Arizona State University
http://www.asu.edu/

Course Description for the Course: Race, Ethnicity and Democracy in Plural Societies
Course Description for the Course: Introduction to African American Studies
Course Description for the Course: Minority Group Politics
Course Description for the Course: Un)Ruly Voices of African American Women Post Harlem Renaissance
Course Description for the Course: Women, Ethnicity and Equality: Searching for Global Justice
Syllabus for the Course: Ethnic Relations in the United States
Other Course of Note

American Indian Studies

Syllabus for the Course: American Indian Rights: From the American Indian Movement to the Present
Another Syllabus for the Course: American Indian Rights: From the American Indian Movement to the Present

Chicana and Chicano Studies

Professor John Jota Leaños

Syllabus for the Course: Chicana/Chicano Popular Culture

Syllabus for the Course: Issues in Immigration and Migration

School of Justice & Social Inquiry

Professor H. L. T. Quan

Syllabus for the Course: Wealth Distribution and Poverty
Syllabus for the Course: Social Protest, Conflict, and Change

Women and Gender Studies

Professor Mary Rothschild

Syllabus for the Seminar Course: All About Feminism
Syllabus for the Course: A History of American Feminist Thought

Syllabus for the Course: Women in Contemporary Societies
Syllabus for the Course: Gender, Science, and Technology
Syllabus for the Course: Feminist Voices of Color
Syllabus for the Course: Women and Society
Syllabus for the Course: Women and Contemporary Society
Syllabus for the Course: Women of Color and Feminism(s)
Other Courses of Note
Other Professors of Note

Additional Syllabi From Other Departments

Syllabus for the Social and Behavioral Science Course: Cultural Diversity
Syllabus for the Social & Behavioral Sciences Course: Im/Migration & Culture
Syllabus for the Communication Course: Feminist Communication
Syllabus for the Communication Course: Queer Theory

Other Courses of Note in Other Departments

Academic Freedom Policy

The pursuit and communication of knowledge at ASU are to be free from restrictions. The university endorses in principle the 1940 Statement of Principles of Academic Freedom and Tenure set forth by the American Association of University Professors and the Association of American Colleges and the 1929 Statement of the American Association of University Professors concerning resignations.

http://www.asu.edu/aad/manuals/acd/acd201.html

African and African American Studies
http://www.asu.edu/clas/aframstu/

African and African American Studies (AAAS) is an interdisciplinary program focusing on people of African descent throughout the world.Current concentrations emphasize the diversity of past and present experiences of African and African-descended peoples in the United States, Africa, the Caribbean, South America and Central America.However, the general focus of the program covers the entire African diaspora, including Europe and Asia.AAAS prepares students of all disciplines and backgrounds to better understand, value and effectively participate in an increasingly diverse society. The program combines knowledge of Africa and African diaspora with intellectual and practical training in specific areas with the goal of creating more effective communities and global partnerships.AAAS also provides students with a solid foundation for advanced studies in the humanities, social sciences and law.

Course Description for the Course: Race, Ethnicity and Democracy in Plural Societies

AFR 394/65940

POS 394/08154

FALL 2005

Professor : Dr. David Hinds

This course examines the dilemmas of democracy in plural societies. It

introduces students to another form of race relation that impacts on the African

Diaspora by looking at the competition for political power between Africans

and East Indians and how this affects political stability, economic development,

democratic governance, democratization, nationhood and the empowerment in

Fiji, Guyana and Trinidad and Tobago. The first part of the course defines

race, ethnicity and pluralism; the second part looks at the origins and evolution

of racial and ethnic competition for political power in the countries under

study; the third part examines racial and ethnic conflict in these countries; and

the final part examines the problems of Westminster democracy in plural

societies and look at alternative forms of democracy for such societies.

The objective of the course is to give students a grounding in following areas:

1) The nature of politics in racially and

ethnically segmented (plural) societies;

2) The nature of relations between

Blacks and other non-white groups;

3) Limitations of the Majoritarian/

Winner-Take-All model of democracy in

furthering political stability and racial

and ethic peace in plural societies;

4) Problems of Black Nationalism and

black Empowerment in multi-racial

societies;

5) Alternative forms of democracy for

plural societies.

Place: LL 240 .

Time: 4:40-5:55p.

When: T TH ...

Course Description for the Course: Introduction to African American Studies

T TH

9:15-10:30

COWD 203

Fall 2005

Instructor: Dr.Ronnie Cox

AFR 210A (59777)

Cross-Listed

HST 294 (57970)

This course examines major themes in African American history since Reconstruction. In the aftermath of antebellum slavery African-Americans attempted to rehabilitate Black identity in the face of anti-black racism, state-sanctioned terror, and economic marginalization. The course examines attempts by African American leadership to “split the race” through education, employment, and political representation. W.E.B DuBois’ statement that the problem of the 20th century would be “the color line” conceptualize examination of Black migration towards northern industrial centers following both

world wars. The course will principally examine themes emerging from the modern Civil Rights Movement’s efforts to enfranchise Blacks in American society. Particular attention will be placed on the diverse range of thinkers and writers that influenced the movement as well as the impact of culture in shaping Black politics.

Course Description for the Course: Minority Group Politics

A F R 4 9 4 ( 2 6 0 5 5 )

1 2 : 4 0 – 1 1 : 3 0 M W F

L O C A T I O N : N U R 8

P R O F E S S O R M . M I T C H E L L

FA LL 2005

This course is an introduction to the dynamics of the African American political

experience. It offers students an examination of the historical development of African

American politics from the anti-slavery era through the Civil Rights breakthrough of

the 1960’s to the present. This includes an interrogation of the different approaches

utilized in the quest for political empowerment, the issues faced by African Americans

in the political arena, and the relationship between African American politics and the

wider American political environment. The first part of the course examines the ideas

and thoughts that have informed the African American political evolution while the

second part looks at the experience in the political-electoral arena since the Civil Rights

breakthrough of the 1960s.

Some of the topics explored in the first part include Pan-Africanism, Black Nationalism,

Marxism, Black Power, Garveyism, Race and Class, Governance, Political Economy,

Democracy, Feminism, and Civil Rights. In the process students will be exposed

to the philosophies of major African American thinkers and political leaders such as

Edward Blyden, Frederick Douglass, WEB Dubois, Booker T Washington, Marcus

Garvey, Malcolm X, Martin Luther King Jr., CLR James, A Phillip Randolph, Huey Newton, Kwame Ture (Stokely Carmichael), Angela Davis.

Topics to be covered in the second part include the Black Electoral Politics, Black

Leadership, Affirmative Action, Black Protest, Blacks in Congress and the Executive

Branch, the economy and the Justice System.

Course Description for the Course: Un)Ruly Voices of African American Women Post Harlem Renaissance

FALL 2005

AFH 394A (22360) ENG 394 (95445)

HUM 394 (24354) POS 394 (79363)

(Un)Ruly Voices of African American Women

Post Harlem Renaissance

TIME: 12:15-1:30 Daily PLACE: NUR 4

Conventionally and culturally, African American women's voices have not been heard in a society where largely women have been subject to men; yet, this does not mean that African American women were unable to speak or resist against this domination. There have been many "unruly voices" of African American women. In this course, beginning with Nella Larsen, students will meet the representatives of these "unruly voices" through reading their oral narratives, novels, short stories, essays, and plays. Students will recognize African American women using language as agency to [re]develop, [re]define, and [re]create a space from which, as bell hooks asserts, "talkin' back" to those dominant forces that attempt to "silence" and "erase" them culturally. Students will read Nella Larsen’s Quick Sand and Passing, Zora Neale Hurston’s Their Eyes Were Watching God, Bell Hook’s Sisters of the Yam, Tony Morrison’s The Bluest Eye and Ntozake Shange’s

For Colored Girls Who Have Considered Suicide.

Course Description for the Course: Women, Ethnicity and Equality: Searching for Global Justice

AFS494B: SLN: 03440

CROSSLISTED

ENG494K: SLN: 02597

WST 494F: SLN: 99282

POS 494D: SLN: 87712

Fall 2005

Professor Angelita Reyes

DAYS: M W

TIME: 1:40-2:55PM

LOC: ED 220

AFS 394C: SLN: 33353

CROSSLISTED

HUM 394 SLN : 43778

DAYS: M W

TIME: 1:40-2:55PM

LOC : SS 215

This course will examine topics that are related to feminisms and women of color cross-culturally through the social constructions of gender, class, ethnicity, critical race theories, and human rights. The term “race” as it is currently used and applied will be challenged through scientific paradigms of current research investigations.

The course seeks to present, identify and explore:

• Challenging prevalent definitions on the assumption of “race” as it relates

to cross-cultural constructions of gender and its social and cultural components.

• Injustices linked to gender-oriented struggles for justice and equality.

• Vastly seemingly different strategies for narrating women’s lives.

• Theoretical approaches to formal and informal autobiography.

• How creative imaginations reflect social realities.

• The dynamic cultural roles of memory. This is a topic that I’m very interested

in and invite students to discuss their own involvement and interest

in the current transnational debates about the tensions between history

and memory.

Syllabus for the Course: Ethnic Relations in the United States

ETHNIC RELATIONS IN THE UNITED STATES – Spring 2006

ASB 202: Section 72654 and AFS202: Section 87720

Building and Room: Psychology 102; Day and time: Monday 6:40 – 9:30 p.m.

Instructor: Dr. Catherine Ribic

Office: Tempe Center 198 (International Programs Office) & Anthropology 155A

Office Hours: Before class and by appointment

Office Phone: 965-4248

Email: Catherine.Ribic@asu.edu

TA: Becky Hill

Office: Anthro 155A

Office Hours: M- T- Th 5:30-6:30 p.m. and by appointment

Email: Rebecca.Jean.Hill@asu.edu

Required Reading: Assignments should be completed by the date listed on the syllabus.

Takaki, Ronald

A Different Mirror: A History of Multicultural America. New York: Little,

Brown and Co.

Myers, John P.

2005. Minority Voices. Boston: Pearson A and B.

Course Objectives: This course is intended to introduce concepts and issues related to race and ethnicity in the United States. The history of the ethic and racial groups in the United States will be examined, as well as contemporary issues relating to this topic. Discussion and critical thinking about these issues will be a central component of this class.

Grading: Exams: There will be three in-class examinations, each worth approximately 100 points, based on lectures and readings. Journal assignment - worth 50 points. Essay: out-of-class, short-essay assignment - worth 50 points. Journal and Essay instructions and due dates will be posted on blackboard.

Extra credit: Students may participate in the Voices of Discovery program for up to 15 extra credit points. Additional extra credit options will be discussed in class and posted on Blackboard.

Make-up Policy: Make-up exams are at the instructor’s discretion and documentation may be required to prove that the illness or emergency is valid.

Special Education: Students with any special educational needs should inform the instructor so that accommodation can be made.

Plagiarism: Plagiarism can result in severe academic penalties. Please refer to the student handbook regarding your rights and responsibilities on this issue.

Attendance: The dates and topics in the following course schedule are approximate and subject to change depending on the needs and the pace of the class. Therefore, attendance is very important. If you miss a class, please get notes from another student.

COURSE OUTLINE

1. 1/23: Introduction to general concepts in anthropology and ethnicity: Culture

2. 1/30: Concepts continued: Society, social status and role.

3. 2/6: European immigration: ethnic, race and class relations from colonial period to mid-19th century. Takaki Ch. 1, 2, 3

4. 2/13: Colonial period to mid-19th century continued. Takaki Ch. 4, 5. Myers Ch. 9.

5. 2/20: First Great Immigrant Stream; EXAM 1.

6. 2/27: First Great Immigrant Stream continued. Takaki Ch. 6. Myers Ch. 6, 7, 8.

7. 3/6: Second Great Immigrant Stream. Takaki Ch. 11. Myers Ch. 10, 11, 12.

8. 3/13 Spring Break

9. 3/20: Second Great Immigrant Stream continued; Race and Scientific Racism.

10. 3/27: Hispanic/Latino Americans. Takaki Ch. 7, 12. Myers Ch. 13, 15.

11. 4/3: Asian Americans EXAM 2

12. 4/10: Asian Americans continued. Takaki Ch. 8, 10. Myers Ch. 16.

13. 4/17: Challenges to Ethnic/Racial Stratification system: African Americans. Takaki Ch. 13. Myers Ch. 3, 4.

14. 4/24: Challenges to Ethnic/Racial Stratification system: Native Americans. Takaki Ch. 9. Myers Ch. 2

15. 5/1: Third Great Immigrant Stream and current trends. Takaki Ch. 14. Myers Ch. 14, 17, 18, 19.

16. 5/8: FINAL EXAM 6:40 – 7:40 in the regular classroom.

Other Course of Note

M AFS 301 Race and Racism in Africa/African Diaspora. (3)
spring
Construction of race, racism, and race relations in Africa/ African Diaspora; practices of agency to challenge ethnicity, racism, and racial oppression. Lecture, discussion, films.

American Indian Studies
http://www.asu.edu/clas/americanindian/

Mission

American Indian Studies is an academic program committed to broadening the knowledge of students interested in the histories, languages, cultures, arts and contemporary situations of American Indian nations and people. The program is designed to protect the integrity and identity of the indigenous populations of North America and to create a learning environment conducive to critical and creative thought. The program not only stresses sound academic preparation in the classroom, but also encourages students to interact and conduct research with American Indian governments and organizations. Additionally, the program emphasizes the continued effort of the university to form strong partnerships with American Indian nations at the local, regional and national levels.

Goals

1. Influence the retention and academic success of American Indian students at both the undergraduate and graduate levels.

2. Educate students, faculty and others about American Indian culture, research issues, history and traditions.

3. Establish courses and other forms of curriculum, including basic interdisciplinary coursework for the purpose of establishing sensitivity to and enhancing knowledge of cultural diversity in the general student body.

4. Identify and more adequately serve the needs of community, Indian nations and organizations.

5. Aid in fundraising, solicitation of gifts and other forms of support for the university and the American Indian Studies program.

6. Attract American Indian faculty, researchers, cultural speakers and other resources to the university.

7. Develop American Indian Studies as a discipline with its own methodology, concepts and bibliography.

Syllabus for the Course: American Indian Rights: From the American Indian Movement to the Present

AMERICAN INDIAN RIGHTS: AMERICAN INDIAN MOVEMENT

TO THE PRESENT

American Indian Studies 494, #36485, Fall 2005

12:15-1:30 p.m., PEBW 148

Susan A. Miller, Ph.D.

susan.miller3@asu.edu

Visit my webpage linked to http://www.asu.edu/clas/americanindian/faculty.htm

Office: AG 372

727-7584

Office hours

Tues. and Thurs., 10:45-11:30 and 2:45-3:30

and by appointment

KEEP THIS DOCUMENT ALL SEMESTER

This Syllabus is a working document and may change to meet the evolving needs of the class.

Course Description

This course examines the history of advocacy for indigenous nations’ rights in North America during the twentieth century, focusing on the period 1965 to the present. It examines two primary threads: the indigenous peoples’ organizations that pressed for rights and the ideas and goals that motivated them. In other words, this course focuses on the institutional history and the intellectual history of this advocacy. Topics include, but are not limited to, the concepts “civil rights,” “sovereignty,” “human rights” and “colonialism and decolonization”; and the roles of groups such as the National Congress of American Indians, American Indian Movement, International Indian Treaty Council, and UN Working Group on Indigenous Populations.

About the Professor

I am from Tiger Clan and Tom Palmer Band of the Seminole Nation. I was trained as a historian (Ph.D. University of Nebraska 1997) and am now on the faculty of the American Indian Studies Program at Arizona State University. My research has focused on the history of my tribe and the historiography of North American Indians. My writings include Coacoochee’s Bones: A Seminole Saga (University Press of Kansas, 2003); “Seminoles and Africans under Seminole Law: Sources and Discourses of Tribal Sovereignty and ‘Black Indian’ Entitlement,” Wicazo Sa Review volume 20, number 1 (Spring 2005), pages 23-47; "Licensed Trafficking and Ethnogenetic Engineering," American Indian Quarterly volume 20, number 1 (Winter 1996), pages 49-55; reprinted in Natives and Academics, pages 100-110 (University of Nebraska Press, 1998); and other works.

Goals of the Course

Upon successfully completing this course, the student should be able to

· discuss the chronology of American Indian rights advocacy from the early 20th century to the present

· discuss the intellectual history of American Indian rights from the early 20th century to the present

· discuss the indigenous peoples’ organizations involved in advocacy for American Indian rights since the early 20th century

· organize a six-hour small-group informative presentation

Required Reading

Troy R. Johnson, The Occupation of Alcatraz Island: Indian Self-Determination and the Rise of Indian Activism. Urbana, IL: University of Illinois Press, 1996.

Paul Chaat Smith and Robert Allen Warrior, Like a Hurricane: The Indian Movement from Alcatraz to Wounded Knee (New York: The Free Press, 1996).

S. James Anaya, Indigenous Peoples in International Law, 2d ed. NY: Oxford University Press, 2004.

Short readings as assigned.

Course Requirements

· Quiz over syllabus (2% of final grade)

· In-class presentation (40% of final grade). Each student will participate in a small group. Each group is responsible for a unit of the course. Each unit covers a range of topics. The professor will give each group a packet of reading materials from which to draw information.

Groups decide the date of each member’s presentation and the topics that he or she will cover.

Each presentation will be accompanied by two written works:

§ an outline for each member of the class and the professor, and

§ questions over the presentation, which the student will give only to the professor (5% of the presentation’s value). The student determines the format of the questions. The professor will hand out a study guide based on those questions at the class meeting before each unit exam.

· Midterm exam (20%)

· Final exam (20%)

· Professionalism and participation (18%). Please see the section “Policies and Procedures” for information about what is expected of you.

Grading Scale

98-100 A+ 88-89 B+ 78-79 C+

92-97 A 82-87 B 70-77 C

90-91 A- 80-81 B- 60-69 D

0-59 E

Course Outline

Unit 1: Early to Mid-20^th Century Indian Rights Advocacy

Native American Church

Society of American Indians

National Congress of American Indians

Chicago Conference of 1961

National Indian Youth Council

Fishing Rights Movement

Unit 2. The Take-Over Device and Armed Resistance

Occupation of Alcatraz Island

Yellow Thunder Case

Trail of Broken Treaties

Occupation of Wounded Knee Village

Shoot-out at Jumping Bulls’ Homesite

Unit 3. Colonial Justice and the Turn to Diplomacy

Trial of Darelle “Dino” Butler and Bob Robideau

Trial of Leonard Peltier

Siege of Kanesatahke

International Indian Treaty Council

Unit 4. Indigenous Diplomacy on the International Stage

Human rights conventions, 1951-76

Working Group on the Rights of Indigenous Populations

Draft Declaration on the Rights of Indigenous Peoples

Zapatista Resistance, 1994

Indigenous peoples in international law today

Permanent United Nations Forum on Indigenous Peoples

Calendar, Units 1 and 2

Week	Date	Activity	Reading
1	8/23	Getting organized
	8/25	Quiz over syllabus	Occupation of Alcatraz Island, frontmatter and ch. 1
2	8/30	Groups meet to organize presentations.	Alcatraz ch. 2
	9/1	Groups meet to organize presentations.	Alcatraz ch. 3
3	9/6	Unit 1. In-class student presentation	Alcatraz ch. 4
	9/8	Unit 1. In-class student presentation	Alcatraz ch. 5
4	9/13	Unit 1. In-class student presentation	Alcatraz ch. 6
	9/15	Unit 1. In-class student presentation	Alcatraz ch. 7
5	9/20	Unit 1. In-class student presentation	Alcatraz ch. 8
	9/22	Unit 2. In-class student presentation	Alcatraz ch. 9
6	9/27	Unit 2. In-class student presentation	Alcatraz conclusion and appendix
	9/29	Unit 2. In-class student presentation	Like a Hurricane, preface and ch. 3
7	10/4	Unit 2. In-class student presentation	Hurricane ch. 5
	10/6	Unit 2. In-class student presentation	Hurricane ch. 6
8	10/11	Review for midterm exam	Hurricane ch. 7
	10/13	Midterm exam

Calendar, Units 3 and 4

9	10/18	Student mid-term self-evaluations	Hurricane ch. 8
	10/20	Unit 3. In-class student presentation	Hurricane ch. 9
10	10/25	Unit 3. In-class student presentation	Hurricane ch. 10
	10/27	Unit 3. In-class student presentation	Hurricane ch. 11
11	11/1	Unit 3. In-class student presentation	Hurricane ch. 12 and epilogue
	11/3	Unit 3. In-class student presentation	Indigenous Peoples in International Law
12	11/8	Unit 4. In-class student presentation	International Law
	11/10 SM out of town	Unit 4. In-class student presentation	International Law
13	11/15	Unit 4. In-class student presentation	International Law
	11/17 SM out of town	No class today	International Law
14	11/22	Unit 4. In-class student presentation	International Law
15	11/29	Unit 4. In-class student presentation	International Law
	12/1	Manny Pino
16	12/6	Review for final exam
Final Exam	12/13,	Tues., 12:20-1:20. This is a 1-hour exam. Papers will be due at 1:20 even if you have arrived late.

Policies and Procedures:

Addressing the Professor:

It’s okay to call me “Susan.”

Email:

It is your responsibility to make sure that you can receive email from the professor at your ASU email address. If your mailbox is too full to receive messages, or if you do not check messages daily, or if for any other reason you cannot receive messages from the professor, you may miss announcements crucial to graded assignments.

Attendance:

You are expected to attend class as though it were professional employment. You will lose attendance points if you are not in class, so an absence can affect your final grade. Also, if you are not in class, your work is still due at the beginning of that class period.

Tardiness:

You are expected to be on time. If you are late, you will lose attendance points, so tardiness can affect your final grade. The number of points you lose is dependent upon how late you are and how disruptive your entry to class is. Three late arrivals will be considered an absence.

Active Listening:

It is expected that when you come to class your primary focus will be the course and the course material. This means that you will be prepared to take notes and attend to the work at hand. It can be incredibly difficult to block out distractions, but please make the extra effort. You will lose participation points if you do not pay attention to the class activities, so inattentiveness can affect your final grade. You will lose participation points for balancing a checkbook, playing a game on an electronic device, reading while the class is doing something else, eating a meal, leaving the room while class is in session, and other inattentive or distracting activities.

Cell Phones, Pagers, and Entertainment Devices:

Turn them off before you come to class. The class should not be interrupted while you answer a call or check your pager (whether we heard it or not). A ringing cell phone or buzzing pager will cost participation points and can affect your final grade. Put all entertainment devices away before the beginning of class.

Late Work:

Work is due when indicated in the syllabus. Work turned in after the class period when it is due will result in a 20% deduction. Every subsequent 24 hour period (including weekends) will result in an additional 10% deduction. Therefore, work that is 3 days late will lose half its possible points. If you are concerned about making deadlines, deliver your work to the address indicated on the syllabus BEFORE the due date.

Talking:

Inappropriate talking can cost you participation points and affect your final grade.

Plagiarism (the letter of the law will be enforced): According to ASU’s Student Life Student Handbook,

"Plagiarism" means using another’s words, ideas, materials or work without properly acknowledging and documenting the source. Students are responsible for knowing the rules governing the use of another's work or materials and for acknowledging and documenting the source appropriately.

Examples:

1) Failing to cite any major idea created by some other person or entity.

2) Failing to cite and/or enclose in quotation marks all words, phrases or sentences copied from another source.

3) Failing to cite paraphrased work of others.

4) Acquiring a paper or project from a research service or another source and submitting it as your own work for academic evaluation.

In other words, plagiarism occurs when someone borrows the ideas, information, or language from any source—book, video, TV show, web site, magazine article, letter, another student’s paper, etc.—and passes the work off as his or her own work. The rule of thumb is that any information that is not common knowledge must be accompanied by a citation to its source. You may use Chicago humanities style, American Psychological Association style, Modern Languages Association style, or any other commonly accepted style of citation, but your citations must include complete information (author, title, place of publication, publisher, date of publication, and any other relevant information).

If you are not sure whether to cite a source, ask the professor. It is better to provide unnecessary citations than insufficient citations.

Original Work:

All work in this course must be original for this course and this course only. Should you wish to use your research for multiple courses, this may be allowed but only with the advance permission of all professors concerned. Do not assume that you have permission; you must ask and receive it. If work (research, writing, etc.) is used for multiple courses and such use is revealed after the fact, the work in question will receive a grade of zero.

Please Note:

If you have a learning disability, sensory, or physical disability, or other impairment, or if English is not your first language, and you may need special assistance in lectures, reading, assignments, and/or testing, please discuss this with the professor.

Another Syllabus for the Course: American Indian Rights: From the American Indian Movement to the Present

AMERICAN INDIAN RIGHTS: AMERICAN INDIAN MOVEMENT

TO THE PRESENT

American Indian Studies 494, #56361, Fall 2006

4:40-5:55 P.M., COWDN 215

Susan A. Miller, Ph.D.

susan.miller3@asu.edu

Webpage linked to http://www.asu.edu/clas/americanindian/faculty.htm

Office: AG 352

480-727-7584

Office hours

Tues. and Thurs., 3:15-4:30 P.M.

and by appointment

KEEP THIS DOCUMENT ALL SEMESTER

This syllabus is a working document and may change to meet the evolving needs of the class.

Course Description

About the Professor

Goals of the Course

Upon successfully completing this course, the student should be able to

· discuss the chronology of American Indian rights advocacy from the early 20th century to the present

· discuss the intellectual history of American Indian rights from the early 20th century to the present

· discuss the indigenous peoples’ organizations involved in advocacy for American Indian rights since the early 20th century

· organize a small-group informative presentation

Required Reading

All required reading is available on the internet. See the course calendar for reading assignments.

Course Requirements

Groups decide the date of each member’s presentation and the topics that he or she will cover.

Before each presentation, the student must provide each member of the class and the professor

§ an outline of the presentation, and

§ five or more exam questions over the presentation, which the student will give only to the professor (5% of the presentation’s value). The student determines the format of the questions. The professor will hand out a study guide based on those questions at the class meeting before each exam.

· Midterm exam (20%)

· Final exam (20%)

· Professionalism and participation (20%). Please see the section “Policies and Procedures” for information about what is expected of you.

Grading Scale

98-100 A+ 88-89 B+ 78-79 C+

92-97 A 82-87 B 70-77 C

90-91 A- 80-81 B- 60-69 D

0-59 E

Course Outline

Unit 1: Early to Mid-20^th Century Indian Rights Advocacy

Native American Church

Society of American Indians

National Congress of American Indians

Chicago Conference of 1961

National Indian Youth Council

Fishing Rights Movement

Unit 2. The Take-Over Device and Armed Resistance

Occupation of Alcatraz Island

Yellow Thunder Case

Trail of Broken Treaties

Occupation of Wounded Knee Village

Unit 3. Colonial Justice and the Turn to Diplomacy

Shoot-out at Jumping Bulls’ Homesite

Trial of Darelle “Dino” Butler and Bob Robideau

Trial of Leonard Peltier

Siege of Kanesatahke

International Indian Treaty Council

Unit 4. Indigenous Diplomacy on the International Stage

Human rights conventions, 1951-76

Working Group on the Rights of Indigenous Populations

Draft Declaration on the Rights of Indigenous Peoples

Zapatista Resistance, 1994

Indigenous peoples in international law today

Permanent United Nations Forum on Indigenous Peoples

Calendar

Date	Unit	Activity			Read for Next Meeting
8/22	Prelim.	Getting organized
8/24		Early Resistance Movements
8/29		Groups meet to organize presentations			http://www.geocities.com/aimasheville/AIMtimeline.htm http://faculty.sanjuancollege.edu/krobison/NA/NativeAmericanTimeline.htm
8/31		Groups meet to organize presentations			http://www.csp.org/communities/docs/fikes-nac_history.html http://users.lycaeum.org/~iamklaus/native.htm
9/5	One	Student presentation			http://en.wikipedia.org/wiki/Society_of_American_Indians http://muse.jhu.edu/journals/american_indian_quarterly/v026/26.1patterson.html
9/7		Student presentation			http://www.ncai.org/
9/12		Student presentation			http://jaie.asu.edu/v1/V1S2ame.htm
9/14		Student presentation			http://www.niyc-alb.org/ http://www.niyc-alb.org/history.htm
9/19		Student presentation			http://www.indiancountry.com/content.cfm?id=1096412231 http://www.nwnativeinfo.com/janetmccloud.htm http://www.bluefish.org/brando.htm http://www.bluefish.org/trignite.htm
9/21		Student presentation			http://www.ccrh.org/comm/river/docs/sohappyd.htm http://www.ccrh.org/comm/river/harvest.htm http://www.ohs.org/education/oregonhistory/historical_records/dspDocument.cfm?doc_ID=15E0ADF3-D5D5-3519-35BAC4238257327F
9/26	Two	Student presentation			http://www.csulb.edu/~aisstudy/alcatraz/ http://www.nps.gov/alcatraz/indian.html http://www.cwis.org/fwdp/Americas/alcatraz.htm
9/28		Student presentation			http://www.dickshovel.com/lsa23.html
10/3		Student presentation			http://siouxme.com/lodge/treaties.html http://www.aimovement.org/ggc/trailofbrokentreaties.html http://www.indiancountry.com/content.cfm?id=1036161439
10/5		Student presentation			http://siouxme.com/lodge/aim_73.html
10/10		Student presentation			http://nativenewsonline.org/history/hist0507.html
10/12		Student presentation			http://www.geocities.com/crazyoglala/1973-76PineRidgeRez.html http://www.geocities.com/crazyoglala/WK73to98_Record.html
10/17	Exam	Midterm exam
10/19	Three	Student presentation			http://www.freepeltier.org/churchill_agents9a.htm http://www.infoshop.org/wiki/index.php/Leonard_Peltier
10/24		Student presentation			http://www.indiancountrynews.com/aquash3.cfm http://www.dickshovel.com/annalay.html
10/26		Student presentation			http://www.freeleonard.org/case/index.html
10/31		Student presentation			http://users.skynet.be/kola/lpchron1.htm
11/3			Student presentation	http://www.kanesatake.com/heritage/crisis/events.html http://auto_sol.tao.ca/node/view/515 http://www.firstnationsdrum.com/fall2000/hist_oka.htm
11/7			Student presentation	http://www.treatycouncil.org/home.htm http://66.102.7.104/search?q=cache:z2sV5ozaoB0J:www.calvert.com/pdf/white_paper_barsh.pdf+barsh+calvert+group+indigenous+peoples&hl=en&gl=us&ct=clnk&cd=2 http://www.ailanyc.org/UN%20OVERVIEW.pdf
11/9	Four		Student presentation	http://www.hrweb.org/legal/udhr.html http://www.hrweb.org/legal/cpr.html http://www.hrweb.org/legal/escr.html
11/14			Student presentation	http://www.hrweb.org/legal/genocide.html
11/16			Student presentation	http://www.cwis.org/fwdp/International/wcipinfo.txt
11/21			Student presentation	http://www.iwgia.org/sw8632.asp http://www.usask.ca/nativelaw/ddirplain.html http://www.iwgia.org/sw248.asp
11/28			Student presentation	http://www.ilo.org/public/english/about/index.htm http://www.unhchr.ch/html/menu3/b/62.htm http://www.cidh.org/Indigenous.htm http://www.un.org/esa/socdev/unpfii/
11/30			Student presentation	http://www.thirdworldtraveler.com/Chomsky/ZapatistaPOP_Chom.html http://flag.blackened.net/revolt/mexico/ezln/ezlnwa.html http://retanet.unm.edu/plans/attachments/the_first_wind.html
12/5	Review		Review for final exam
12/7	Final exam. Tuesday, 4:40-5:55, in our regular classroom, COWDN 215. Exam covers only course material since the midterm. Papers will be collected at exactly 1:30. Arriving late for this exam means having less time to take it.

Policies and Procedures:

Addressing the Professor:

It’s okay to call me “Susan.”

Email:

Attendance:

Tardiness:

Leaving Class Early:

If you leave the classroom before class is dismissed, you will lose attendance points, so leaving early can affect your final grade. Three early departures will be considered an absence.

Active Listening:

Cell Phones, Pagers, Entertainment Devices, Etc.:

Late Work:

Talking:

Inappropriate talking can cost you participation points and affect your final grade.

Plagiarism (the letter of the law will be enforced): According to ASU’s Student Life Student Handbook,

Examples:

1) Failing to cite any major idea created by some other person or entity.

2) Failing to cite and/or enclose in quotation marks all words, phrases or sentences copied from another source.

3) Failing to cite paraphrased work of others.

4) Acquiring a paper or project from a research service or another source and submitting it as your own work for academic evaluation.

If you are not sure whether to cite a source, ask the professor. It is better to provide unnecessary citations than insufficient citations.

Original Work:

Please Note:

Chicana and Chicano Studies
http://www.asu.edu/clas/chicana/

The Department of Chicana and Chicano Studies is a center of research, learning, training, and application that seeks to enhance the intellectual, educational, and professional opportunities of Mexican origin and other Latino populations.

ASU's Department of Chicana and Chicano Studies is expanding into a Department of Transnational and Chicana/o Studies, the final shape of which will be determined by March 2006. The Department will focus on five major areas: Transnational Media, Literature and Arts; U.S. and Mexican Regional Immigration Policy and Economy; Transborder Community Development and Health; Transfrontier Language, Education, and Culture; and Transnational Indigenous Mexico.

Where appropriate, each develops a strong emphasis in multiple quantitative and qualitative methodologies and bilingual capacities. Buttressed by a focused fieldwork, application, and internship framework, the undergraduate program is designed to promote strong and rigorous intellectual and technical preparation for careers in transnational communications, the transborder public and private sector, transnational public policy, transnational arts and letters, and indigenous education. An eventual doctorate program will emerge from the base and structure of a successful undergraduate program and it will be the only one of its kind in the United States in emphasis and focus.

Professor John Jota Leaños
http://www.leanos.net/projects.html

Leaños departmental biography:

Mr. Leaños is an artist whose main research interests are in studying Digital Culture from Xicana/o, Latina/o perspectives as well as investigating how the university functions as a corporate-paramilitary institution. Mr. Leaños is also interested in the history and study of public art in the form of Xicana/o resistance, Tactical Media, and interventionism.

Leaños’ Writings: http://www.leanos.net/texts.htm

In 2004 Professor Leaños created a poster questioning the lionizing of Pat Tillman. Following the controversy regarding the poster, Leaños said, “I was compelled to create this image because I was bothered and, on a bad day, frankly was disgusted by the marketing and branding of Tillman's image by certain contingencies at this university, professional sports teams (specifically the Arizona Cardinals) and by the right wing that canonized Tillman as the ultimate, god and country-serving American hero.”
http://www.leanos.net/Tillmantext.htm

RateMyProfessors Remark:

…He is super radical… so don't take him if you love GW Bush.

Syllabus for the Course: Chicana/Chicano Popular Culture

Chicana/Chicano Popular Culture

Instructor: John Jota Leaños

CCS 111—52852 / Fall 2003

MWF 9:40-10:30 / Cowden 203

Office: Cowden 224L

Office Hours: MW 10:30-12:00

Phone: 480-727-6113

leanos@asu.edu

Brief Course Description:

The study of popular culture focuses on deciphering meaning from the wide scope of

cultural production, from highly produced entertainment (television, radio, film, magazines, etc.) to everyday life scenarios (family custom and ritual, language, identity, etc.). This course will be a critical investigation into the theories, production and consumption of Chicana/Chicano, Latino/Latina, Hispanic/Hispana forms of popular culture. We will study predominant as well as marginalized theoretical trends of popular culture that will assist us to reflectively engage the social significance and political impact of popular culture. We will examine the influence popular culture has on forming identity, shaping culture and as a mode of revealing, producing and reproducing ideology and political struggle.

Required Texts:

Velvet Barrios: Popular Culture and Chicana/o Sexualities

Edited by Alicia Gaspar de Alba

An Introduction to Theories of Popular Culture

By Dominic Strinati

Chicano Renaissance: Contemporary Cultural Trends

Edited by David Maciel, Isidro Ortiz and María Herrera-Sobek

Optional Text:

Latino/a Popular Culture

Edited by Michelle Habel-Pallán and Mary Romero

Approach:

This course will not be an historical survey of the most prominent Chicana/Latino popular cultural trends. The focus in this course will be in attempting to look at the wide scope of Chicana/Latino* cultural production that includes under-recognized forms and critical perspectives with an emphasis put on cultural excavation and art making.

We will embark on an investigative inquiry into ways of looking at popular culture that will be driven by the students and professor alike. I will provide a framework from which to look at Chicana/Latino popular culture; however, students will be expected to direct the eventual flow and subject matter of the course as well as lead class discussions.

My approach to teaching is grounded in the ideas of Paulo Freire, the Brazilian liberation

educator who wrote The Pedagogy of the Oppressed. He believed that students must be

* I am using “Chicana/Latino” to encapsulate the dual gender of the cultural groups and in order to avoid rewriting the cumbersome Chicana/Chicano, Chicana/os, Latina/Latino, Latina/os, etc. directly engaged in their education as a revolutionary act in a “quest for mutual humanization.” For Freire, knowledge materializes with constant and optimistic inquiry, experimentation and dialogue between student and teacher. Most importantly, Freire encouraged students and teachers to nurture a profound trust in each other as investigative partners and collaborators.

Some classes will be held online with Blackboard instead of inside the classroom. During these sessions, students will create and respond to questions about various topics.

Course Work/Expectations:

1. CELL Groups: In this course, our research model will be based on a roving hierarchy

in which each one of you and groups of you will lead discussions and modes of

inquiry. All students will be placed into a CELL group. Each CELL will be responsible

for making presentations based on the readings. Each CELL will be required to meet

outside of class and to incite a stimulating discussion of the readings for that week.

The challenge for the cell presentations will be to clearly draw links between the

readings, the lectures and personal experiences. The CELL will be responsible for the

following:

Giving an overview of the theses and main ideas of the text

Leading an insightful discussion about specific concepts based in the text

Proposing fundamental questions about the text

Putting forward theory and/or alternative ideas for discussion

Experimenting with the form of presentation

Generating excitement about the ideas in the text

It is important that all students come to class having done the readings and thought

about them in a critical manner. Students will be responsible for the following:

Turning in 2 pages of notes for each reading assigned (see below)

Coming to class with three questions and/or perspectives that you would like

to discuss

Presenting these questions and perspectives in class

I will be available to guide the CELL in their proposed activity and assist you in

highlighting and clarifying ideas during my office hours as listed above.

Notes and Participation

Most of the written assignments will consist of notes on the week’s readings. Each student will turn in 2-page minimum of notes on the readings each week. (Please refer to the schedule below for the note and reading assignments.) Each student is free to structure the notes the way s/he wants. The notes can be handwritten or typed, but must be legible. Notes must be turned in the week the readings are due. NOTES WILL NOT BE ACCEPTED LATE.

The notes are a way of organizing the ideas of the readings on paper. They will serve as

springboards for participation and contribution to the discussions.

Assignment I: (Due October 8)

Attend and review one of two plays put on by Teatro Bravo @ Playhouse On The Park, Viad

Corporation Building, 1850 N. Central Ave., Phoenix:

“West Hollywood Affair”—Sept. 19, 20, 28 and Oct 3

“Fourteen”—Sept. 12, 13, 26 and Oct. 4

See teatrobravo.org for show times and ticket prices.

Write a 2-page reaction/critical analysis of the play. This review should be similar to

reviews of plays seen in the major newspapers or journals such as the LA Times, NY Times, the New Yorker, etc. (Please go online and refer to such reviews as models). This means that your analysis should not be based on whether you “like” or “dislike” the play, but rather on the quality of the storyline, acting, directing and overall message of the work. You will be graded on your ability to clearly and critically engage the ideas of the play and its characters. You can choose to concentrate on one aspect of the play, on one character, on one idea or link several ideas together; however, the review should be rooted in the theories that we have discussed in class.

Midterm Assignment: (Due October 13 / Week 8)

Cultural Excavation Research and Critique: This assignment is intended to excavate

marginal, but influential Chicana/Latino cultural production (visual art, performance,

music, spoken word, poetry, graffiti art, etc.) and apply the theories discussed in class to

your findings. You should try to extend your knowledge base of what is ‘out there’ by trying to find cultural producers that have not been written about extensively. Your research can be web or book based, ethnographic in nature or done via word-of-mouth. Your chosen “cultural product” must be put into one or more of the theoretical frameworks studied during the semester—this is your opportunity to apply what the ideas we have to discussed to Chicana/Latino popular culture. You will present a 5-page paper and oral report documenting your research during Week 8. There should be some attempt to contact the source of the work and address the following concerns:

1. Describe the cultural product as popular culture

2. How do you theoretically frame this cultural product according to one or more of

the theories we have been studying (i.e. what is its importance and social

meaning)?

3. What is your critical stance on this work? (For example, how does it relate to

racial or feminist politics? Does it effectively provide a oppositional politics or is it

effectually maintaining the status quo?)

Each student will sign-up to give a ten-minute abstract of his/her findings in class during

Week 8.

Final Project

Proposals Due November 17 & Final Project Due December 8

For the final project, each student will create a “Foto-Novela.” You will choose a

Chicana/Latino cultural artifact and write a critical essay in the form of a Foto-Novela. This assignment will give you the opportunity to demonstrate your understanding of cultural critique and Chicana/Latino popular culture. It will also give you the chance to engage in creative and critical art making. You will have to turn in a sketch and written proposal of your project that explains the what the work is about, what it will try to accomplish, what the work will look and feel like.

Evaluation and Grading:

Since this course is based on dialogue, exchange and artistic experimentation, most of your grade (55%) will be based on the quality and quantity of your preparation outside of class and your participation in class. This portion of your grade will be evaluated through the effectiveness of your group’s presentations, the Blackboard sessions, your ability to speak to ideas during class, allow others to speak and listen and, finally, your notes on the readings. The final portion of your grade (45%) will be based on the thoroughness and inventiveness of your midterm and other assignments (20%) as well as your final project (25%). (Please note that you cannot pass the course without over 90% attendance and without turning in all of the assignments.)

Attendance

Attendance and presence is required. If you miss two classes during the semester, you

cannot receive better than a B in the course. If you miss three classes during the semester,

you will have missed an entire week of classes and will receive no higher grade than a C. If you miss more than three classes, you will be dropped from the course. (In case of medical emergency or sickness, you will have to provide a doctor’s note). If there is some reason that you cannot make class, please let me know before hand and we can work around your absence. Perfect attendance will be rewarded with extra credit.

Schedule and Assignments

Week 1

August 25—

Introductions and Expectations

August 27—

Representation, Semiotics and CELL Building

August 29—

Chicana/o Cultural Resistance

Readings:

Ybarra-Frausto, “Notes from Losaida: A Forward” in Velvet Barrios

Gaspar de Alba, “Introduction, Or Welcome to the closet of Barrio Popular

Culture” in Velvet Barrios

Week 2

September 1—

No Class (Labor Day)

September 3—

Cultural Criticism & Transformation

Video: bell hooks

September 5—

Cultural Criticism & Transformation

Video: bell hooks

Week 3

Theories of Popular Culture (CELL 1 PRESENTATIONS)

September 8—

The Frankfurt School—“Commodity Fetishism” and “Modern Capitalism”

Assignment Due: Notes from Readings

Reading:

Dominic Strinati, Pages 51-61

September 10—

The Culture Industry

Assignment Due: Notes from Readings

Reading:

Dominic Strinati, Pages 61-85

September 12—

CLASS MEETS ONLINE (BLACKBOARD DISCUSSION BOARD)

Reading:

Coco Fusco (Handout)

Week 4

Theories of Popular Culture (CELL 2 PRESENTATIONS)

September 15—

Structuralism and Semiology—Structural Linguistics

Assignment Due: Notes from Readings

Reading:

Dominic Strinati, pgs 87-108

September 17—

Barthes and Semiology

Assignment Due: Notes from Readings

Reading:

Dominic Strinati, pgs 108-128

September 19—

CLASS MEETS ONLINE (BLACKBOARD DISCUSSION BOARD)

Readings:

Coco Fusco (Handout)

Week 5

Theories of Popular Culture (CELL 3 PRESENTATIONS)

September 22—

Marxism

Assignment Due: Notes from Readings

Reading:

Dominic Strinati, pgs 129-159

September 24—

Gramsci and Hegemony

Assignment Due: Notes from Readings

Reading:

Dominic Strinati, pgs 160-176

September 26—

CLASS MEETS ONLINE (BLACKBOARD DISCUSSION BOARD)

ASSIGNMENT—Attend “Chicana/o Studies on Stage”

Chicana/o Benefit—featuring the play “14”

Week 6

Theories of Popular Culture (CELL 4 PRESENTATIONS)

September 29—

Feminist Theory

Assignment Due: Notes from Readings

Reading:

Dominic Strinati, pgs 177-201

October 1—

Feminism and Popular Culture

Assignment Due: Notes from Readings

Reading:

Dominic Strinati, pgs 201-218

October 3—

Dora la Exploradora, Bilingüismo y Feminism

Assignment Due: Notes from Readings

Reading: TBA

Week 7

Chicana/Latino and Mass Media

October 6—

“Latino” Media

Assignment Due: Notes from Readings

Reading:

Arlene Dávila, “Latinos Inc.” (Handout)

Arlene Dávila, “Spanish Media and U.S. Latinidad” (Handout)

October 8—

Chicana/o Representation

Assignment Due: Notes from Readings & Teatro Bravo Play Review

Reading:

Arlene Virginia Escalante, “The Politics of Chicano Representation in the

Media” in Chicano Renaissance

Diana I. Ríos, “Chicana/o and Latina/o Gazing: Audiences of the Mass Media

in Chicano Renaissance

October 10—

Chicanas in Cinema

Reading:

Domino Renee Pérez, “Lost in Cinematic Landscapes: Chicanas as Lloronas in

Contemporary Film” in Velvet Barrios

Film: Mulholland Drive

Week 8

Mid-Term Cultural Excavation and Critique

October 13—

Assignment Due: Cultural Excavation Presentations and Critique

October 15—

Assignment Due: Cultural Excavation Presentations and Critique

October 17—

Assignment Due: Cultural Excavation Presentations and Critique

Week 9

October 20—

Agency, the Politics of Beauty and Food

Assignment Due: Notes from Readings

Reading:

María P. Figueroa “Resisting ‘Beauty’ and Real Women Have Curves” by in

Velvet Barrios (pgs 265-282)

Film—Real Women Have Curves

October 22—

Assignment Due: Notes from Readings

Reading: TBA

Film—Real Women Have Curves

October 24—

Assignment Due: Notes from Readings

Reading: TBA

Film—Real Women Have Curves

Week 10

Pachucos and Pachucas: Gendered Icons (CELL 4 PRESENTATIONS)

October 27—

Assignment Due: Notes from Readings

Reading:

Arturo Madrid, “In Search of the Authentic Pachuco” in Velvet Barrios

October 29—

Assignment Due: Notes from Readings

Reading:

Rosa Linda Fregoso, “Re-Imagining Chicana Urban Identities in the Public

Sphere, Cool Chuca Style” (HANDOUT)

October 31—

Día de los Muertos

Readings: TBA

Week 11

“Family” Politics (CELL 3 PRESETATIONS)

November 3—

Assignment Due: Notes from Readings

Reading:

Richard T. Rodriguez, “The Verse of the Godfather: Signifying Family and

Nationalism in Chicano Rap and Hip-Hop Culture” in Velvet Barrios

November 5—

Assignment Due: Notes from Readings

Reading:

Ralph Rodriguez, “A Poverty of Relations: On Not ‘Making Familia from

Scratch,’ But Scratching Familia” in Velvet Barrios

November 7—

CLASS MEETS ONLINE (BLACKBOARD DISCUSSION BOARD)

Assignment Due: Notes from Readings

Reading:

Karen Mary Davalos, La Quinceañera: Making Gender and Ethnic Identities

in Velvet Barrios

Week 12

November 10—

Foto-Novelas, Pochonovelas and Historietas

Reading:

Coco Fusco—Pochonovelas (HANDOUT)

Carlos Avila—“Foto-Novelas” (HANDOUT)

Kurt Hollander—Historietas de la Vida/Real Life Comics” (HANDOUT)

Los Bros Hernandez & La Cucaracha

November 12—

Chicana/o Performance (CELL 2 PRESENTATIONS)

Assignment Due: Notes from Readings

Reading:

Suzanne Chávez-Silverman, “Gendered Bodies and Borders in Contemporary

Chican@ Performance and Literature in Velvet Barrios

November 14—

Assignment Due: Notes from Readings

Reading:

David Román, “Latino Performance and Identity”

Week 13

November 17—

Assignment Due: Foto-Novela Proposals (Individual Meetings)

Chicana/o Feminismos/ismas (CELL 1 PRESENTATIONS)

November 19—

Assignment Due: Notes from Readings

Reading:

Catrióna Rueda Esquibél, Velvet Malinche: Fantasies of “the” Aztec Princess in

the Chicana/o Sexual Imagination” in Velvet Barrios

November 21—

Assignment Due: Notes from Readings

Reading:

Denise Michelle Sandoval, “Cruising Through Low Rider Culture: Chicana/o

Identity in the Marketing of Low Rider Magazine in Velvet Barrios

Week 14

November 24—

Assignment Due: Notes from Readings

Reading:

“Choosing Chicano in the 1990s: the Underground Music Scene of Los(t) Angeles”

by Yvette C. Doss (HANDOUT)

November 26—No Class (Thanksgiving)

November 27—No Class (Thanksgiving)

Week 15

December 1—

Assignment Due: Notes from Readings

Reading:

“Rights of Passage: From Cultural Schizophrenia to Border Consciousness in

Cheech Marin’s Born in East L.A.” in Velvet Barrios

Film: Born in East L.A.

December 3—

Class Discussion

Film: Born in East L.A.

December 5—Chicana/o Studies Moving (NO CLASS)

Week 16

December 8—Final Projects Due

http://www.leanos.net/download/Syllabi/Popular%20Cult%20Syllabus.pdf

Syllabus for the Course: Issues in Immigration and Migration

ISSUES IN IMMIGRATION AND MIGRATION

(Summer 2006)

Professor: Dr. Lisa Magaña

Office Phone: 480-965-6994

Email Address: Lisa.Magana@asu.edu

SYLLABUS

The objective of this course is to examine the development, implementation, and effect of major immigration policies in the US. It is an exciting time to study immigration policies. This class provides an in-depth understanding of some of the issues that are currently being debated by policy makers. We will also examine how immigration agencies are responsible for implementing policies as well as the politics that influence their outcome.

Although this course is web delivered, it is neither automated nor self-paced. You are expected to engage in all learning tasks and attend threaded discussions on the eBoard. To access the class website and eBoard, you can use your personal computer, one in the library, and/or computer labs at ASU. Check the class website for a list of these labs and their hours of operation.

Reading: There are three books that need to be purchased: Lisa Magaña, Straddling the Border: Immigration Policy and the INS, Marcelo M. Suárez-Orozco, Crossings : Mexican Immigration in Interdisciplinary Perspectives, and Louis Desipio, Making Americans, Remaking America. You will likely need to purchase it either at the ASU bookstore or from an online distributor such as Amazon. If you are taking this course via distance learning and are not within driving range of campus, consider the fact that it will take at least two weeks for the book to arrive; hence, so be sure to order it well before class begins. You will also be reading a number of articles, all of which have been posted to the virtual classroom in the Schedule section. To honor copyright law, they have been password protected. The teaching team will email you the passwords before the first day of class. Read the book and articles carefully and on time, as they form the basis of both the online discussions and the quizzes.

Plagiarism Policy: You are expected to turn in original work for this course. Quotations or ideas paraphrased from other work must be properly cited. Taking credit for another's idea or writing is plagiarism, which is a serious violation of the University's Code of Academic Integrity: Integrity is expected of every student in all academic work. The guiding principle of academic integrity is that a student's submitted work must be the student's own. This principle is furthered by the student Code of Conduct and disciplinary procedures established by ABOR Policies 5-308-5-403, all provisions of which apply to all Arizona State University students. If you are unsure how to credit your source, ask a member of the teaching team for clarification.

ASSIGNMENTS

We expect every student to leave this course with a better -- more insightful -- understanding of the development, implementation, and effect of major immigration policies in the US. Along the way, we ask that you complete several interactive reading reviews, and answer and ask questions on our electronic bulletin board (eBoard).

Participation (120 Points): You are responsible for participating in the threaded discussions that take place on the electronic bulleting board (eBoard). You should post two substantive comments or questions per Lesson. These posts must keep up with the progress of the course. You cannot, for example, go back to the eBoard and post to a Lesson after it has been completed and expect for the posts to be counted toward your participation grade. Moreover, the teaching team will keep track of your participation, including assessing the value of what you bring to this interactivity. Refrain from flaming or ad hominem comments. Please be rigorous but constructive.

Midterm Exam (100 Points): The midterm covers material from the first half of the course. Pay particular attention to the readings and lectures. The exam consists of true/false, fill-in-the-blank, short answer and essay questions. See the Schedule for the date and time the exam is distributed and due.

Research Paper (100 Points): You will be expected to write a paper that analyzes a critical topic related to immigrating and migration patterns. Your paper must be double-spaced. It should have one-inch margins, be five pages long, in twelve point Times New Roman font, and include:

1) A clear thesis statement that includes a road-map as to how the paper will be structured. Click here for more specific instructions regarding your thesis statement.

2) Analysis supported by primary and secondary evidence. Primary evidence consists of the films, historical documents, and other sources requiring direct analysis. Secondary evidence consists of supporting and contrary scholarly sources.

3) You need to use at least 3 scholarly articles or books from the course bibliography. The bibliography is located in the Virtual Classroom under Resources.

Feel free to pass a draft of your thesis statement to your TA or, if you don't have a TA, your professor several days before the assignment is due.

Final Exam (100 Points): The final exam is cumulative, covering material from the first lesson to the last lesson. Special emphasis is placed on lectures and readings from the second section of the class. Pay particular attention to the readings and lectures. The exam consists of true/false, fill-in-the-blank, short answer and essay questions. See the Schedule for the date and time the exam is distributed and due.

Grading Scale - 0 to 400 Points
A+ ..... 401+ Points

A ..... 372 - 400 Points

A- ..... 360 - 371 Points

B+ ..... 352 - 359 Points

B ..... 332 - 351 Points

B- ..... 320 - 331 Points

C+ ..... 312 - 319 Points

C ..... 280 - 311 Points

D ..... 240 - 279 Points

E ..... 000 - 239 Points

SCHEDULE

This course is comprised of 16 lessons. Each lesson includes all or some of the following tasks:

1. Reading: Read a chapter from the assigned book.

2. Reading Review: Reconsider Key Concepts from the Readings

3. Website: Surf Relevant Websites

4. Lecture: Listen to Streaming Audio Lectures with PowerPoint Slides

5. eBoard: Pose and Answer Questions on the Electronic Bulletin Board

Lesson 01: Course Overview (Wednesday, 07/05)

Reading: “Rise, Peak and Decline” / Jeffrey Passel and Roberto Suro

"Theories of International Migration: A Review and Appraisal" / Douglas Massey, et al.

Reading Review

Lecture: Course Introduction

Why It’s An Interesting Time to Study Immigration

eBoard: Discuss with Classmates

Lesson 02: Social, Cultural and Historical Characteristics (Thursday, 07/06)

Reading: "Historical Census Statistics …” / Campbell J. Gibson and Emily Lennon

Straddling the Border, pp. 1-12

Reading Review

Lecture: The Changing Dynamics of Immigration and Policy

eBoard: Discuss with Classmates

Lesson 03: U.S. Development of Immigration Policies (Friday, 07/07)

Reading: Straddling the Border, pp. 12-22 / Lisa Magaña

Making Americans, Remaking Americans, pp. 1-11 / Desipio et al., 1998

Reading Review

Website: An Immigrant Nation, USCIS

Screening: Journey to Freedom: The Immigrant Experience (Fern Galperin, 1987)

Media Clip: Journey to Freedom: The Immigrant Experience (Fern Galperin, 1987)

Lecture: The Politics of Immigration Policy

eBoard: Discuss with Classmates

Lesson 04: U.S. Development of Immigration Policies (Cont’d) (Monday, 07/10)

Reading: Making Americans, Remaking Americans, pp. 15-59 / Desipio et al., 1998

Reading Review

Website: Laws, Regulations and Guides, USCIS

Lecture: Making and Shaping Immigration Policy

eBoard: Discuss with Classmates

Lesson 05: Refugee and Asylum Issues (Wednesday, 07/12)

Reading: The Refugee Story in Statistics / UNHCR

"The International Refugee Regime" / Skran, 1992

"From Immigration to Refugee Redefinition" / Zucker & Zucker, 1992

Reading Review

Lecture: Refugee Issues in a Global Context

eBoard: Discuss with Classmates

Lesson 06: Undocumented Immigration (Friday, 07/14)

Reading: Crossings, pp. 113-155 / Marcelo Suárez-Orozco

“Unauthorized Migrants Numbers and Characteristics” / Jeffrey Passel

Reading Review

Lecture: How to Document the Undocumented

eBoard: Discuss with Classmates

Midterm: Midterm Due as Attachment on Saturday, 07/15, by 9:00am MST

Lesson 07: Undocumented Immigration (Cont’d) (Monday, 07/17)

Reading Making Americans, pp. 93-134 / Louis DeSipio and Rodolfo O. de la Garza

“Estimates of the Size and Characteristics…” / Jeffrey Passel

Reading Review

Lecture: Numbers and Funding of Immigration Policy

eBoard: Discuss with Classmates

Lesson 08: Immigration and Communities (Wednesday, 07/19)

Reading: Crossings, pp. 227-247 / Marcelo Suárez-Orozcoe

Reading Review

Optional: “Survey of Mexican Migrants” / Rakesh Kochhar

Lecture: Urban Issues and the Presence of Immigrants

eBoard: Discuss with Classmates

Lesson 09: Immigration and Communities (Cont’d) (Friday, 07/21)

Reading: Crossings, pp. 253-275 / Marcelo Suárez-Orozco

Reading Review

Optional: “Attitudes Toward Immigrants and Immigration Policy” / Robert Suro

Lecture: Public Perception of Immigration in Cities

eBoard: Discuss with Classmates

Lesson 10: Citizenship and Naturalization (Monday, 07/24)

Reading: Making Americans, pp. 63-92 / Louis DeSipio & Rodolfo O. de la Garza

Reading Review

Website: Naturalization, USCIS

Lecture: The Implications of More Service Policies

eBoard: Discuss with Classmates

Lesson 11: The Immigration and Agency (Wednesday, 07/26)

Reading: Straddling the Border, pp. 13-26 / Lisa Magaña

Reading Review

Website: The Department of Homeland Security

Lecture: The Role of the Immigration Actors

eBoard: Discuss with Classmates

Lesson 12: The Immigration and Agency (cont’d) (Friday, 07/28)

Reading: “Overview of INS History” / Marian L. Smith

Reading Review

Screening: Challenge on the Border (INS Western Regional Office of Public Affairs, 1996)

Media Clip: Challenge on the Border (INS Western Regional Office of Public Affairs, 1996)

Lecture: We Just Aren’t Sexy Enough

eBoard: Discuss with Classmates

Research Paper: Due as Attachment on Saturday, 07/29 by 9:00am MST

Lesson 13: Policy Recommendations (Monday, 07/31)

Reading: Straddling the Border, pp. 37-64 / Lisa Magaña

Immigration, Economic Insecurity… / Adam Kessler

Reading Review

Website: Center for Comparative Immigration Studies

Lecture: The Pros and Cons of Immigration Reform

eBoard: Discuss with Classmates

Lesson 14: Policy Recommendations (Cont’d) (Wednesday, 08/02)

Reading: Straddling the Border, pp. 65-76 / Lisa Magaña

“Mexican Migration to the United States?” / David Spener

Reading Review

Website: Center for Comparative Immigration Studies

Lecture: Some Future Implications of Immigration Reform

eBoard: Discuss with Classmates

Lesson 15: Review for Final Exam & Course Wrap (Friday, 08/04)

Lecture: Important Themes, Trends & Policies

eBoard: Discuss with Classmates

Final Exam: Final exam is due as an email attachment to your instructor by Saturday, 08/05, 9:00am MST

http://www.asu.edu/courses/css336/documents/css336-Syllabus-Summer2.html

School of Justice & Social Inquiry
http://www.asu.edu/clas/justice/

The School of Justice & Social Inquiry is concerned with the empirical study of justice and injustice in contemporary societies. We are interdisciplinary and transdisciplinary, with a tradition of strong ties with other units in law, the social sciences and the humanities. Our program has three broad foci:

Economic Justice - particularly the global dimension of changing economic relations.
Social Justice, Law and Policy - focusing on environment, immigration, welfare, crime, and other policies that inspire justice concerns, particularly around race, class, and gender.
Cultural Transformation and Justice - especially the role of the media and new technologies in changing perspectives on justice.

The School of Justice & Social Inquiry (SJSI) is recognized as a leader in the interdisciplinary study of justice. ASU was the first university in the nation to establish a justice studies program and we are a founding member of the Law and Society Association’s Consortium for Graduate Law and Society Programs (CGLSP). Part of our strength as an academic unit lies in the combination of backgrounds we bring to our work. Our faculty have advanced degrees in anthropoplogy, geography, law, political science, psychology, sociology and science/technology studies. Our goal is to convey the importance of justice as a field of study through our research and through our teaching.

SJSI fields a broad range of courses at the undergraduate and graduate levels.

We encourage cross-campus engagement and links with the community to bring justice issues to the fore. The SJSI Teaching Mission Statement describes our academic commitments. At the graduate level we offer an interdisciplinary PhD and a joint JD/PhD. The program is well-suited for post-JD students and for those with substantive interests in fields that are strong at ASU, such as science and technology, Latino/a studies, and environment. Our goal is to attract intellectually curious, theoretically engaged students at every level.

Professor H. L. T. Quan

Quan’s Departmental biography:

Assistant Professor, School of Justice and Social Inquiry

Affiliate Faculty, African and African American Studies, Asian Pacific American Studies, and Women's & Gender Studies

Education: Ph.D. Political Science, University of California Santa Barbara

Teaching Interests: Race, Gender and Social Protests, Race, Gender & Justice, Theories of Development, Community Research, Feminist Methodology, and Radical Political Thought.

Research Interests: Black Consciousness, Race, Gender & Global Cities, Black capitalism, and Women of Color & Feminist Epistemology.

Current Research: Professor Quan is currently writing a book about savage developmentalism and its tendencious propensity to secure order and capitalist expansion. This study investigates foreign policy conducts by Japan in military Brazil, the United States in occupied Iraq, and China in Sudan amidst humanitarian disasters. She is also working on a project studying grassroots and community responses to globalized Chicago. Professor Quan is also a co-investigator of a 4 person research team conducting a 9-city comparison (Atlanta, Chicago, Detroit, Los Angeles, New Orleans, New York, Oakland, Philadelphia and Pittsburg) on the formation and development of black capitalism in the United States.

Other Information: Professor Quan is a co-founder and member of QUAD Productions, a not for profit production company that produces media for progressive community organizations and activists, and is a co-director and co-producer of the Angela Davis Project, a feature length documentary on Angela Davis and Women of Color cultural workers (in progress). She has worked on radio and television public affairs programs for over 15 years

Syllabus for the Course: Wealth Distribution and Poverty

JUS321: WEALTH DISTRIBUTION AND POVERY

TTH 10:40-11:55am COOR L1-88

FALL 2005

Professor: H. L. T. Quan

Office: Wilson 316

Phone: 727-8461

Email: h.q@asu.edu

Office Hours:

Tuesdays & Thursdays 9-10:30am

& by appointments

Teaching Assistant: Jill Thomas

Email: jill.m.thomas@asu.edu

(MW: 11-12:30 pm)

“An imbalance between rich and poor is the oldest and most fatal ailment of all republics.” Plato

I. Course Description:

More than two millennia after Plato made the above observation, extreme economic inequality continues to be a fatal source of civil strife and a major impediment to the pursuit of life, liberty and happiness. An investigation of wealth distribution and poverty is imperative for all inquiries into questions of economic and social justice. In this course, we will examine the history and science of wealth distribution in modern capitalist societies, emphasizing the policy and impact of poverty in the United States. The course will equip students with key concepts and theoretical debates on class and class division. It will also provide an introduction to the ways in which race and gender interact with class stratification that, more often than not, result in distinct social conditions, consciousness and politics. To do so, we will survey major policy initiatives (e.g. the New Deal, the War on Poverty, tax relief, and immigration reforms, etc.) that sought to address poverty and impacted the distribution wealth in the 20th century United States. Taking advantage of the global initiatives on the Millennium Development Goals, we will ask questions such as who are the poor in the US and what is their relationship to the increasingly insurmountable escalation of global poverty as a result of the restructuring of the global economy. Course materials will be conveyed through scholarly writings, creative narratives (textual, oral and visual), lectures and class discussions. Students are encouraged to think and study wealth distribution and poverty at the local, national and global levels and stay informed about world affairs that have direct consequence on poverty and/or wealth creation.

II. Required Readings:

Danziger, Sheldon & Peter Gottschalk (1995). America Unequal

Levine, Rhonda F. (1998). Social Class and Stratification: Classic Statements and

Theoretical Debates

Piven, Frances Fox and Richard Cloward (1993). Regulating the Poor: The Functions

of Public Welfare

Additional Readings marked with an * will be distributed via MyASU/Blackboard

III. Assessments & Grades:

This course requires considerable amount of reading, writing and active participation. All

students are expected to read prior to attending class and be prepared to engage in discussions.

Doing the assigned readings for a particular class before that class meets will help in class participation and better comprehension of lecture materials. Equally important, it will result in a better performance overall. Collaborative learning (i.e. small group in class discussion, study groups outside of the classroom, and participation in discussion groups via Blackboard) is strongly encouraged. Critical engagement with all materials is absolutely essential. All written

assignments must be typed, using 12-point font and standard margins, and proof read. All writing assignments will be evaluated based on mastery of content, rigor of analysis, and quality of writing. NO LATE ASSIGMENTS WILL BE ACCEPTED.

1. QUIZZES 10% (best 5 out of 6)

2. MIDTERM 20% (Take home)

3. SHORT RESEARCH PAPER 30% (Proposal – 5%)

4. FINAL EXAM 30% (Take home)

5. PARTICIPATION 10%

Quizzes (10%) are designed to gauge student comprehension of concepts, theories and debates. There will be six quizzes conducted throughout the entire semester. Topics will be drawn exclusively from assigned readings and audio/visual materials presented in class. Quizzes will be conducted without prior notification. Midterm Examination (20%) is designed to gauge student comprehension and analysis of concepts, theories and cases presented in the course and to determine student midsemester

progress. Materials will be drawn from assigned readings, lectures and

audio/visual materials presented up to the date of examination. This is an essay take home exam. Students will chose 1 out of 3 questions to provide a 4-6 page written response. Questions will be provided on Thursday at the end of class and must be returned at the start of class the following Tuesday.

Short Research Paper (30%) is designed to 1) gauge student theoretical and substantive understanding of wealth distribution and poverty; and 2) learn basic research skills. There are 2 components to this assignment: 1) a 2-page proposal; and 2) an essay (7-9 pages). Topics must receive prior approval. Students must incorporate at least 3 books and 1 scholarly journal that are not assigned readings. Final Examination (30%) is designed to gauge student’s mastery of the subject matter and will be evidenced by the student’s ability to comprehensively navigate through the various theoretical debates and historical cases examined in this course, with a critical assessment of those materials. This is also an essay take home exam and will follow a similar format as the midterm, with the following exception: the final exam questions are comprehensive in nature and longer in length (6-8 pages)

Participation (10%) is more than just showing up. Active participation entails reading assigned materials prior to attending class, constructive engagement in class discussion and on Blackboard, and thoughtful feedback to peers. Students are strongly encouraged to stay abreast of current local, national and world affairs and to share relevant materials during class and Blackboard discussions. Please make every effort to attend all classes and be punctual. Not being there means you cannot participate. Being late or leaving early means you can disrupt the flow of discussions and lectures thereby impede the learning process of the class.

Note:

1) Religious holiday—provide Instructor with written notification during the first two weeks of the semester;

2) Medical Emergencies or serious illness—provide Instructor with written verification from a medical

professional; and

3) Students desiring a reasonable accommodation under the Americans with Disabilities Act must contact the

instructor immediately and are encouraged to seek assistance at the Disability Resources for Students

(DRS). For more information, go to www.asu.edu/drs.

Key Dates:

September 29 Midterm Exam Questions

October 4 Midterm Exam Due

October 20 Last Day to Receive Approval for Paper Topic

October 25 Proposal Due

November 22 Paper Due

December 1 Final Exam Questions

December 6 Final Exam Due

December 9 Final Exam Session Meeting (10-11:50 am)

IV. Student Conduct:

1. Cheating, Plagiarism or Academic Dishonesty—a serious offense and will not be

tolerated, and may lead to disciplinary action by the University, along with a failing

grade. All work must be properly cited. Keep in mind the following rules of

thumb: 1) if you see it some where else, cite it; 2) if you have to paraphrase it, it

isn’t your idea, cite it; and 3) if you cut and paste, quote it, and cite it! Finally,

collaborative learning is not the same as not doing your own thinking and writing.

Ask questions in class, discuss your ideas with friends and classmates, write your

paper alone, then ask peers or writing professionals to help proof your papers.

Consult University policies for further elaboration on academic dishonesty at

www.asu.edu/studentlife/judicial/integrity.html. Consult the Writing Center online

resources on writing and citation guidelines at

www.asu.edu/duas/wcenter/handouts.html.

2. Respect is the basis of constructive engagement and a healthy learning

environment. Respect does not mean that you cannot disagree. Rather, it means

listening to differing perspectives without interruption, prejudice or

intimidation—verbal or nonverbal. Harassment, threat or intimidation of any form

will not be tolerated and will be reported to the proper authority.

3. Cell Phone or other communication device (including text messaging and

email) must be turned off, or silenced, upon entering the classroom and are not to

be used during class time. Electronic communication during quiz time will

constitute academic dishonesty and will not be tolerated.

4. Sleeping is not participating. Falling asleep in class is not considered appropriate

student behavior, though it might be an indication of your exhaustion. If you find

yourself dreaming or your neighbors find you snoring, you might want to leave the

room as discreetly as possible… and don’t forget to ask your classmates for notes.

Course Outline

I. Introduction: August 23

II. Understanding History—Class & Status

August 25: Slavery and the Constitution

Readings: Levine (1-9); *Cedric J. Robinson (1997), “Slavery and the Constitution,” from Black

Movements in America.

August 30: Historical Materialism & Economic Structures

Readings: *Howard Zinn (2003), “Slavery without Submission,” and “The Other Civil War,” from

A People’s History of the United States: 1492-Present

III. Class & Inequality

September 1: Class & Historical Change

Readings: Levine (11-42)

September 6: Class, Status & Social Stratification

Readings: Levine (43-85)

September 8: Principles of Stratification

Readings: Levine (86-112)

September 13: Class Structure & Class Analysis

Readings: Levine (113-166); *James Boggs and Grace Lee Boggs (2001), “Racism and the

Class Struggle: Further Pages from a Black Worker’s Notebook,” from Racism:

Essential Readings edited by Ellis Cashmore & James Jennings.

IV. Race, Gender, Class & the Structuring of Wealth

September 15: Gender & Inquality

Readings: Levine (169-207)

September 20: Race, Racism & Stratification

Readings: Levine (208-230); *Cedric J. Robinson (2001), “The Discourse on Economics,”

from An Anthropology of Marxism.

September 22: Race, Gender & Class

Readings: Levine (231-260); *Jacqueline Jones (1986), “Harder Times: The Great Depression,”

from Labor of Love, Labor of Sorrow: Black Women, Work and the Family, From

Slavery to Present.

V. Economic Inequality & Civil Strife

September 27: Persistence of Poverty

Readings: *Cynthia M. Duncan (1999), “Blackwell,” from Worlds Apart: Why Poverty

Persists in Rural America.

September 29: Relief, Labor & Disorder

Readings: Piven & Cloward (xiii-42)

MIDTERM QUESTIONS AVAILABLE END OF CLASS

VI. The Great Depression & New Deal Politics

October 4: Crises of Capitalism & Mass Unemployment

Readings: Piven & Cloward (43-79)

MIDTERM DUE BEGINNING OF CLASS

October 6: The Emergence of the Welfare State

Readings: Piven & Cloward (80-119)

October 11: War, Poverty & Low wage work

Readings: Piven & Cloward (120-180)

VII. Politics of Relief

October 13: Expansion of Welfare

Readings: Piven & Cloward (181-221)

October 18: Urbanization & Urban Crisis

Readings: Piven & Cloward (222-284)

October 20: Welfare as Poverty Reduction Strategy

Readings: Piven & Cloward (285-340)

*Last day to receive approval for paper topic

VIII. Deindustrialization, Globalization & the Income Gap

October 25: Global Economic Restructuring

Readings: Piven & Cloward (341-406)

PROPOSAL DUE

October 27: Downsizing America

Readings: Danziger & Gottschalk (1-38); *Ruth Wilson Gilmore (1999), “Globalisization and US

Prison Growth: From Military Keynesianism to post-Keynesian Militarism,” Race &

Class (1998/1999), 40 (2/3); 171-188.

November 1: Trends in Income & Wealth Distribution

Readings: Danziger & Gottschalk (39-92); *Avery F. Gordon (2004), “Globalism and the Prison

Industrial Complex: An Interview with Angela Davis” from Keeping Good Time:

Reflections on Knowledge, Power and People.

November 3: Economic Growth & Income Decline

Readings: Danziger & Gottschalk (93-123); *Melvin L. Oliver et all (1993), “Anatomy of a

Rebellion: A Political-Economic Analysis,” from Reading Rodney King, Reading

Urban Uprising edited by Robert Gooding-Williams.

November 8: Structural Adjustment Programs & Mass Poverty

Readings: Danziger & Gottschalk (124-150); *James Jennings (2003), “The Personal

Responsibility and Work Opportunity Reconciliation Act of 1996,” from Welfare

Reform and the Revitalization of Inner City Neighborhoods.

November 10: Welfare Reforms & the Regulating of the Poor

Readings: Danziger & Gootschalk (151-176); *James Jennings (2003), “The Impact of Welfare

Reform on Black and Latino Neighborhood,” from Welfare Reform and the

Revitalization of Inner City Neighborhoods.

November 15: Workers in the New Economy

Readings: *Saskia Sassen (2002), “Global Cities & Survival Circuits,” from Global Women:

Nannies, Maids, and Sex Workers in the New Economy edited by Barbara

Ehrenreich and Arlie Russell Hoschild.

November 17: Workers in the New Economy Cont.

Readings: *Joy M. Zarembka (2002), “America’s Dirty Work: Migrant Maids and Modern-

Day Slavery,” from Global Women: Nannies, Maids, and Sex Workers in the New

Economy edited by Barbara Ehrenreich and Arlie Russell Hoschild. *Anannya

Bahttacharjee (2002), “Immigrant Dreams and Nightmares: South Asian Domestic

Workers in North America in a Time of Global Mobility,” from Trans-Status

Sujects: Gender in the Globalization of South and Southeast Asia edited by Sonita

Sarker and Esha Nigogi De.

November 22: The Challenges of Global Poverty

Readings: *Arjun Makhijani (1993), “Economic Aparthied in the New World Order,” from

Altered States: A Reader in the New World Order edited by Phyllis Bennis and

Michel Mushabeck; *David Held and Anthony Grew (2002), “Divided World,

Divided Nation” from Globalization/Anti-Globalization; *Walden Bello (1996),

“Structural Adjustment Programs: “’Success’ for Whom?”from The Case Against

the Global Economy edited by Jerry Mander and Edward Goldsmith.

PAPER DUE

IX. Wealth Distribution & Poverty: Critical Reflection

November 29: Rethinking Welfare Policies

Readings: Piven & Cloward (407-440); *Cedric J. Robinson (1993), “Race, Capitalism the

Antidemocracy,” from Reading Rodney King, Reading Urban Uprising edited by

Robert Gooding-Williams.

December 1: Structural Inequality & Political Participation

Readings: Piven & Cloward (440-480); *Mark Ritchie (1996), “Cross-Border Organizing”

from The Case Against the Global Economy edited by Jerry Mander and Edward

Goldsmith.

FINAL EXAM QUESTIONS AVAILABLE END OF CLASS

December 6: Poverty Reduction and Economic Justice

Readings: *William K. Tabb (2001), “Progressive Globalism,” from The Amoral Elephant:

Globalization and the Struggle for Social Justice in the Twenty-First Century.

FINAL EXAM DUE BEGINNING OF CLASS

DECEMBER 9 (10-11:50 AM): FINAL EXAM SESSION MEETING—WHAT IS TO BE DONE?

NOTE:

COURSE OUTLINE AND READINGS MAY BE SUBJECT TO CHANGE.

STUDENTS WILL BE NOTIFIED OF ANY CHANGES.

http://www.asu.edu/clas/justice/courses/fall2005/jus-321-quan.pdf

Syllabus for the Course: Social Protest, Conflict, and Change

JUS430: SOCIAL PROTEST, CONFLICT & CHANGE

TTH 7:40-8:55am BA-1 L1-31

FALL 2005

Professor: H. L. T. Quan

Office: Wilson 316

Phone: 727-8461

Email: h.q@asu.edu

Office Hours:

Tuesdays & Thursdays 9-10:30am

& by appointment

Teaching Assistant: Jill Thomas

Email: jill.m.thomas@asu.edu

(Mondays & Wednesdays 11-12:30 pm)

If there is no struggle, there is no progress. Those who profess to favor freedom and yet depreciate agitation are men who want crops without plowing up the ground. They want rain without thunder and lightning. They want the ocean without the awful roar of its many waters. The struggle may be a moral one, or it may a physical one, and it may be both moral and physical, but it must be a struggle. Power concedes nothing without demand. It never did, and it never will.

Frederick Douglas

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has.

Margaret Mead

I. Course Description:

Throughout human history, social protest, conflict and change have been constant. Equally dominant is our faith in human progress. As such, the social upheavals of the long twentieth century in the United States are no exception. In this course, we will investigate concepts, theories, and cases that sought to illuminate protest as a social and historical phenomenon, and which sprung countless policy changes, social reforms, and even economic and political revolutions. We will investigate the underling causes and sources of protest as well as its ultimate impact on society at large. We will also ask the following questions: What is the role of social protest in a democratic society? And, what is the relationship between social protest and a human existence that holds justice dear?

Race, gender and class will serve as a critical prism to gauge the complexities of individual motivation, policy impact and societal change. Individual and collective actions that constitute the disruption of the status quo will be analyzed and drawn from historical cases such as the U.S. 20th century Civil Rights movements, the labor movements, the anti-war protests, the women’s movements, and others. A special focus will be placed on the poor people’s movements and women and radical protests. Course materials will be conveyed through scholarly writings, creative narratives (textual, oral and visual), lectures and class discussions. Students are encouraged to study and think about social protest, conflict and change at the local, national and global levels.

II. Required Readings:

Goodwin, Jeff and James M. Jasper (2003). The Social Movements Reader: Cases and

Concepts

Blee, Kthleen M. (1998). No Middle Ground: Women and Radical Protest

Piven, Frances Fox and Richard Cloward (1978). Poor People's Movements: Why They Succeed, How They Fail

Additional Readings marked with an * will be distributed via MyASU/Blackboard

II. Assessments & Grades:

This course requires considerable amount of reading, writing and active participation. All students are expected to read prior to attending class and be prepared to engage in discussions. Doing the assigned readings for a particular class before that class meets will help in class participation and better comprehension of lecture materials. Equally important, it will result in a better performance overall. A key to understanding social protest, conflict and change is collective action. As such, collaborative learning (i.e. small group in class discussion, study groups outside of the classroom, participation in discussion groups via Blackboard, and joint research) will be emphasized. Critical engagement with all materials is absolutely essential. All written assignments must be typed, using 12-point font and standard margins, and proof read. All writing assignments will be evaluated based on mastery of content, rigor of analysis, and quality of writing.

NO LATE ASSIGMENTS WILL BE ACCEPTED.

1. QUIZZES 10% (best 5 out of 6)

2. MIDTERM 20% (Take home)

3. GROUP PROJECT 30%

4. FINAL EXAM 30% (Take home)

5. PARTICIPATION 10%

Midterm Examination (20%) is designed to gauge student comprehension and analysis of concepts, theories and cases presented in the course and to determine student mid-semester progress. Materials will be drawn from assigned readings, lectures and audio/visual materials presented up to the date of examination. This is a take home essay exam. Students will chose 1 out of 3 questions to provide a 5-7 page written response. Questions will be provided on Thursday at the end of class and must be returned at the start of class the following Tuesday.

Group Project (30%; individual/collective grade—15% each) is designed to 1) gauge student theoretical and substantive understanding of protest as a social phenomenon; 2) stimulate student interest in his/her own surrounding; and 3) explore collective action through collaborative learning. There are 3 components to this assignments: 1) a 3 page group proposal; 2) an individual essay (6-8 pages) by each student; and 3) a 1-3 page (total) introduction and conclusion written collectively. Students will be assigned in groups of 5. As a group, students will select a social movement or movements of their choice to study in depth. Topics and methods of study must receive prior approval no later than October 13.

Note: In addition to group meetings outside of the classroom and using Blackboard for group exchange, two additional class meetings will be set aside to provide students with structured time to complete tasks for this assignment.

Final Examination (30%) is designed to gauge student’s mastery of the subject matter and will be evidenced by the student’s ability to comprehensively navigate through the various theoretical debates and historical cases examined in this course, with a critical assessment of those materials. This is also a take home essay exam and will follow a similar format as the midterm, with the following exceptions: 1) the final exam questions are comprehensive in nature and longer (7-9 pages); and 2) students will compare at least two different social movements to assess patterns of historical similarities and differences as well as the theoretical rigor of our knowledge about protest as a social phenomenon.

Not being there means you cannot participate. Being late or leaving early means you can disrupt the flow of discussions and lectures thereby impede the learning process of the class.

Note:

1) Religious holiday—provide Instructor with written notification during the first two weeks of the semester;

2) Medical Emergencies or serious illness—provide Instructor with written verification from a medical

professional; and

3) Students desiring a reasonable accommodation under the Americans with Disabilities Act must contact the

instructor immediately and are encouraged to seek assistance at the Disability Resources for Students

(DRS). For more information, go to www.asu.edu/drs.

Key Dates:

September 29 Midterm Questions

October 4 Midterm Exam Due

October 13 Last Day to Receive Approval for Group Project

October 25 Group Project Proposal Due

November 22 Group Project Due

December 1 Final Exam Questions

December 6 Final Exam Due

December 9 Final Exam Session Meeting (7:40-9:30 am)

III. Student Conduct:

1. Cheating, Plagiarism or Academic Dishonesty—a serious offense and will not be tolerated, and may lead to disciplinary action by the University, along with a failing grade. All work must be properly cited. Keep in mind the following rules of thumb: 1) if you see it some where else, cite it; 2) if you have to paraphrase it, it isn’t your idea, cite it; and 3) if you cut and paste, quote it, and cite it! Finally, collaborative learning is not the same as not doing your own thinking and writing. Ask questions in class, discuss your ideas with friends and classmates, write your paper alone, then ask peers or writing professionals to help proof your papers. Consult University policies for further elaboration on academic dishonesty at www.asu.edu/studentlife/judicial/integrity.html. Consult the Writing Center online resources on writing and citation guidelines at www.asu.edu/duas/wcenter/handouts.html.

2. Respect is the basis of constructive engagement and a healthy learning environment. Respect does not mean that you cannot disagree. Rather, it means listening to differing perspectives without interruption, prejudice or intimidation—verbal or nonverbal. Harassment, threat or intimidation of any form will not be tolerated and will be reported to the proper authority.

3. Cell Phone or other communication device (including text messaging and email) must be turned off, or silenced, upon entering the classroom and are not to be used during class time. Electronic communication during quiz time will constitute academic dishonesty and will not be tolerated.

4. Sleeping is not participating. Falling asleep in class is not considered appropriate student behavior, though it might be an indication of your exhaustion. If you find yourself dreaming or your neighbors find you snoring, you might want to leave the room as discreetly as possible… and don’t forget to ask your classmates for notes.

Course Outline

I. Introduction: August 23

II. Why Do We Study Protest, Conflict and Change?

August 25: Divine Inspirations and Historical Corroboration.

Readings: Goodwin & Jasper (1-7); *Howard Zinn (2003), “ Columbus, the Indians, and Human Progress” from A People’s History of the United States: 1492-Present; *Cedric J.

Robinson (1997), “The Coming to America,” from Black Movements in America.

August 30: A Few More Historical Considerations

Readings: *Peter Linebaugh and Marcus Rediker (2000), “A Motley Crew in the American Empire,” from The Many-Headed Hydra: Sailors, Slaves, Commoners, and the Hidden History of the Revolutionary Atlantic;
*Howard Zinn (2003), “The Empire and the People,” from A People’s History of the United States: 1492-Present.

September 1: Complaints, Protests and Heresies

Readings: *Cedric J. Robinson (2001), “The Social Origins of Materialism and Socialism” from An Anthropology of Marxism.

III. When and Why Do Social Movements Occur?

September 6: Social Conditions

Readings: Goodwin & Jasper (9-48); Piven & Cloward, (ix-xxv)

September 8: Wealth, Power & Class

Readings: Piven & Cloward (1-40)

IV. Who Joins or Supports Movements?

September 13: Recruitment

Readings: Goodwin & Jasper (41-88)

September 15: Retention

Readings: Goodwin & Jasper (89-128)

V. What is the Anatomy of Movement?

September 20: Ideology

Readings: Goodwin & Jasper (129-162)

September 22: Organization

Readings: Goodwin & Jasper (163-218)

September 27: Strategy & Tactics

Readings: Goodwin & Jasper (219-254)

September 29: Mobilization and Influence

Readings: Goodwin & Jasper (255-300)

MIDTERM QUESTIONS AVAILABLE END OF CLASS

VI. How do We Evaluate Movements?

October 4: Media

Readings: Goodwin & Jasper (301-312); *Jackie Smith et all (2001), “From Protest to Agenda Building: Description of Bias in Media Coverage of Protest Events in Washington DC” Social Forces, June 2001, 79(4); 1397-1423.

MIDTERM DUE BEGINNING OF CLASS

October 6: Decline

Readings: Goodwin & Jasper (313-344); *Tim Baylor (1996), “Media Framing of Protest: The Case of American Indian Protest,” The Social Science Journal 1996, 33 (3); 241-55.

October 11: Impact

Readings: Goodwin & Jasper (345-369); *Felix Kolb (2003), “The Impact of Transnational Protest on Social Movements Organizations: Mass Media and the Making of ATTAC Germany,” Conference Paper (“Transnational Processes and Social Movements,” Bellagio, July 22-26, 2003.

October 13: Group Project—Breakout Sessions

Readings: Blee (1-18); *Angela Y. Davis (1983), “The Legacy of Slavery: Standards for a New Womenhood,” from Women, Race & Class.

*Last day to receive approval for group project

VII. Case study in Depth: Women & Radical Protest

October 18: Vision & Politics

Readings: Blee (19-64)

October 20: Personal & Political

Readings: Blee (65-154)

October 25: Allegiance & Division

Readings: Blee (155-212)

GROUP PROJECT PROPOSAL DUE

October 27: Life & Work

Readings: Blee (225-316); *Miriam Ching Yoon Louie (2001), “Listening to the Women: The

Real Experts,” and “’Just-in-Time’ Guerrilla Warriors,” from Sweatshop Warriors.

November 1: Race, Gender & Politics

Readings: *Patricia Hill Collins (1990), “Rethinking Black Women’s Activism” from Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment.

VIII. Case study in Depth: Poor People’s Movements

November 3: The Unemployed Workers’ Movement

Readings: Piven & Cloward (41-95)

November 8: The Industrial Workers Movements

Readings: Piven & Cloward (96-180)

November 10: The Civil Rights Movements

Readings: Piven & Cloward (181-263)

November 15: The Farm Workers Movement

Readings: *Rodolfo Acuña (1981), “The Chicano Labor Struggle Continues,” from Occupied America: A History of Chicanos; *Dorceta E. Taylor (1997), “American

Environmentalism: The Role of Race, Class and Gender in Shaping Activism 1820-

1995,” Race, Gender & Class (October 1997), 5 (1); 16-36.

November 17: Group Project—Breakout Sessions

Readings: Lucio Flavio de Almeida et all (2000), “The Landless Workers’ Movement and Social Struggles against Neoliberalism,” Latin American Perspectives (September

2000), 27 (5); 11-32.

November 22: The Welfare Rights Movement

Reading: Piven & Cloward (264-361)

GROUP PROJECT DUE

November 29: The Anti-Globalization Movement

Readings: *Michael Hardt & Antonio Negri (2001), “Resistance, Crisis, Transformation,” from Empire; *Jackie Smith (2000), “Globalizing Resistance: The Battle of Seattle

and the Future of Social Movements,” Conference Paper, Department of Sociology,

SUNY at Stony Brooks.

IX. Protest & Change: Critical Reflection

December 1: Protest, Reform & Revolution

Readings: Goodwin & Jasper (345-369); *W. Lance Bennett (2003), “New Media Power: The Internet and Global Activism,” from Contesting Media Power: The Internet and

Global Activism edited by Nick Couldry and James Curran.

FINAL EXAM QUESTIONS AVAILABLE END OF CLASS

December 6: Justice, Democracy & Protest

Readings: *Robin D. G. Kelly (2002), “’When History Sleeps’: A New Beginning,” from

Freedom Dreams *Cedric J. Robinson (2001), “Reality and its Representation,”

from An Anthropology of Marxism.

FINAL EXAM DUE BEGINNING OF CLASS

DECEMBER 9 (7:40 –9:30 am): FINAL EXAM SESSION MEETING—WHAT IS TO BE DONE?

NOTE:

COURSE OUTLINE AND READINGS MAY BE SUBJECT TO CHANGE.

STUDENTS WILL BE NOTIFIED OF ANY CHANGES.

http://www.asu.edu/clas/justice/courses/fall2005/jus-430-quan.pdf

Syllabus for the Course: Introduction to Justice Studies

Arizona State University

School of Justice & Social Inquiry

College of Liberal Arts & Sciences

JUS 105—Introduction to Justice Studies

Fall 2005

Judson S. Garrett judson.garrett@asu.edu

Monday & Wednesday: 3:15 – 4:30 Office: Agriculture Bldg. 172E

BAC 201 Office Hours: M & W 1:30 – 2:30

“Justice without strength is helpless, strength without justice is tyrannical. . . .Unable to make what is just strong, we have made what is strong just.” - Blaise Pascal

What is justice? Is Pascal’s description accurate? Is justice in our world merely the

advantage of the strong? Or is right distinguishable from might? Is justice natural, or is it

socially constructed? This question—“What is justice?”—is an enduring problem that all

societies must treat as relatively settled if they are to maintain a sense of stability and

order. However, as the above quotation suggests, stability and order are not the same as

justice. Governments, therefore, are constrained to ground the authority they wield in a

shared understanding of justice while articulating the basis of each citizen’s rights and

duties. Whenever these rights and duties become threatened or uncertain, the very

foundation of government is called into question, as is justice itself.

This course seeks to provide an introduction to the study of justice from a social science

perspective. While concerns about justice are coeval with human society, social science is

a modern paradigm that attempts to use the scientific method in order to observe,

measure and compare societies, as well as the groups and individuals that comprise them.

Ancient theorists on justice, such as Plato and Aristotle, viewed justice as both a matter

of social harmony as well as personal virtue. Today, we are more inclined to perceive

justice as a calculus for the fair distribution and exchange of goods, primarily focusing on

concerns regarding private property and individual liberty. This sense of justice is

expressed in such terms as “economic justice” and “social justice.” A central component

of the contemporary understanding of justice is the criminal justice system. Based on a

notion of retributive justice, or imposing a penalty that in some sense balances the harm

inflicted by the offense, “criminal justice” seeks to maintain the equilibrium that already

exists in society. But what if society is not already just? If justice dictates that people

have a legal and moral right to maintain and develop the advantages they possess over

others (e.g., wealth, intelligence, heredity, etc.), then we are once again forced to confront

Pascal’s opening quotation, and ask, “Is justice simply the interest of the stronger?” This

question, and others, will guide us through this “Introduction to Justice Studies.”

Format: This course is designed to teach critical thinking skills as well as introduce the

student to the study of justice. Each student is expected to contribute on a daily basis to

the debate and interchange within the class. The foundation for these discussions will be

the assigned readings and the questions they prompt.

Required Texts*:

1. Beckett, Katherine; and Sasson. The Politics of Injustice: Crime and

Punishment in America, Second Edition. Sage, 2004.

2. Ehrenreich, Barbara. Nickel and Dimed, On (Not) Getting by in America.

Henry Holt, 2001.

3. DeLaet, Debra L. The Global Struggle for Human Rights: Universal

Principles in World Politics. Thompson Wadsworth, 2005.

*Additional readings will be provided by the instructor or available via the web as indicated in the schedule of readings & assignments.

Course Requirements:

• In-class assignements: Class attendance and participation is necessary

and will be monitored by the instructor through in-class assignments and

weekly quizzes. Students are expected to be current with each day’s

reading assignment as well as prepared to write about and discuss its

contents. Please bring a copy of the reading to class.

• Quizzes: A total of 12 quizzes will be given. One quiz will be given per

week without notice. Each quiz will be based on that day’s reading

assignment. Make up quizzes will not be offered.

• Exams: Exams will focus on the vocabulary, concepts, and arguments

presented in the readings and classroom discussions. In addition to

multiple choice and true/false questions, the exams will ask students to

identify and explain key concepts through short answer and essay

questions. The final exam is scheduled for Tuesday, December 13, 10:00

a.m. – 11:50 a.m. Make up exams are available only with a

documented medical excuse or university-approved absence.

• Essays: Two 3-page essays are required. The essays are due

Wednesday, September 28, and Wednesday, November 30,

respectively. The substantive requirements for both papers will be

discussed in class. Both papers must be typed and double-spaced (with

standard margins and 12 point font). Late papers will be accepted with

a penalty of 10 points per day.

PLAGIARISM IS A SERIOUS OFFENSE AND WILL NOT BE

TOLERATED. ALL QUOTATIONS AND PARAPHRASED

PASSAGES MUST BE ACCOMPANIED BY APPROPRIATE

CITATION. ANY INSTANCE OF PLAGIARISM OR CHEATING

MAY BE GROUNDS FOR FAILURE OF THE COURSE AND

EXPULSION FROM THE UNIVERSITY.

Students are strongly encouraged to consult the Writing Mentorship Program

regarding the paper assignment. This program offers students the opportunity to have

their papers reviewed and critiqued without charge, and is located in Wilson Hall, Room

303. If you would like to have your paper reviewed, please call: (480) 965-8995, or

write: writing@asu.edu for an appointment.

Grading:

Students are encouraged to discuss any questions or concerns regarding grades

with the instructor. However, except for errors in calculation, grades will not be

changed once they are returned to the student. Also, specific grades will not be

discussed on the same day that they are returned. Students who wish to discuss

grades should make an appointment to meet with the instructor or attend office

hours.

• The final grade for the course will be determined by a point total from the

following assignments:

In-class assignments 80

12 Quizzes (10 ea.) 120

2 Exams 200

2 Essays 100

Final Exam 100

Total: 600

• Grades will be calculated on the following scale:

550 – 600 = A

525 – 549 = A-

500 – 524 = B+

475 – 499 = B

450 – 474 = B-

425 – 449 = C+

400 – 424 = C

375 – 399 = C-

325 – 374 = D

0 – 324 = E

Americans with Disabilities Act (ADA) Policy Statement: The Americans with

Disabilities Act (ADA) 1990 provides comprehensive Civil Rights protection and is

designed to remove barriers that prevent persons with disabilities from accessing the

same educational and employment opportunities as persons without disabilities. The law

also provides access to public accommodations, state and local government services,

transportation, and telecommunications. The Americans with Disabilities Act also

prohibits discrimination against a qualified individual with a disability with regard to

admission to educational institutions or vocational training programs (public or private);

employee compensation; job training; and other terms, conditions and privileges of

employment. If you believe you have a disability requiring an accommodation,

please contact Disability Resources for Students located on the first floor of the

Matthew’s Center, or call (480) 965-1234.

SCHEDULE OF READINGS & ASSIGNMENTS:

August

Week

1 Monday (8/22): INTRODUCTION

Wednesday (8/24): The Politics of Injustice [PI] – Preface & Ch. 1 (pp. vii –

11)

2 Monday (8/29): PI – Ch. 2 (pp. 13 – 23)

Wednesday (8/31): PI – Ch. 3 (pp. 25 – 44)

September

3 Monday (9/05): LABOR DAY – NO CLASS

Wednesday (9/07): PI – Ch. 4 (pp. 45 – 72)

4 Monday (9/12): PI – Ch. 5 (pp. 73 – 101)

Wednesday (9/14): PI – Ch. 6 (pp. 103 – 128)

5 Monday (9/19): PI – Ch. 7 (pp. 129 – 160)

Wednesday (9/21): PI – Ch. 8 (pp. 161 – 187)

6 Monday (9/26): PI – Ch. 9 (pp. 189 – 204)

Wednesday (9/28): 1st ESSAY DUE

October

7 Monday (10/03): REVIEW SESSION

Wednesday (10/05): 1st EXAM

8 Monday (10/10): Nickel & Dimed [ND] – Introduction (pp. 1 – 10)

& Adam Smith, The Wealth of Nations (selection)*

* Reading provided by instructor

Wednesday (10/12): ND – Ch. 1 (pp. 11 – 49)

9 Monday (10/17): ND – Ch. 2 (pp. 51 – 91) & Karl Marx, “Communist

Manifesto,” Ch. 1*

*http://www.marxists.org/archive/marx/works/1848/communist-manifesto/index.htm

Wednesday (10/19): ND – Ch. 2 (pp. 92 – 119)

10 Monday (10/24): ND – Ch. 3 (pp. 121 – 175) & Karl Marx, “Communist

Manifesto,” Ch. 2*

*http://www.marxists.org/archive/marx/works/1848/communist-manifesto/index.htm

Wednesday (10/26): ND – Ch. 3 & Evaluation (pp. 175 – 221)

11 Monday (10/31): REVIEW SESSION

November

Wednesday (11/02): 2nd EXAM

12 Monday (11/07): The Global Struggle for Human Rights [GSHR] –

Introduction & Ch.1 (pp. 1 – 24)

Wednesday (11/09): GSHR – Ch. 2 (pp. 25 – 43)

13 Monday (11/14): GSHR – Ch. 3 (pp. 44 – 61)

Wednesday (11/16): GSHR – Ch. 4 (pp. 62 – 77)

14 Monday (11/21): GSHR – Ch. 5 (pp. 78 – 101)

Wednesday (11/23): GSHR – Ch. 6 (pp. 102 – 118)

15 Monday (11/28): GSHR – Ch. 7 (pp. 119 – 134)

Wednesday (11/30): 2nd ESSAY DUE

December

16 Monday (12/05): REVIEW SESSION

*TUESDAY (12/13): FINAL EXAM 10:00 – 11:50 A.M.

http://www.asu.edu/clas/justice/courses/fall2005/jus-105-garrett.pdf

Another Syllabus for the Course: Introduction to Justice Studies

JUS 105--Introduction to Justice Studies

Fall Semester 2005

T, Th 10:40am to 11:55am

Instructor: Ken Miller

E-mail: ken.miller@asu.edu

Telephone: 480-727-8268

Office: Ag 172D

Office Hours: Tuesdays after class until 1:30 pm or by appointment

Course Readings

The Politics of Injustice: Crime and Punishment in America, 2d edition, by Katherine

Beckett and Theodore Sasson

Nickel and Dimed, On (Not) Getting By in America, by Barbara Ehrenreich

The Global Struggle for Human Rights: Universal Principles in World Politics, by Debra

L. DeLaet

Other readings will be announced during class

Course Description

The objective of this course is to provide an introduction to the study of justice

from a social science perspective. What is justice, and how do we measure it? Everyone

appeals to justice, but there is little agreement about what justice is. We will enter into

that discussion by critically analyzing the construction of justice and how it can be

shaped by political, economic, and social forces.

The course is divided into three main sections. We will begin with an exploration

of criminal justice, using the Beckett and Sasson book as our guide. We will look at

crime in the United States, the expansion of the criminal justice system, the media’s

portrayal of crime, and issues of public policy and public opinion. We will also discuss

the issue of the death penalty in the United States and around the world.

In the second section of this course, we will examine the issue of economic

justice. We will consider ways to fairly distribute wealth and other resources--should

these resources be distributed equally? Or should economic resources be distributed

based on who works hardest? And how are economic resources in the United States and

elsewhere actually distributed? We will read Barbara Ehrenreich’s fascinating book as

the backdrop to this section of the course.

Finally, in the third section of this course we will look at human rights and

globalization. What are human rights and who gets to determine what they are? Who

can and should enforce human rights? In an increasingly interdependent world, should

the more powerful countries enforce human rights? And should we even care about the

plight of human beings who are halfway across the globe? Debra Delaet’s book on

universal human rights principles will help us as we attempt to answer these questions.

By the end of the semester, you will find that we have answered a few questions,

but in our exploration we will have uncovered many more questions that need to be

answered. It is my goal to provide you, through this course, with the skills necessary to

ask the right questions and search for the answers to those questions.

Grading and Course Requirements

Grades will be based on the following:

1. Three Essays 15% each

2. Mid-term Exam 20%

3. Final Exam 25%

4. Class Participation 10%

1. Essays: You will be required to write three short essays in this course. Each essay will

be no more than three pages in length, typed and double-spaced. I will penalize for

essays that exceed three pages. Each essay will be related to one of the three sections in

this course and the topics will reflect the discussions we have in class. I will hand out

more specific guidelines in class.

2. Mid-term Exam: At some point during October we will have an in-class exam based on

the readings and class discussion. The exam will be a combination of short answer and

essay questions.

3. Final Exam: At the end of the course we will have another in-class exam. It will be

non-cumulative and will also be based on the readings and class discussions. Again, it

will be a combination of short answer and essay questions.

4. Class Participation: Please participate. Failure to participate meaningfully may affect

your grade. I appreciate quality over quantity, and I appreciate thoughtful input over glib

generalizations. Several unannounced quizzes during the semester covering the readings

will also contribute to your class participation score.

The exams must be taken on the day and at the time scheduled. I will announce

those dates and times well in advance. The essays must be handed in at or before the

beginning of class on the scheduled due date. If a documented family/medical

emergency, religious obligation, or university-sanctioned activity conflicts with the class

schedule, I will be happy to accommodate, but I must be told as far in advance as

possible.

Student Responsibilities

It is your responsibility to attend each class meeting, take appropriate notes,

complete the exams and other assignments, participate in class discussions, and read all

assigned material. In addition, if you are having trouble with the course material,

readings, or assignments, it is your responsibility to contact me for assistance. The best

way to contact me is through e-mail or after class. A meeting can be set for office hours

or an alternate time. I want to help, but it is up to you to tell me.

It is your responsibility to obtain notes from a classmate for any material missed.

Please do not electronically record the class without my permission. It is your

responsibility to withdraw from the course should you find that necessary.

You are responsible for reviewing and complying with all ASU policies,

including:

The Academic Integrity Policy: http://www.asu.edu/studentlife/judicial/integrity.html

The Student Code of Conduct: http://www.asu.edu/aad/manuals/sta/sta104-01.html

The Computer, Internet, and Electronic Communications Policy:

http://www.asu.edu/aad/manuals/acd/acd125.html

Respect

A course such as this cannot succeed unless we regard one another with the

proper respect due to each of us as moral persons. At times, the class discussion can

excite/disturb students to the point that decorum is lost. I am glad that everyone takes

discussion seriously, and it is quite often appropriate to challenge others’ positions, but

please do so bearing in mind the dignity of others.

Respect also requires basic practices, such as turning off your cell phone while in

class, paying attention to your classmates rather than a magazine, coming to class on time

and prepared, and staying until I dismiss class.

Note: In close cases on final course grades, I look at attendance, participation,

and other indicia of respect when dispensing justice and mercy.

Academic Misconduct

Academic misconduct includes, among other things, plagiarism, cheating, or

disruption of class. At a minimum, you will receive a score of zero on any exam, quiz or

paper involving academic misconduct. Depending on the seriousness of the offense, I

may also reduce a final grade, remove the student from class, and/or refer for disciplinary

action.

For whatever reason, many students do not understand plagiarism. Simply put, if

someone else wrote it or said it, you must put quotation marks around it and cite it

appropriately if you use it verbatim, or cite it appropriately if you paraphrase it.

If you feel lost or insecure about the course material, making an appointment with

me is a much better option than resorting to cheating or plagiarism. I sincerely want to

help you learn the material and prepare you for whatever career path you are traveling.

Disclaimer

This syllabus is a tentative plan for the course and likely will be altered, orally or

in writing, at my discretion. Course content may also vary from this syllabus to meet the

needs of this particular class. It is your responsibility to keep up with changes to the

syllabus.

http://www.asu.edu/clas/justice/courses/fall2005/jus-105-miller.pdf

Syllabus for the Course: Mass Media, Propaganda and Social Control

Mass Media, Propaganda and Social Control (JUS 294)

Dr. David L. Altheide, Regents' Professor

School of Justice Studies

Tel:(480) 965-7016/FAX: (480) 965-9199 ;Email: David.Altheide@Asu.Edu

Office: Wilson Hall, 347

Web page: MYASU: JUS 294 (SLN 92468)

Office Hours: Wed: 9:30 – 10:30 AM; Fri: 11:00 – 12:00 PM and by appointment

Class: Wed. 10:40 AM –12:30 PM

Teaching Assistant: Christopher.Schneider@asu.edu

Texts

• Altheide, David L. 2002. Creating Fear: News and the Construction of Crisis.

Hawthorne, NY: Aldine de Gruyter.

• Kamalipour, Yahya R., and Nancy Snow. 2004. War, media, and propaganda : a

global perspective. Lanham, Md. ; Oxford: Rowman & Littlefield.

Purpose and Emphasis.

This class is organized in conjunction with two other courses as part of the

Learning Community, “Terrorism.” The purpose of the course is to develop a critical

understanding of the production, use and consequences of propaganda for social life, and

to develop some research, writing, and analytical skills for media investigation. Course

materials will examine the role of propaganda in entertainment oriented mass media and

popular culture. A research project will focus on the characteristics of propaganda in

recent wars, including “terrorism” and the War in Iraq. Course materials are organized

around four general sections:

● Part I: Disciplinary Lenses: The Perspective of Justice Studies, Religious Studies and

Political Science on Conflict, Violence, Resistance, and Terrorism

● Part II: The View of Terrorism; or, Is There Such a Thing as a Good Terrorist?

● Part III: Preventing Terrorism: Regulation, Control and Internal Order

● Part IV: Promoting Resistance/Combating Terrorism

Communication Issues

1. This class will use a web page (Blackboard). We will discuss how to use the

web page in class (most students will be automatically “enrolled” in the class web page).

There is an online manual to assist you. Student projects may take you into other online

resources as well. You will also need to have an ASU computer account and an ASU

email address. Even if you have another email address, such as one with “hotmail,” you

will still need an ASU email address. You can get information about this by calling or

sending an email email-q@asu.edu to Information Technology: This web site contains many links to various computing services on campus. You will need to have a web browser such as Internet Explorer or Netscape. There are also others. Our class web page works best with Internet Explorer, but others (e.g., Netscape) will also work. You will also need to have access to ASU’s on-line system, “My ASU”. Please contact the instructor if you are unable to obtain access to these resources. Students should keep copies of all materials submitted for this class. Because this class requires class participation, it is expected that all students will be prepared for class discussions. Typically, the “next weeks” topics and some materials will be posted on our web page by the weekend or Monday before class. Reviewing this material before we meet will promote questions and class discussion.

2. Any emails sent to the instructor or to the TA should include JUS 294 in the

subject line.

Course Guidelines and Requirements.

Class participation is a requirement for this class. It is assumed that students will

attend and be prepared to discuss the assigned readings and materials for each class. The

course will be organized around a research project worth 100 points, two essay

examinations worth 100 points each (200 total), and class participation (100 points).

Class materials and reading assignments will focus on concepts, approaches and issues

pertinent to these projects. A breakdown of the total points for the class:

o Project 100

o First Examination 100

o Second Examination 100

o Class/Group Activities 100

Total Course Points 400

Grading will be based on a set percentage of required points, e.g., 90% of 400 is an A,

80% of 400 is a B, etc.

Examinations: There are two scheduled examinations worth 100 points each.

These matching and essay examinations will cover all assigned materials, including class

discussions, web materials and video presentations. The First Examination is tentatively

scheduled for October 10. This examination will consist of answers to questions that will

be provided, and will be jointly graded by the three instructors in the class. The Second

Examination is due on December 5.

Research Project (100 points):

12-15 Page Research Paper due in class on November 21.

Early in the semester, students should select a historical or contemporary "terrorist"

group/organization, and analyze it in terms of:

(1) its rationale and logic for the activity (i.e., the view of the "enemy" and

"justification");

(2) efforts to control and combat it;

(3) how it changed and/or altered its mission over time;

(4) your recommendations for understanding and/or combating this group/organization.

The research paper should be approximately 12-15 pages in length (typed; single sided,

double-spaced; 12 point font; reasonable margins) (See below for one approach to this

project).

The papers should incorporate the concepts and themes addressed in the Learning

Community; make use of a variety of data and sources, including primary and secondary

sources; and reflect critical thinking. Students should refer to readings from the Learning

Community syllabi, but must also draw on other materials.

In addition to proper citation and footnoting, at the end of the paper students must

provide copies of the cover pages of the books and journal articles that were used, as well

as citations to TV, radio and/or newspaper coverage. Although internet sources will be

helpful for these projects, students should not rely solely on web-based sources. A wide

variety of scholarly sources are required, and students should double check with the

professor, TA, undergraduate mentor, and Edward Oetting if they are unsure about the

validity of a particular source. The following due dates apply:

1. Week of September 26th : Outline of research project and annotated bibliography (2-3

pages only). The outline should specify the research question or problem; list subquestions that will facilitate research of the topic; and provide a "road map" of the paper. The bibliography should include a preliminary list of sources and evaluate the usefulness of each entry for the research questions. Feedback on the outlines and bibliographies will be offered by the Learning Community faculty.

2. Week of October 17th: Meet with the Learning Community professors during their

office hours to discuss research progress.

3. Week of November 7th : Turn in rough draft. The draft will not be graded. Comments

on the draft will be provided by the professors in order to "beat" the paper into shape for

final submission.

4. November 21: Turn in research paper.

Class Group Activities Five in-class assignments @ 20 points each (100 points).

There will be one assignment for each of the four sections of the class. Only students

attending class at the time of the assignment will be given points. There are two parts to

each assignment: A. Each student will write an essay (approximately 150 words) in class

on the topic. This essay is worth 10 points. These essays will inform a group discussion

on that issue, which will then be followed by B., a “consensus group essay” also worth 10

points (approximately 200 words) on the topic. This essay, along with the individual

essays will be handed in at the end of class. Credit will only be given to those who

submit individual essays that reflect course materials and requirements, as well as

contribute to the “consensus essay.” If an “individual” essay is satisfactory, the student

will receive up to 10 points; if the “consensus” essay is also satisfactory, up to an

additional 10 points will be awarded. THESE POINTS ARE NOT GUARANTEED.

When time permits, several “consensus” essays will be presented briefly in class.

Schedule of Topics and Readings

Week/Date Topic Reading Reading

Kamalipour

& Snow

Altheide

PART I: Disciplinary Lenses: The Perspective of

Justice Studies, Religious Studies and

Political Science on Conflict, Violence,

Resistance, and Terrorism

1. Aug. 24 Introduction: Media and Social Order: A

Perspective on Justice

Forward,

Introduction,

2. Aug. 31 Popular Culture and Propaganda: The Social

Construction of Terrorism

1, 2 1

3. Sept. 7 Media and Propaganda (A Method) 3, 4 2

Part II The View of Terrorism; or, Is There Such a

Thing as a Good Terrorist?

4. Sept. 14 Electronic Communication and War: Images,

Icons, and Rhetoric

5, 6

5. Sept. 21 War News and News Sources 7, 8

6. Sept. 28 Discourse of Fear 9, 10 4

7. Oct. 5 News and Media Logic 11, 12 5

Week/Date Topic Reading Reading

Kamalipour & Snow Altheide

Part III Preventing Terrorism: Regulation, Control

and Internal Order

8. Oct. 12 Policing Crime, War and Fear: The Terrorist

as Criminal

13, 14 6

9. Oct. 19 Media and Conflict 15, 16

10. Oct. 26 Propaganda, Terrorism and Social Control 17, 18 7

11. Nov. 2 Constructing Policies: Politics of Fear and

Domestic Populations

19, 20 8

Part IV Promoting Resistance/Combating Terrorism

12. Nov. 9 Media as a Weapon in War 21, 22

13. Nov.

Information or Propaganda? 23

14. Nov.

Discourse of Fear and the Risk Society 24

15. Dec. 7 Conclusion:

http://www.asu.edu/clas/justice/courses/fall2005/jus-294-altheide.pdf

Syllabus for the Course: Justice Theory

JUS 303 – Justice Theory (Fall 2005)

SLN 94187: M 5:40pm - 8:30pm (SCOB 252)

SLN 49747: TR 3:15pm - 4:30pm (COOR 186)

Professor: Eddie Genna Email: iegenna@asu.edu

Office Hours: after class and by appointment Telephone: (602) 285-7965

Required Texts:

Solomon, Robert & Mark C. Murphy, eds. What is Justice?: Classic and Contemporary Readings. 2nd ed. New

York, NY: Oxford University Press, 2000.

Wolff, Jonathan. An Introduction to Political Philosophy. Oxford, UK: Oxford University Press, 1996.

Recommended Text:

Hacker, Diana. A Pocket Style Manual. 4th ed. (spiral bound) Boston, MA: Bedford/St. Martin’s, 2004.1

My Philosophy of Education

The British philosopher Alfred North Whitehead once defined education as “the acquisition of the art of the utilization of knowledge.” Thus, for Whitehead, education consists of more than the mere accumulation of facts. The educated person connects facts to her life in a way that creates joy, arouses passion, and brings hope. The educated person not only can, but must, achieve this synthesis in order fully to understand that which she knows. Understanding does not come easily, but its value derives from the struggle to achieve it. This course will proceed largely by utilizing group discussion in a cooperative learning environment. Most classes will involve small and large group discussion and will emphasize understanding arguments and positions from competing points of view.

Course Description

“An examination of classic and contemporary philosophies and theories of justice, including legal, social, and criminal justice.” JUS 303 is a core requirement for Justice & Social Inquiry majors. It is also an approved elective for the Barrett Honors College Certificate in Philosophy, Politics, and Law. As your instructor, my privilege is to help you to understand classic and contemporary theories of justice. By exploring major theories and thinkers throughout history, I will familiarize you with conceptions of and issues in justice, as well as techniques of argumentation, so that you might begin to explore practical issues of justice through the lens of theory.

We will begin the course with a brief consideration of ancient theories of justice. We will then explore the idea of a social contract and frame the rest of our learning in terms of what each of us thinks the provisions of a social contract ought to be.

Theoretical Questions we will consider include: What constitutes justice? Is justice adequately captured by the idea of a social contract? Does justice trump other political virtues, such as efficiency? Ought we to punish the wicked? How? What about punishing “victimless” criminals? Is it just for the government forcibly to redistribute wealth & property between persons? To what extent should the state be involved in policing private (non criminal) harms, behaviors, and relations? What should democratic justice look like in a multicultural society? What role should one’s personal religious and moral beliefs play in pursuing democratic justice? What is the nature of responsibility? When should responsibility matter?

1 Available at the ASU Bookstore in the next several weeks.

Practical Questions we will concurrently consider include: Should the state support same-sex marriage? The death penalty? Should we allow adverse possession? Eminent domain? Should “under God” remain in the Pledge? Does a healthy democracy require an estate (a.k.a. wealth transfer or “death”) tax? Should we have a right to “our day in court”? What limits should be placed on corporate power? Should there be a right to bankruptcy protection?

Course Requirements and Grading Policy

Your grade will be based on the following items. Grades will be assigned on the +/- system. The grade of A+ is reserved for extraordinarily fine work.

10%

Class / Online Discussion

Debates

Grade

Earned

Grade

Earned

20% Theory-based Policy Analysis A+ 98.5 B- 81.5

20% Short Paper A 95.0 C+ 78.5

20% Exam 1 A- 91.5 C 75.0

20% Exam 2 B+ 88.5 D 65.0

100% TOTAL B 85.0 E 55.0

Class / Online Discussion

Discussion is crucial to this course. Nearly every class session will be driven by discussion groups, and as the semester progresses, I will create discussion forums for you to participate in. Someone who participates fully will attend every class having completed all the reading, offer her comments and insights when asked (or moved to do so), and pay careful attention to the class conversation.

Debates

We will engage in formal debates on many of the practical questions posed throughout the course. You will be placed in small debate teams and required to prepare a group “debate folder” outlining your group’s position, listing the pros and cons of each side of the given argument, and providing a bibliography. Every assertion you make in the debate/debate folder should have an identifiable source. Emphasize the theoretical connections to the debate topic. You may write your Theory-based Policy Analysis on your debate topic. You also will be required to participate actively during the discussion. Debate sessions ought to be an enjoyable way to engage with the theories we are studying in the context of real-world problems.

Theory-based Policy Analysis

These analyses will provide you an opportunity to think more deeply about a formal or informal social policy, law, or proposal with justice implications. I will suggest potential topics as the course progresses, and I will be happy to work with you to develop topics aligned with your interests. I will provide a strict analytical format for you to follow. Grading criteria, layout requirements, and other essential information can be found on our Blackboard site for this course in the document “Guidelines for Analysis.”

Short Paper

The short paper will provide you an opportunity to think more deeply about the arguments and controversies we have studied. I will provide you with potential topics as the course progresses, and I will be happy to work with you to develop topics aligned with your interests. You will be required to submit your thesis statement and an outline for approval. The short paper should be no fewer than 1500 words. Grading criteria, layout requirements, and other essential information can be found on our Blackboard site for this course in the document “Tips on Writing a Philosophical Paper.”

Exams

The exams will test your understanding of everything we have covered in the course, including all assigned readings and course discussion. Both exams will consist of short and long answer essay, and perhaps objective, questions. Neither exam will be cumulative (though the material builds on itself).

Returning Graded Work

I strive to return graded work within one week from its submission. You should always retain the graded work after I return it in case of grade entry error. Be advised that if you do not collect your graded work by the last day of the semester, it may be discarded. You may leave me a self-addressed, stamped envelope if you wish to have your work returned to you by mail. Exams will not be returned.

Grade Disputes

I will carefully and thoughtfully grade all of your work. If you disagree with a grade, you must submit a written statement explaining the reasons for your disