialize?

[Allen and Thomas 1992] Ch 20 Tim Allen. Prospects and dilemmas for industrializing nations.

[Kiely 1995] Ch 5 'The impasse and Third World industrialization'.

Hewitt, T 1992 'Brazilian Industrialization' in Hewitt, Johnson and Wield (eds) Industrialization and Development Oxford: Oxford University Press.

Edwards, 1992 'Industrialization in South Korea' in Hewitt, Johnson and Wield (eds) Industrialization and Development Oxford: Oxford University Press.

Activity: Analysis of paths to industrialization.

Week 8 Industrialization after the 1997 crisis

Page, J 1994 'East Asian Miracles' World Development 22,4.(Reader 1).

Wade, R. (1996). Japan, the World Bank and the art of paradigm maintenance: The East Asian Miracle in perspective. New Left Review, 217, 3-36.

Wade, R., & Veneroso, F. (1998). The gathering world slump and the battle over capital controls. New Left Review, (231).

Discussion of project findings.

Week 9 Can states adjust structures?

Mackintosh (1992). Questioning the state. In M. Wuyts,M. Mackintosh, & T. Hewitt (Eds.), Development and Public Action

[Kiely 1995] Ch 6 'The politics of the impasse I: states and markets in the development process'.

Messkoub, Mahmood 'Deprivation and Structural Adjustment' in Wuyts et al Development Policy and Public Action Oxford: Oxford University Press.

Debate: The developing world needs more markets.

Week 10 Beyond the impasse?

[Gupta 1998] Ch 5 'Peasants and global environmentalism: a new form of governmentality?'

Johnson, H. (1992). Women's empowerment and public action: experiences from Latin America. In Mackintosh and Wuyts (Eds.), Development Policy and Public Action.

[Kiely 1995] Ch 7 'The politics of the impasse II: challenging Third Worldism' and Ch 8 'Conclusion'.

http://reg.ucsc.edu/soc/aci/fall2000/socy.html#167

Syllabus for the Course: World Society: The Origins, Consequences, and

Social Dimensions of Globalization

Sociology 15 World Society: The Origins, Consequences, and

Social Dimensions of Globalization

Lectures: Tuesdays and Thursdays, 1:00 - 4:45

Summer 2005

Instructor: Brian Gareau, Sociology

Phone: 459-1521

Email: bgareau@ucsc.edu

Office Hours:

?????

College 8, Rm. 129

Teaching Assistant: ?????

Focus of the Course

This course aims to introduce students to macro-sociology, an historical and theoretical

analysis of large-scale social change. Over a very short period (5 weeks), we will discuss the

origins of the modern world, the shift to Western global domination, and the current epoch of

globalization using various methods of analysis. We will use an interdisciplinary approach

that requires students to read broadly —social history, social theory, political economy,

anthropology, and environmental history—in order to grasp the consequences of large-scale

social changes that affect our lives and our life chances. From the rise of Chinese imperialism

to the making of multilateral institutions like the World Trade Organization, the World Bank

and the International Monetary Fund, this course stresses that the economy, the structure of

both ancient and modern institutions, the relationship between society and nature, and the

relationship between nation-states are all outcomes of social change. Importantly, World

Society is designed to be an introductory course, preparing students for upper division courses

in the areas of political economy, political sociology, social inequality, socio-economic

development, global-international studies, Latin American and Latino Studies, and

environmental sociology/studies.

Books and Readings

Three Books are required for this course. They are available from the Bay Tree Bookstore:

Held, D. and A. McGrew (2002). Globalization / Anti-Globalization, Polity Press.

Bellamy Foster, J. (1999). The Vulnerable Planet. New York: Monthly Review Press.

Cohen, R. and P. Kennedy (2000). Global Sociology, NYU Press.

Readings: readings (marked E-RES in this syllabus) are posted on E-RES, the UCSC electronic

reserves system. Go to http://eres.ucsc.edu/ to find these readings (in the Electronic Reserves and

Course Materials link). Password: soc15

Organization of the class by week

Outline of class sessions

Time (approximate) Activity

1.00 - 2.15 Lecture

2.15 - 3.00 Activity/film (Mondays) or break out session

(Wednesdays)

3.00 - 3.30 Discussion

3.30 - 3.50 Break

3.50 - 4.45 Lecture

WEEK ONE

Monday: Historical Sociology of social change in geographical space; What are large-scale processes

of societal change? (Capitalism, Imperialism, Industrialization, Democratization, Human Rights and

Social Movements); Definitions of social power, authority and legitimacy; Definitions of the state;

The forms of the division of labor; Social structures, agency, cultural systems as explanations of

permanence.

Cohen, R. and P. Kennedy (2000). Global Sociology, NYU Press. Chapters 1, 2, and 16, pp. 287-

289.

(E-RES) Giddens, What is Sociology? Groups and Organizations (Emphasis section on

Bureaucracy)

(E-RES) Heilbroner, R., & Thurow, L. (1998 2nd ed.). Economics Explained: everything you need

to know about how the economy works and where it is going. New York: Touchstone. Chapters

1, 2.

Wednesday: Before Western Hegemony: Bureaucratic Centralism in China, Islamic Empires as

compared to decentralized Feudalism in Western Europe; What explains the fragmented organization

of Western European national states? Royals, Landed Aristocrats, the Church, Townspeople, peasants

in transition to early capitalism.

(E-RES) Temple, The West's Debt to China.

(E-RES) Pye, The Powers That Be.

(E-RES) Chanda, Sailing into Oblivion.

(E-RES) Stokes, G. (2001). “Why the West? The Unsettled Question of Europe's

Ascendancy.” Lingua Franca 11(8, November 2001).

Week TWO

Monday: How and why did Northwest Europe come to dominate the world? How did colonial

rule change colonized societies? What are some Explanations for the Transition from Feudalism

to Capitalism in Europe? Rise of nation-states, mercantilism, and colonialism.

Cohen and Kennedy, Chapter 5, pp. 78-87.

(E-RES) Bernstein, H., (2000). Colonialism, capitalism, development. In Allen and Thomas.

Poverty and Development into the 21st Century Oxford: OUP.

o Read Bujra chapter ‘lightly’. Don’t worry about the details of cultures that

become colonized. Just use this to understand the affect of

capitalism/mercantilism on the “Third World”.

(E-RES) Marx, K. Capital (1867). “So-Called Primitive Accumulation.” Selections

o Also available at: Marx website

Read only chapter 26, 27, 29, and 31 of Capital Volume I in on-line

version

(E-RES) Wallerstein, I. M. 1974. The Modern World-System. New York: Academic Press.

o Read Chapter 9, Chapter 4 pp 66-76.

o If still confused, read Goldfrank on Wallerstein (on E-Res)

Wednesday: Capitalism and English industrial revolution. Social divisions of Labor. Marxist

explanation of capitalism. Why was England the "First Industrial" nation-state? Preconditions,

politics, culture, protectionism, and innovative technology; Explaining the first industrial

revolution; The Enlightenment, Classical liberalism and "possessive" individualism; Adam

Smith's "invisible hand"; Ricardian Competitive Advantage; Social movements: Marx: alienated

labor as a "commodity"; capital vs. labor; class analysis, working classes as social movement.

Weber: The role of bureaucracy.

Cohen and Kennedy, Chapter 3, and 4.

(E-RES) Hobsbawm, E. J. (1968). Industry and Empire. New York: Pantheon. Chapters 1

and 2.

(E-RES) RE-READ Heilbroner and Thurow, Capitalism: Where do we come from? Three

great economists.

(E-RES) Marx, K. (1867) Das Capital. Selections from Capital.

o These readings explore the ramifications for the capitalist division of labor on

workers (i.e., alienation). They also show how Marx distinguishes himself from

the classical economists (i.e., Smith and Ricardo). Pay attention to how classical

economists think of the value of a commodity as external to the commodity and

how Marx sees the value as internal to the commodity (footnotes 33,34, and 35).

(E-RES) Weber, M. 1946. "Bureaucracy," in H.H. Gerth, and C. Wright Mills, eds. From

Max Weber: Essays in Sociology. New York: Oxford University Press, 1946. pp. 196-244.

o Weber readings on E-Res are a little different from the title above. Concentrate

on different types of authority, the role of bureaucracy in rational organization,

and thinking about how all this helps us think about capitalism, and its distinction

from previous modes of organization. Bureaucratic China was ‘rational’, but how

is it different from bureaucratic capitalism?

Week THREE:

Monday: Introduction to Globalization: The Rise and Decline of State-Centered Development

1945-71; Fordism, Keynesianism and the Bretton Woods Institutions; Crisis of Keynesian

Welfare State; Shift to Neo-Liberalism. What progress has been made since World War II? The

origins of the Third World debt crisis; IMF and global regulation through "structural adjustment"

and "conditionality." Does rising global inequality ensure your security?

Cohen and Kennedy, Chapters 3, pp. 53-60, Chapter 4.

Held and McGrew, Globalization/Anti-Globalization, Chapters 1, 2, 3, 4.

o Look carefully for the difference between skeptics and globalists. Skeptics are

more than anti-globalizationists! Sometimes they are in favor of the current state

of affairs. I note this, because students and scholars alike often miss it.

(E-RES) Stiglitz, J. E. 2002. Globalization and Its Discontents. New York: W.W. Norton.

Selections.

Wednesday: Why do some poor societies, such as Kerala in India, make striking social

progress? What are some Consequences of the Neo-Liberal international model (Iran Case

Study). Internationalization of Finance Capital. Alternative models to industrialization:

Socialism, Japan, South Korea, Brazil, and Post-Fordism.

(E-RES) Sen, G. (1992). Social needs and public accountability: The case of Kerala. In Wuyts

and Mackintosh (Eds.), Development Policy and Public Action Oxford University Press.

o Note the role of civil society and the genderization of civil society agency

(E-RES) Alan Richards, "Explaining the appeal of Islamic radicals" (January 15, 2003).

Center for Global, International and Regional Studies. Global Policy Briefs.

http://repositories.cdlib.org/cgirs/gpb/GPB1.

o NOTE THE EFFECTS OF FISCAL AUSTERITY ON THE STATE INSTITUTIONS

(E-RES) Jenkins, Rhys (1991) ‘The Political Economy of Industrialization: a comparison of

Latin American and East Asian Newly Industrializing Countries’ Development and Change.

Week FOUR

Monday: Crisis of Post-War Global Institutions. Social Movements against ‘globalization.’

Globalization and women. International debt. Global Inequality and gendered inequality. The

Current Crisis of Capitalism and the shift to China. The African Crisis and global

marginalization; Impact of HIV-AIDS

Held, D. and A. McGrew (2002). Globalization / Anti-Globalization, Polity. Chapters

5,6,7,8, and 9. Also check their web site: http://www.polity.co.uk/global/. There are

important links, papers and summaries of their work.

(E-RES) Byers, M. (2000). Woken up in Seattle. London Rev of Books. (6/1).

(E-RES) Gibson and Tsakalotos (1992) The International Debt Crisis. From Hewitt and

others (Eds.) Industrialization and Development, Oxford University Press.

(E-RES) Kabeer, N. (1994). Reversed Realities: Gender hierarchies in development thought.

London, New York, Verso. Chapter 4 Development from a gender perspective.

Wednesday: The Environmental Impacts of Globalization. What is the history of social change

from an environmental perspective? The rise of global environmentalism and countermovements.

Ecology before the Industrial Revolution.

(E-RES) Wallace, D. 1996. Sustainable Industrialization. London: Earthscan/Royal Institute

of International Affairs. Selections.

Bellamy Foster, J. (1999). The Vulnerable Planet. New York: Monthly Review Press.

Chapters 2 3, 5.

Week FIVE

Monday: Modern Environmental Regulation: The international system of ‘Sustainable

Development”. Does industrialization equate environmental destruction? Does capitalism

equate environmental destruction?

Bellamy Foster, J. (1999). The Vulnerable Planet. New York: Monthly Review Press.

Chapters 1, 6.

(E-RES) Conca, K., and G. D. Dabelko. 1998. Green Planet Blues: Environmental politics

from Stockholm to Kyoto, 2nd edition. Boulder, Colo.: Westview Press. Selections.

(E-RES) Bunker, S. G. 1984. Modes of Extraction, Unequal Exchange, and the Progressive

Underdevelopment of an Extreme Periphery: the Brazilian Amazon, 1600-1980. American

Journal of Sociology. 89, no. 5 1984: 1017-64.

o DON’T GET BOGGED DOWN IN THE DETAILS. Look at the concepts, and link them to

what we have discussed about capitalism, the role of colonialism, and now the

added environmental impacts that Bunker hints at.

Wednesday: Are there opportunities for social change? Moderate change, status quo, or radical

social change. Review of the class.

Bellamy Foster, J. (1999). The Vulnerable Planet. New York: Monthly Review Press.

Chapter 7.

Held, D. and A. McGrew (2002). Globalization / Anti-Globalization, Polity. Chapter 9

Reconstructing world order.

(E-RES) Wallace, D. 1996. Sustainable Industrialization. London: Earthscan/Royal Institute

of International Affairs. Selections.

(E-RES) Paul Hawken, Amory Lovins, and L. Hunter Lovins. Natural Capitalism. Boston:

Little Brown, 1999.

o Skim the Case study, but note the logic behind it, and focus on how Chapter 15

links to the rest of the course. Contrast this take on globalization to Foster. How

are their solutions different? Which is more likely?

http://summer.ucsc.edu/syllabus/socy015.pdf

Syllabus for the Course: Sociology of Learning and Achievement: Gender, Race, and Class Perspectives

Sociology 148: SOCIOLOGY OF LEARNING AND ACHIEVEMENT: GENDER, RACE AND CLASS PERSPECTIVES

Professor Pamela Roby
Office: 218 College 8
Tel. 459-2587, messages: 459-3516
http://zzyx.ucsc.edu/Soc/roby.html

Winter 2000
Tuesday & Thursday 12-1:45: Stevenson 175.

In this class I look forward to our becoming a community of learners focusing on sociological issues related to learning. We will examine learning and achievement from gender, race and class perspectives; survey social structural innovations and conceptual tools for facilitating learning; and explore the interplay between past and present social forces affecting learning and achievement. We will apply theories to and test them with our own and others' learning and achievement. The class includes lectures, small groups, videos, films and panels. Seven out-of-class Listening/Learning dyads rather than sections are required (see "WHAT OTHERS HAVE SAID" below for a description of the dyads).

Soc. 148 is a 5 unit course that may be counted toward the Social Psychology cluster or simply as regular elective credit for the Sociology Major; or as a Social Science elective for the Women's Studies major; or as an elective for the Education Minor.

CLASS GOALS:

1. Survey sociological research on the nature of learning and human intelligence.

2. Examine how gender, race, class and other socially constructed factors, both past and present, affect learning.

3. Survey social structural innovations facilitating learning.

4. Consider how these operate or might be applied in our daily lives and work.

TENTATIVE CLASS OUTLINE AND READINGS:

Day 1: Introduction: The Social Construction of Learning and Achievement.

Day 2: Human Intelligence and Cooperation: Sociological Perspectives:

Day 3: The Sociological Autobiography: Perspectives on Learning and Achievement:

Day 4: Microsociology: Listening and Learning:

Day 5: Developing and Achieving Goals:

Assignment 1 due.

Day 6: The Social Construction of Reality, Applied Sociology and Educational Practice:

Day 7: Schooling and Learning:

Day 8: Social Reproduction, Cultural Capital and Learning Processes: Theoretical Perspectives on Learning and Achievement:

Assignment 2 due: See class handout on assignment.

Day 9: Feelings, Power and Learning: The Use of Contradictions -- Perspectives from the Sociology of Emotions:

Day 10: Society, Self-Esteem and Achievement:

Day 11: Writing: Myths and Reality:

Day 12: Gender, Learning and Achievement: Women:

Day 13: Gender, Learning and Achievement: Men:

Day 14: Class, Learning and Achievement:

Day 15: Class, Race and Learning:

Day 16: Race and Ethnicity, Learning and Achievement:

Day 17: Liberating Learning I: Overcoming the Effects of Internalized Sexism, Racism and Classism on Learning:

Day 18: Liberating Learning II: Identifying and Overcoming Gender, Race, Class and Other Constraints on Our Own and Others' Learning and Achievement:

Day 19: Creating Environments Conducive to Learning: Communicating Important Ideas and Assuming Leadership: Issues of Free Will and Determinism, Agency and Social Structure:

***Assignment 3 due -- see class handout.

Day 20: Summary, Evaluations and Future Directions: Professional Socialization and Careers:

Distribution of Final Exam.

Day 21: Final exam due - first hour, final exam day.

ASSIGNMENTS:

All papers and the final exam are to be double spaced and computer printed or typed. Use sub-titles to guide your Reader. Number the pages of all assignments and print or type your name in the top right hand corner.

1) Assignment One: Sociological Autobiography and Learning History: A three to six page life history of your learning followed by a one to two page analysis of two or three social, economic or political factors that most affected your learning. In this paper, as in the class, learning is to be broadly defined. It is to include but not be confined to learning within school systems. Read C. Wright Mills, "The Promise" and the readings for Day 3 in the Reader before completing this assignment. Note: further instructions for this assignment are contained in Roby, "Sociological Learning Histories" (Day 3 reading in SLReader).

2) Assignment Two: In this three to five page paper you are to write a one-half page to one page report on each of your first two out-of-class listening/learning sessions followed by a one to two page analysis of the sessions in which you draw on concepts from at least three of the authors specified in the Reader. Cite the articles you quote or paraphrase from at the end of your paper.

3) Final Paper: An eight to fifteen page paper described further in class.

4) Final exam: The take-home exam will be distributed day 20; it is due on the final exam day, first hour.

5) Attendance at and participation in all class sessions and participation in at least seven out-of-class meetings with another member of the class, as described under assignments 2 and 3.

Required Text:

The "Sociology of Learning Reader" is for sale at The Copy Center, Communications Building. It is the only required text. The syllabus suggests further readings for those who wish to pursue particular subjects in greater depth.

http://reg.ucsc.edu/soc/aci/winter2000/socy.html

Syllabus for the Course: Contemporary American Society

Sociology 10: Contemporary American Society

Time: TTH 4 - 5:45 p.m.,
Location: FIX Room

"DRAFT"

Professor: Monica J. Casper
Phone: 9-3837
Office: 324 College Eight
E-Mail: mjcasper@ucsc.edu

Teaching Assistants: TBA

Course Description

This courses examines a number of issues and problems facing the United States today, and attempts to grasp the character of our diverse, ever-changing nation, its inhabitants, and its practices. At the same time, the course introduces basic sociological concepts. We examine contemporary society through the lens of recent history and current events, focusing on major social, economic, political, and cultural transformations that have shaped American life. Using a variety of sociological tools, we will address several general questions about social life: What is national identity? Why do certain events and issues continue to rend the national fabric? Can we speak of national character given our incredible diversity? What do our cultural practices and products say about us? What effect do cultural differences have on American identity? How does power operate in American society? Where do inequalities come from? How does social change happen? We will pursue these questions through analysis of specific topics (e.g., social institutions; popular culture; race, class, and gender, sexuality; environment). Our goal is to gain a "sociological imagination" with which to better understand a host of concrete practices and cultural products that shape our national identity. Throughout the course, we will also attend to current affairs and "hot" issues as they emerge.

Readings

There is a required course reader available for purchase at the UCSC Copy Center (Communications Building), and there is one copy on reserve at McHenry Library. There is also one required book, available at the Literary Guillotine, 204 Locust Street, 457-1195, and on reserve at McHenry Library:

Marita Sturken, 1997. Tangled Memories: The Vietnam War, the AIDS Epidemic, and the Politics of Remembering. Berkeley: University of California Press.

Course Requirements

1. Attendance and Participation. Your presence is required at both lecture and discussion. Participation in discussion is strongly encouraged, and your TA will work with you to enhance your seminar skills. Participation during lecture--that is,relevant participation--is also encouraged, to the degree possible given a large class size. Take advantage of class time and the attention of your professor and TAs to ask questions, learn the material, and strive for intellectual engagement.

2. Journal: Throughout the quarter, you are required to keep a journal. The style and format of your journal is up to you; you can use something as basic as a spiral notebook, or you can invest in an elaborate bound journal. The idea is for the journal to be a fun and meaningful way for you to engage with issues from the class. Although the format is flexible, there are some required contents:

a) First and foremost, you will use the journal to write down your thoughts and ideas about the readings and lectures. These notes will, in part, be the basis for discussion in section. Your observations do not have to be extremely detailed, but you should be engaging with the ideas brought up in readings and lectures. For example, what does each article say? Is it well-written? Informative? Do you like the article or agree with it?

b) Second, you will also be expected to collect media (newspaper articles, magazine images) that address contemporary issues or problems (e.g., race relations, environmental degradation, presidential sexcapades, etc.). Collect 2-3 articles per week (which will necessitate reading a newspaper regularly), and paste or tape them into your journal along with your sociological observations.

Your journal does not have to be typed, but please try to write neatly so that your TA can read the journal. The journals will be due June 3, but will be checked throughout the quarter by the TAs. The journal assignment is worth 30% of your grade.

3. Museum/Exhibition Visit: You will be required to visit a local museum or exhibition (e.g., a campus exhibit; the Museum of Art and History downtown; the Tech Museum in San Jose) that considers some aspect of contemporary society, and then write about your experiences. This is a fairly broad mandate and almost any museum is acceptable. I'd like you to view whatever exhibition you choose as both a consumer and a sociologist, asking such questions as: What is being represented and conveyed? Does the exhibition tap into any ongoing political or cultural tensions? Do I like this exhibit? Does it speak to me in some way? Your paper should be 2-3 pages in length and typewritten. The museum assignment will be due April 22 and is worth 20% of your grade.

4. Documentary Film Review: You are required to view a documentary film that addresses some aspect of contemporary American society. For example, you might choose to watch Hoop Dreams and then write about race and urban poverty, or Ken Burns' documentaries on baseball or architect Frank Lloyd Wright. You might watch a film about women and body image, or Anna Deavere Smith's Fires in the Mirror about the LA riots, or Mah Jong Orphan about a Canadian-Asian family. The Media Center at McHenry Library has an extensive catalogue to help you locate a film that will be both suitable and interesting. Your review should include a brief description of the film, a critical analysis, and your observations on the viewing experience. What is the film about? What does it say about American society? Is it well-done? Did you like the film? How did you feel watching the film? Your paper should be 2-3 pages in length and typewritten. The film review is due May 13 and is worth 20% of your grade.

5. Final Exam: The final will be on FIX, from FIX time. It will cover material from the entire course, although most of the questions will draw from Weeks 6-10. The format will be multiple choice and short essay. The final is worth 30% of your grade.

SYLLABUS

Week 1

March 30 INTRODUCTION TO THE COURSE

April 1 SOCIOLOGICAL IMAGINATION

C. Wright Mills, 1959, "The Sociological Imagination"

Charles Lemert, 1997, "Imagining Social Things, Competently"

David Newman, 1997, "Taking a New Look at a Familiar World"

Donna Gaines, 1998, "Resurrecting Sociology as a Vocation"

Week 2

April 6 IMAGINING AMERICA

Holly Sklar, 1992, "Imagine a Country"

Arturo Madrid, 1988, "Missing People and Others"

Eric Foner, 1995-96, "Who Is An American?"

Lillian Rubin, 1995, "Is This a White Country, or What?"

Jeffrey Meikle, 1995, American Plastic, "Introduction"

April 8 CULTURAL MEMORY

Marita Sturken, Tangled Memories, "Introduction", Chapters 1-2, pages 1-84

Week 3

April 13 RACE

Michael Omi & Howard Winant, 1986, "Racial Formations"

Edna Bonacich, 1989, "Inequality in America"

Francisco Jimenez, 1973, "The Circuit"

Lawrence Otis Graham, 1992, "Invisible Man"

Jonathan Kozol, 1991, "Savage Inequalities in America's Schools"

Karen Russell, 1987, "Growing Up With Privilege and Prejudice"

April 15 GENDER

Barrie Thorne, 1993, "Boys and Girls Together...But Mostly Apart"

Johnnetta B. Cole, 1986, "Commonalities and Differences"

Tracy Lai, 1988, "Asian American Women: Not For Sale"

Cherríe Moraga, 1983, "La Güera"

Peter Blood et al., 1983, "Understanding and Fighting Sexism"

Don Sabo, 1994, "Pigskin, Patriarchy, and Pain"

Week 4

April 20 CLASS

G. William Domhoff, 1974, "The Bohemian Grove"

Donna Langston, 1988, "Tired of Playing Monopoly?"

Dorothy Allison, , "A Question of Class"

Stan Gray, 1984, "Sharing the Shop Floor"

Gregory Mantsios, "Media Magic: Making Class Invisible"

Ralph da Costa Nunez, 1996, "A New American Poverty"

April 22 SEXUALITY

Ruth Hubbard, 1990, "The Social Construction of Sexuality"

Jonathan Ned Katz, 1990, "The Invention of Heterosexuality"

DUE: Museum/Exhibition Assignment

Week 5

April 27 ABORTION

National Abortion Federation, 1995, "Violence and Disruption Statistics"

Rickie Solinger, 1998, "Chronology of Abortion Politics"

Marlene Gerber Fried, 1998, "Abortion in the United States--Legal But Inaccessible"

Kristin Luker, 1984, "World Views of Pro-Life and Pro-Choice Activists"

Dorothy Roberts, 1990, "The Future of Reproductive Choice for Poor Women and Women of Color"

Katha Pollitt, 1990, "Fetal Rights: A New Assault on Feminism"

April 29 FAMILIES

Kath Weston, 1991, "Exiles from Kinship"

Julia Wrigley, "Other People's Children"

Week 6

May 4 CULTURE

Gilbert Rodman, 1996, "Elvis Studies," pages 1-18

May 6 RELIGION

Week 7

May 11 THE NATION'S HEALTH

Health Statistics

Catherine Kohler Riessman, 1983, "Women and Medicalization"

James Jones, 1981, "The Tuskegee Syphilis Experiment"

Marita Sturken, Tangled Memories, Chapter 5, pages 145-182

May 13 POPULAR SCIENCE AND TECHNOLOGY

Constance Penley, NASA/Trek, pages 1-58

Dorothy Nelkin & M. Susan Lindee, 1995, "Elvis's DNA"

Bill Zimmerman et al., "People's Science"

Marita Sturken, Tangled Memories, Chapter 7, pages 220-254

DUE: Documentary Film Review

Week 8

May 18 ENVIRONMENT

May 20 WAR

Barry Levy & Victor Sidel, 1997, "The Impacts of Military Activities on Civilian Populations"

H. Jack Geiger, 1997, "The Impact of War on Human Rights"

Herbert Kelman & V. Lee Hamilton, 1989, "The My Lai Massacre"

Sturken, Chapter 4, pages 123-144

Yuri Kochiyama, 1991, "Then Came the War"

Week 9

May 25 GLOBALIZATION

Barbara Ehrenreich & Annette Fuentes, 1981, "Life on the Global Assembly Line"

D. Stanley Eitzen & Maxine Baca Zinn, 1989, "Structural Transformation and Systems of Inequality"

June Jordan, 1985, "Report from the Bahamas"

May 27 CALIFORNIA

Week 10

June 1 Exchange Day--No Class.

June 3 SOCIAL CHANGE

Bernice Johnson Reagon, 1983, "Coalition Politics"

Roberta Praeger, 1986, "A World Worth Living In"

Ruth Sidel, 1990, "Toward a More Caring Society"

bell hooks, 1989, "Feminism: A Transformational Politic"

DUE: Journal

Finals Week

June FIX Final Exam

FIX time

http://reg.ucsc.edu/soc/aci/spring1999/socy.html#172

Syllabus for the Course: Race and Criminal Justice

RACE AND CRIMINAL JUSTICE

Sociology 80i, Winter 2002

Class meets: 2:00-3:45pm, Tuesday and Thursday, in J. Baskin Engineering 152

Sections, required (pick one)
80i-01a, Thur, 10-11:10am, Kresge 325

80i-01b, Fri, 8-9:10am, JBaskin 165

80i-01c, Tue, 12-1:10pm, JBaskin 372

80i-01d, Tue, 8:30-9:40am, Oakes 102

80i-01e, Thur, 6:00-7:10am, JBaskin 372

Instructor: Mike Males, 337 College Eight, x9-2971 mmales@earthlink.net

Office: 337 College Eight, hours 4:00-4:45 M-W, 12:00-1:30 T-Th, and after class or by appointment

TAs: Fran Lanthier, Eric Cummins, Kristin Bilanko

Course webpage: http://home.earthlink.net/~mmales/80i-race.htm

Description: Race, and companion factors such as ethnicity, immigration status, and age, is a critical factor in the administration of criminal justice in America. This course is an introduction to comparative and historical analyses of the relationship between race and the criminal justice system. Specific topics of discussions will include the historical and current social, political and legal construction of race, controversies over race-conscious policies such as affirmative action, racialized administration of justice such as racial profiling, and race-based iniquities from the arrest through the sentencing to the correctional stages of the adult and juvenile systems.

Required readings (first two at Bookstore, Reader at Slug Books, Males reports online)

Walker, Samuel et al (2000). The Color of Justice: Race, Ethnicity and Crime in America (required).

Rush, George (2000). The Dictionary of Criminal Justice. (optional, highly recommended).

Reader—available at Slug Books after Dec. 26 (required)

Males, Mike and Macallair, Dan (1999-2000), Justice Policy Institute reports (required, links below).

“Color of justice” http://www.cjcj.org/colorofjustice/

“California drug war targets minorities” http://home.earthlink.net/~mmales/drugrace.html

“An Analysis of San Francisco Juvenile Justice Reforms” http://www.cjcj.org/sjff/sfjj.html

Schedule

Week 1 Introduction: race, ethnicity, crime—just the facts

1/3-1/8-1/10 Walker, pp 1-59

Week 2 Social and political construction of race—the myths

1/15-1/17 Reader, pp 1-49

Week 3 Race, class, resource allocation, affirmative action

1/22-1/24 Reader, pp 53-79

Week 4 Theories of crime: street crime vs. white-collar

1/29-1/31 Reader, pp 60-86

Week 5 Drugs, guns, and race--part 1

2/7-2/9 Males, “California Drug War Targets Minorities” online

Midterm exam, Thursday 2/7 in class

Week 6 Drugs, guns, police, and race—part 2

2/12-2/14 Walker, pp 87-123

Reader, pp 107-131

Concept paper for final paper, 1-2 pages due: turn in to TA in section

Week 7 Prosecutors, courts, and race

2/19-2/21 Walker, pp 124-180

Reader, pp 175-181

Week 8 Jury, sentencing, and race

2/26-2/28 Walker, pp 181-224

Reader, pp 185-197, 215-239

Week 9 Sentencing, corrections, death penalty, and race

3/5-3/7 Walker, pp 181-282

Reader, pp 205-213

Week 10 Juvenile crime, justice and race

3/12-3/14 Males, “Color of Justice,” online

Macallair, “An Analysis of San Francisco Juvenile Justice Reforms…” online

Walker, pp 286-298

Final paper due, Tuesday, 3/12 in class

Final exam Saturday, 3/16, 12:00 noon - 3:00 p.m.

http://home.earthlink.net/%7Emmales/80i-syl.htm

Another Syllabus for the Course: Race and Criminal Justice

RACE AND CRIMINAL JUSTICE
SOCIOLOGY 128I
FALL 2005-2006

Instructor:
Hiroshi Fukurai
337 College Eight, x 9-2971 (office)
Office Hours - Thursday 2:00-4:30 or by appointment

TA:
Derrick Jones, deljones@ucsc.edu
Fran Lanthier, franlan@ucsc.edu

Class:
Tuesday and Thursday, 8:00 - 9: 45 a.m., Merrill 102

Course descriptions:

Introduction to comparative and historical analyses of the relationship between race and criminal justice. Specific topics of discussions include social, political, and legal construction of race, race performativity and identity (racial conversion, racial passing and covering), race-based affirmative action policies and practices, controversial laws with differing racial impacts (CA's three strikes law, parental responsibility law, & "reverse theft" sentence), jury nullification and race-based verdict patterns, sentencing disparity including erroneous impositions of death penalty, jury sentencing on non-capital offenses, and affirmative jury selection.

Throughout this quarter, this course attempts to unsettle or disturb the concept of race and ethnicity, examining the history of the ways in which race and racial categories are being constructed by our government and courts through the interplay of knowledge, identity, and culture. This critical perspective also suggests that race may not be based on physical difference, but rather on what we are conditioned to believe about physical difference. This perspective also invites us to examine so called "common sense" knowledge -- internalized-racial beliefs and deep assumptions about race and racialized ideas.

Requirements:

Attendance at both lectures and discussion sections is mandatory. I wish to emphasize that your attendance at TA sections is very crucial because the sections will become your primary intellectual site to engage in critical discussions about race, law, and justice, examining how race is closely tied to the ways in which socio-legal resources, social opportunities, and legal rights for property and freedom are being allocated and distributed in our society.

Each student is also required to take two mid-term exams and write both a concept paper and a complete essay at the end of the course. Successful completion of two exams and two papers is required to pass the course. The four basic requirements are the following:

Two Tests: two in-class mid-term exams October 27th Thursday and December 1, Thursday.

NO MAKE-UP or FINAL EXAM.

Two Papers: The first concept paper (typed, double-spaced one page in length) is due on October 18th Thursday (by 8:00 a.m. to your TA or in my mailbox [col.8 faculty services]).

The final research paper (10 pages MAX. excluding a title page and bibliography or appendix) is due on December 6th (Tuesday, by 12 p.m. to your TA or in my mailbox -- late papers will not be accepted). The final paper can be one of two types: (1) a REVIEW PAPER (that describes, summarizes, and reviews existing knowledge about a major question or topic (e.g., social construction of race, racial covering & passing, police brutality, media and crime, political trials, white collar crimes (Enron, War, etc.), possible human rights violation of Guantanamo detainees, Katrina aftermath, use of medical marijuana, teens" court, domestic violence, prison rape, prison industrial complex, gun laws, jury nullification, DNA and other forensic research and its validity, etc., and corporate white collar crimes involving Enron, Tyco, Adelphia, and WorldCom OR (2) a RESEARCH PAPER (e.g., surveys or interviews with judges, prosecutors, public defenders, jury commissioners, probation officers, police officers, jail guards, former jurors, or any other managers of our criminal justice system, field observations at the juvenile court, "ride along" participation with SC police, interviews with jailers, those on jail furlough programs, counselors and/or victims of domestic violence, analysis of archival data on death penalty, handgun violence, police brutality, prosecutorial misconduct, etc). The final paper must cite at least five sources including articles and/or books.

Concept Paper

For those who have difficulties in finding an appropriate topic for the paper, the following URLs may help you find a topic of your interest. They are:

www.amnesty.org (Amnesty International)

www.amnestyusa.org (Amnesty U.S.A.)

www.democracynow.org (Democracy Now!)

www.npr.org (National Public Radio)

For individual papers, students will be asked to discuss their topic in sections so that other students and the teaching assistant can contribute suggestions. Late in the quarter, as these projects near completion, students can present their papers (and show their materials) to other members of the section or class.

The requirements for the final paper (and the required format) are described in detail in this syllabus (see p.3).

Evaluations:

Evaluations in the course will be based on the following elements: First and second mid-term =30% each (60% total); a first concept paper =5%; a term paper=35%.

Extra Credit (only one of the following two assignments):

(1) Two page reports on teen peer trial at either Santa Cruz or Watsonville Superior Court (5 extra points maximum). The report must include the summary of the case (i.e., criminal charge(s), trial proceedings, sentences imposed) and your assessment of the court proceeding which must incorporate reading materials for the course.

Teen Peer Court Schedule

(2) Two page reports on a criminal jury trial at either Santa Cruz or Watsonville Superior Court (5 extra points maximum). The report must include the summary of the case (i.e., criminal charge(s), trial proceedings, sentences imposed) and your assessment of the court proceeding which must incorporate reading materials from the course.

Text (all except the reader found at Literary Guillotine at Locust Street, Downtown Santa Cruz, 457-1195):

Walker Samuel, et al. 2004.(Color). Color of Justice: Race, Ethnicity, and Crime in America. Belmont, CA : Wadsworth Publishing.

Fukurai Hiroshi and Richard Krooth 2003. (R&J). Race in the Jury Box: Affirmative Action in Jury Selection. New York: SUNY Press).

Reader. 2005 (Reader). Race and Criminal Justice: Available at SlugBooks: 224 Cardiff Place, Santa Cruz (next to 7-Eleven at the base of campus: 469-7584).

**Rush, George E. 2004. The Dictionary of Criminal Justice. Guilford, Connecticut: Dushkin Publishing Group, Inc.

**optional (especially recommended for those who need more familiarities with legal concepts and terminologies)

Course Contents: The course consists of the schedule as indicated below. On some days, films and videos directly related to weekly topics will be shown and discussed.

Week 1	Introduction to the Course Color, chapter 11 (start from a last chapter). R&J, chapter 1.
Week 2	Social Construction of Race -- Passing & Covering R&J, chapter 2 (read this first) Color, chapter 1 (first chapter). Reader, Racial formation (Michael Omi, 1994, Racial Formation). Reader, Racial passing (Randall Kennedy, 2001, Ohio State Law Journal) Reader, Covering (Kenji Yoshino, 2003, Yale Law Review) Movie, "Roots: Slavery," Movie (90 minutes).
Week 3	Affirmative Action, Resource Allocations, and Legal Protections -- Race or Class? Reader, The ironies of affirmative action (read this first) Color, chaps 2 and. 3 (read Chapter 3 first -- socioeconomic factors & crime/criminals) R&J, chapters 3 and 4. Reader, Should race be a consideration in college admission? Reader, Is there a place for "race" as a legal concept? (2004, Hoffman, Arizona St. L.R) Reader, Second-order Diversity (Gerken, 2005, Harvard Law Review) Reader, Book Review (Selmi, 2002, Stanford Law Review)
Week 4	Controversial Laws (Three strikes law, Parental responsibility law, & "Reverse theft" Sentence Reader, Is criminal behavior biologically determined? Reader, Does three strikes and other tough approaches work? (Methvin and Shichor) Reader, Parental responsibility laws/Are they the answer to juvenile delinquency? Video, "Legacy: Murder & Media, Politics & Prisons" For discussions on CA's three strikes law, please check the following URL: http://www.silicon-valley.com/3strikes.html ---- (against the law): http://www.threestrikes.org/ ---- (supporting the law) "Three Strikes and You're Out"
Week 5	Jury Nullification R&J, Chapters 7 and 8 (read Chapter 8 first) Color, chap 6 (justice on the bench) Reader, Should jury nullification be used? Reader, The jury in practice: Nullification at work? (2003, Hannaford-Agor & Hans)
Week 6	White Collar Crimes (1) Environmental Racism Reader, "Is the street crime more serious than white-collar crimes?" Reader, Corporate and governmental deviance (Ermann and Lundman, Chap1) Color, chap 4
10/27	First Mid-term Exam Study Guide for First Mid-term Exam
Week 7	White Collar Crime (2): War? And Death Penalty? Color, Chapter 8 (color of death) Reader, Is the death penalty racially discriminatory? Reader, Drawing a straight lines -- Juvenile death penalty in America (2004, Hu) Reader, Crossing racial boundaries (2004, Bowers -- Empirical studies on racial bias in capital juries) Documentary, "Death Row, U.S.A." (49 min) Presentation by Carl Peckman, Ph.D. an expert witness in Enron trials, involving fraud, money laundering, and conspiracy Enron Document Enron Plea Agreement For discussions on Enron crimes and the aftermath, please check the following URL: http://en.wikipedia.org/wiki/Enron
Week 8	Courts and Justice: (1) Public Defender & Prosecutor Death Penalty Color, Chapters 5 and 9 Movie, The Awful Truth (2001, Morre -- 20 min) Mr. Larry Biggam, Attorney at Law, Presentation by S.C. Public Defender's Firm
Week 9	Courts and Justice: (2) Jury and Checks and Balances, Color, Chapter 7 (sentencing) R&J, chapters 5 and 6. Reader, Critical evaluations of Hispanic participation in the grand jury. Reader, The jury and race: How much do we know about race and juries (2003, Sommers -- psychological studies). Reader, Felony jury sentencing in practice (2004, King, Vanderbuilt L.R.).
Week 10	Race, Law, Crime, and Jury R&J, chapter 9 Color, Chapters 10 and 11
12/1	Second Mid-term Exam Study Guide for 2nd Mid-term Exam

http://media4.ucsc.edu:16080/fukurai/soc128i/

Abbreviated Syllabus for the Course: Culture/Knowledge/Power

Sociology 260-Graduate Seminar: Culture/Knowledge/Power

(Cluster C Theoretical Foundation Course)

Time: Thursday 12 - 3 p.m.
Location: TBA

Professor: Monica J. Casper
Phone: 9-3837
Office: 324 College 8
E-Mail: mjcasper@ucsc.edu
Office hours: TBA

"Knowledge and power are integrated with one another, and there is no point in dreaming of a time when knowledge will cease to depend on power; this is just a way of reviving humanism in a utopian guise. It is not possible for power to be exercised without knowledge, it is impossible for knowledge not to engender power."

Michel Foucault (1975)

"Culture is a deeply compromised idea I cannot yet do without."

James Clifford (1988)

"As a radical critical intervention, cultural studies 'now and in the future' can be a site of meaningful contestation and constructive confrontation. To achieve this end, it must be committed to a 'politics of difference' that recognizes the importance of making space where critical dialogues can take place between individuals who have not traditionally been compelled by politicized intellectual practice to speak with one another. Of course, we must enter this new discursive field recognizing from the outset that our speech will be 'troubled,' that there exists no ready-made 'common language.'"

bell hooks (1990)

Course Description

This course provides a theoretical foundation for Cluster C, which itself can be described as an emergent approach to the social analysis of culture/knowledge/power. The course offers an introduction to and mapping of a set of intellectual problems and theoretical perspectives organized around this triad. Yet our aim is to unsettle existing conceptual frameworks that treat culture, knowledge, and power as separate theoretical categories and empirical sites. This course is neither sociology-as-usual nor ungrounded cultural studies, but rather reflects the amorphous, interdisciplinary ferment characteristic of contemporary social and cultural theory. Drawing on the sociology of culture and knowledge, as well as cultural history, cultural studies, ethnic studies, feminist studies, and anthropology, this course critically examines the ways in which culture, knowledge, and power intersect, overlap, and mutually produce one another. We will explore knowledge and power in their diverse cultural forms, and culture and knowledge as specific expressions of power and sites of political struggle. We will also confound the often paralyzing sociological assumptions that "everything is culture" or "everything is power." Readings include "classical" approaches (that is, precursors to cultural studies that are not necessarily considered classical sociology) as well as more recent and innovative theoretical and empirical contributions.

Syllabus for the Course: Environmental Inequalities

Sociology 185 -- Environmental Inequalities
Fall Quarter, 2006
Professor Andrew Szasz

Office Hours: Mondays, 12:30 - 2:00; Tuesdays, 1:00 - 2:30; and by appointment

Office: 336 College Eight

Phone: 459-2653; email: szasz@cats.ucsc.edu

COURSE DESCRIPTION

The concepts of “environmental racism” and “environmental justice” arose from a specific struggle by a community of African-Americans resisting the siting of a hazardous waste landfill in their community. From its beginnings as an original fusion of environmental and black Civil Rights rhetorics, the concept of environmental racism has continued to grow, expand. It soon embraced the experience of other racial and ethnic minorities in the United States, Native Americans, latinos and others. Expanding the concept further, the “environmental inequalities” perspective came to encompass gender and class dimensions, as well. The concept can be expanded fruitfully in both space and time: Environmental inequalities exist not only in the United States; all over the world, social and environmental inequalities are inseparable facets of a single process. Environmental inequality pervades not only contemporary society; at its very origins, modern society was made possible by acts of combined social and environmental injustices. In this course, we study “environmental inequalities” in this deep, structural sense.

REQUIREMENTS

1) Consistent attendance.

2) Read required readings in a timely manner. Many of the readings are posted on ERes (I will announce the password in class). Other readings are from Carolyn Merchant, Major Problems in American Environmetnal History, 2d Edition, available at Baytree Bookstore. A few readings that you will download directly from the internet.

3) Research project. Each student will do a research paper on environmental inequalities in another nation. The research will include: history of the nation, economic, demographic and environmental; the current situation – income and race structure of the nation’s peoples; the economy today; use of natural resources; pollution; unequal impacts of ecological change. The research paper is due November 3. Students who have done the best work will present their findings to the class. (30% of grade)

4) Midterm exam and final exam (35% of the grade, each).

GENERAL SCHEDULE OF TOPICS; EXAMINATION DATES, PAPER DUE DATE

9/22 Introduction; discovery of the environmental justice perspective

Week 1 (9/25-9/29) Environmental justice – basic studies

Week 2 (10/4-10/6) Environmental inequality and the transition to modernity

Weeks 3-5 (10/9-10/25) Environmental inequality perspective on American history,

California history

10/27 Midterm Exam

Week 6 (10/30-11/3) Special topics in environmental inequality

11/3 Research papers due

Weeks 7-10 (11/ 6-11/29) Environmental inequality perspective and the American environmental movement; Selected student research presentations

12/1 Course summary

12/4 Final Exam (4-7 pm)

NB: No class on Friday, November 10 (Veterans’ Day); no class on Friday, November 24 (Thanksgiving break)

READINGS

Week 1 (9/25-9/29) —– Environmental justice; basic studies

Robert D. Bullard, "Solid Waste Sites and the Houston Black Community," Sociological Inquiry 53 (Spring): 273-288, 1983. On ERes.

Cesar Chavez, "Farm Workers at Risk," chapter 16 in Hofrichter, Toxic Struggles. On ERes.

Kathy Hall, “Impacts of the Energy Industry on the Navajo and Hopi,” pp. 130-154 in Robert D. Bullard, Confronting Environmental Racism. On ERes.

Andrew Szasz and Michael Meuser, "Environmental Inequalities: Literature Review and Proposals for New Directions in Research and Theory," Current Sociology, 45(3):99-120, 1997. On ERes.

Laura Pulido, et al, "An Archaeology of Environmental Racism in Los Angeles," Urban Geography 17(5): 419-439, 1996. On ERes.

Andrew Szasz and Michael Meuser, “Unintended; Inexorable: The Production of Environmental Inequalities in Santa Clara County, CA,” American Behavioral Scientist 43(4):602-632, 2000. On ERes.

Week 2 (10/4-10/6) —– Environmental inequality and the transition to modernity

Karl Polanyi, The Great Transformation: the Political and Economic Origins of

Our Time, Chapters 3-6, pp. 33-76. On ERes.

Marx, Capital, Volume 1, pp. 238-263. On ERes.

Friedrich Engels, Conditions of the Working Class in England in 1944, "The Great Towns," pp. 68-110. On ERes.

Alfred W. Crosby, “Ecological Imperialism: The Overseas Migration of Western Europeans as a Biological Phenomenon,” pp. 103-117 in Worster, The Ends of the Earth: Perspectives on modern environmental history. On ERes.

Timothy C. Weiskel, “Toward an Archaeology of Colonialism: Elements in the Ecological Transformation of the Ivory Coast,” pp. 141-171 in Worster, The Ends of the Earth: Perspectives on modern environmental history. On ERes.

Weeks 3-5 (10/9-10/25) —– Environmental inequality perspective on American history,

California history

Native Americans

Merchant, Chapters 2, 3

African-Americans and the Southern plantation economies

Merchant, Chapters 4, 7

The workplace and workers’ bodies as an environment

Davis, in Merchant Chapter 6

Sinclair, Hamilton and Gottlieb, in Merchant Chapter 12

Daniel M. Berman, Death on the Job: Occupational Health and Safety Struggles in the United States, Chapter 2, "The Official Body Count," pp. 38-53. On ERes.

Beverly Hendrix Wright, "The Effects of Occupational Injury, Illness, and Disease on the Health Status of Black Americans: A Review," Chapter 15 in Richard Hofrichter, Toxic Struggles. On ERes.

Donna M. Randall and James F. Short, Jr., "Women in Toxic Work Environments: A case Study of Social Problem Development," Social Problems, 30(4):410-424, 1983. On ERes.

The urban environment

Latrobe, Melosi in Merchant Chapter 5

Merchant, Chapter 12

Resource extraction: Mining, fishing

Merchant, Chapter 8

Al Gedicks, The New Resource Wars, Chapter 2. On ERes.

Agriculture

Merchant, Chapter 9

Marian Moses, "Farmworkers and Pesticides," Chapter 10 (pp. 161-178) in Robert D. Bullard, Confronting Environmental Racism. On ERes.

Week 6 (10/30-11/3) –— Special topics in environmental inequality

“Natural” disasters

Robert Bolin and Lois Stanford, “Constructing Vulnerability in the First World: The Northridge Earthquake in Southern California, 1994,” pp. 89-112 in Oliver-Smith and Hoffman, The Angry Earth. On ERes.

Article on Hurricane Katrina – TBA

Interview with Mike Davis, author of Planet of Slums,

http://www.truthout.org/docs_2006/printer_051006L.shtml (Part 1)

http://www.truthout.org/docs_2006/051206O.shtml (Part 2)

Generational inequalities – Activities today; impacts in the future

Intergovernmental Panel on Climate Change, “Summary for Policymakers; A Report of Working Group I of the Intergovernmental Panel on Climate Change,” 2001, www.ipcc.ch/pub/spm22-01.pdf.

Intergovernmental Panel on Climate Change, “Summary for Policymakers; Climate Change 2001: Impacts, Adaptation, and Vulnerability,” 2001, www.ipcc.ch/pub/spm22-01.pdf.

Schwartz, Peter and Doug Randall, “An Abrupt Climate Change Scenario and its Implications for United States National Security,” October, 2003, www.environmentaldefense.org/documents/3566_AbruptClimateChange.pdf .

Weeks 7-10 (11/ 6-11/29) —– Environmental Inequality Perspective on the American

Environmental Movement

Early environmentalism – wilderness, conservation, preservation

Merchant, Chapters 6, 10, 11

Environmental justice perspective on early environmentalism

Marcy Darnovsky, "Stories Less Told: histories of US environmentalism," Socialist Review (92/4), v. 22, # 4, October/December, 1992, pp. 11-54. On ERes.

Robert Gottlieb, “Reconstructing Environmentalism: Complex Movements, Diverse Roots,” Environmental History Review, Winter, 1993, pp. 1-19. On ERes.

Modern environmentalism

Merchant, Chapters 13, 14

The environmental justice movement

Celene Krauss, "Women and Toxic Waste Protests: Race, Class and Gender as Resources of Resistance," Qualitative Sociology 16(3):247-262. On ERes.

Citizens' Clearinghouse on Hazardous Waste, Empowering Ourselves, pp. 4-6, 25-34. On ERes.

Cynthia Hamilton, "Women, Home and Community...," Race, Poverty and the

Environment, 1(1):3, 10-13. On ERes.

Cynthia Hamilton, "Concerned Citizens of South Central Los Angeles," pp. 207-219 in Robert D. Bullard, ed., Unequal Protection. On ERes.

Gabriel Gutierrez, "Mothers of East Los Angeles Strike Back," pp. 220-233 in Robert D. Bullard, ed., Unequal Protection. On ERes.

Conner Bailey, et al, "Environmental Politics in Alabama's Blackbelt," pp. 107-122 in Robert D. Bullard, Confronting Environmental Racism. On ERes.

Barbara Epstein, "Grassroots Environmentalism: the Politics of Race and Gender," manuscript. On ERes.

Syllabus for the Course: Sexualities

Sexualities

Sociology 251

Instructor: Nancy Stoller, Professor of Community Studies and Sociology

Catalog description: The goal of this course is to provide a theoretical foundation and overview of scholarship in the sociology of sexualities. Emphasis is on significant primary sources of the 20^th century which have shaped current discourse on normative and non-normative sexualities

Readings/Syllabus:

Sept. 19: Discussion of goals, process, sign-up for facilitation

Sept. 26

1. Freud and his context

*Sigmund Freud, Three Essays on the Theory of Sexuality, 1962

Suggested:

Sigmund Freud, “The sexual life of human beings” in Introductory Lectures on Psychoanalysis, WW Norton, 1966

Lucy Bland and Laura Doan, Sexology Uncensored, U. Chicago, 1998.

Film: Maedchen in Uniform

Oct. 3

2. Examining Human Behavior

*Alfred Kinsey, Ward Pomeroy and C. Martin, Sexual Behavior in the Human Male, 1948

*Clellan S. Ford and Frank A. Beach, Patterns of Sexual Behavior, 1951

Suggested:

Richard G. Parker and John H. Gagnon, Conceiving sexuality: approaches to sex research in a postmodern world, New York: Routledge, 1995

Films: Beefcake Buddies and Changing our Minds: The Evelyn Hooker Story

Oct.10

3. Biological Determinism

*Anne Fausto-Sterling, Sexing the body: gender politics and the construction of sexuality New York, NY: Basic Books, 2000.

Film: One Nation Under God

Implications of Transgenderism for Biological and Cultural Theories

*Janice Raymond, The Transsexual Empire: The Making of the She-Male London: Women's Press, 1980

*Califia, Pat. Sex changes: the politics of transgenderism. 1st ed. San Francisco, Calif.

: Cleis Press, c1997

Suggested:

Leslie Feinberg, Transgender warriors: making history from Joan of Arc to RuPaul,

Boston: Beacon Press, c1998

Pepper Schwartz, Virginia Rutter. The gender of sexuality, Thousand Oaks: Pine

Forge Press, c1998.

Film: You Don’t Know Dick

Oct. 17

4. Social Constructionism: Norms, identities, social change, discourses of power:

*Michel Foucault The History of Sexuality: An Introduction, Vol. I., NY, Vintage, 1990

Suggested:

Michel Foucault: The Use of Pleasure: The History of Sexuality, Vol. II, NY, Vintage,

Erving Goffman, Presentation of Self in Everyday Life

Judith Long Laws and Pepper Schwartz, Sexual scripts: the social construction of female sexuality, Hinsdale, Ill. Dryden Press, 1977

Gayle Rubin, “The traffic in women”

Adrienne Rich, “Compulsory Heterosexuality and Lesbian Existence”

Jeffrey Weeks, Sexuality and Its Discontents, 1985

John Gagnon and William Simon, Sexual conduct: The social sources of Human sexuality

Ken Plummer, Telling sexual stories: power, change, and social worlds.

London; New York: Routledge, 1995

Film: Homo Promo

Oct. 24

5. Diversity and Difference: Critiques of white hegemony

*Cherrie Moraga and Gloria Anzaldua, eds. This Bridge Called My Back: Writings by Radical Women of Color, New York: Kitchen Table Press, 1981.

*Gloria Anzaldua, Making Face, Making Soul: Haciendo Caras, San Francisco: Aunt Lute, 1989

Suggested:

Essex Hemphill, Brother to Brother, Writings by Gay Black Men, Los Angeles, Alyson, 1991

Carla Trujillo,ed., Chicana Lesbians: The Girls Our Mothers Warned Us About, Berkeley, Third Woman Press, 1991

Jaime Cortez, ed., Virgins, Guerillas & Locas: Gay Latinos Writing about Love, Cleis Press, 1999

Rakish Rati, ed., Lotus of Another Color: An Unfolding of the South Asian Gay and Lesbian Experience, Boston, Alyson Publications, 1993

Lisa C. Moore, ed., “does your mama know?”: An Anthology of Black Lesbian Coming Out Stories, Austin, RedBone Press, 1997

Shyam Selvadurai, Funny Boy, NY, Harvest, 1994

Audre Lorde, Zami: A New Spelling of My Name, A Biomythography

Eric Brandt, ed., Dangerous Liaisons: Blacks, Gays, and the Struggle for Equality, NY, New Press, 1999

Films: Marlon Riggs, Tongues Untied, or Cheryl Dunye, Watermelon Woman

Oct. 31

6. Interpretations of History and critiques of essentialism:

*David Halperin, One hundred years of homosexuality : and other essays on Greek

Love, New York : Routledge, 1990.

*John Boswell, Christianity, Homosexuality, and Social Tolerance, Chicago, U. Chicago, 1980

Suggested:

Lilian Faderman, Surpassing the Love of Men: Romantic Friendship and Love Between women from the Renaissance to the Present, 1981

John D’Emilio and Estelle Freedman, Intimate Matters, A History of Sexuality in America, New York: Harper and Row,1988

Jonathan Ned Katz, The Invention of Heterosexuality, New York: Basic, 1995

David Greenberg, The Construction of Homosexuality, 1988

Nov. 7

7. The emergence of Lesbian and Gay Studies: Twentieth century ethnography, biography, and history

*Laud Humphreys, Tearoom Trade: Impersonal Sex in Public Places, Aldine de Gruyter, 1975

Suggested:

Susan Krieger, The mirror dance: identity in a women's community. Philadelphia :

Temple University Press, 1983.

Esther Newton, Cherry Grove, Fire Island : sixty years in America's first gay and lesbian town / Boston : Beacon Press, 1993

Allan Berube, Coming Out Under Fire: the history of gay men and women in World War Two. New York : Free Press, 1990

Elizabeth Kennedy and Madeline Davis, Boots of Leather, Slippers of Gold: The History of a Lesbian Community, Routledge, 1993

Vito Russo, The Celluloid Closet: Homosexuality in the Movies, 1981

Peter Nardi and Beth Schneider, eds. Social perspectives in lesbian and gay studies: a reader, London; New York: Routledge, 1998

Barry Adam, Jan Willem Duyvendak, and Andre Krouwel, Eds. The Global Emergence of Gay and Lesbian Politics, Philadelphia: Temple University, 1999.

Film: Living with Pride: Ruth Ellis at 100

Nov. 14

8. Queer Theory: Contributions from the Humanities, Psychoanalysis and Philosophy

*Theresa de Lauretis, ed., Queer theory: lesbian and gay sexualities, Differences vol. 3, no. 2.Bloomington, IN: Indiana University Press, c1991 (On reserve)

*Judith Butler, Gender trouble: feminism and the subversion of identity, New

York : Routledge, 1990

Suggested:

Henry Abelove, Michele Barale, and David Halperin, The Lesbian and Gay Studies Reader, 1993

Teresa De Lauretis, The practice of love: lesbian sexuality and perverse desire Bloomington: Indiana University Press, 1994

Judith P. Butler, Bodies that matter: on the discursive limits of "sex". New York :

Routledge, 1993.

Nancy J.Chodorow. Femininities, Masculinities, Sexualities: Freud and Beyond, Lexington, Ky.: University Press of Kentucky, 1994.

Nov. 21

9. Culture Wars

*Carole Vance, ed., Pleasure and Danger, London, Pandora Press,1984

*Catharine MacKinnon, Toward a Feminist Theory of the State, Cambridge, Harvard U. Press,1989.

Suggested:

Lisa Duggan and Nan D. Hunter, Sex Wars: Sexual Dissent and Political Culture, NY, Routledge, 1995

Ann Snitow, Christine Stansell, and Sharon Thompson, eds., Powers of Desire: The Politics of Sexuality, 1983

Robin Linden et al., Against sadomasochism: a radical feminist analysis, East Palo

Alto, Calif: Frog in the Well, 1982

Andrea Dworkin and Catharine McKinnon, A model anti-pornography law, Ms magazine, April, 1985

Pat Califia, Public sex: the culture of radical sex 2nd ed San Francisco, Calif.: Cleis

Press, 2000

Dangerous Bedfellows, Eds. Policing Public Sex: Queer Politics and the Future of AIDS Activism, New York

Film: Blood Sisters

Nov. 28

10. Globalization and the practice of sexuality

*Kamala Kempadoo and Jo Doezema, eds., Global Sex Workers: Rights, Resistance, and Redefinition, New York: Routledge, 1998

Suggested:

Kamala Kempadoo, ed. Sun, Sex and Gold: Tourism and Sex Work in the Caribbean, Lanham, MD: Rowan and Littlefield, 1999

Cindy Patton and Benigno Sanchez-Eppler, Eds. Queer Diasporas, Durham: Duke University, 2000

(Other readings to be negotiated with students in class, depending on existing knowledge and interests.)

Dec. 5: Papers due

Basis of evaluation: Participation in class discussion; weekly written critiques of reading; final paper in which each student will select a theorist studied in the course and present a detailed analysis of the author’s work.

Getting the books:

The following books can be purchased at the Bay Tree Bookstore. They are also on reserve at McHenry

-Three Essays on the Theory of Sexuality, Sigmund Freud

-Sexing the Body, Anne Fausto-Sterling

-History of Sexuality v.1, Michel Foucault

-Gender Trouble, Judith Butler

-The Transsexual Empire Creating the She-Male, Janice Raymond

-Sex Changes: The Politics of Transgenderism, Pat Califia

-Sexual Behavior in the Human Male, Alfred Kinsey

-This Bridge Called My Back, Cherrie Moraga et al.

-Making Face, Making Soul: Haciendo Caras, Gloria Anzaldua

-One Hundred Years of Homosexuality, David Halperin

-Christianity, Social Tolerance, and Homosexuality, John Boswell

-Tearoom Trade, Laud Humphreys

-Pleasure & Danger: Exploring Human Sexuality, Carol Vance

-Toward a Feminist Theory of the State, Catharine MacKinnon

-Global Sex Workers, Kamala Kempadoo and Jo Doezma

Patterns of Sexual Behavior, Clellan S. Ford and Frank A. Beach

differences, summer, 1991, vol. 3, issue 2, “Queer Theory”

Other Courses of Note

105B. Contemporary Sociological Theory.
Surveys major theoretical perspectives currently available in the discipline including functionalism, symbolic interactionism, ethnomethodology, conflict theory, critical theory, neo-Marxism, feminist theory. Enrollment restricted to sociology, proposed sociology, the combined Latin American and Latino studies/sociology, and the proposed combined Latin American and Latino studies/sociology majors and sociology minors. A. Szasz

120. Feminisms and Cultural Politics.
Examines the role various feminist discourses play in contemporary cultural politics with a focus on the politics of sexuality as cut across by other axes of identity: class, race, ethnicity, gender, and generation. Considers (mis)representations of feminisms in popular culture; considers the relationship between academic and popular feminisms; and addresses the emergent discourse of "third wave" feminism. Poses questions about generational differences in young women's and men's relationships to feminism. Prerequisite(s): course 149 or 144 or 187. J. Bettie

123. Law, Crime, and Social Justice.
Blends the latest research in criminology with that from social stratification, inequality, and social welfare policy with the objective of exploring the relationship between levels of general social justice and specific patterns of crime and punishment. The focus is primarily on the U.S. although many other industrialized democracies are compared. An introductory course in sociology is recommended as preparation. (Also offered as Legal Studies 173. Students cannot receive credit for both courses.) The Staff

169. Social Inequality

Instructor: Dana Takagi

In this class we will study inequality and stratifcation in post-WWI America. The focus will be on cultural representations of inequality and social stratification, through, primarily, film and video. Our main objective this quarter is threefold: a) to understand the broad contours of inequality and social stratification research in sociology, b) to locate the contour sociological research about stratification to different historical periods in the post-war era, and c) to analyze the realm of "popular" culture in relation to sociological research.

133. Currents in African American Cultural Politics.
Takes as its subject, the dialogues, debates, conceptions, and strategies of self representation produced by blacks in the U.S. and Atlantic world in the twentieth and twenty-first centuries. These issues are examined through the insights of feminist theory, cultural studies, media studies, sociology, and African American studies. Enrollment restricted to juniors and seniors. (General Education Code(s): E.) H. Gray

140. Social Psychology of Power.
This course uses historical, sociological, and social psychological materials to introduce students to issues concerning class and power, religion and power, minorities and power, women and power, the rise of the New Right, and the successes and failures of the Left. Prerequisite(s): course 1, 10, or 15 or Psychology 40. Enrollment restricted to juniors and seniors. G. Domhoff

144. Sociology of Women.
Analysis of the social significance and social production of gender. Some consideration of how sex differences have developed. Major emphasis on the impact of gender as a categorical imperative in the present social context. In this context, the course is also about sexual segregation, sexual inequality, and the dynamics of interpersonal power. Enrollment restricted to juniors and seniors. An introductory sociology course is recommended. C. West

145. Sociology of Men.
Examines conflicting views on the development and state of modern masculinity as adaptation, transitional phase, or pathology. Did men lose the "gender war"? Do boys need rescuing? What are common and divergent social experiences of men within race, class, gender, culture, era? An introductory sociology course recommended. M. Males

146. Sociology of Violence, War, and Peace.
Explores key issues, theories, and topics in the study of violence, war, and peace. Addresses aspects of aggression, personal violence, political violence, and war. In addition, various strategies for the prevention of violence and war are examined. D. Archer

149. Sex and Gender.
Modern analyses of sexuality and gender show personal life closely linked to large-scale social structures: power relations, economic processes, structures of emotion. Explores these links, examining questions of bodily difference, femininity and masculinity, structures of inequality, the state in sexual politics, and the global re-making of gender in modern history. Recommended as background: any lower-division sociology course. C. West

156. U.S. Latina/o Identities: Centers and Margins.
Explores historical and contemporary constructions of Latina/o identities and experiences in U.S. Particular emphasis placed on transcultural social contexts, racial formations, and intersections with other identities including sexuality and gender. Enrollment restricted to juniors and seniors. Enrollment limited to 40. (General Education Code(s): E.) G. Sandoval

170. Ethnic and Status Groups.
Examines the enduring and changing status of ethnic and other visible minority groups in the United States, e.g., Latinos, Asian Americans, African Americans, and immigrants, with comparative materials drawn from other societies. An introductory course in ethnicity and race is recommended as preparation. Satisfies American History and Institutions Requirement. (General Education Code(s): E.) J. Childs

172. Sociology of Social Movements.
Through readings on social movements that span the 20th century, examines the causes of popular mobilizations, their potential for rapid social change, and the theories developed to understand and explain their role in modern social life. Enrollment restricted to upper-division students. Enrollment limited to 40. M. Traugott

174. Twenty-First-Century African American Social Structure.
A sociological overview of African American society in the 21st century. The changing patterns of social/cultural organization, class structure, and modes of political action are analyzed. This analysis is located within the framework of migration, urbanization, and social struggle among black Americans. Prerequisite(s): course 10 or 20. (General Education Code(s): E.) J. Childs

225. Political Economy for Sociologists.
Examines rudiments of historical materialism in light of advances in cultural and ecological Marxism. Basic categories of Marxist political economy. Thematic focus on the "first" and "second" contradictions of capitalism in world economy today. Enrollment restricted to graduate students. Enrollment limited to 15. H. Shapiro

230. Theory and Method in the Sociology of Marx.
Examines theoretical and methodological implications of Marxist theory for empirical social research. Analyzes how historians and social scientists apply Marxist method in explaining society, social change, globalization, culture, and late capitalism. Goal is to assist students to employ Marxist theory and method creatively in their research projects. Enrollment restricted to graduate students. Enrollment limited to 12. P. Lubeck

240. Inequality and Identity.
Explores recent theoretical and empirical studies of race, class, gender, and sexuality with an emphasis on the production of identities and their relationship to processes and structures of power in a postcolonial context. Enrollment restricted to graduate students in sociology. D. Takagi

242. Feminist Research Seminar.
Provides scholarly support to students doing feminist research. Examines issues concerning conceptualization of feminism and feminist research. Explores relation of feminist research to intersections of gender, class, and race; to the self; to power; and to transformative social praxis. Students present and are given assistance with their work, as well as listen to, read, and assist with the work of others. Enrollment restricted to graduate students. Enrollment limited to 10. P. Roby

244. Race and Ethnicity.
A critical survey of the theoretical issues of persistence and change, public policy, and recent empirical studies in the field of race and ethnic relations. Readings introduce comparative race relations and a historical background of major theoretical paradigms in the field which purport to explain race and ethnic relations in general and race relations in America specifically. Enrollment restricted to graduate students. Enrollment limited to 15. Offered in alternate academic years. J. Childs

245. Feminist Theory.
Examination of shifts in 20th- and 21st-century feminist theory and epistemology. Explores the decentering of universalist feminist theories and asks what constitutes feminist theory after gender has been decentered. Considers various deconstructive challenges to second-wave feminist theory based on the politics of race, ethnicity, nation, sexuality, and class. Focus changes regularly. Enrollment restricted to sociology graduate students. Enrollment limited to 12. J. Bettie

247. Race and Class.
Introduces the student to the recent literature on race and class. Covers several different theoretical perspectives including internal colonialism, labor market segmentation theories, racial formation, and neo-gramscian cultural analyses. In addition to study of theory, also compares theoretical perspectives to the historical experience of minority groups, in particular, blacks, Hispanics, and Asians. Enrollment restricted to sociology graduate students. J. Childs

American Studies Program
http://humwww.ucsc.edu/americanstudies/index.html

From the program’s website:

What is American Studies about?

American Studies is an interdisciplinary program that studies the United States and its diverse peoples. Students majoring in American Studies gain an understanding of Americans from various social and cultural backgrounds by examining racial, ethnic, gender, sexual, class, and regional dynamics in the nation's past and present.

We seek to prepare students to become critical thinkers, effective writers, and responsible citizens in an increasingly complex world. The program offers an excellent liberal education for students interested in law, journalism, social work, community organizing, business, government, and education. The major in American Studies leads to a Bachelor of Arts degree. There is no minor offered in American Studies.

Syllabus for the Course: Race and Ethnicity in America

101: Race and Ethnicity in America

Prof. Donald Matthews, Tu/Th 2 - 3:45 p.m., Nat Sci Annex 103

Course Description

A primary purpose of this course is to acquaint the student with the history of the social construction of race, racism, and ethnicity in the Western world. We will also explore strategies for ending racial and ethnic inequality and conflict in the contemporary setting of the United States of America.

The issue of race is the oldest and most pernicious social problem confronting the United States. At the beginning of the twentieth century in the classic text, The Souls of Black Folks, W. E. B. Du Bois wrote that the problem of the twentieth century was the problem of the color line, yet in the beginning of the new millennium America continues to be divided by racial and ethnic divisions.

The social sciences and humanities offer us converging methods for the study of social problems, i.e., narrativity. In this class we will read accounts of how race was constructed, how it affects individuals and groups, and for what purposes it continues to have strength in our social life. The student will be expected to gain a critical appreciation of the development of the idea of race and how it contributes to modern racism.

We will read first hand accounts of those who have been negatively affected by racism. The best way to understand the effects of racism is to listen to those who have been subjected to its power. It is therefore necessary to engage these voices as they speak to us about their experience as racially identified subjects in the modern world.

Requirements

1. Classroom Attendance and Participation: Attendance, of course, is required. Students who make a significant contribution to classroom discussions may enhance their grade at the instructor's discretion.

2. Midterm and Final: students will take an in-class midterm and final based on the readings and classroom presentations and discussions.

3. Group Presentation: the student will work with a team that will investigate a certain aspect of racism in the modern world: Employment, Marriage, Gender, Education, Poverty, Sports, etc.

Required Texts

1. Studs Terkel, Race: How Blacks and Whites Think and Feel About the American Obsession

2. Ronald Takaki, A Different Mirror: A History of Multicultural America

3. bell hooks, Ending Rage, Killing Racism

4. Thomas Gosset, Race: The History of an Idea in America

5. Additional Readings and Handouts will be distributed in class.

Tentative Class Schedule

Weeks 1 and 2: History of Race in the Modern World (read Gosset)

Weeks 3 and 4: History of Race in the United States (read Takaki)

Week 5: Philosophical Basis of Modern Racism (read Cornel West, "A Genealogy of Modern Racism," and film, "Ethnic Notions"

Weeks 6 and 7: Narrative Accounts of Race and Ethnicity (read Terkel)

Weeks 8 to 10: Solutions to Racial and Ethnic Conflict (read hooks) and Group Presentations

Another Syllabus for the Course: Race and Ethnicity in America

Fall 2001
Instructor: Eric Porter

Preliminary Syllabus

Course Description:

This seminar is designed to introduce students to the study of race and ethnicity in the United States. Students will receive a grounding in various theoretical and methodological perspectives used to analyze race and ethnicity, explore how scholars have used these perspectives to better understand the historical experiences of different ethnic and racial groups, and examine how issues of race and ethnicity inflect current social and political debates.

Organization:

Unit I (weeks 1-4): Theoretical Perspectives

We will begin by defining terms and follow this discussion with an overview of various theoretical perspectives (sociology, feminism, Marxism, postcolonial studies, critical race theory, etc.) that scholars use to understand race and ethnicity.

Readings:

Les Back and John Solomos, Theories of Race and Racism
Selected articles from the course reader

Unit II (weeks 5-8): Disciplinary Approaches and Group Perspectives

The second part of the course explores how ethnic and racial categories and relations have been consolidated, transformed, and contested in the contexts of conquest, colonization, capitalist development, slavery, immigration, politics, cultural production, etc. We will analyze books devoted to the experiences of different racial and ethnic groups and, in doing so, consider how various disciplinary approaches enhance the study of race and ethnicity.

Readings:

David Saldívar, Walls and Mirrors
Robin Kelley, Race Rebels
Lisa Lowe, Immigrant Acts
Gerald Vizenor, The People Named the Chippewa

Unit III (weeks 9 - 10): Contemporary Issues

We will conclude by applying the historical and theoretical perspectives we have encountered to contemporary issues. Possible topics include multiracial identity, the prison industrial complex, affirmative action, immigration, and the "culture wars."

Readings: Selected articles form the course reader

Syllabus for the Course: Seminar in Race and Ethnicity

Seminar in Race and Ethnicity

Instructor: Terry P. Wilson
Classroom: College 8, Rm. 242
Class Time: MW 5:00 - 6:45pm

Course Description:

Provides a critical examination of various disciplinary approaches and paradigms addressing issues in the history and theory of race, ethnicity, and interethnic and interracial relations in the United States. These will be compared and contrasted to literary, cinematic, and folk concepts.

Texts:

Maria P. Root, Racially Mixed People in America
Richard Drinnon, Facing West: The Metaphysics of Indian Hating
Michael Omi and Howard Winant, Racial Formation in the United States: From the 1960s to the 1990s
Michelle Fine, Lois Weiss, Linda C. Powell, and L. Mun Wong, eds., Off White: Readings on Race, Power, and Society
bell hooks, Where We Stand: Class Matters
Steven Steinberg, The Ethnic Myth: Race, Ethnicity, and Class in America

Requirements:	Participation in Class Discussion	40%
	Term Paper (15 -18 pp.)	40%
	Oral Presentation of Papers	20%

Schedule of Class Meetings:

Mar 28, Wed	Discussion: Race and Ethnicity: Confronting the Confusing
Apr 2, Mon	Discussion: Establishing the "Other" in U.S. History Readings: Drinnon, vii-218
Apr 4, Wed	Discussion: American Indians/Indian Americans
Apr 9, Mon	Discussion: Finding "Others" in Other Places Readings: Drinnon, 219-467
Apr 11, Wed	Discussion: A Melting Pot of Metaphors Readings: Steinberg, ix-168
Apr 16, Mon	Discussion: Ethnic Pluralism Readings: Steinberg, 169-302
Apr 18, Wed	Discussion: A Question of Class Readings: bell hooks, vii-164
Apr 23, Mon	Discussion: Considering Whiteness, I Readings: Fine, et al., vii-148
Apr 25, Wed	Discussion: Considering Whiteness, II Readings: Fine, et al., 229-296
Apr 30, Mon	Discussion: Considering Whiteness, III Readings: Fine, et al., 149-228, 297-366
May 2, Wed	Discussion: Fun with Paradigms Readings: Omi and Winant, vii-52
May 7, Mon	Discussion: Raciality and Racism Issues Readings: Omi and Winant, 53-94
May 9, Wed	Discussion: Looking Back and Looking Forward Readings: Omi and Winant, 95-160
May 14, Mon	Discussion: Beyond Racial Categories Readings: Root, viii-90, 321-347
May 16, Wed	Discussion: Historical Multiracial Issues Readings: Root, 91-180
May 21, Mon	Film: The Fringe Dwellers
May 23, Wed	Discussion: Growing Up Multiracial Readings: Root, 181-320 Term Papers Due
May 28, Mon	Holiday
May 30, Wed	Oral Presentation of Papers
June 7, Thurs.,12noon-3pm	Final Examination Period Oral Presentation of Papers

http://reg.ucsc.edu/soc/aci/spring2001/amst.html

Syllabus for the Course: Sexual Identities and Communities

157. Sexual Identities and Communities

Spring 2002
Instructor: Katie Gilmartin

Course Description

This course provides an introduction to the varied dimensions of lesbian, gay, bisexual, and transgendered experiences in the contemporary U.S., with a focus ranging from individuals to communities. We will examine how gay, lesbian, bi, and trans people negotiate the intersections of their sexual and gender identities with their racial, ethnic, and class identities. This examination will lead us to consider the ramifications of these intersections for notions of "gay issues" and "queer communities." As we explore a variety of "queer visions," our readings will provide historical as well as theoretical perspectives on the development of queer identities, queer communities, and their place in the development of queer visions.

Required Texts:

Course Reader
Audre Lorde, Zami: A New Spelling of My Name
Leslie Feinberg, Stone Butch Blues

Course Requirements

You are expected to attend class regularly, to read and think about each of the assigned texts, and to participate actively in class discussions. If you are forced to miss a class due to illness, you are responsible for getting notes, assignments, handouts, etc., from that day's class.
There is a required assignment due at five of our class meetings: in your own words, summarize the main argument of each article or chapter that we read for that day; then provide one discussion question based upon the readings. These summaries should be very concise; each should be just two or, at most, three sentences in length. I want you to get at the heart of the author's thesis (argument), and state it as briefly and simply as you can. Please note that there is an asterisk (*) in front of every reading for which you must write an argument summary. The discussion question should be one that you find compelling! This question may focus on one or more of the readings, or may be an attempt to synthesize the readings. Please make two copies of this assignment: one to hand in at the beginning of class, and the second for you to refer to during class. Argument summaries/questions should be typed, with your name and the class date at the top of the page. These assignments are intended, in part, to encourage your active and thoughtful participation in class discussions; therefore, a complete set of argument summaries and a question is due at the beginning of class on the day the reading is due and will not be accepted after that time. (Okay, I know, stuff happens: each student will be permitted one, and only one, late submission.) While these assignments are brief, they are very important and will, of course, be reflected in your grade/narrative.
There will be one short paper, topic to be announced. A complete draft of this paper will be due on October 11, and you will exchange papers with one or two classmates, give each other feedback on the papers, and then revise your paper to produce a final draft.
There will be a small group project due on the last day of class. A handout will describe this project in detail.

Class Schedule:

Part I: Introductions

Class 1
Course Introduction

Class 2
Gayle Rubin, "Thinking Sex"

Part II: Some Terms: Sexuality, Gender, Culture, Communities, Politics

Class 3
Harriet Whitehead, "The Bow and the Burden Strap"
Will Roscoe, "Was We-wha a Homosexual? Native American Survivance and the Two-Spirit Tradition"

Class 4:
Tomas Almaguer, "Chicano Men: A Cartography of Homosexual Identity and Behavior"
George Chauncey, "Christian Brotherhood or Sexual Perversion"

Class 5
Gayle Rubin: "Of Catamites and Kings: Reflections on Butch, Gender, and Boundaries"
Jee Yeun Lee, "Why Suzie Wong is Not a Lesbian: Asian and Asian American Lesbian and Bisexual Women and Femme/Butch/Gender Identities"

Class 6
Kate Bornstein, selections from Gender Outlaw
Susan Stryker and Loren Cameron, "Portrait of a New Man"
Susan Stryker, "My Words to Victor Frankenstein...: Performing Transgender Rage"

Class 7
Amanda Udis-Kessler, "Present Tense: Biphobia as a Crisis of Meaning"
Rebecca Kaplan, "Your Fence is Sitting On Me: The Hazards of Binary Thinking"
Lani Ka'ahumanu, "It Aint's Over 'Til the Bisexual Speaks"

Class 8
Carole Queen, "The Queer in Me"
Pat Califia, "Gay Men, Lesbians, and Sex: Doing it Together"
Gayle Rubin, "The Leather Menace: Comments on Politics and S/M"

Class 9
Combahee River Collective, "The Combahee River Collective Statement"
Martin F. Manalansan IV, "In the Shadows of Stonewall: Examining Gay/Lesbian Transnational Politics and the Diasporic Dilemma"
Charles Fernandez, "Undocumented Aliens in the Queer Nation"

Part III: Queer Visions

Class 10
Essex Hemphill, "Introduction" to Brother to Brother: New Writings by Black Gay Men
Ron Simmons, "Tongues Untied: An Intreview with Marlon Riggs"
Marlon Riggs, "Tongues Untied"
Film: Tongues Untied

Class 11
Minnie Bruce Prate: Identity: Skin, Blood, Heart
Audre Lorde, "Age, Race, Class and Sex: Women Redefining Difference"

Class 12
Cherrie Moraga, "La Guera"
Ana Castill, "La Macha: Toward a Beautiful Whole Self"

Class 13
Katie Gilmartin, "'We Weren't Bar People: Class in Lesbian Communities"
Carla Trujillo, "Confessions of a Chicana Ph.D."
Dorothy Allison, "A Question of Class"

Class 14
Frances Negron Muntaner, "Drama Queens: Latino Gay and Lesbian Independent Film/Video"
Walt Odets, "Being Together: The Relations of Positives and Negatives"
Video: Viva 16

Class 15
Nayan Shah, "Sexuality, Identity, and the Uses of History"
Trinity Ordona et al., "In Our Own Way"
Richard Fung, "Looking for My Penis: The Eroticized Asian in Gay Video Porn"

Class 16
Sarah Zoftig, "Coming Out"
John Preston, "What Happened?"
Carol Queen, "Bisexual Perverts Among the Leather Lesbians: Some Thoughts on Border-Crossing"

Class 17 and 18
Audre Lorde, Zami: A New Spelling of My Name

Class 19 and 20
Leslie Feinberg, Stone Butch Blues

Syllabus for the Course: Politics and American Culture

Politics and American Culture

Instructor: Ann Lane
Office: Oakes 201, 459-4517
amlane@cats.ucsc.edu

"Post-modern order is beginning to resemble Tocqueville's vision of modern despotism: 'an immense, protective power ... fatherlike ... [keeping all] in perpetual childhood ... the citizens quit their state of dependence just long enough to choose their masters....'" --Sheldon Wolin

Course Description:

Format: Seminar

Assignments: Five 4-page papers, topics to be assigned

Weekly small group discussion outside class
Jigsaw classroom preparation

Readings: Selections from the following books on reserve at McHenry Library, for sale at The Literary Guillotine, 204 Locust St., 475-1195

Course Schedule

Oct. 1 - Introduction

"Watching History"

Oct. 6

Ruben Martinez, The Other Side: Notes from the New LA, Mexico City, and Beyond

Oct. 8, 13, 15 (paper due 15th)

Alexis de Tocqueville, Democracy in America

Reservations about Democracy

Oct. 20, 22

Richard J. Perry, Apache Reservation: Indigenous Peoples and the American State

Oct. 27, 29 (paper due 29th)

M. Annette Jaimes (ed.), The State of Native America: Genocide, Colonization, and Resistance

Democratic Associations

Nov. 3, 5

C.L.R. James, American Civilization

Nov. 10, 12 (paper due 12th)

Vicki Crawford et al. (eds.), Women in the Civil Rights Movement: Trailblazers, Torchbearers (1941-1965)

The Politics of Place

Nov. 17, 19

Michael Sorkin (ed.), Variations on a Theme Park: The New American City and the End of Public Space

Nov. 24 (paper due 24th)

Sandy Lydon, Chinese Gold: The Chinese in the Monterey Bay Region

Mediated Democracy and the New World Order

Dec. 1, 3

Noam Chomsky, Deterring Democracy

Dec. 8, 10 (paper due 10th)

Brian Wallis (ed.), Democracy: A Project by Group Material

"Mrs. [Fannie Lou] Hamer discovered that there were many things 'dead wrong' with the lives of Blacks and whites in Mississippi. 'I used to think ... let me have a chance and whatever this is ... I'm gonna do somethin' about it.'

"Her chance came ..." --Bernice Reagon Johnson

Syllabus for the Course: From Center to Periphery: American Popular Culture 1920 to the Present

107B. From Center to Periphery:
American Popular Culture 1920 to the Present

Instructor: Brij Lunine
Spring 2001
Lecture & Film Screenings: Merrill 102
Mondays 5-6:45, 7-8:10, Wednesdays 5-6:45

Office: Kresge 218, hours TBA
459-4504, e-mail: brij43@cats.ucsc.edu

Teaching Assistants: Apryl Berney & Kevin Fellezs

Course Description:

This course is a survey of major popular cultural forms, with attention to social and historical context and especially theories of analysis. We will cover popular culture in the United States starting with roughly the 1920s and continuing to the present. The course focuses on how gender, race, class, and sexuality are constructed in representations and how representations reflect the historical context. The approach is fairly systematic in that we will cover texts and forms which are producing and attempting to define a national culture while considering texts and representations which are systematically excluded. The course will introduce students to the major forms of American popular culture which have emerged in the 20th century and will provide students with an understanding of the theoretical strategies used to make sense of these forms. We will start by following a rough chronological approach; but in order to examine different cultures, media, and popular forms, certain topics and phenomena will be examined within their own historical trajectories.

Texts, Films & Videos:

Texts:

Claire F. Fox, The Fence and the River: Culture and Politics at the U.S. - Mexico Border, 1999.
Sut Jhally and Justin Lewis, Enlightened Racism: The Cosby Show, Audiences, and the Myth of the American Dream, 1992.
Course reader.

Texts are available for sale at the Literary Guillotine, 204 Locust Ave., downtown Santa Cruz. They will also be on one day reserve at McHenry Library (including the reader). In addition, the course reader is for sale at Slug Books [next to 7-11 on High Street]. All assigned films are on reserve in the Media Center, first floor, McHenry Library.

Films and Videos:

Guillermo Gómez-Peña. "Border Brujo," (1990)

Culture Clash, "Bowl of Beings," (1992)

D. W. Griffith, "Birth of a Nation" (1913)

Sut Jhally, "Dreamworlds" (1990) & "Dreamworlds 2" (1995)

Jim Mendiola, "Pretty Vacant" (1996)

Barry Nye, "Yo Soy Chicano" (1972)

Marlon Riggs, "Color Adjustment" (1991) & "Ethnic Notions" (1987)

Robert Zemeckis, "Forrest Gump" (1994)

Course Requirements:

Regular attendance and participation in discussion sections is required. Three or more absences from lectures or sections will jeopardize your ability to pass the course. Beyond merely showing up to section (with the text to be discussed), you need to come having read all of the assigned reading, with notes and ideas ready to share. Please come with a question or issue you have identified (or more than one) from the reading and lecture that you would like to discuss.

Assignments and Examinations:

Response papers, 1 mid term paper 5-7 pages, and a 15 page research paper

Expect quizzes on the readings; two analytical papers, 5-7 pages in length, detailed instructions and topics will be provided; and additional reading response writing in your sections.

Policies:

If you are having problems that will jeopardize your ability to pass this course, please see me. Also I enforce the University's New Policy on Academic Dishonesty, Navigator: Undergraduate Handbook 2000-2001, Appendix pages 63-65.

Time Expectation:

Your time requirement for this course is conceived as follows: this is a five unit course; the expectation is fifteen hours spent per week on it. There are roughly 3 1/2 hours spent in class, plus several hours screening films and attending section; that leaves roughly 8 hours for reading, writing, and contemplating. If you are spending significantly more time than this and are unhappy, please see me. If you are spending less time that this, please see me immediately.

Syllabus (subject to change)

Wednesday, 28 March	Introduction: Course overview, distribute syllabus, organize sections.
Monday, 2 April	Theories and approaches. Read: Course reader [CR]: Carla Freccero, excerpts from Popular Culture: An Introduction, Chapters 1 & 2, "Popular Culture: An Introduction," "Cultural Studies, Popular Culture and Pedagogy," and Raymond Williams, Keywords, "Culture," "Democracy," "Folk," "Masses," & "Popular." Screen: Marlon Riggs, "Ethnic Notions," (1987)
Wednesday, 4 April	Theories and approaches (continued). Read: CR: Leslie T. Good, "Power, Hegemony, and Communication Theory," Sut Jhally, "The Political Economy of Culture," Stuart Hall, "Notes on Deconstructing 'the Popular.'"
Monday, 9 April	Race and representation from the beginning - "Birth of a Nation" (1913). Read: CR: Rogin, "'The Sword Became a Flashing Vision': D.W. Griffith's The Birth of a Nation." Screen: "Birth of a Nation" (clips).
Wednesday, 11 April	Alternative visions - Oscar Micheaux. Read: CR: Thomas Cripps, "Oscar Micheaux: The Story Continues," Jane Gaines, "Fire and Desire: Race, Melodrama and Oscar Micheaux," J. Ronald Green, "'Twoness' in the Style of Oscar Micheaux."
Monday, 16 April	Chicano Trajectories. The border - histories, popular representations and avant-garde conceptualizations. Read: Fox, The Fence and the River (1999). Intro, chapters 1-3. Screen: Guillermo Gómez-Peña. "Border Brujo," (1990) Culture Clash, "Bowl of Beings" (1992)
Wednesday, 18 April	Read: Fox chapters 4 & 5. Screen: Jim Mendiola, "Pretty Vacant" (1996).
Monday, 23 April	Continuing the history of Chicanos in early American film. Read: CR: José E. Limón, "Stereotyping and Chicano Resistance: An Historical Dimension," Antonio Ríos-Bustamante, "Latino Participation in the Hollywood Film Industry, 1911-1945," Charles Ramírez Berg, "Bordertown, the Assimilation Narrative, and the Chicano Social Problem Film." Screen: Barry Nye, "Yo Soy Chicano" (1972)
Wednesday, 25 April	Chicano Film. Read: CR: Rosa Linda Fregoso, excerpts from The Bronze Screen: Chicana and Chicano Film Culture, Introduction, "The Bronze Screen: Looking at Us Looking," and "Actos of Imaginative Re-discovery."
Monday, 30 April	The emergence of television. Read: CR: John Storey, "Television," George Lipsitz, "The Meaning of Memory: Family, Class and Ethnicity in Early Network Television." Screen: Marlon Riggs, "Color Adjustment" (1991)
Wednesday, 2 May	Read: CR: Michael Omi, "In Living Color: Race and American Culture." Andrea Press, "Work, Family, and Social Class in Televised Images of Women: Prefeminism, Feminism, and Postfeminism on Prime-Time Television."
Monday, 7 May	TV's ideological effects. Read: Sut Jhally and Justin Lewis, Enlightened Racism: The Cosby Show, Audiences, and the Myth of the American Dream, 1992, chapters 1-4.
Wednesday, 9 May	Read: Jhally and Lewis, chapters 5-8.
Monday, 14 May	Advertising. Read: CR: Stuart Ewen, "Advertising and the Development of Consumer Society," Sut Jhally, "Advertising as Religion: The Dialectic of Technology and Magic," Stephen Kline, "Limits to the Imagination: Marketing and Children's Culture."
Wednesday, 16 May	The Nike Paradigm. Robert Goldman and Stephen Papson, excerpt from Nike Culture: The Sign of the Swoosh, "Just Metacommunicate It," Sarah Terry, "Getting to Know You."
Monday, 21 May	MTV and an overview of Feminism(s) and popular culture. Dominic Strinati, "Feminism and Popular Culture," Lawrence Grossberg, "MTV: Swinging on the (Postmodern) Star." Screen: Sut Jhally, "Dreamworlds" (1990) & "Dreamworlds 2" (1995)
Wednesday, 23 May	MTV, music and the industry. Read: CR: Robert Christgau, "Rah, Rah, Sis-Boom-Bah: The Secret Relationship Between College Rock and the Communist Party, Joanne Gottlieb and Gayle Wald, "Smells Like Teen Spirit: Riot Grrrls, Revolution and Women in Independent Rock," Lawrence Grossberg, "Is Anybody Listening? Does Anybody Care?: On Talking about 'The State of Rock,'" Robert Walser, Highbrow, Lowbrow, Voodoo Aesthetics."
Monday, 28 May	Hip-Hop Cultures 1970s to present. Read: CR: Neva Chonin, "Turning the Tables: How the Invisibl Skratch Piklz became the world's most lauded DJ Crew," Brian Cross, excerpts from It's Not About A Salary...: Rap, Race + Resistance in Los Angeles: "Preface," "L. A. Hiphop: A Brief History," and Raegan Kelley, "Hiphop Chicano: A Separate But Parallel Story," Juan Flores, "Puerto Rican and Proud, Boyee!: Rap Roots and Amnesia."
Wednesday, 30 May	Jefferey Louis Decker, "The State of Rap: Time and Place in Hip Hop Nationalism," Tricia Rose, "A Style Nobody Can Deal With: Politics, Style and the Postindustrial City in Hip Hop." Popular culture and history. A look back over the last eighty years, final wrap-up and discussion.

http://reg.ucsc.edu/soc/aci/spring2001/amst.html

Another Syllabus for the Course: American Popular Culture, 1920 to the Present

American Studies 107B - American Popular Culture, 1920 to the Present

In this course, we will study the history of diverse popular cultural forms, paying particular attention to multicultural contexts. We will examine, for example, comic art by a Japanese immigrant to San Francisco in the 1920s; music by Black female blues singers from the 1920s and 1930s; Chicana recordings from the 1940s; film Westerns from the 1950s; seminal rock and roll recordings of the 1950s and 1960s; popular dance styles from the 1970s and 1980s; martial arts films from roughly the same period; rap music and videos of the 1980s and 1990s; multicultural science fiction and detective novels; Native American photography and film; and contemporary gay popular culture. This course is the second half of a historical sequence on U.S. Popular Culture. While it is recommended that interested students take the entire sequence, the first course, A107A, is not a prerequisite for AS107B

While I am still tinkering with the syllabus, below is a one from a previous year that will give you a sense of what to expect in the Spring.

COURSE MATERIALS

Films:

Enter the Dragon
Giant
Hairspray
Selena
Smoke Signals

Texts:

Dick, Philip K. A Scanner Darkly
Kadohata, Cynthia. In the Heart of the Valley of Love
Kiyama, Yoshitaka. The Four Immigrants Manga
Mosely, Walter. Devil in a Blue Dress
Neely, Barbara. Blanche on the Lam
Silko, Leslie Marmon. Storyteller

All texts are for sale at the Literary Guillotine, 204 Locust Ave., downtown Santa Cruz. They are also on reserve at Mc Henry Library. In addition, two course readers (CR1 and CR2) will be for sale at the UCSC copy center. All assigned films and music are on reserve in the Media Center, first floor, Mc Henry Library.

COURSE REQUIREMENTS

--Regular attendance (including film screenings) and participation. Each day you should come to class ready to discuss all assigned material.

--Weekly 1-page responses to course material. Once a week, on either Tuesday OR Thursday, you must turn in a typed response to the day’s assignment. The two exceptions are the weeks in which papers are due. Responses should demonstrate your familiarity with the day’s material, but should also involve your own opinions. Late responses will not be accepted.

--Two 5-7 page papers. Both papers are due at the start of class on the assigned days.

ASSIGNMENT SCHEDULE

March

30 Introduction: Approaches to U.S. Popular Culture

April

1 Central Concepts

Stuart Hall, "What is this ‘Black’ in Black Popular Culture?"
Immanuel Wallerstein, "America and the World: Today, Yesterday, and Tomorrow"
Raymond Williams, selections from Key Words

All readings are in CR1

6 Asian Immigrant Popular Cultures, c. 1920s

The Four Immigrants Manga
Selections from Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940 (CR1)

8 Blues Women in the 1920s and 1930s

Selections from Angela Davis, Blues Legacies and Black Feminism (CR1)
Reserve listening: Gertrude "Ma" Rainey and Bessie Smith

13 Chicana Recording Stars of the 1940s and 1950s

Selections from Lydia Mendoza: A Family Autobiography (CR1)
Selections form Mañuel H. Pena, The Texas-Mexican Conjunto (CR1)
Reserve listening: The Mendoza Sisters

15 1950s and 1960s Rock and Roll

George Lipsitz, "Cruising Around the Historical Block" (CR1) and "Against the Wind: Dialogic Aspects of Rock and Roll" (CR2)
David Reyes and Tom Waldman, "The One and Only Ritchie Valens" (CR1)
Reserve listening: Elvis Presley, Elvis Presley Sings Lieber and Stoller and El Vez, Grasiasland

19 Screening of Giant, 7-10 pm, 1 Thimann

20 The Western: Giant

Rafael Perez-Torres, "Chicano Ethnicity, Cultural Hybridity, and the Mestizo Voice" (CR1)
Selections from Jose E. Limon, American Encounters: Greater Mexico, the United States, and the Erotics of Culture (CR1)

22 Sci-Fi Near Futures

Philip K. Dick, A Scanner Darkly

PAPER ONE DUE

27 Sci-Fi Near Futures

Cynthia Kadohata, In the Heart of the Valley of Love

Recommended reading: Michael Rogin, "Independence Day, or How I Learned to Stop Worrying and Love the Enola Gay" (CR1)28

28 1970s Near Pasts: Disco

Anthony Thomas, "The House the Kids Built: The Gay Black Imprint on American Dance Music" (CR1)
Peter Biskind and Barbara Ehrenreich, "Machismo and Hollywood’s Working Class"(CR2)
Reserve viewing: Saturday Night Fever

May

3 Screening of Enter the Dragon, 5-7 pm, Thimann 1

4 1970s Near Pasts: Martial Arts Movies

Ackbar Abbas, "The New Hong Kong Cinema" (CR1)
Hsiung-Ping Chiao, "Bruce Lee: His Influence on the Evolution of the Kung Fu Genre" (CR 1)
Yvonne Tasker, "Fists of Fury: Discourses of Race and Masculinity in the Martial Arts Cinema" (CR2)

6 Indian with a Camera

Leslie Maron Silko, Storyteller and "Indian with a Camera" (CR1)

10 Screening of Smoke Signals, 5-7 pm, Thimann 1

11 Indian with a Camera

Smoke Signals

13 Black Detectives

Walter Mosely, Devil in a Blue Dress
Black Detectives
Barbara Neely, Blanche on the Lam

20 Hip Hop

Paul Gilroy, "’Jewels Brought from Bondage’: Black Music and the Politics of Authenticity" (CR1)
Robin D.G. Kelley, "Kickin’ Reality, Kickin’ Ballistics: ‘Gangsta Rap’ and Postinduatrial Los Angeles" (CR1)
Tricia Rose, selections from Black Noise (CR1)
Reserve listening: selections from Are You Ready for W.O.R.?; Frost, Smile Now, Die Later; N.W.A., Straight Outta Compton; Run D.M.C., Raising Hell; Yo! M.T.V.Raps, v. 2

24 Selena screening, 5-7 pm, Thimann 1

25 Selena

Joe Nick Patoski, selections from Selena: Como la Flor (CR1)

27 Sexuality, Race, and Dance

In-class screening of Hairspray

PAPER TWO DUE

June

1 Sexuality, Race, and Dance

bell hooks, "Eating the Other: Desire and Resistance" (CR1)
Eve Kosofsky Sedgwick and Michael Moon, "Divinity: A Dossier, A Performance Piece, A Little-Understood Emotion" (CR2)

2 The Funny Papers

Linda Barry, It’s So Magic (CR2)

Syllabus for the Course: African American Sexuality

125C. African American Sexuality

Instructor: Donald H. Matthews, M.A., MDIV, Ph.D.

Sexuality has long been a site of oppression and fulfillment for African American people. Historically, the desire to control the sexual practices of African Americans has been of interest to American slave holders during colonial and ante-bellum eras. This control was so exacting in the United States that the great intellectual W. E. B. Du Bois stated that the black family was established later than the black church as a viable institution in the black community. Since the beginning of their lives in the Americas, African Americans have struggled to define the terms of their own sexuality. The sexual oppression of blacks has been the focus of many literary works and social scientific studies from the depictions of sexual exploitations in the slave narratives to Toni Morrison's Nobel Prize novel Beloved.

This interest in black sexuality has not just been the focus of historical times. Modern investigators such as Moynihan, Murray, Becker, and Wilson have made the sexual practices of blacks an important phenomenon in their development of public policy. The media has also sought to gain public viewership through sexual and asexual depictions of black life. The black community finds itself in a fishbowl in which its sexually is continually exploited, admired, and feared.

Course Description

This course will examine the history of black sexuality in the United States. We will use historical studies, literary narratives, and social scientific investigations to develop a view of black sexuality that encompasses its various practices and attitudes, including units on homosexuality, sexual abuse, and sexual practices in the black community.

Assignments: Two five-page papers on the readings. Project/paper on a topic of black sexuality.

Texts:

Push by Sapphire
Make Me Wanna Holler by Sapphire
Balm in Gilead by Toinette Eugene and James Poling
Theory of Sexuality by Sigmund Freud
Anima by Carl Jung
The Color Purple by Alice Walker
The Black Family in Slavery and Freedom by Herbert Gutman
Selections from:

I Know Why the Caged Bird Sings by Maya Angelou
Sex in America by Laumann

Schedule of Classes

Week One: West African Kinship Systems

Week Two: Early Sexual Contact - Africa and Europe

Week Three: African-European Sexuality under Capitalist Expansion

Week Four: African Sexuality and the Plantation System

Week Five: The Black Family in Freedom

Week Six: Urbanization and Black Sexual Practices

Week Seven: Sexuality and the Black Male

Week Eight: Sexuality and the Black Women

Week Nine: Black Sexuality and the Media

Week Ten: Black Sexuality and Social Policy

Syllabus for the Course: America and Americans

AMST 1 - America and Americans

MWF 9:30 - 10:40 am
Stevenson 150

Occasional Film Series: M 7 - 9 pm
Stevenson 150

Instructor: Scott Morgensen
Teaching Assistants: Corey Capers, Michelle Rosenthal

Course Description:

This course is an introduction to American Studies as a field of inquiry. Rather than being a comprehensive survey of U.S. social history, the course presents select case studies to suggest certain ways of examining the complexities of life in this country, particularly regarding what it has meant or now means to claim identity in relation to contested notions of citizenship. By examining how U.S. society is cross-cut by differences, inequalities, and conflicts&emdash;especially the simultaneous actions of such social forces as class, race, ethnicity, gender, and sexuality&emdash;we can read how various groups creatively negotiate state-structured narratives of citizenship in order to claim fulfillment on their own terms. In particular, we will consider the responses of differently-situated people to such widely articulated but ambiguous "national" values as "freedom," "equality," "community," "justice," "progress," "happiness," and "democracy." And we will explore how transnational perspectives on colonialism and imperialism explain key questions about constructions of identity in the U.S. Throughout the course we will engage in a continuous dialogue about the dynamics by which our own identities and those of varied groups in U.S. society have emerged and continue to change.

The course material focuses on poetry, as well as oral histories and essays, in order to highlight how struggles over cultural citizenship become articulated through the political practice of testimony. A core argument of the course is that we must recognize creative speech and other narrative forms as sites and sources of self-definition, community formation, and social struggle. A key part of our work will be to learn to listen to varied voices speaking in distinctive registers, cadences, and symbolic conversations. Thus, another core argument of the course is that, for all of us caught up in this ongoing experiment called "the U.S.," we will only be able to understand our pasts or imagine future interconnection if we first practice deep listening across differences. To facilitate this, our material emphasizes texts and films that take "ethnographic" approaches to narrating the past or present. Ethnography is a tool used increasingly in American Studies to attend to people's words and deeds in the context of community politics, in order to understand their cultural constitution. By listening with an ethnographic ear, we will come to know the heterogeneous cultural bases from which people have spoken and still deliberate what it means to be an "American."

Required Books (available at The Literary Guillotine)

Him Mark Lai, Genny Lim, and Judy Yung, eds., Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940
Sherman Alexie, The Summer of Black Widows
Gloria Anzaldúa, Borderlands/La Frontera: The New Mestiza
June Jordan, Technical Difficulties: African American Notes on the State of the Union
Anna Deveare Smith, Twilight: Los Angeles 1992
Wahneema Lubiano, ed. The House That Race Built
Course Reader
Copies of all readings will be on two-hour reserve in McHenry Library.

Required Films * Designates Monday Night Films (7 - 9 pm)

   United States of Poetry, I
*  My America...or, Honk If You Love Buddha
    A.K.A. Don Bonus
*  Smoke Signals
   In Whose Honor?
   The Double Life of Ernesto Gomez Gomez
*  (Follow Me Home - tentative)
   Eyes on the Prize
*  Black Is, Black Ain't
   Sa-I-Gu

Syllabus Outline

Week 1. W 3/29 - F 3/31 Testimony and Struggle Over Cultural Citizenship: Who is a Subject of the United States?

Reader selections by Norma Alarcón, Kimberlé Crenshaw, W.E.B. Du Bois, Franz Fanon, Ruth Frankenberg, Stuart Hall, Renato Rosaldo, Howard Winant, and "the Founding Fathers" (Declaration of Independence & Constitution of the United States)
Film: United States of Poetry I

Week 2. M 4/3 - F 4/7 Testimony and Struggle Over Cultural Citizenship: Asian American Immigration, Internment, and Resistance

Continue Alarcón, Crenshaw, Du Bois, Fanon, Frankenberg, Hall, Rosaldo, Winant
Core Text: Island, Him Mark Lai, Genny Lim, Judy Yung, eds.
Guest Lecture: Judy Yung, American Studies, UCSC

Week 3. M 4/10 - F 4/14 In the Wake of Imperialism: Pacific Islander and Asian American Heterogeneity

Reader selections by Lisa Lowe, Vicente Rafael, and Haunani Kay Trask
Films: A.K.A. Don Bonus, My America...or Honk If You Love Buddha

Week 4. M 4/17 - F 4/21 First Nations Sovereignty, Survival, and Creative Resistance

Core Text: The Summer of Black Widows, Sherman Alexie
Reader selections by Chrystos, Ward Churchill, Vine Deloria Jr., and M. Annette Jaimes Guerrero
Films: Smoke Signals, In Whose Honor?

Week 5. M 4/24 - F 4/28 Border Cultures: Political Art and Chicana/o Identities

Core Texts: The Summer of Black Widows, Sherman Alexie; Borderlands/La Frontera : The New Mestiza, Gloria Anzaldúa
Reader selections by Leslie Marmon Silko and Cherríe Moraga

Week 6. M 5/1 - F 5/5 Negotiating Multiple Subjectivities: Mixed Race Identities, "The New Mestiza," and Bridging Differences through Alliance

Core Text: Borderlands/La Frontera : The New Mestiza, Gloria Anzaldúa
Reader selections by Gloria Anzaldúa, Pedro Cabán, Dylcia Pagán, and Chela Sandoval
Film: The Double Life of Ernesto Gomez Gomez

Week 7. M 5/8 - F 5/12 The Work of/against Assimilation: Constructions of Whiteness and White Anti-Racist Practice

Reader selections by Ruth Frankenberg, Minnie Bruce Pratt, David Roediger, Karen Brodkin Sacks, and Patricia Williams
Film: Eyes on the Prize

Week 8. M 5/15 - F 5/19 "Black Is, Black Ain't": Formations of Oppositional Consciousness

Core Text: Technical Difficulties, June Jordan
Reader selections by Angela Davis, bell hooks, Robin Kelley, and Kendall Thomas
Film: Black Is, Black Ain't

Week 9. M 5/22 - F 5/26 Our Heritage and Responsibility: Los Angeles 1992

Core Text: Twilight, Anna Deveare Smith
Reader selections by Kimberlé Crenshaw, Mike Davis, and Elaine Kim
Film: Sa-I-Gu

Week 10. W 5/31 - F 6/2 What Story to Pass On?

Core Text: Smith, Twilight

http://reg.ucsc.edu/soc/aci/spring2000/amst.html

Syllabus for the Course: Gender and U.S. Society

AMST 102A - Gender and U.S. Society

TTh 10 - 11:40 am
Porter 148

Section times: T 12 pm, T 2 pm, T 4 pm

Scott Morgensen, Instructor
Karen Lo, Teaching Assistant

Course Description

This course introduces the social and cultural analysis of gender in the United States, figured always around gender's relations to racism, colonialism, capitalism, and politics of sexuality. The course intermixes historical texts with contemporary social science and literature in order to examine gender as a cultural construction, a performative practice, and a mode of ordering society around relations of difference and power, as well as a basis for agency and resistance to domination. We link political economies of gender to cultural production motivating and justifying them. Feminist and queer theories assist us in marking the enormous efforts that have been and still are expended to establish and maintain social orders of gender. Throughout the course we will engage in a continuous dialogue about the dynamics by which our own gender identities and those of others in U.S. society have emerged and continue to change.

Throughout the quarter, this course will link readings, conversations, and assignments to two concurrent special events&emdash;the national conference "The Color of Violence: Violence Against Women of Color"(April 28 - 29, UCSC) and the 9th Annual Women of Color Film and Video Festival (May 5 - 6, UCSC), both sponsored by the UCSC Women of Color Research Cluster.

Required Books

Women, Race, and Class, Angela Davis
Manliness and Civilization, Gail Bederman
Gay New York, George Chauncey
The Last Time I Wore a Dress, Daphne Scholinski
Gender Outlaw, Kate Bornstein
A Course Reader

Required Films

Picturing Oriental Girls
And Still I Rise
La Operación
Dollar a Day, Ten Cents a Dance
Licensed to Kill
B.D. Women
Tongues Untied
Juggling Gender
You Don't Know Dick

Syllabus

T 3/28 Introduction: The social construction of gender as a relation of power
Film: "Man to Man?" 20/20
Recommended: Fausto-Sterling, "Hormones and Aggression" (Reserves)

Th 3/30 Feminist theories of gender: Relationality, Intersectionality, Violence, Resistance
Reading: Glenn, "Racial Ethnic Women's Labor"
Crenshaw, "Mapping the Margins"
Anzaldúa, "Bridge, Drawbridge, Sandbar, or Island"

I. Hegemony and Agency: Histories of Racialized Gender in the U.S.

T 4/4 Gender, immigration, whiteness: Asian and Native women confront "domesticity"
Film: Picturing Oriental Girls
Reading: Kingston, "The Laws"
Yung, "Chinese Women"
Lomawaima, "Domesticity in the Federal Indian Schools"
Guerrero, "Civil Rights vs. Sovereignty: Native American Women in Life/Land Struggles"

Th 4/6 "Domesticity" and the racial formation of white feminist social movements
Reading: Weiner, "Expectations for White Womanhood"
"The Antisuffragists: Selected Papers, 1852-1887"
Women, Race, and Class chapters 2, 3, 4, 7

T 4/11 Fighting oppression, reclaiming sexuality: African-American women in struggle
Film: And Still I Rise
Reading: Women, Race, and Class chapters 1, 5, 6, 8, 9
Hammonds, "Towards a Genealogy of Black Female Sexuality: The Problematic of Silence"
optional: Women, Race, and Class chapter 10
Giddings, "The Last Taboo"

Th 4/13 Women, poverty, racism, and state regulation of motherhood
Film: La Operación
Reading: Lopez, "Agency and Constraint"
Roberts, "Punishing Drug Addicts Who Have Babies"
optional: Women, Race, and Class chapter 12

T 4/18 Defining racial manhood in the early twentieth century
Film: Dollar a Day, Ten Cents a Dance
Reading: Manliness and Civilization chapter 1
San Francisco AFL, "Meat vs. Rice"

Th 4/20 The myth of the black rapist and white masculine violence
Film: video of the Rodney King beating
Reading: Manliness and Civilization chapter 2
Women, Race, and Class chapter 13
Butler, "Endangered/Endangering"

T 4/25 Inventing "masculinity": Projecting "savagery," cultivating "the savage within"
Reading: Manliness and Civilization chapters 3, 6
Kimmel, "'Born to Run': Nineteenth Century Fantasies of Masculine Retreat and Re-creation (or the Historical Rust on Iron John)"

Th 4/27 The gender of U.S. imperialism: From TR to the Gulf
Reading: Manliness and Civilization chapter 5
Niva, "Tough and Tender: New World Order Masculinity and the Gulf War"
Cohn, "Gays in the Military: Texts and Subtexts"

Weekend "The Color of Violence: Violence Against Women of Color" Conference. April 28 - 29.

T 5/2 Re-theorizing gender violence: Reports from the Conference

II. Regulation and Resistance: Gender Diversity in U.S. History

Th 5/4 Denaturalizing homophobic violence
Film: Licensed to Kill
Reading: Nardi, "Gay Bashing"

Weekend 9th Annual Women of Color Film and Video Festival--"The Color of Violence." May 5 - 6.

T 5/9 Histories of gender & sexual diversity: Emergence of (whitewashed) gay cultures
Reading: Gay New York chapters 2, 3, 4, 5

Th 5/11 Histories of gender & sexual diversity: Discrepant cultures in communities of color
Film: B.D. Women
Reading: Gay New York chapters 10, 12, 13
Eric Garber, "A Spectacle in Color"
Wekker, "Mati-ism and Black Lesbianism"
Hall and Kauanui, "Same-Sex Sexuality in Pacific Literature"

T 5/16 Breaking silence: Queer and womanist men of color challenge homophobia, transform manhood
Film: Tongues Untied
Reading: Hemphill, "Brother to Brother"
Lemons, "A New Response to Angry Black (Anti)Feminists: Reclaiming Feminist Forefathers, Becoming Womanist Sons"
Almaguer, "Chicano Men: Cartographies of Homosexual Behavior"
Wat, "Preserving the Paradox: Stories from a Gay-Loh"

Th 5/18 The resistant plasticity of gender: "Gender Identity Disorder" & gender violence
Film: Juggling Gender
Reading: Scholinski, The Last Time I Wore A Dress
Hubbard, "Gender and Genitals: Constructs of Sex and Gender"
Chase, "Hermaphrodites With Attitude"

T 5/23 Negotiating transsexualism
Film: You Don't Know Dick
Nakamura, "Narrating Ourselves: Duped or Duplicitous?"
Cromwell, "Fearful Others"

Th 5/25 Engaging the transgender challenge
Reading: Bornstein, Gender Outlaw

T 5/30 First Nations cultural resistance and the politics of Two-Spirit identities
Gay American Indians, Living the Spirit (selections)
Thomas, "Navajo Cultural Constructions of Gender and Sexuality"
Chrystos, "Shame On!"
Rose, "What's All This Full About Whiteshamanism Anyway?"

Th 6/1 Conclusions and Evaluations

http://reg.ucsc.edu/soc/aci/spring2000/amst.html

Another Syllabus for the Course: Gender and U.S. Society

AMST 102A: Gender and U.S. Society

Instructor: Scott Morgensen

TTh 10 - 11:45 am

Gender and U.S. Society is a foundation course in American Studies, and a core class for American Studies majors pursuing an emphasis on gender. The course also offers credit in Women's Studies, under the concentrations "Race, Class and Ethnicity in the U.S." and "Movements, Institutions, Policy and Legal Studies."

The course's accessible yet theoretically rich material serves students new to gender studies as well as more advanced students. Cutting-edge debates in gender studies are presented at their intersection with ethnic studies and queer studies. New students will be exposed to a variety of possible directions for future study, while advanced students will be assisted in planning or beginning innovative independent study of gender.

If you enroll, please read below: **Special Note to Advance Enrolled Students**

Course Description

"Gender and U.S. Society" introduces the social and cultural analysis of gender in the U.S., emphasizing links between historical and contemporary society. The course uses social science to present gender as a cultural construction, and as a mode of ordering society via relations of difference and power. Course material emphasizes the enormous efforts expended to establish and maintain any social order of gender, as well as the reality of gender's ongoing flux and change. Course material always presents gender in intersection with dynamics of race, class, and sexuality.

The first segment of the course foregrounds women's positions in U.S. society, to emphasize that 'America' was built through struggle over gender, in contexts of colonialism, slavery, class struggle and imperialism. Topics include gender and immigration, race and class origins of U.S. feminism, women and domestic labor, violence against women, and women, poverty and state racism. The second segment explains the emergence of dominant cultures of manhood, by exploring how white, ruling class and heterosexual forms of manhood have been defined vis-a-vis definitions of "deviant" genders among the racially and sexually marginalized. Topics include scientific sexism and racism, violence against men of color, military manhood, scientific regulation of sexuality, variation in men's sexualities, and queer cultures of gender. The final segment explores gender diversity by reading transgender theory, and studying transgender cultures in a variety of race and class communities, with special emphasis on Two-Spirit people of the Native American Nations. The course wraps up by critically examining the cultural particularity and rigidity of official gender discourse in U.S. law and science.

Required Texts (available at Herland Book/Cafe, Downtown Santa Cruz)

Women, Race, and Class, Angela Davis

Manliness and Civilization, Gail Bederman

Gay New York, George Chauncey

Gender Outlaw, Kate Bornstein

A Course Reader (available at UCSC Copy Center)

Required Films (on reserve at McHenry Media Center)

"Dollar a Day, Ten Cents a Dance"

"And Still I Rise"

"La Operación"

"Bontoc Eulogy"

"B.D. Women"

"The Life and Times of Rosie the Riveter"

"Paris Is Burning"

Writing requirements:

* Four reading responses (each 2 pgs. minimum), due on designated days.

* Two take-home midterms (each consisting of one 4 - 6 pg. essay, and multiple short answers), due in the fifth and ninth weeks respectively.

* Final exam/paper (choice of one 6 - 10 pg. essay), due the week of finals.

**Special Note to Advance Enrolled Students**

You are expected to read the articles assigned for the first week of class before we meet Thursday, January 7. The articles will appear in your Course Reader which can for purchased at the UCSC Copy Center on the first day of class, January 5. If for any reason you cannot get your reader on time, you must go to McHenry Reserves to read the articles; they will be available as soon Reserves begins accepting material for Winter Quarter. If you choose to read ahead, check with Reserves to find out if the readings have arrived and when Reserves is open for use over Winter Break. Your first written assignment, due the second week of class, will respond to the arguments of these long articles. **Be sure to read them ahead of time!**

Syllabus, Week One:

T 1/5. The social construction of gender as a relation of power

Another Syllabus for the Course: Gender and U.S. Society

102A. Gender and U.S. Society

Instructor: Katie Gilmartin

Please note: Information is from a previous quarter

Course Description

This course will serve as an introduction to the gendered analysis of U.S. society and culture from theoretical and historical perspectives. We will work from the assumption that both women and men are gendered and will devote particular attention to the ways in which gender intersects with race, ethnicity, class, and sexuality. The course will begin with theoretical perspectives on gender, on the role of gender in history, and on the intersections of gender, race, ethnicity, and class. We will then examine the gendering of work, with an emphasis on gendered work and social change during World War II. Next we will explore gendered images and gendered violence. We will then turn our focus to the complex relationship between gender and sexuality. The course will conclude with a novel by a "gender outlaw" that touches on each of the main topics of the course and underscores the variety of ways in which gender is enforced in U.S. society.

You are responsible for all information contained in this syllabus. Please read it over carefully and refer to it throughout the quarter.

Required Texts

These are available at Bay Tree Books:

Sherna Gluck, Rosie the Riveter Revisited
Leslie Feinberg, Stone Butch Blues

Also required is a Course Reader, available at the UCSC Copy Center. Be sure to pick this up immediately; our first reading is an article in this reader.

Course Schedule

Tuesday, April 2: Introduction: Thinking About Gender

Introduction to Course

Thursday, April 4: Thinking About Gender in History

Reading: Joan Scott, "Gender: A Useful Category of Historical Analysis"

In-class Exercise: Documents

Discussion Facilitation Sign-ups

Tuesday, April 9: Intersections

*Reading:

Maxine Baca Zinn, "Family, Race, and Poverty in the Eighties"

Gary Okihiro, "Recentering Women"

Patricia Fernandez Kelly, "Delicate Transactions: Gender, Home, and Employment among Hispanic Women"

Evelyn Nakano Glenn, "Racial Ethnic Women's Labor: The Intersection of Race, Gender, and Class Oppression"

Thursday, April 11: Gendered Work I

Reading:

Milkman, "Gender at Work: The Sexual Division of Labor During World War II"

Ruth Schwartz Cowan, "The 'Industrial Revolution' in the Home: Household Technology and Social Change in the Twentieth Century"

Evelyn Nakano Glenn, "From Servitude to Service Work: Historical Continuities in the Racial Division of Paid Reproductive Labor"

Film: "The Life and Times of Rosie the Riveter" (+65 min)

Tuesday, April 16: Gendered Work II

*Reading:

Ava Baron, "Questions of Gender: Deskilling and Demasculinization in the U.S. Printing Industry, 1830-1915"

Ava Baron, "An 'Other' Side of Gender Antagonism at Work: Men, Boys, and the Remasculinization of Printers' Work, 1830-1920"

Anne Phillips and Barbara Taylor, "Sex and Skill: Notes towards a Feminist Economics"

Diane Elson and Ruth Pearson, "'Nimble Fingers Make Cheap Workers': An Analysis of Women's Employment in Third World Export Manufacturing"

Thursday, April 18: Gendered Work III

Reading: none for today

First Paper Due

Films: "Fast Food Women, Sewing Woman" (+14), "The Maids" (+28)

Tuesday, April 23: Gendered Work and Social Change I

Reading: Rosie the Riveter Revisited, to page 150

Thursday, April 25: Gendered Work and Social Change II

*Reading: Finish Rosie the Riveter Revisited

Tuesday, April 30: Gendered Images I

*Reading:

Richard Delgado and Jean Stefancic, "Minority Men, Misery, and the Marketplace of Ideas"

Kathy Peiss, "Making Faces: The Cosmetics Industry and the Cultural Construction of Gender, 1890-1930"

Riv-Ellen Prell, "Rage and Representation: Jewish Gender Stereotypes in American Culture"

Film: "Ethnic Notions" (+57 min)

Thursday, May 2: Gendered Images II

Reading: none for class. However, over the weekend you should browse around and choose an autobiography to read for your final paper.

Due today: author and title of the autobiography you will be reading for your final paper

Films: "Slaying the Dragon" (+60 min) and "And Still I Rise" (+30)

Tuesday, May 7: Gendered Images III

Reading: none for today; this is a good time to begin reading the autobiography for your final paper.

Film: "Forbidden City" (+56 min)

Thursday, May 9: Gendered Violence I

*Reading: Linda Gordon, "'Be Careful About Father': Incest, Girls' Resistance, and the Construction of Femininity," and "'The Powers of the Weak': Wife-Beating-and Battered Women's Resistance"

In-class Presentation by Gillian Greenspan of the Rape Prevention Education Center

Tuesday, May 14: Gendered Violence II

Reading:

Ida B. Wells, selection from A Red Record: Lynchings in the United States

Elliot Gorn, "The Meanings of Prize Fighting"

Thursday, May 16: Sexuality I

Reading:

Hazel V. Carby, "'it Jus Be's Dat Way Sometime': The Sexual Politics of Women's Blues"

Kathy Peiss, "'Charity Girls' and City Pleasures: Historical Notes on Working-Class Sexuality, 1880-1920"

Peggy Pascoe, "Gender Systems in Conflict: The Marriages of Mission-Educated Chinese American Women, 1874-1939"

In-class: African American women's blues

Tuesday, May 21: Sexuality II

*Reading:

Tomas Almaguer, "Chicano Men: A Cartography of Homosexual Identity and Behavior"

Harriet Whitehead, "The Bow and the Burden Strap: A New Look at Institutionalized Homosexuality in Native North America"

Patrick D. Hopkins, "Gender Treachery: Homophobia, Masculinity, and Threatened Identities"

Thursday, May 23: Sexuality III

Reading:

Elizabeth Kennedy and Madeline Davis, "Oral History and the Study of Sexuality in the Lesbian Community: Buffalo, New York, 1940-1960"

Joan Nestle, "Butch-Femme Relationships: Sexual Courage in the 1950s," "The Bathroom Line," and "The Fern Question"

Tuesday, May 28: Exchange Day - No Class

Thursday, May 30: Gender Rebellion I

Reading: Stone Butch Blues to page 153

Film: "Two Spirit People" (+20 min) and "She Even Chewed Tobacco" (+40)

Tuesday, June 4: Gender Rebellion II

*Reading: Finish Stone Butch Blues

Thursday, June 6: Conclusion

Reading: To be announced

Final paper due at the beginning of class. Don't even think about coming to class late!

In-class: Course Evaluations

Syllabus for the Course: Labor and the Working Class part 1

American Studies 104A: Labor and the Working Class

Instructor: A. Yvette Huginnie
T, Th 2-3:45 a.m. 333 Oakes
Social Sciences II, Rm 71 x5622
mess. x2813
E-mail: huginnie@cats.ucsc.edu

This course is the first half of a two-quarter sequence on Labor and the Working Class. Students are free to take one quarter or both, and new students are welcome in the second half. The course is designed as a survey of the history of work, working peoples, and the labor movement in U.S. history, from the colonial period to 1919. American Studies 104b will bring the story up to the present. The course is specifically designed to explore the relationship between race, ethnicity, gender, and working-class history. We also will analyze the nature and development of capitalism and U.S. systems of labor and production. A foundation course in the American Studies program, this course explores the question of "class" in U.S. society and culture: what it means, how it is created, how it is embedded in dynamics of gender, race, and ethnicity, and how it has changed over time.

This first half begins with preindustrial work systems; some attention will be given to Spanish and French labor systems in North America, though focus will be on the English colonies in the era of the American Revolution. We will explore systems of free and unfree labor as they evolved during the pre-Civil War U.S., westward expansion, and the Industrial Revolution. Then we will turn to the period 1840-1919, following waves of immigration from China, Europe, Japan, and Mexico, and the organized responses of working people to industrial capitalism and the new corporations. The course format will include lectures, films, in-class discussions, and required discussion sections.

Requirements:

Your narrative evaluation will directly reflect both the quality and quantity of assignments completed.

1. Attendance at every class, including sections, lectures, and films. Active participation in class discussions. If you miss more than 2 discussion sections or 3 lectures, you will not pass this class. (If you miss a lecture, you need to procure notes from another student and read the notes before coming to the next lecture.)

2. Weekly response papers on starred (*) course readings; these are due AT THE BEGINNING OF CLASS. These response papers should be 2 pages and typed. The purpose of these weekly response papers is to check that you are doing and understanding the reading and to encourage active reading. You response paper should:

(i) Demonstrate your command of the reading; you can do that by providing a short summary of the major points of the reading or by working more closely with one or two key issues in the reading. (Remember if you need to know what themes to focus on, see the course description on the syllabus).

(ii) List and define 2-3 terms that are important in the reading (important to the authorís analysis, to the time period studied, etc).

(iii) After you have done that, if you have space, you can explore your thoughts about or responses to the readings.

I want to see you thinking. This assignment also is intended to encourage more active and thoughtful participation in class discussions. I encourage you to do all eight weekly response papers are assigned in the quarter, but you must successfully complete at least 5 of them in order to pass this class.EVERYONE MUST COMPLETE THE FIRST RESPONSE PAPER ON THE SECOND WEEK OF CLASS (see ** on Schedule).

3. In addition to the particular subject matter, this course emphasizes effective writing skills. In order to convey your ideas to someone else, you must write clearly and in a manner which another intelligent person can understand. Through the paper assignments you will have the opportunity to practice and improve your writing. You will write 2 papers:

a) A 2-3 page paper, topic to be assigned, based on primary documents used in course. This paper is due January 29 AT THE BEGINNING OF CLASS. You must successfully complete this assignment in order to pass this class.

b) A 5-7 page paper, topic to be assigned, based on course readings. This paper is due February 26th AT THE BEGINNING OF CLASS. You must successfully complete this assignment in order to pass this class.

4. A group in-class presentation on assigned primary documents. Sign up on January 29th. You must successfully complete this assignment in order to pass this class.

5. Completion of any assignments in discussion sections.

6. We will be seeing a number of films in this class; these films are intended to help you think about the key issues in the class. You must write one response paper (see guidelines above) to a class film; your paper is due within one week of the film.

7. A comprehensive final examination on Thursday, March 20th, 12:00-3:00 p.m. You must successfully complete this assignment in order to pass this class.

Readings:

The following books have been ordered at the Literary Guillotine (204 Locust St., 457-1195) and are available on 2-hour reserve in McHenry Library.

Harriet Jacobs, Incidents in the Life of a Slave Girl
Christine Stansell, City of Women
David Montejano, Anglos and Mexicans in the Making of Texas
Eric Arneson, Waterfront Workers of New Orleans
Thomas Bell, Out of this Furnace
Ronald Takaki, Pau Hana
Theresa Malkiel, Diary of a Shirtwaist Striker

Also required is a course reader of primary documents; this is available at the UCSC Copy Center (M-F 8:00 a.m. to 8:00 p.m; Sat., Jan. 11 & 18, 10:00 a.m. to 2:00 p.m.). No copies of the reader are available at McHenry. Please bring the reader to class every Thursday. Finally, a few copies of a textbook, Who Built America? have been ordered from those who would like an overview-type book. This book is entirely optional. It is in two volumes: Volume I goes through 1877; Volume II from 1877-1991.

Schedule:

WEEK 1:
January 8 (TH) Introduction to the Course
What is Class?
Primary Document Exercise
** Everyone must complete the response paper for next weekís reading; it is due Tuesday, Jan 14th at the beginning of class. Take one or two of the essay, discuss either variations in labor systems on the North American continent, resistance tactics used by workers, or how race, culture, or gender shaped labor patterns or relations.

WEEK 2:

January 13 (T) Preindustrial Work Systems
** Rdg: Dunn, Rediker, Van Kirk, Lamar
Film: Tea Party Etiquette
January 15 (TH) Indentured Servants and Free Labor
Rdg: Primary Documents for Week

WEEK 3:

January 20 (T) Slavery
* Rdg: Jacobs, Incidents in the Life of a Slave Girl
PICK UP TOPIC FOR FIRST PAPER
January 22 (TH) Slave Resistance
Rdg: Primary Documents for Week

WEEK 4:
January 27 (T) Industrial Revolution
* Rdg: Stansell, City of Women
Film: Daughters of Free Men
January 29 (TH) Birth of Trade Unions
Rdg: Primary Documents for Week
FIRST PAPER DUE TODAY AT THE BEGINNING OF CLASS SIGN UP FOR GROUP PRESENTATIONS

WEEK 5:
February 3 (T) Westward Expansion and Labor Systems
* Rdg: Montejano, Anglos and Mexicans in the Making of Texas pp. 1-156, 309-320.
February 5 (TH) Western Workers
Rdg: Primary Documents for Week
PICK UP TOPIC FOR SECOND PAPER GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 6:
February 10 (T) Knights of Labor
Film: 1877: The Grand Army of Starvation
* Rdg: Arneson, Waterfront Workers of New Orleans
February 12 (TH) African Americans in the Age of Jim Crow
Rdg: Primary Documents for Week
GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 7:
February 17 (T) -- EXCHANGE DAY; CLASS DOES NOT MEET
February 19 (Th) Immigrants and the Recomposition of the U.S. Working Class
Rdg: Primary Documents for Week
GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 8:
February 24 (T) American Federation of Labor
* Rdg: Bell, Out of This Furnace
February 26 (TH) The Industrial Workers of the World
Rdg: Primary Documents for Week
SECOND PAPER DUE TODAY AT BEGINNING OF CLASS GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 9:
March 3 (T) Agricultural Workers and Domestic Workers
March 5 (TH) The Great Migration and World War I
* Rdg: Takaki, Pau Hana
Rdg: Primary Documents for Week
GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 10:
March 10 (T) White Women Workers: Office, Store, and Factory
* Rdg: Malkiel, Diary of a Shirtwaist Striker
Film: Heaven Will Protect the Working Girl
March 12 (TH) Post-war Strikes
Rdg: Primary Documents for Week
GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 11:
March 17 (T) Conclusion
March 20 (F) FINAL EXAM, 4:00-7:00 P.M.

http://reg.ucsc.edu/soc/aci/winter1999/amst.html

Syllabus for the Course: Labor and the Working Class part 2

American Studies 104B - Labor and the Working Class

TENTATIVE SYLLABUS ONLY. ALL TEXTS MAY CHANGE

Instructor: Dana Frank
335 Oakes
x2542

MWF 3:30-4:45
Porter 148
T.A. Maritza Stanich

This course is the second half of a two-quarter sequence. Students are free to take one quarter or both, and new students are welcome in the second half. The course is designed as a survey of the history of work, working people, class relations, and, especially, the labor movement in U.S. history. American Studies 104B carries the story from 1919 up to the present. The course is specifically designed to explore the relationship between race, ethnicity, gender, and working-class history. We will also analyze the nature and development of capitalism and U.S. systems of labor and production. A foundation course in the American Studies program, this course also explores the question of "class" in American society and culture: what it means, how it is created, how it is embedded in dynamics of gender, race and ethnicity, and how it has changed over time.

This second half begins with the heightening of class conflict in l9l9 and then explores the aftermath of those conflicts in the l920s. It then focusses on the Great Depression, federal intervention in labor relations, and the rise of the CIO (Congress of Industrial Organizations) and its institutionalization and taming during WWII and the early Cold War. Then we will turn to the relationship between the labor movement, class dynamics, and the social movements of the l960s and 70s, including the Civil Rights Movement, the women's movement, and gay rights. The last portion of the class will examine the transformation of the U.S. economy in the l970s and 80s and the challenges of labor struggles in the new "global economy." The course format will include lectures, guest speakers, films, and required discussion sections.

Requirements:

-Attendance at every class, including sections, lectures, and films. Students missing more than two classes for unexcused reasons may be dropped from the class (without necessarily receiving further notice from the instructor).

-An in-class midterm (May 1) and final (Tuesday, June 8, 12:00-3:00 p.m.)

-A five-to-seven page paper, topic to be approved by the instructor; due May 28 at 4:00 in my box in the Oakes College Faculty Services (Steno Pool). DO NOT EVEN THINK ABOUT TURNING YOUR PAPER IN LATE. A one-paragraph description of your paper topic is due April 19.

Readings:

The following books have been ordered at the Literary Guillotine, 204 Locust St. (between Center and Cedar), Santa Cruz. They are also available on reserve in the McHenry Library:

TENTATIVE LIST ONLY:
Carlos Bulosan, America is in the Heart
Vicki Ruiz, Cannery Women, Cannery Lives
Mike Honey, Southern Labor and Black Civil Rights
Frances Fox Piven and Richard Cloward, Regulating the Poor
Dan Georgakas and Marvin Surkin, Detroit: I Do Mind Dying
Toni Gilpin et al., On Strike for Respect
Maria Patricia Fernandez-Kelly, For We Are Sold, I and My People

Course Outline:

March 29: Introduction to the Course

March 31: Film: Miles of Smiles

April 3: Background: Labor in 1919

Reading: Bulosan, America is in the Heart, pp. 1-93

April 5: The 1920s

April 7: The Great Depression

April 10: The New Deal

Reading: Bulosan, America Is In the Heart, pp. 94-327

April 12: The CIO

April 14: Film: Union Maids

April 17: The CIO in Agriculture

Reading: Cannery Women, Cannery Lives

April 19: World War II

April 21: Film: With Babies and Banners

April 24: The Cold War and the Postwar Compact

Reading: Mike Honey, Southern Labor and Black Civil Rights

April 26: Guests

Thursday April 27: Film: Salt of the Earth, 7:00 P.M.

April 28: No class

May 1: MIDTERM

May 3: Housework

May 5: Civil Rights, Welfare Rights, and the Labor Movement

May 8: Film: At the River I Stand

Reading: Piven & Cloward, Regulating the Poor, pp. 123-199, 222-406

May 10: The United Farm Workers

May 12: Public Employees, Office Workers, and the Women's Movement

May 15: Deindustrialization and the Service Economy

Reading: Georgakas & Surkin, Detroit: I Do Mind Dying

May 17: Film: The Business of America

THURSDAY May 18: PAPER DUE

May 19: Insurgents and Communities in the 1970s and 80s

May 22: Guests

Reading: Gilpin, et al., On Strike for Respect

May 24: Global Capital and Global Workers

May 26: Film: Out at Work

May 29: HOLIDAY

Reading: Fernandez-Kelly, For We Are Sold, I and My People

June 10: Labor today: New Voice or New Voice?

June 12: Conclusion

FINAL EXAM: Tuesday, June 8, 12:00-3:00

Syllabus for the Course: America on Film

AMST 116: America on Film

Mondays-Wednesdays 5-8 PM, Porter 148
Instructor: Dr. Sean Griffin
Email: sgriffin@sasquatch.com

Catalog Description: Examines the representation of "America" and the formation of national identities in "America" through recent and historical films produced in the United States. Emphasis on contrasting ideologies of race, class, gender, and sexuality.

Course Objectives:

1) The development of a critical understanding of how American film represents history and political ideology;
2) The analysis of gender, ethnic, and racial constructions in American film;
3) The examination of film as it shapes and is shaped by cultural mythologies;
4) An increased confidence in film analysis, making use of concepts from critical theory and cultural studies.

Required Readings:

Jude Davies and Carol R. Smith, Gender, Ethnicity and Sexuality in Contemporary American Film

AMST 116 Class Reader

BREAKDOWN BY CLASS MEETINGS:

January 4 Introduction to the Course; The American Film Industry

Screen: A DATE WITH YOUR FAMILY (1950), THE COOKIE CARNIVAL (1936)

January 6 The Hollywood Studio Style and National Identity

Reading: Davies and Smith, Intro.; Readings by Maltby & Craven, and Smoodin

Screen: MR. SMITH GOES TO WASHINGTON (1939, dir. Frank Capra, 129 min.)

January 11 Genre and Culture (Part One): The Western

Reading: Readings by Coyne and Bataille & Silet

Screen: STAGECOACH (1939, dir. John Ford, 97 min.)

January 13 Genre and Culture (Part Two): Historical Change

Reading: Reading by Coyne

Screen: BROKEN ARROW (1950, dir. Delbert Daves, 93 min.)

January 18 American Film Style and Representations of Race

Reading: Davies and Smith, Ch. 2; Reading by Merritt

Screen: BIRTH OF A NATION (1914, dir. D.W. Griffith, 95 min.

excerpt)

January 20 The "Social-Problem" Film

Reading: Readings by Bogle and Wallace

Screen: PINKY (1949, dir. Elia Kazan, 102 min.)

January 22 African-American Filmmaking (Part One): Blaxploitation

Reading: Reading by Snead and Guerrero

Screen: SUPERFLY (1972, dir. Gordon Parks, Jr., 96 min.)

January 27 African-American Filmmaking (Part Two): Independents of 1980s/90s

Reading: Readings by Baker and Johnson

Screen: JUNGLE FEVER (1990, dir. Spike Lee, 132 min.)

January 29 Asian-Americans in American Film **Journals Due**

Reading: Readings by Oehling and Fong-Torres

Screening: EAT A BOWL OF TEA (1989, dir. Wayne Wang, 104 min.)

February 3 Filmic Representations of Latino/as

Reading: Readings by Velan

Screen: MI FAMILIA (1995, dir. Gregory Nava, 128 min.)

February 5 MIDTERM EXAM (1 1/2 hours)

Screening: I'M NO ANGEL (1933, dir. Wesley Ruggles, 87 min.)

February 7 The "Woman's Picture"

Reading: Reading by Haskell

Screen: ALL THAT HEAVEN ALLOWS (1955, dir. Douglas Sirk, 89min.)

February 12 American Film and the Construction of Masculinity

Reading: Davies and Smith, Ch. 1.

Screen: FALLING DOWN (1993, dir. Joel Schumacher, 115 min.)

February 14 Patriachal Capitalism and Filming Women

Reading: Reading by Berger

Screen: BILLY ROSE'S DIAMOND HORSESHOE (1945, dir. George Seaton, 104 min.)

February 19 Complicating the Issues: The Interaction of Race and Gender

Reading: Readings by Chapkis, Bobo, and Shohat

Screening: MAHOGANY (1975, dir. Berry Gordy, 109 min.)

February 21 The Rise of Female Filmmakers **Papers Due**

Reading: Reading by Wood

Screen: THE BALLAD OF LITTLE JO (1993, dir. Maggie Greenwald, 120 min.)

February 26 Class Barriers: The Unspoken in American Culture

Reading: Readings by Vanneman & Cannon and Ehrenreich

Screening: NORMA RAE (1979, dir. Martin Ritt, 113 min.)

February 28 The Latest Battlefront: Homosexuality in America

Reading: Davies and Smith, Ch. 3; Reading by Doty

Screen: TEA AND SYMPATHY (1956, dir. Vincente Minnelli, 122 min.)

March 5 New "Queer" Filmmakers **Journals Due**

Reading: Readings by and Clark

Screen: ALL OVER ME (1997, dir. Alex Sichel, 90 min.)

FINAL EXAM (2 hours)

The Journal:

This assignment is designed to help you start thinking about class room issues in your everyday lives. It is not meant to be an exhaustive critique of popular culture nor is it meant to consume your every waking hour. I am asking that you keep a journal or notebook and you are required to make at least one entry in your notebook for every class session.

I envision these entries being of at least three different types:

(1) extra comments on the films or the lecture topics that you went unexpressed either in class or discussion section (do not simply reiterate what was already talked about);

(2) personal reactions or comments on popular culture (film, TV, radio, advertising, etc.) related to the issues of American identity, race/ethnicity, gender and/or sexuality;

(3) newspaper or magazine clippings related to the same--with your comments!

If possible, the introduction to your journal should begin with some personal "positioning"--how do you personally position yourself to the ongoing debates surrounding race, gender, and/or sexuality? With this in mind, although the course is focused on film and popular culture, you are free to write entries about these topics that might not directly touch on films or other popular entertainment.

For everyone's ease, it would probably be best to keep these entries on a computer or word processor; however, you may keep the journal longhand if you promise to write legibly! An average entry might be about a (typewritten) page of comments about a TV show or movie, a personal experience, and/or briefer comments related to an enclosed clipping.

First Hand-In Due Date: January 29

Second Hand-In Due Date: March 5

Syllabus for the Course: Introduction to Chicana\o Cultures: a Multimedia Approach

American Studies 80D - Introduction to Chicana\o Cultures: a Multimedia Approach

This course will introduce students to a range of themes and debates in Chicano Studies by focusing on different forms of Chicana/o cultural expression, including literature, music, visual arts, and film. The class requires a good deal of reading as well as other demanding assignments. Students, for example, will be required to study different literary genres; listen critically to historic recordings of Chicana\o folk, rock, and rap music; navigate the web looking for Chicana\o cultural sites; analyze examples of Chicana\o painting, sculpture, and photography; and criticize a variety of film genres including shorts, documentaries, and feature films.

While I am still tinkering with the syllabus, below is a one from a previous year that will give you a sense of what to expect in the Spring.

COURSE MATERIALS

The following textbooks are for sale at the Literary Guillotine (204 Locust Ave., downtown Santa Cruz) and on reserve at McHenry Library:

Viramontes, Helena Maria. The Moths and Other Stories.
Noriega, Chon (ed). Out of the West: Chicano Narrative Photography.

In addition, a course reader (referred to below as CR) is for sale at the UCSC copy center. All assigned films and music recordings are housed at the Media Center, first floor, McHenry Library.

COURSE REQUIREMENTS

--Regular attendance (including film screenings) and participation. Each day you should come to class ready to discuss all assigned material.

--Weekly 1-page responses to course material. Once a week, on either Tuesday OR Thursday, you must turn in a typed response to the day's assignment. The two exceptions are the weeks in which papers are due. Responses should demonstrate your familiarity with the day's material, but should also involve your own opinions. Late responses will not be accepted.

--Two 5-7 page papers. Both papers are due at the start of class on the assigned days.

ASSIGNMENT SCHEDULE

March

30 Introduction

April

1 The Historical Diversity of Chicana\o Cultures

David G. Gutiérrez, "Legacies of Conquest," Walls and Mirrors: Mexican Americans,Mexican Immigrants, and the Politics of Ethnicity (CR)
Ramon A. Gutiérrez, "Unraveling America's Hispanic Past: Internal Stratification and Class Boundaries" (CR)

Literature

6 Stories of Occupied Texas

Selections from Américo Paredes, The Hammon and the Beans and Other Stories, with an introduction by Ramón Saldívar (CR)
Vicki L. Ruiz, "With Pickets, Baskets, and Ballots," From Out of the Shadows: Mexican Women in Twentieth-Century America (CR)

8 Migrant Labor Fiction

Tomás Rivera, "The Salamanders," "On the Road to Texas: Pete Fonseca," "Eva and Daniel," "The Harvest," "Zoo Island," Tomás Rivera: The Complete Works (CR)
Rosaura Sánchez, "The Ditch" (CR)
Barbara Harlow, "Sites of Struggle: Immigration, Deportation, Prison, Exile" (CR)

13 Chicana Short Stories

Helena Maria Viramontes, The Moths and Other Stories

15 Border Essays

Gloria Anzaldúa "The Homeland, Aztlán: El Otro México," Borderlands\La Frontera (CR)
Cherríe Moraga, "Queer Aztlán:The Re-formation of Chicano Tribe" (handout)
Leslie Marmon Silko, "The Border Patrol State" (CR)

Music

20 Corridos of Border Conflict

Selections from Américo Paredes, "With His Pistol in His Hand": A Border Ballad and Its Hero (CR)
Reserve recordings: Corridos and Tragedias de la Frontera, Disc 1: songs 1-3, 7, 11, 12

22 Chicana Recording Stars: The Mendoza Family

Selections from Lydia Mendoza: A Family Autobiography (CR)
Selections from Manuel H. Peña, The Texas-Mexican Conjunto (CR)
Vicki L. Ruiz, "The Flapper and the Chaperone," From Out of the Shadows: Mexican Women in Twentieth-Century America (CR)
Reserve recordings: Tejano Roots: the Women

27 Chicano Rock and Roll

Selections from David Reyes and Tom Waldman, Land of a Thousand Dances: Chicano Rock 'n' Roll from Southern California (CR)
George Lipsitz, "Cruising Around the Historical Block: Postmodernism and Popular Music in East Los Angeles" (CR)
José David Saldívar, "Frontejas to El Vez," Border Matters (CR)
Reserve recordings: Latin Playboys, Latin Playboys and El Vez, Graciasland

PAPER ONE DUE

29 Hip Hop

José David Saldívar, "Border Noise: Punk, Hip-Hop, and the Politics of Chicano/a Sound," Border Matters (CR)
Selections from Brian Cross, It's Not About a Salary: Rap, Race and Resistance in Los Angeles (CR)
In-class viewing of the video for Rage Against the Machine's "People of the Sun"

May

Visual Arts

4 The CARA Exhibit

Selected essays from Chicano Art: Resistance and Affirmation (handout)
Reserve viewing: study the catalogue for the CARA exhibit (McHenry Library; two copies are listed on CRUZ CAT under my name and the course id number)

6 The CARA Exhibit

Selected essays from Chicano Art: Resistance and Affirmation (handout)
Reserve viewing: study the catalogue for the CARA exhibit

11 Chicana\o Snapshots

Out of the West: Chicano Narrative Photography

13 Chicano Cyberspace

Selections from Pocho Magazine (handout)
Cyber assignment: spend at least 30 minutes exploring the "Pocho Productions' Virtual Varrio," www.pocho.com/varrio.html

Film

18 Movement Shorts

Rosa Linda Fregoso, "Introduction" and "Actos of 'Imaginative Re-discovery,'" The Bronze Screen (CR)
In-class screening of selected documentaries

20 Films about Migrant Labor

In-class screening of work-related film clips

24 Selena screening, time and place to be announced

25 Selena

Selections from Joe Nick Patoski, Selena: Como la Flor (CR)

27 Chicana\o Punks on Film

In-class viewing, Pretty Vacant
Reserve recording: Steve Jordan, "The Many Sounds of Esteban "Steve" Jordan"

June

1 The films of Lourdes Portillo

Rosa Linda Fregoso, "Nepantla in Gendered Subjectivity," The Bronze Screen (CR)
In-class viewing, selected films of Lourdes Portillo

PAPER TWO DUE

3 The films of Lourdes Portillo

Lourdes Portillo and Rosa Linda Fregoso, "Screening Resistance," Mapping Multiculturalism (CR).
In-class viewing, selected films of Lourdes Portillo

Syllabus for the Course: Topics in Chicana/o Studies

American Studies 226:
Topics in Chicana/o Studies, W 2000

Professor: Curtis Márez

Focusing on a variety of cultural forms, including testimonios, captivity narratives, (auto)biography, literature, music, film, painting, and photography, we will consider the limits and possibilities of an interdisciplinary Chicana/o Cultural Studies. While we will take up a host of topics, three broad categories will organize our investigations: Chicana/o history and historiography; gender and sexuality; and class and labor. Since some of the most exciting recent work in Chicana/o Cultural Studies engages periods prior to the 1960s and 1970s codification of the term(s) Chicana/o, it raises complex historiographical questions. Can we speak of a Chicana/o Cultural Studies method that can be applied to earlier historical moments? Is it useful to think of pre-, proto- or neo-Chicanas and Chicanos, or do new cultural histories require new concepts and periodizations? Similarly, we will consider the ways in which questions of gender and sexuality challenge and cut across a variety of topics and disciplines. Complementing our historical focus, we will historicize Chicana/o genders and sexualities and consider challenges that these concepts raise for periodization. What are the continuities and breaks between past and present gender and sex systems? Can we speak of brown "heteronormativity" or "queerness" across time, or are prior organizations of affect and desire irreducible to such concepts? How might the study of historical continuities and breaks help us bring into focus the specificity of contemporary gender/sex discourses and practices? Finally, we will consider class and labor, from the nineteenth century to the present. While we will study contexts and cases that are manifestly "about" these topics, including labor histories, movements, and cultural productions, we will also look for the influence of class and labor relations where it is less apparent. How do labor relations inform representations of scenes and contexts other than sites of production? How does class inflect other forms of identity such as race, gender, and sexuality? How have deindustrialization and globalization transformed contemporary cultural production?

A note on course requirements: This interdisciplinary course should be of interest to students working in a variety of fields. I will thus tailor paper assignments to meet students' needs. In preparation for a field exam or dissertation prospectus, some may wish to write a paper that surveys scholarship on a particular topic. Others may wish to pursue more focused research projects. I would especially welcome students who ultimately plan to engage in some sort of fieldwork or archival research that fits within the broad scope of the course.

Syllabus in Progress:

NINETEENTH- AND EARLY TWENTIETH-CENTURY CULTURAL HISTORIES

Selections from:

Ramón A. Gutiérrez, When Jesus Came, the Corn Mothers Went Away: Marriage, Sexuality, and Power in New Mexico, 1500-1846

Genaro Padilla, My History, Not Yours: The Formation of Mexican American Autobiography

Rosaura Sánchez, Telling Identities: The Californio Testimonios

Ana María Alonso, Thread of Blood: Colonialism, Revolution, and Gender on Mexico's Northern Frontier

MEXICAN AND INDIAN CONFLICT AND CAPTIVITY NARRATIVES

Martina Diaz, deposition concerning her captivity among the Comanches, Depredations on the Frontiers of Texas

Andres Martinez, Andele, or The Mexican-Kiowa Captive, as told to J.J. Methvin

Geronimo, "The Mexicans," Geronimo: His Own Story, as told to S.M. Barrett

Various narratives concerning Refugio G. Martinez, captive among the Apache, 1858-1864

Miscellaneous Indian and Mexican captivity narratives, W.P.A. archives

Narrative of "Carrying Her Sunshade," Mexican captive among the Comanche,

John Rollin Ridge, Joaquin Murieta

LABOR HISTORY AND CULTURE

Michael Denning, "Migrant Narratives" and "Black Jacobins, Native Sons, and the Mexican Border: Race, Nation, and Fascism," The Cultural Front: The Laboring of American Culture in the Twentieth Century

Neil Foley, The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture (selections)

Camille Guerin-Gonzales, Mexican Workers and American Dreams: Immigration, Repatriation, and California Farm Labor, 1900-1939 (selections)

Vicki L. Ruiz, "With Pickets, Baskets, and Ballots," From Out of the Shadows: Mexican Women in Twentieth-Century America

The Life Story of the Mexican Immigrant: Autobiographic Documents Collected by Manuel Gamio (selections)

Reserve Film: The Salt of the Earth

POPULAR CULTURES, 1930-1950

Helen Delpar, The Enormous Vogue of All Things Mexican: Cultural Relations Between the United States and Mexico (selections)

Douglas Monroy, "'Our Children Get So Different Here': Parents and Children in Mexico de Afuera"

Lydia Mendoza: A Family Autobiography (selections)

George J. Sánchez, "Familiar Sounds of Change: Music and the Growth of Mass Culture," Becoming Mexican American: Ethnicity, Culture and Identity in Chicano Los Angles, 1900-1945

Vicki L. Ruiz, "The Flapper and the Chaperone," From Out of the Shadows

Reserve Listening: Selected songs by Lydia Mendoza, Juanita and María Mendoza, and others

CHICANO MOVEMENT AND POST-MOVEMENT INDIGENISMO

Norma Alarcón, "Chicana Feminism: In the Tracks of 'The' Native Woman"

Arturo Islas, The Rain God

Cherrie Moraga, "Queer Aztlan," The Last Generation

José Vasconcelos, The Cosmic Race (selections)

Luis Valdez, "La Plebe," Aztlan: An Anthology of Mexican American Literature

VISUAL CULTURES

Chicano Art: Resistance and Affirmation, eds. Richard Griswold del Castillo, Teresa McKenna, and Yvonne Yarbro-Bejarano (selections)

Alicia Gaspar de Alba, Chicano Art Inside/Outside the Master's House: Cultural Politics and the CARA Exhibit (selections)

Yvonne Yarbro-Bejarano, "Laying it Bare: The Queer/Colored Body in Photography by Laura Aguilar," Living Chicana Theory

From the West: Chicano Narrative Photography, catalogue for an exhibition curated by Chon A. Noriega, Mexican Museum, San Francisco

In preparation for this meeting we will take a field trip to Stanford to view photos by Laura Aguilar, Harry Gamboa, and Miguel Gandert,

CONTEMPORARY POPULAR CULTURES

Jose Munoz, Disidentification: Queers of Color and the Performance of Politics (selections)

Rosa Linda Fregoso, "Re-Imaging Chicana Urban Identities in the Public Sphere, Cool Chuca Style"

Néstor Garcia Canclini, Transforming Modernity: Popular Culture in Mexico (selections)

José David Saldívar, "On the Bad Edge of La Frontera" and "Frontejas to El Vez," Border Matters

George Lipsitz, Dangerous Crossroads: Popular Music, Postmodernism and the Poetics of Place (selections)

SUBALTERNITY AND TRANSNATIONALITY

Latin American Subaltern Studies Group, "Founding Statement"

Lisa Lowe and David Lloyd, "Introduction," The Politics of Culture in the Shadow of Capital

José Rabasa, "Of Zapatismo: Reflections on the Folkloric and the Impossible in a Subaltern Insurrection"

Aihwa Ong, "The Gender and Labor Politics of Postmodernity"

Music Video: Rage Against the Machine, "People of the Sun"

DISCIPLINARITY AND THE END(S) OF CHICANA/O STUDIES

José David Saldívar, "Cultural Theory in the U.S.-Mexico Borderlands," Border Matters

Norma Alarcón, Caren Kaplan, and Minoo Moallem, "Between Woman and Nation," Between Woman and Nation: Nationalisms, Transnational Feminisms, and the State

Norma Alarcón, "Conjugating Subjects: The Heteroglossia of Essence and Resistance"

Juan Bruce-Novoa, "Shipwrecked in the Seas of Signification: Cabeza de Vaca's La Relación and Chicano Literature"

José Limon, "Emergent Postmodern Mexicano"

http://reg.ucsc.edu/soc/aci/winter2000/amst.html

Syllabus for the Course: African-American Life in the City

125G. African-American Life in the City

Instructor: P. L. Rose

Course Description:

This course examines the social/cultural history and social/cultural spaces of three black urban communities: Los Angeles, Chicago, and New York City. Focusing primarily on the mid to late twentieth century, this course will explore black life through historical and sociological sources, musical forms, fiction, and everyday culture. We will examine the 1940s for all three cities, and we will return to Los Angeles and New York in the late 1960s–1980s to explore the reasons for, and consequences of, urban unrest and deindustrialization.

Broadly speaking, the aims of this course are to:

examine how migration and the intersections of race, class, culture, and gender shape life in urban places; and to
explore African American expressive forms that emerge in and articulate life in the city as well as shape our understanding of black people and their cultural practices.

Writing assignments will be two essays and a final exam.

Along with a selected readings packet, likely full-length texts for this course will include:

Farah Griffin, Who Set You Flowin': The African-American Migration Narrative
Cayton and Drake, Black Metropolis
Richard Wright, Black Boy (American Hunger)
Tricia Rose, Black Noise: Rap Music & Black Culture in Contemporary America
Mike Davis, City of Quartz

http://reg.ucsc.edu/soc/aci/winter2003/amst.html#123x

Syllabus for the Course: Introduction to Native American Studies

Introduction to Native American Studies

Winter 2002
Instructor: Sara C. Sutler-Cohen
Office: 201 College Eight
Phone: 459-1543
E-mail: saracher@juno.com

TTH 4:00–5:45 p.m.
Stevenson 150

Please always email me first. I will get back to you within 48 hours.

Office hours: TBA and by appointment. If you need to cancel an appointment, please make every effort to do so in a timely manner (i.e., don’t call me 10 minutes before we’re supposed to meet!). Please also be sure to make appointments with your TA.

Introduction:
This course provides an historic and contemporary perspective on the social, political, and cultural issues of the Indigenous Peoples of North America. Students will be exposed to an overview of American Indian life, including Indian-White relations (past and present), federal Indian law and policy, tribal government, art, literature, and film. This course is taught from an American Indian perspective with the intent of focusing not on “who Indian people were” but on “how Indians came to be who Indian people are.” These concepts will be demonstrated through lectures, readings, multi-media presentations (including film and television clips), guest lectures, and library research. Further, you are encouraged to bring in outside items of relevance (a newspaper or magazine article, for example) when and if it occurs to you to do so.
The learning focus in the course will be at the knowledge, comprehension, application, and analysis levels. Each student will be expected to fully participate and express their learning in writing and in discussions. Students are expected to attend all class lectures and discussion section meetings, and complete all assigned readings within the designated dates. If you miss more than two classes or sections, you may not pass. Always inform you TA and/or instructor if you know you will miss class or section. Special circumstances may excuse an absence but it is important that you notify us well ahead of time.

Goals and Objectives:
Upon completion of this course:

Students will be able to demonstrate a general knowledge and comprehension of how the experience of the Indigenous people of North America differs from those of the colonizing and immigrant peoples; and of how some Native Americans perceive those experiences. Analyses will include those of Native people living in the urban and rural centers and reservations, as well as issues pertaining to mixed-blood Indian experiences.
Students will be able to comprehend some of the basic principles of Federal Indian laws and policies, which provide a framework for tribal sovereignty and human rights of Indigenous Peoples in North America.
Students will have a general comprehension of the parameters of traditional tribal knowledge and Indigenous epistemologies in both pre- and post-contact tribal cultures.
Students will have a general understanding of the Red Power Movement, 1968–1972.
Students will have a general understanding of American Indian representation and identity in historical and contemporary analyses of dominant US popular culture.

Required Books and Materials:
The American Holocaust, by David Stannard
Native American Testimony, ed. by Peter Nabokov
Electronic Course Reader
Class Handouts
(All material will be available on reserve in McHenry Library)

Suggested Reading: Atlas of Native History, by Jack Forbes
NOTE: An additional reading list will be provided for those who are interested in looking at Native American political, social, and/or cultural issues. Please ask the instructor for a copy.

Class Schedule:
Week 1: Introduction
Overview of Course and quarter activities
Introductions of instructor and TAs
Class Discussion: Your assumptions about Native American Studies and
expectations for the course

Week 2: Indian History
Research Topic Due (3x5 cards will be dist.)—hand one each to TA and Instructor
Contact
Clash of Values
Indian Nations as Sovereigns

Reading Assignments:
American Holocaust: “Before Columbus”
Native American Testimony: “Premonitions and Prophecies”
Reader: “Red Eyes” from Lies My Teacher Told Me by James Loewen
Reader: “‘Nits Make Lice’: The Extermination of North American Indians, 1607–1996” by Ward Churchill

Week 3: Indian History
Media Assignment 1 Due
Contact
Issues of assimilation
Early Indian Activism

Reading Assignments:
American Holocaust: “Pestilence and Genocide”
Native American Testimony: “The Long Resistance”
Reader: “Introduction” from Off the Reservation by Paula Gunn Allen
Reader: “Columbus, the Indians, and Human Progress”
Reader: “Utopian Legacies” by John Mohawk

Week 4: Tribal Government—Indian Law and Policy
Research Paper Outline Due
Federal Indian Law
Indian Tribal Reorganization Act, Termination, and Self-Determination

Reading Assignments:
Reader: “The Evolution of Tribal Governments” by Vine Deloria, Jr.
Reader: “Indian Nations, The United States and Citizenship” by John Mohawk
Reader: “A Look at the Indian Health Service Policy of Sterilization, 1972–1976” by Charles R. England
Reader: “Indian Child Welfare Act” by James Cadwell

Week 5: Indian Education
Media Assignment 2 Due
“Kill the Indian to Save the Man [sic]”
Science meets the Indians
Video: “Where the Spirit Lives”

Reading Assignments:
Native American Testimony: “To Learn Another Way”
Reader: “Domesticity in the Federal Indian Schools: The Power of Authority over Mind and Body” by Tsianina Lomawaima
Reader: “A Long Story” by Beth Brant
Reader: “The American Indian Woman in the Ivory Tower” by Elizabeth Cook-Lynn
Reader: “Knowing and Understanding: Traditional Education in the Modern World” by Vine Deloria, Jr.

Week 6: Religion
Research Paper Rough Draft Due
Midterm Distributed
Sacred Living and Balance
Sacred Space/Place/Time
Appropriation of Indian Culture
Video: “White Shamans Plastic Medicine Men”

Reading Assignments:
American Holocaust: Part III: “Sex, Race, and Holy War”
Reader: “Psychological Worldviews” by Bonnie and Eduardo Duran
Reader: “Seeking Life: Definitions of Religion and the Sacred” by Vera Laski
Reader: “The Great Pretenders: Further Reflections on Whiteshamanism” by Wendy Rose
Reader: “The Fight For Native American Religious Rights” by Richard Diaz

Week 7: Images of Indians In Popular Culture
Midterm Due
Hollywood Indians
Stereotypes
Video: excerpts from “Dead Man,” “Powwow Highway,” “Smoke Signals,” and “Thunderheart”

Reading Assignments:
Native American Testimony: “In and Out of the Mainstream”
Reader: “Indians are Different from Americans” by Jerry Manger
Reader: “I am the Real Hollywood Indian” by Carolyn Dunn
Reader: “Irene Bedard: An Actor's Journey” by Sara C. Sutler-Cohen
Reader: “‘We Ain't Got Feathers and Beads’” by Fergus M. Bordewich

Week 8: Indian Activism
Media Assignment 3 Due
Environmental Degredation
Red Power Movement
Video: “Incident at Oglala”

Reading Assignments:
Native American Testimony: “Let’s Raise Some Hell”
Reader: “A Warrior Caged The Continuing Struggle of Leonard Peltier” by Jim Vander-Wall
Reader: “American Indian Women: At the Center of Indigenous Resistance in North America” by M. Annette Jaimes with Theresa Halsey
Reader: “The Government and the Indians: The American Indian Occupation of Alcatraz Island, 1969–71” by John Garvey and Troy Johnson

Week 9 Literature
Native American Website Evaluation Due
Voices
Storytelling
Video: Joy Harjo, Muscogee poet

Reading Assignments:
Reader: “Cowboys and…Notes on Art, Literature, and American Indians in the Modern American Mind” by Jimmie Durham
Reader: “Who Will Tell the Stories?” by Elizabeth Cook-Lynn
Reader: “Stories of Birth and Creation” part I from Through the Eye of the Deer

Week 10 Indians in the 21st Century
Problems of Contemporary Racism
Environmental Issues
Video: “Oklahoma 2000”

Reading Assignments:
Reader: “Friendly Fire: When Environmentalists Dehumanize American Indians” by David Waller
Reader: “American Indian Water Rights: The Blood of Life in Native North America” by Marianna Guerrero
Reader: “American Indian Stereotypes: 500 Years of Hate Crimes” by Steven W. Baggs

Thanks for a Wonderful Quarter!

Syllabus for the Course: Native American Woman

123F. Native American Women

Fall 2001
Instructor: Renya Ramirez
T/Th 4-5:45 PM, Porter 144

Office Hours: 3-4 T/Th
e-mail: renya@cats.ucsc.edu

Course Description:

This course first examines how Indian women are constructed in the dominant society. It then examines how gender has been constructed in tribal societies. Then it explores the interaction between gender and citizenship as well as examines the linkage between feminism and Indian women's lives. It also looks at the experiences of Indian women in prison. It then explores how Native women resist dominant constructions through biography and two novels. The course crosses national borders and includes examples in Canada and the United States.

Course materials (books and a reader) are available in the UCSC Bookstore.

Inventing the Savage, by Luana Ross
Enough is Enough: Aboriginal Women Speak Out, by Janet Sillman
Gardens in the Dunes, by Leslie Marmon Silko
Watermelon Nights, by Greg Sarris

Course Schedule

Week One

Thursday: Introduction

View the film Pocahontas

Week Two

Tuesday: Indian women and women of color in dominant society

Rayna Green (1990). "The Pocohontas Perplex: The Image of Indian Women in American Culture." Ellen Carol Dubois and Vicki L. Ruiz (eds.), Unequal Sisters. New York: Routledge, pp. 15-21.

Jennifer McLerran (1994). "Trappers' Brides and Country Wives: Native American Women in the Paintings of Alfred Jacob Miller." American Indian Culture and Research Journal, Vol. 18, no. 2, 1-41.

Maxinne Baca Zinn & Bonnie Thorton Dill (eds.) (1994). Women of Color in U.S. Society. Philadelphia: Temple University Press, pp. 3-12, 265-289.

Thursday: Native American women, colonization, and sterilization

Andrea Smith (1999). "Sexual Violence and American Indian Genocide." Journal of Religion and Abuse, Vol. 1, no., 2, 31-52

"Killing Our Future" (1977). Akwesasne Notes, Early Spring, 4-6.

"The Theft of Life" (1977). Akwesasne Notes, September, 30-32.

Imperial Leather (Chapter 1).

Week Three

Tuesday: The Social Construction of Gender in Tribal Societies

Ramona Ford (1997). "Native American Women: Changing Statuses, Changing Interpretations." Writing on the Ranize: Race, Class, and Culture in the Women's West. Norman: University of Oklahoma Press, 1997, pp. 42-69.

Beatrice Medicine (1993). "North American Indigenous Women and Cultural Domination." American Indian Culture and Research Journal, Vol. 17, no. 3, 121-130.

Thursday: Gender, Race, and Citizenship

Wendy Wall (1997). "Gender and the 'Citizen Indian.'" Writing on the Range: Race, Class, and Culture in the Women's West. Norman: University of Oklahoma Press, pp. 202-230.

K. Tsianina Lomawaima (1994). They Called It Prairie Light: The Story of Chillocco Indian School. Lincoln: University of Nebraska Press, pp. 1-28, 81-101.

Week Four

Tuesday: Native American Women and Feminism

M. Annette Jaimes (1992). "American Indian Women: At the Center of Indigenous Resistance in North America." The State of Native America. Boston: South End Press, pp. 311-345.

Patricia Monture-Angus (1995). Thunder in My Soul: a Mohawk Woman Speaks. Fernwood Publishing, pp. 26-43.

Paula Gunn Allen (1992). The Sacred Hoop: Recovering the Feminine in American Indian Traditions. Boston: Beacon Press, pp. 209-222.

Thursday: Indian women and Chicanas

Ines Hernandez-Avila (1997) "An Open Letter to Chicanas: On the Power and Politics of Origin." Reinventing the Enemy's Language, eds. Joy Harjo and Gloria Bird. New York: W.W. Norton and Co., pp. 237-247.

Norma Alarcon. "Chicana Feminism: In the Tracks of the Native Woman." Between Woman and Nation: Transnational Feminisms and the State, Norma Alarcon (ed.). Duke University Press, pp. 144-157.

Week Five

Tuesday: Native American women in prison

Inventing the Savage (pp. 75-191)

Thursday: Native American women in prison

Inventing the Savage (pp. 192-269)

Midterm (in class)

Week Six

Tuesday: Native American Women and Activism

Enough is Enough: Aboriginal Women Speak Out (1/2 of book)

Thursday: Enough is Enough Aboriginal Women Speak Out (1/2 of book)

Week Seven

Tuesday: Watermelon Nights (1/4 of book)

Thursday: Watermelon Nights (1/4 of book)

Week Eight

Tuesday: Watermelon Nights (1/4 of book)

Thursday: Watermelon Nights (1/4 of book)

Week Nine

Tuesday: Gardens in the Dunes (1/4 of book)

Thursday: Gardens in the Dunes (1/4 of book)

Week Ten

Tuesday: Gardens in the Dunes (1/4 of book)

Thursday: Gardens in the Dunes (1/4 of book)

Papers Due

Take home final will be handed out. Due the following Monday of finals week at 9AM in American Studies office.

http://reg.ucsc.edu/soc/aci/fall2001/amst.html#101

Syllabus for the Course: American Indian History in the Twentieth Century

123X. American Indian History in the Twentieth Century

Winter 2003
Instructor: Amy Lonetree

Course Description: This course is a survey of the history of the Native peoples of the United States from 1900 to the present. Emphasis will be placed on Indian/white relations and the continuing development of federal Indian policy and its impact. Attention will also be given to the persistence, change, and adaptation of Native cultures to historical and contemporary social conditions as well as individual and community efforts to maintain sovereignty and cultural identity.

Learning Objectives

By the conclusion of the course, students will be:

familiar with the significant themes and patterns of "Indian-white" relations and federal Indian policy
familiar with the responses of Native peoples to the colonial process and U.S. federal policies
familiar with some of the stereotypes and attitudes that have adversely informed
Native American historiography over the years.

Required Texts

Alberto L. Hurtado and Peter J. Iverson, eds. Major Problems in American Indian History: Documents and Essays (2nd edition, Houghton Mifflin, 2001).
Charles A. Eastman, From the Deep Woods to Civilization: Chapters in the Autobiography of an Indian (University of Nebraska Press, 1916).
K. Tsianina Lomawaima, They Called it Prairie Light: The Story of the Chilocco Indian School (University of Nebraska Press, 1994).
Peter Nabokov, ed. Native American Testimony: A Chronicle of Indian-White Relations From Prophecy to the Present, 1492-2000 (Revised Edition, Penguin Books, 1999).
Course Reader

Assignments, Grading, and Expectations

This course will consist of lectures, readings, discussions, critical film viewing, and written assignments. Grading will be based on one written paper, two in-class exams (a midterm and final), and class participation.

Lectures and Reading Assignments

Week 1. Reading Assignments: Hurtado & Iverson ch. 1; Ortiz article; Nabokov Introduction

Lecture 1. The Invented Indian and the Challenges of Studying Indian History

Lecture 2. Invasions and Colonization of Native North America 1500-1880

Week 2. Reading Assignment: Hurtado & Iverson Ch. 9 & 10, Nabokov 9 & 10

Lecture 1. From Separation to Assimilation: Indian Policy in the Nineteenth Century

Lecture 2. Tribalism Attacked: Paternalistic Reform and the Dawes Act of 1887

Week 3. Reading Assignment: Lomawaima's Book, Adams Article in Reader

Lecture 1. A Bitter Lesson: Tribal Children and the Boarding School System

Lecture 2. Education Lecture, Continued

Week 4. Reading Assignment: Eastman's Book, Nabokov Ch. 14

Lecture 1. A Pan-Tribal Native Voice: The Society of American Indians

Lecture 2. Scandal in Oklahoma: The Discovery of Oil and the Dispossession of
Tribal Lands

Week 5. Reading Assignment: Nabokov Ch. 13, Hurtado & Iverson Ch. 12

Lecture 1. Reservations and Reform: The Meriam Report

Mid-Term Exam

Week 6. Reading Assignment: Hurtado & Iverson Ch. 13, Nabokov Ch. 15

Lecture 1. The Indian New Deal

Lecture 2. Native Americans and World War II

Week 7. Reading Assignment: Nabokov Ch. 16, Fixico Article

Lecture 1. Bright Lights, Big City: Relocation and Urbanization

Lecture 2. Tribalism Under Attack: The Termination Policy of the 1950s

Week 8. Reading Assignment: Nabokov Ch. 17, Blaeser Article, Perdue Article

Lecture 1. Red Power and the Emergence of the American Indian
Movement

Lecture 2. The Era of Self-Determination and Indian Political Activism

Week 9. Reading Assignment: Hurtado & Iverson Ch. 14, Nabokov Ch. 18, Bray Article

Lecture 1. Sacred Sites and Religious Freedom

Lecture 2. Living in Museums: Repatriation and Other Issues of Cultural Title

Research Paper Due

Week 10. Reading Assignment: Nabokov Ch. 19, Hurtado & Iverson Ch. 15

Lecture 1. The New Buffalo: Indian Gaming and Economic Development

Lecture 2. The State of Native America at the Dawn of the Twenty-First Century

Week 11. Final Exam

Syllabus for the Course: Whiteness in U.S. History

101A. Whiteness in U.S. History

Course cancelled for Fall 2002 semester

Fall 2002
Call Number: 98876
MWF, 12:30–1:40
Porter 144

Instructor: Joel Wilson, jwilson@cats.ucsc.edu
Office Hours: TBA & by appointment

Course Description:

This course analyzes the ways in which "white" identities have been constructed in the history of the United States over the last 150 years. Mainstream social and political discourse has long considered whiteness an apolitical, normative classification of people of European descent. However, scholars from a variety of disciplines have, over the previous decade, found inspiration in a tradition of African American scholarship and postcolonial studies to demonstrate how various forms of white identity have shaped the American past politically, socially, economically, and culturally. This course will consider the historically contingent ways in which white identities have been articulated since the end of the Civil War and their divisive impact upon American society. We will also explore attempts by various historical actors and movements to render visible and weaken white racial privilege in American society.

Throughout the course, students will be asked to evaluate a variety of source materials with several core questions in mind: What is the relationship between whiteness and various forms of power? Has whiteness informed the development of the American nation-state? When, how, and why have different ethnic groups "become" white in American history? How have white identities reinforced or undercut prevailing gendered identities? What are the relationships between class and a white racial identity? What are some of the different ways in which white identities have been destabilized historically?

Course Texts (available at the bookstore):

Course reader
Gary Gerstle, American Crucible
Grace Elizabeth Hale, Making Whiteness
Michael Omi and Howard Winant, Racial Formation in the United States: from the 1960s to the 1990s

Weekly Schedule

Week 1
September 18
Course introduction: Why study whiteness?

September 20
Exploring linkages between notions of race, class, and gender

Reading: Roediger, Wages of Whiteness, introduction; Saxton, Rise and Fall of the White Republic, introduction; Ruth Frankenberg, White Women, Race Matters, selections.

Week 2
September 23
Restoring the White Republic, Redeeming the South: the End of Reconstruction

September 25
The White Man's Burden: Reimagining and Conquering the West

September 27
Defining the Nation, Making the West Safe for White Labor: Asian Exclusion and Immigration Legislation

Reading: Alexander Saxton, Rise and Fall of the White Republic, selections; and Gerstle, American Crucible, introduction and chapter 1

Week 3
September 30
White Man's Burden II: Building American Empire in Spain and the Philippines

October 2: Paper Topic # 1 passed out
National Reconciliation? The Birth of Segregation and the Revival of Racial Nationalism

October 4
Whiteness visible: Birth of a Nation

Reading: Grace Elizabeth Hale, Making Whiteness: The Culture of Segregation in the South, selections

Week 4
October 7
Disciplinary Agendas of Progressivism

October 9: Paper #1 Due
Retrenching the Color Line after World War I: Race Riots and Red Scare

October 11
Whites through Black Eyes: Marcus Garvey, a Black Nationalist Response

Reading: Gerstle, American Crucible, chapters 2-3; Hale, Making Whiteness, selections; Bruce Nelson, Divided We Stand, selections

Week 5
October 14
Ku Klux Klan Redux: 100% Americanism for Whom?

October 16
A New Deal for All Americans? The Racial Politics of the New Deal.

October 18
Conflicting Racial Agendas of Labor in the 1930s

Reading: Kathleen Blee, Women of the Klan, selections; Devra Weber, Dark Sweat, White Gold, selections; Neil Foley, White Scourge, selections; Peggy Pascoe, "Miscegenation Law, Court Cases, and Ideologies of 'Race' in 20th Century America"

Week 6
October 21
"The Good War": Expanding the Boundaries of White Identity

October 23: Paper Topic #2 passed out
Representing the Nation's Enemies in World War II

October 25
War as Americanizing (whitening) Force
Film: Guadalcanal Diary

Reading: Dower, War without Mercy, selections; Takaki, Double V, selections.

Week 7
October 28
Maintaining the Color Line: Internment, Zoot Suits, and Race Riots

October 30: Paper #2 Due
Fork in the Road: Pursuing Anti-Fascism or Anti-Communism?

November 1
Looking Ahead, Looking Back: Postwar Urban America

Reading: Kelley, Race Rebels, selections; Sugrue, Origins of the Urban Crisis, selections.

Week 8
November 4
Liberal Challenge to White Identity, Anti-Communist Response

November 6
Legal Underpinnings of White Privilege

November 8
The South Rises Again: Massive Resistance and the Southern Manifesto

Reading: "‘I Wanted the Whole World to See’: Race, Gender, and Constructions of Motherhood in the Death of Emmett Till"; Gerstle, American Crucible, selections.

Week 9
November 11
Holiday: no class

November 13
Civic Nationalism Ascendant: the Civil Rights Challenge to White Supremacy

November 15
Coming Apart: Whiteness and the Collapse of the Liberal Consensus

Reading: Gerstle, American Crucible, selections; Blauner, Black Lives, White Lives, selections.

Week 10
November 18
Black Power, Asian American Movement, and La Raza: Imagining a New Nation

November 20
The New Left and White Skin Privilege

November 22
The Politics of White Rage, from Goldwater to Reagan

Reading: Omi and Winant, Racial Formation in the United States, chapters 6-7; Rossinow, The Politics of Authenticity, selections; Frederickson, Black Liberation, selections.

Week 11
November 25
Cosmopolitanism or Pluralism? Searching for Postethnic America

November 27
New and Old Forms of White Supremacy

Abbreviated Syllabus for the Course: Aspects of African American Culture: Black Women Writers and their Literary Re-imaginings of Race and Gender

125A. Aspects of African American Culture: Black Women Writers and their Literary Re-imaginings of Race and Gender

MWF 2-3:10 p.m., 131 Cowell College
Instructor: Kathy Glass
Course Call Number: 39444

Course Description:

What social and political purpose did literature serve for nineteenth- and twentieth-century African American women? How did they record their versions of reality and visions of a democratic future? How did they strive to recreate their realities through the power of the spoken word? Problematizing and historicizing the concept of African American literature, this course examines the writings, sermons, and speeches of black women whose cultural productions are inseparable from their social activism. After considering "traditional" representations of black women through film, this course will examine the process whereby black women's literature interrogated and re-imagined conventional concepts of race and gender underpinning the national community. We will also examine how the literary works of early black writers analyzed the role of race within feminist struggles and the importance of gender matters within anti-racist politics.

Required texts will include works by Toni Morrison, Ida B. Wells, Pauline Hopkins, and Frances Harper as well as films such as the following: And Still I Rise, Ethnic Notions, and Gone with the Wind.

Glass has just completed her doctoral dissertation on African American literature. In her research she examines how black women in the nineteenth century used the written and the spoken word to transform the society in which they lived. Glass views literature as a powerful tool that can help us to explore, re-imagine, and change the world in which we live.

http://reg.ucsc.edu/soc/aci/winter2004/amst.html

Other Courses of Note

80E. U.S. Racial and Ethnic Histories and Formations
Introduces key concepts and debates in study of race and ethnicity in U.S. by focusing on a particular ethnoracial group (e.g., Native Americans, Mexican Americans, Asian Americans, African Americans) or by developing a comparative perspective. May be repeated for credit. (General Education Code(s): T5-Humanities and Arts or Social Sciences, E.) (F) The Staff, (W) The Staff, (S) R. Ramirez

114B. Marxist Thought in American Culture
Explores history of Marxist thought and activism in the U.S. with special emphasis on uses and effects of Marxism within aggrieved communities of color. Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements. (General Education Code(s): W.) The Staff

123F. Native American Women.
Introduces students to the history of Native North American women's lives. Topics include the impact of colonization and Christianization on Native women, political activism, the role of Native women in tribal politics, and contemporary artistic production. (General Education Code(s): E.) R. Ramirez

123H. Native Americans: Decolonization, Identity, and Resistance.
This course examines how Native Americans are constructed by the dominant discourse on race, culture, and gender and how they subvert these negative representations through autobiography, novels, and humor. (General Education Code(s): E.) R. Ramirez

123T. Inventing the Savage.
Examines how colonialism is at the root cause of cultural trauma in Native American communities; how colonialism affects both the colonizer and the colonized; how Native American scholars have theorized cultural trauma; and using novels, how Native Americans create strategies to heal from the negative effects of colonialism. (General Education Code(s): E.) R. Ramirez

125H. Black Feminism.
Explores elements of African American feminist thought and its articulation in writings, music, literature, and practice/activism in 20th-century U.S. Sexuality and reproduction is a primary theme-especially motherhood, politics of reproduction, and sexual narratives. Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements. Enrollment restricted to junior and senior American studies majors. Enrollment limited to 25. (General Education Code(s): W, E.) The Staff

125X. Hip Hop Music Culture.
Examines hip hop music and culture since its inception and addresses the contexts for its emergence in U.S. cities: sampling, cultural crossings, market forces, aesthetics, popular culture debates, race, culture, gender, sexuality, and class. (General Education Code(s): E.) The Staff

157. Sexual Identities and Communities.
Examines how gay, lesbian, bisexual, and transgendered people negotiate the intersections of their sexual and gender identities with their racial, ethnic, and class identities in the contemporary U.S. Considers the ramifications of these intersections for notions of "gay issues" and "queer communities." The Staff

190H. Race, Politics, and Region.
Examines race relations in western U.S. with particular emphasis upon California since 1945. Students examine the experiences of African Americans, Asian Americans, European Americans, Mexican Americans, and Native Americans and how class and gender politics shape and, at times, become the language for race relations. Enrollment restricted to senior American studies majors. Enrollment limited to 20. (General Education Code(s): E.) A. Huginnie

211. Nativity, Culture, Race, and Space.
This seminar examines the concept of "nativity" (of being or claiming to be native to a particular location) and how it functions in historical and contemporary conflicts, ranging from historical settler colonialism to contemporary gentrification of urban areas. Enrollment restricted to graduate students. Enrollment limited to 10. A. Huginnie

225. Black Feminist Thought and Practice.
Explores the development of African American feminist thought and its articulations in writing, music, literature, and practice in the 20th-century U.S. Black women's sexuality a major theme, especially motherhood, politics of reproduction, and sexual narratives. Enrollment restricted to graduate students. Enrollment limited to 10. The Staff

Political Science Department

http://politics.ucsc.edu/index.shtml

Syllabus for the Course: Politics of the War On Terror

 Bruce D. Larkin	MWF 12.30-1.40
TA Pascha Bueno	Stevenson 175
Fall 2002

Politics 72

Politics of the “War on Terrorism”

Preliminary Syllabus

This course will introduce the ‘War on Terrorism’ following the 9.11 attacks on the World Trade Center and Pentagon, with a focus on the politics stemming from those events. The course will be taught through and around the texts--presidential speeches, Acts of Congress, newspaper analyses, germane Treaties, reports of actions by public officials--displaying political claims and moves.

Description

From September 2001 the United States committed to a ‘War on Terrorism’. What are its political sources? Objectives? Effects on internal politics, external alliances, and civil liberties? Military implications? Costs? How is political discourse deployed? How can it be assessed?

Topics [By Week]

1 Preliminaries. The 1993 World Trade Center attack. Attacks on US embassies in Nairobi and Dar es Salaam, and on the USS Cole. Clinton Administration measures. The election of 2000 and the early anti-terrorism actions of the GW Bush Administration. Was the US ‘unprepared’?

2 Precursors. The great Civil Wars and revolutions. Nationalism. Anarchism. The anti-colonial movement. The Russian and Chinese Revolutions. ‘National liberation movements.’ The Israeli-Palestinian issue. The 1990s of the Taliban and Al Qaeda. Was ‘Islamic extremism’ inevitable? Were the American Revolutionaries ‘terrorists’?

3 The Attack of 9.11. The GW Bush Administration response. Launching of the ‘war on terrorism’. UN Security Council endorsement. Origins of a ‘coalition’ [distinguished from the Gulf War coalition]. Could the Administration have responded differently?

4 Vulnerability. Are all polities inherently vulnerable? Are democracies especially so? And what of societies reliant on complex technological infrastructure? Can sources of attack can be foreseen? Why was 9.11 not foreseen? What are the chief vulnerabilities to which US society is exposed? What constitute ‘adequate’ measures to preclude attack? Is it always true that a few can cause great harm, if they choose to do so?

5 Enemies. If you were trying to identify and rout people with plans to commit terrorist acts against the United States or US citizens abroad, how would you do it? Is organizational membership a good criterion? Funding an organization? Speaking well of an organization? Having friend and associates in an organization? And what of whole countries: how should we understand the concept of “a country which harbors terrorists”? And do Iran, Iraq and North Korea constitute an ‘axis of evil’ which threatens the United States?

6 Weapons of Mass Destruction. The attack of 9.11 did not employ a ‘weapon of mass destruction’. Could attackers have used chemical, biological, radiological, or nuclear weapons? Could they have launched missiles, armed with such weapons, against the United States? Does 9.11 confirm the need for National Missile Defense, as the Bush Administration insists, or does it show that realistic threats actually lie elsewhere? And what is the significance of the anthrax attacks?

7 The Congress. Undertaking ‘war’ silenced Democratic critics in Congress. In February 2002 the Administration proposed a budget with massively enlarged spending for the military. Does calling the response a ‘war on terrorism’ deny the elected Congress an effective voice? How, and on what issues, are the Administration and the Democrats bargaining with each other? Would it be different if Senator Jeffords had not left the Republican Party? And now, with results of the mid-term election in hand, how has the election changed this relationship?

8 Civil Liberties I. The Prisoners and the Courts. What is the Constitutional basis for military tribunals? Are the AdministrationÕs actions consistent with US obligations under the Geneva Convention on the Treatment of Prisoners of War (III) of 1949? Are captured Taliban and Al Qaeda fighters ‘prisoners of war’ or ‘unlawful combattants’ or ‘detainees’? Why were some of those captured moved to Guantanamo Bay? What of the prosecution of John Walker Lindt?

9 Civil Liberties II. Domestic Surveillance and Control. The USA PATRIOT Act. Definition of ‘terrorism’. Expanded authority for electronic wiretap. Denial of confidentiality of lawyer-client conversations. Detention without indictment or trial. Refusal to release names of those in detention. Focused interrogations. Profiling. Focus on specific groups: Muslims, foreigners, persons of Middle Easterrn descent, students. Visa controls. Controls on airline passengers. Use of technology (computers, databases, networking) to consolidate and use information about individuals. Proposed national identity card.

10 Military and the Policy of Preventive Intervention. The new model of warfare: technology, special ops, reliance on local forces. Bases. Paul Wolfowitz on preventive intervention. Policy of self-reliance. US nuclear policy: forces not to be constrained by treaties.

11 Foreign Relations. Allies: Britain, Canada, Australia. Bases. Pakistan. Politics of deference to Uzbekistan, Tajikistan, China, Russia, Israel. Hubert Vedrine criticism of the US as ‘unilateralist’. Effects on the United Nations. Foreign views of the GW Bush Administration policies resisting and rejecting muiltilateral constraints: Kyoto Protocol, ABM Treaty, CTBT, START process, &c. Will the US response to 9.11 lead to a loose global coalition against US unilateralism?

Reading List

This syllabus is ‘preliminary’ because we wish to take advantage of works which may be published in late Spring. If this course were taught today, the reading would consist of the following books and a reader or online materials providing the texts for discussion:

Heymann, Philip B., Terrorism and America: A Commonsense Strategy for a Democratic Society (Cambridge, Massachusetts: MIT Press, 1998).

Hoge, James F., Jr. and Gideon Rose [eds], How Did This Happen? Terrorism and the New War (New York: Public Affairs, 2001).

Rashid, Ahmed, Taliban: Militant Islam, Oil and Fundamentalism in Central Asia

http://www.learnworld.com/Courses.html#P72

Another Syllabus for the Course: Politics of the War on Terror

*Subject to changes.

Summer Session I 2006

Benjamin Lozano

benjaminlozano@aol.com

Politics 72: Politics of the War on Terror

Introduction

This course seeks to examine the increasingly complex relation between the liberal state and those who

pose challenges to its sovereignty through terrorism. A rigorous approach to this relation necessitates an

investigation into the specific conditions of possibility (economically, culturally, psychically) for a war on

terror. What are the terms of discourse for our contemporary war on terror? How does terrorism as both a

symbol and empirical phenomenon fit within the horizon of liberal ideology? What claim to sovereignty

does the (liberal) state make in the face of acts of terror? What political logic is required in/for a war on

terror?

General Trajectory of the Course

The general trajectory of the course will roughly proceed as follows: Weeks one and two will outline our

objects of analysis –which is namely, the (1) liberal state, and (2) the challenges posed to its sovereignty by

transnational terrorism. On the one hand, we will look at the history of “terror” and “terrorism” as both a

discursive term, or symbol, and as a real phenomenon afflicting the state and society. And on the other

hand, we will attempt to trace the emergence of terrorism in its recent manifestation through post-WWII

geopolitical history (the post-WWII world, the Cold War, globalization, etc.) as a way of framing the

historical nature of the current war on terror.

After looking at the historical nature of terrorism as well as our current “war”, week three aims to

situate our war on terror within the context of its demographic occurrence –which is, namely, the liberal

state and its associative institutions. In order to comprehensively assess the nature of the terrorism waged

against the liberal state, and the war on terror waged by the liberal state against terrorism (or, terror vs. the

west and vice versa), we must observe both our object of analysis (i.e. the terrorist) as well as our subject of

analysis (i.e. our own liberal, western democratic state) from the objective perspective of a scientist. Week

four will address some critiques of the liberal state.

Week five will put our knowledge to work, as we begin to evaluate different theories, or ways of

understanding terrorism and its challenge to the liberal state.

Goal of the Course

This course aims to transcend the traditional and often unhelpful distinction between “liberal” and

“conservative” perspectives on the war on terror, and in this respect seeks to pursue its object of analysis in

much the same way a scientist would proceed –coolly, tentatively, perspicaciously, analytically, and

relatively unencumbered by a specific political disposition. Students in this course are expected to bracket

their personal views and opinions on liberalism and the war on terror, etc., upon entering the classroom.

Careful attention to the themes of this course as well as maintaining an open, contemplative, and analytical

disposition, will result in an historically and theoretically informed understanding of the relation between

the liberal state and our contemporary war on terror.

Required Texts.

- The Clash of Civilizations and the Remaking of the World Order, Samuel Huntington, Simon and

Schuster, New York, 1996

- The Concept of the Political, Carl Schmitt, trans. George Schwab, University of Chicago Press, Chicago,

1996

- All other articles are found on Electronic Reserves: the password is “terror”

{Huntington and Schmitt texts are being sold through the Literary Guillotine, 204 Locust Street in

downtown Santa Cruz}

Historical and Empirical Approach:

I. 9/11 and its Aftermath

A. The History of Terrorism to 9/11

1. Day One: Introduction to the Course: What is “Liberalism, the State, and the War

on Terror” all about?

*Introduction to the Themes of the Course:

- Introduction to the study of the War on Terror

- Going Through the Syllabus

- Film: The Battle of Algiers

2. Day Two: “Terror(ism)” as a term: What does it mean? How has it functioned

throughout history? How does the history of the word relate to/differ from its use

today?

*Readings:

- David C. Rapoport, “Terrorism” (pg. 1049-1074)

- Schmid and Jongman et al., “Terrorism and Related Concepts: Definition” (pg. 1-38)

in Political Terrorism: A New Guide to Actors, Authors, Concepts, Data Bases,

Theories, And Literature

- Walter Laqueur, “Terrorism and History” (pg. 8-48) in Laqueur, The New Terrorism

Topics:

Lecture: The Etymology and History of Terrorism

Discussion

Break

Film: The Power of Nightmares part III

B. Geopolitics: From the Cold War to the War on Terror

1. Days Three and Four: What was the historical and political landscape leading up

to September 11th and the War on Terror?

* Readings:

- Aman Saikal, “US Globalism and Regional Domination” (pg. 42-68) in Islam and the

West: Conflict or Cooperation

- Mary Kaldor, “Beyond Militarism, Arms Races, and Arms Control”(pg. 159-176) in

Understanding September 11th, ed. Calhoun, Price, Timmer

- Ahmed Rashid, “Central Asia’s Islamic Warriors (pg. 1-11) in Rashid, Jihad: The Rise

of Militant Islam in Central Asia

- Karen Armstrong, “Was it Inevitable? Islam Through History” (pg. 53-70), in How

Did This Happen? Terrorism and the New War, ed. Hoge and Rose

- William Perdue, “Terrorism and the State” (pg. 17-43) in Perdue, Terrorism and the

State

- William Perdue, “Holy Terror: Iran and Irangate” (pg. 159-179) in Perdue, Terrorism

and the State

Topics:

Lecture: The Historical and Political Landscape Leading up to the War on Terror part I

Discussion

Break

Film: Holy Warriors

*Readings:

- Fred Halliday, “September 11, 2001 and the Greater West Asian Crisis” (pg. 31-50), in

Halliday, Two Hours That Shook the World

- 9/11 Commission Report, “The Foundation of the New Terrorism” (pg. 47-70)

- Timur Kuran, “The Religious Undertow of Muslim Economic Grievances (pg. 67-74)

in Understanding September 11th, ed. Calhoun, Price, Timmer

- Robert Hefner, “The Struggle for the Soul of Islam” (pg. 39-52), in Understanding

September 11th, ed. Calhoun, Price, Timmer

- Rohan Gunaratna, “The Al Qaeda Threat and the International Response” (pg. 221-

242), in Gunaratna, Inside Al Qaeda: Global Network of Terror

- Barbara Metcalf, “Traditionalist Islamic Activism: Deoband, Tablighis, and Talibs”

(pg. 53-66) in Understanding September 11th, ed. Calhoun, Price, Timmer

- Milton Bearden, “Graveyards of Empires: Afghanistan’s Treacherous Peaks” (pg. 83-

95) in How Did This Happen? Terrorism and the New War, ed. Hoge and Rose

Topics:

Lecture: The Historical and Political Landscape Leading up to the War on Terror part II

Discussion

Break

Film: Control Room

2. Day Five: What was the US and UN response to 9/11? How has our world

changed? What are the prevalent themes of the war on terror?

*Readings:

- Samuel Huntington, The Clash of Civilizations and the Remaking of World Order (pg.

19-39 and 102-121)

- Jack Goldstone, “States, Terrorists, and the Clash of Civilizations” (pg. 139-158) in

Understanding September 11th, ed. Calhoun, Price, Timmer

- UN Security Council Resolution 1328/1373 (pg. 225-232) in Halliday, Two Hours

That Shook the World

- 9/11 Commission Report, “What To Do? A Global Strategy” (pg. 380-392)

- Testimony of Dr. Henry Kelly, President Federation of American Scientists, March 6,

2002 (pg. 1-8)

Topics:

Lecture: Responses to 9/11

Discussion

Break

Film: September Tapes

Theoretical and Analytical Approach:

II. The Foundations of Liberalism

A. Liberalism and the State/Terrorism and the State

1. Day Six: A primer on liberalism. What is liberalism? What is “liberal” about a

liberal state?

Readings:

PART A:

- Thomas Hobbes, Leviathan (pg. 183-200, 223-228); “Of the State of Men Without

Civil Society” (pg. 109-119), in Hobbes, Citizen and Man

- Sir Ernest Baker “Introduction” Social Contract: Locke, Hume, Rousseau (pg. vii-xiv)

- Judith Shklar, “The Liberalism of Fear” (pg. 21-38)

- Robert Keohane, “The Globalization of Informal Violence, Theories of World Politics,

and the Liberalism of Fear” (pg. 77-91) in Understanding September 11th, ed. Calhoun,

Price, Timmer

- Book review of Humanity: A Moral History of the 20th Century, Jonathan Glover (pg.

1-5)

- Barry Glassner, The Culture of Fear: Why Americans Are Afraid of the Wrong Things

(pg. xi-xxviii)

PART B:

- George W. Bush, “Introduction” to The National Strategy For Homeland Security, July

2002, (pg. 1-2)

- “Executive Summary” to The National Strategy For Homeland Security, July 2002,

(pg. vii-xiii)

Topics:

Lecture: A Primer on the Liberal State

Discussion

Break

Film: Brazil

2. Day Seven: The State and its Others. How does the liberal state deal with

challenges to its sovereignty? What are some criticisms of the liberal state?

ESSAY #1 DUE AT THE BEGINNING OF CLASS

Readings:

PART A:

- Carl Schmitt, The Concept of the Political (pg. 3-79)

- Mark Lilla, The Enemy of Liberalism (pg. 1-5) (optional)

- “Torture: The Road to Abu Ghraib and Beyond” (pg. 13-32)

- David Luban, “Liberalism, Torture, and the Ticking Time-Bomb” (35-74)

PART B:

- Electronic Privacy Information Center, The USA PATRIOT Act (pg. 1-17)

- The USA PATRIOT Act (selected passages)

Topics:

Film: Reichstag Fire

Lecture: The State and its Others {Film: Democracy Now w/ Amy Goodman}

Discussion

Break

Film: TBA

B. How do we understand the War on Terror? What are its conditions of possibility?

1. Day Eight: Theories of the War on Terror I

Readings:

- Samuel Huntington, The Clash of Civilizations and the Remaking of World Order (pg.

183-321)

Topics:

Lecture: Theories of the War on Terror I

Discussion

Break

Film: Power of Nightmares I and II

2. Day Nine: Theories of the War on Terror I

Readings:

- Mahmood Mamdami, Good Muslim, Bad Muslim –A Political Perspective on Culture

and Terrorism (pg. 1-23)

- Ronnie Lipschutz, “Wild in the Streets” (pg. 1-28)

- Jacques Derrida, “Autoimmunity: Real and Symbolic Suicides” (pg. 85-136)

Topics:

Lecture: Theories of the War on Terror II

Discussion

Break

Film:

3. Day Ten: Final

ESSAY #2 DUE AT THE BEGINNING OF CLASS

http://summer.ucsc.edu/syllabus/poli072.pdf

Syllabus for the Course: Women & Politics

Heather Turcotte

Politics 10: Women & Politics

Heather Turcotte

Contact info: hmturcotte@juno.com

Overview

In this course of this class, we will critically examine the ways in which socio-cultural constructions of racialized, sexualized genders have been articulated in relationship to knowledge production within the discipline of International Relations. Attention will be paid to issues of violence, militarization, the global political economy, and the ways in which movements for “feminist” de-colonization emerge within different geo-political contexts of International Relations within and beyond US “borders”.

Knowledge Production

Knowledge is a way of ordering the world and is inseparable from social organization. In the university setting, a process of naturalization has taken place: professors and instructors possess knowledge to be passed down to undergraduate students and transmitted outside of the academy through publications, policy making etc. We all come to the classroom with prior knowledges of social and political orders and

we are active participants in the (re)production of meanings and knowledges upon which the university and the world around us are able to exist. This course attempts a radical pedagogy by complicating the politics of knowledge production. We will therefore utilize designated time within lecture to engage with the material from lectures,

readings, and ourselves to critically question what it means to possess knowledge. In other words, what are the implications, dangers and purposes involved in “naming” and “knowing” particular knowledges of “others” and “ourselves”? Throughout this quarter, we will work towards an understanding of what it means to study and produce knowledges about the relations of the international subject/object and how

these processes and understandings may or may not (re)theorize our understandings of IR.

Required Texts:

Course Reader

Heather Turcotte

WEEK 1: Locations

Required Readings: 93 pages

Tetreault, Mary Ann and Ronnie D. Lipschutz. “Global Politics Because People Matter”. Global Politics

as if People Mattered. Lanham: Rowman and Littlefield, 2005. 1-16. CR (17 pages)

Mohanty, Chandra Talpade. “Under Western Eyes: Feminist Scholarship and Colonial Discourses”.

Third World Women and the Politics of Feminism. Eds. Chandra Talpade Mohanty, Ann Russo and

Lourdes Torres. Bloomington: Indiana UP, 1991. 51-80. CR (29 pages)

O’Gorman, Eleanor and Vivienne Jabri. “Locating Difference in Feminist International Relations”.

Women, Culture, and International Relations. Eds. Vivienne Jabri and Eleanor O’Gorman. Boulder:

Rienner, 1999. 1-15. CR (15 pages)

Moraga, Cherrie. “From Inside the First World: Forward, 2001”. This Bridge Called My Back: Writings

By Radical Women of Color. Eds. Cherrie Moraga and Gloria Anzaldua. Berkeley: Third Woman Press.

xv-xxxiii. CR (19 pages)

Shaw, Karena. “Knowledge, Foundations, Politics”. International Studies Review (2004) 6, 7-20. CR

(13 pages)

WEEK 2: Canon or Colonization?

Film: Understanding Human Security (28 minutes)

1st Essay due at end of week

Required Readings: 94 pages

Chowdhry, Geeta and Sheila Nair. “Introduction: Power in a Postcolonial World: Race, Gender, and

Class in International Relations”. Power, Postcolonialism, and International Relations. Eds. Geeta

Chowdhry and Sheila Nair. London and New York: Routledge. 1-32. CR (32 pages)

Peterson, V. Spike. “Security and Sovereign States: What is at Stake in Taking Feminism Seriously?”

Gendered States: Feminist (Re)Visions of International Relations Theory. Ed. V.

Spike Peterson. Boulder: Lynne Rienner, 1992. 31-64 CR (33 pages)

Agathangelou, Anna and L.H. Ling. “The House of IR: From Family Power Politics to the Poisies of

Worldism”. International Studies Review (2004) 6, 21-49. CR (29 pages)

Selected Recommendations:

Cornell, Drucilla. “Gender, Sex, and Equivalent Rights”. Feminists Theorize the Political. Eds. Judith

Butler and Joan Scott. New York: Routledge, 1992. 280-296. (16 pages)

Harrington, Mona. “What Exactly is Wrong with the Liberal State as an Agent of Change?”. In Peterson

65-82 (17 pages)

Ling, L.H.M. "(Neo)Realism as Fantasy-Game." Postcolonial International Relations: Conquest and

Desire between Asia and the West, London: Palgrave, 2002.

http://www.maxwell.syr.edu/maxpages/faculty/gmbonham/Ling_Chapter2.pdf (43-62). CR (20 pages)

Heather Turcotte

Sylvester, Christine. “Feminists and Realists View Autonomy and Obligation in International Relations”.

In Peterson 155-177. (22 pages)

WEEK 3: Violences, Security, & Militarization

Film: Sin City Diary (29 minutes)

Silence Broken: Korean Comfort Women (57 minutes)

Required Readings: 118 pages

Crenshaw, Kimberle Williams. “Mapping the Margins: Intersectionality, Identity Politics, and Violence

Against Women of Color”. Critical Race Theory: The Key Writings that Formed the Movement. Eds.

Kimberle Crenshaw, Neil Gotanda, Gary Peller, Kendall Thomas. New York: The New Press, 1995.

357-383. CR (26 pages)

Agathangelou, Anna and LHM Ling. “Power and Play through Poisies: Reconstructing Self and Other in

the 9/11 Commission Report”. Millennium: Journal of International Studies 33.3 (2005): 827-853 CR

(26 pages)

Young, Iris Marion. “The Logic of Masculinist Protection: Reflections on the Current Security State”

Signs: Journal of Women in Culture and Society (Autumn 2003) 29, 1 1-25 (25 pages)

Enloe, Cynthia. “Base Women”. Bananas, Beaches, and Bases: Making Feminist Sense of International

Politics. Berkeley: California UP, 1990. 65-92. CR (27 pages)

Wing, Adrien Katherine. “A Critical Race Feminist Conceptualization of Violence: South African and

Palestinian Women”. Global Critical Race Feminism: An International Reader. Ed. Adrien Katherine

Wing. New York: New York Press, 2000. 332-346. CR (14 pages)

Selected Recommendations:

Chow, Rey. “Violence in the Other Country: China as Crisis, Spectacle, and Woman”. Third World

Women and the Politics of Feminism. Eds. Chandra Talpade Mohanty, Ann Russo and Lourdes Torres.

Bloomington: Indiana UP, 1991. 81-100. (19 pages)

Cohen, Carol. “Sex and Death in the Rational World of Defense Intellectuals”. Signs: Journal of Women

in Culture and Society (1987): 12. 4 687-718 CR (31 pages)

Kirk, Gwyn and Margo Okazawa-Rey. “Demilitarizing Security: Women Oppose US Militarism in East

Asia”. Frontline Feminisms: Women, War, and Resistance. Eds. Marguerite Waller and Jennifer

Rycenga. New York: Taylor and Francis, 2000. 159-171 (12 pages).

Lipschutz, Ronnie D. “The Insecurity Dilemma”. After Authority: War, Peace, and Global Politics in the

21st Century. Albany: New York State UP, 2000. 33-62 (30 pages)

Mama, Amina. “Sheroes and Villains: Conceptualizing Colonial and Contemporary Violence Against

Women in Africa”. Feminist Genealogies, Colonial Legacies, Democratic Futures. Eds. M. Jacqui

Alexander and Chandra Talpade Mohanty. New York: Routledge, 1997. 46-62. CR (16 pages)

Heather Turcotte

Matthews, Irene. “Translating/Trangressing/Torture.” Frontline Feminisms: Women, War, and

Resistance. Eds. Marguerite Waller and Jennifer Rycenga. New York: Taylor and Francis, 2000. 85-112

(27 pages)

Smith, Andrea. Conquest: Sexual Violence and American Indian Genocide. Cambridge: South End

Press, 2005.

WEEK 4: Global/International Political Economies

Film: Blood, Sweat, & Lace (18 minutes)

Stop the Traffik (25 minutes)

2nd Essay Due at beginning of week

Required Readings: 105 pages

Enloe, Cynthia. “Carmen Miranda On My Mind: International Politics of the Banana”. Bananas,

Beaches & Bases: Making Feminist Sense of International Politics. Berkeley: California UP, 1989. 124-

150 CR (26 pages)

Alexander, M. Jacqui. “Imperial Desire/Sexual Utopias: White Gay Capital and Transnational Tourism”.

Shohat, Ella, Ed. Talking Visions: Multicultural Feminism in a Transnational Age. Cambridge: MIT

Press, 1998: 281-305. CR (24 pages)

Agathangelou, Anna. “Sexing” Globalization in International Relations: Migrant Sex and Domestic

Workers in Cyprus, Greece, and Turkey”. In Chowdhry & Nair. 142-169 CR (27 pages)

Chowdhry, Geeta. “Postcolonial Interrogations of Child Labor: Human Rights, Carpet Trade, and

Rugmark in India”. In Chowdhry & Nair. 225-253. CR (28 pages)

Selected Recommendations:

Escobar, Arturo. Encountering Development: The Making and Unmaking of the Third World. Princeton:

Princeton UP, 1995. Particularly Chapters 1, 2, and 5 (111 pages)

Mwangi, Wambui. “Of Coins and Conquest: The East African Currency Board, the Rupee Crisis, and the

Problem of Colonialism in the East African Protectorate”. Society for Comparative Study of Society and

History. (2001) 763-787.

http://journals.cambridge.org/bin/bladerunner?30REQEVENT=&REQAUTH=0&500001REQSUB=&RE

QSTR1=S0010417501004327 (24 pages)

Verges, Francoise. “Writing on Water: Peripheries, Flows, Capital, and Struggles in the Indian Ocean.”

East Asia Cultures Critique. (Spring 2003) 11,1 241-257.

http://muse.jhu.edu/journals/positions/v011/11.1verges.html CR (16 pages)

WEEK 5: Trans/Nationalisms

Film: New World Border (28 minutes)

3rd Essay Due at end of week

Required Readings: 95 pages

Heather Turcotte

Alarcón, Norma, Caren Kaplan and Minoo Moallem. “Introduction: Between Woman and Nation”.

Between Woman and Nation: Nationalisms, Transnational Feminisms and the State. Eds. Caren Kaplan,

Norma Alarcón, and Minoo Moallem. Durham: Duke UP, 1999. 1-16 CR (16 pages)

Joseph, May. “Transatlantic Inscriptions: Desire, Diaspora, and Cultural Citizenship”. In Shohat 357-

367. CR (10 pages)

Carrillo, Teresa. “Cross-Border Talk: Transnational Perspectives on Labor, Race, and Sexuality.” In

Shohat 391-411. CR (20 pages)

Agathangelou, Anna. “A Global Political Economy of Sex: Feminist Possibilities For Transborder

Democracy and Safety”. The Global Political Economy of Sex: Desire, Violence, and Insecurity in

Mediterranean Nation States. New York : Palgrave Macmillan, 2004: 153-178 CR (25 pages)

Selected Recommendations:

Hatem, Mervat. “The Invisible American Half: Arab American Hybridity and Feminist Discourses in the

1990s.” In Shohat 369-390. (21 pages)

Keck, Margaret and Kathryn Sikkink. “Transnational Advocacy Networks in International Politics:

Introduction”. Activists Beyond Borders. Ithaca: Cornell UP, 1998. 1-37.

Syllabus for the Course: Introduction to Social Movement Theory

Introduction to Social Movement Theory

Politics 40

University of California, Santa Cruz

Instructor: Zachary A. Bowden

zachary.bowden@gmail.com

PLEASE NOTE THIS SYLLABUS IS A DRAFT

AND AS SUCH IS SUBJECT TO CHANGE

The aim of this course is to introduce students to paradigmatic theories of social

movement. Under what conditions will social actors organize collectively to engage in

politics? How do theorists analyze/understand these movements, their emergences, their potentials, and their successes/failures? How do contemporary movements relate to movement theories, and how do they depart from their “traditional” forms? What is the state of social movement, and collective politics in “complex” societies? The course will introduce students to both mainstream theories of social movement, the critiques of these theories, and alternative ways of conceptualizing contemporary social movement and political action. Each of the five weeks will introduce a separate body of work in social movement theory, and weekly lectures will add concrete (historical) examples to

illustrate aspects of the theoretical readings.

The course will begin with the emergence of mainstream (Political Opportunity

Structure) social movement theory, and describe its political and historical context. The

second week will introduce the study of culture as a critique of mainstream social

movement theory. The third week will introduce new social movement theory. The fourth

week will compliment the cultural/NSM critiques of social movement theories with

feminist and “non-Western” critiques. The fifth and final week of the course will

continue the movement away from mainstream movement theories with readings on, and discussions of emotive and musical elements in political movement.

Week 1: Introduction to social movements; Mainstream Social Movement theory:

Selected Readings: Comparative Perspectives on Social Movements; Political

Opportunities, Mobilizing Structures, and Cultural Framings. Doug McAdam,

John McCarthy, and Mayer Zald eds. Cambridge: Cambridge. 1996

“Introduction” McAdam, Doug. Political Process and the Development of Black

Insurgency; 1930-1970. 2nd Edition. Chicago: University of Chicago. 1999.

Week 2: Culture and social movement.

Escobar, Arturo. Alvarez, Sonia. “Introduction: Theory and Protest in Latin America

Today.” The Making of Social Movements in Latin America; Identity, Strategy

and Democracy. Arturo Escobar and Sonia Alvarez, eds. San Fransisco:

Westview Press. 1992. 1-18.

Alvarez, Sonia. Dagnino, Evelina. Escobar, Arturo. “Introduction: The Cultural and the

Political in Latin American Social Movements.” Cultures of Politics Politics of

Cultures; Re-Visioning Latin American Social Movements. Sonia Alvarez,

Evelina Dagnino and Arturo Escobar eds. Oxford: Westview Press. 1998. 1-32.

Zald, Mayer. “Culture, Ideology, and Strategic Framing.” Comparative Perspectives on

Social Movements; Political Opportunities, Mobilizing Structures, and Cultural

Framings. Doug McAdam, John McCarthy, and Mayer Zald eds. Cambridge:

Cambridge. 1996. 261-274.

Week 3: New Social Movements

Selected Readings: Melucci, Alberto. Challenging Codes; Collective Action in the

Information Age. Cambridge: Cambridge Press 2001.

Selected Readings: Cohen, Jean. Arato, Andrew. Civil Society and Political Theory.

Cambrige: MIT Press. 1992.

Week 4: Feminist/Non-Western Critiques

Manbridge, Jane. “What is the Feminist Movement?” Feminist Organizations: Harvest of

the New Women’s Movement. ed. M. Ferree & P. Maiten. Philadelphia: Temple

Univ. Press, 1995.

Garrison, Ednie Kaeh. “U.S. Feminism-Grrl Style! Youth (Sub)Cultures and the

Technologies of the Third Wave.” Feminist Studies. v26. i1. Spring 2000.

Selected Readings: Brown, Wendy. States of Injury. Princeton: Princeton University.

1995.

Selected Readings: Kelley, Robin. D.G., Freedom Dreams; The Black Radical

Imagination. Boston: Beacon. 2002.

Week 5: Other aspects: Emotion, Music and social movement:

Selected Readings: Passionate Politics; Emotions and Social Movements. Jeff Goodwin,

James Jasper and Francesca Polletta, eds. Chicago: University of Chicago. 2001.

Selected Readings: Eyerman, Ron and Andrew Jamison. Music and Social Movements;

Mobilizing Traditions in the Twentieth Century. Cambridge: Cambridge Press.

1998.

Selected Readings: Michael Urban, Russia Gets the Blues, Ithaca: Cornell University

Press, 2004.

http://summer.ucsc.edu/syllabus/poli040.pdf

Syllabus for the Course: Thinking Green: Politics, Ethics, Political Economy

Politics 114-THINKING GREEN: Politics, Ethics, Political Economy

Time: MW 5-6:45 PM
Instructor: Ronnie Lipschutz
Phone: 9-3275
E-mail: rlipsch@ucsc.edu

What does it mean to "think Green?" Are Green politics and
environmentalism the same? If not, how do they differ? What are the
philosophical bases of Green thought? Was Hobbes a closet Green? Do Green
political parties have any chance of gaining power, or are they doomed to
opposition? What does it mean to be biocentric? Is sustainable
development feasible or a fantasy? What do Green political programs
propose to do? This is a course on Green political thought and practice.
In it, we shall examine the origins and content of ecological politics,
ethics and political economy, and ask whether they offer a "realistic"
alternative to neo-liberalism and other political ideologies.

The workload for the course is substantial. In addition to intensive
reading, students will be expected to write four papers of five pages in
length that analyze and critique the readings, and draw on additional
materials, as well. Part of the course will consist of lectures, but there
will be substantial discussion of the materials in class and section, and
everyone is expected to contribute to them through oral presentations.

Required Texts

Edward Abbey, The Monkey Wrench Gang (Avon, 1997).
Ernest Callenbach, Ecotopia (Bantam, 1990).
David Arnold, The Problem of Nature (Blackwell, 1996)
Timothy Luke, Ecocritique (Univ. of Minn. Press, 1997).
Al Gore, Earth in the Balance (Plume, 1993).

Academic Freedom Policy

Department of Feminist Studies

Professor Angela Davis

Syllabus for the Course: Radical Critiques of Penality

Syllabus for the Course: Women of Color: Genders and Sexualities

Course Description:

Required Texts:

Class Schedule

Introduction

Thursday, 9/26

To Read In Class:

Guest Speakers: Members of the Women of Color Research Cluster

Identity

Tuesday 10/1

Film: Brincando El Charco [Frances Negron-Mutaner]

From Course Reader:

From Piece of My Heart:

From Haciendo Caras:

Thursday 10/4

Film: Spirit Murder: Stopping the Violent Deaths of Black Women [Kim M. Vaz, Mary Filippo, Deborah G. Plant and Toni Thomas]

From Course Reader:

From Haciendo Caras:

Advanced Readings [required of upper division students/clusters]

Politics of Reproduction

Tuesday 10/8

From Course Reader:

Thursday 10/10

[Cluster Presentations Begin]

From Course Reader:

Advanced Readings [required of upper division students/clusters]

Family, Commitment and the State

Tuesday 10/15

From Course Reader:

Thursday 10/17

To be distributed

Guest lecture:

Coloniality and Sexuality

Tuesday 10/22

Film: La Operacion

Guest lecture:

From the Course Reader:

Thursday 10/24

Film: The Women Outside [J. T. Tagaki and Hye Jung Park]

From the Course Reader:

Advanced Readings [required of upper division students/clusters]

Mid-term exams to be distributed

Bisexuality, Identity and Community

Tuesday 10/29

From the Course Reader:

From Piece of My Heart

Mid Course Evaluation of Course & Expectations

Turn in Mid-Term Examination

Thursday 10/31

From the Course Reader:

Butch and Femme Identities in Lesbian of Color Communities

Tuesday 11/5

Film: BD Woman [Inge Blackman, UK] (for Butch/Femme topic, next week)

From the Course Reader:

From Haciendo Caras

From Piece of My Heart:

Thursday 11/7

From the Course Reader:

Politics of Unity in Difference

Tuesday 11/12

Film: A litany for survival : the life and work of Audre Lorde [Ada Gay Griffin & Michelle Parkerson]

From Course Reader:

From Haciendo Caras:

Advanced Readings [required of upper division students/clusters]

Thursday 11/14

From Course Reader:

From Haciendo Caras

From Inscriptions

From Piece of My Heart

Advanced Readings [required of upper division students/clusters] From Haciendo Caras:

S/M

Tuesday 11/19

Film: Black Nations/Queer Nations? [Shari Frilot] (for S/M topic next week)

From Course Reader:

From Piece of My Heart:

Thursday 11/21

Advanced Readings [required of upper division students/clusters]
From Haciendo Caras: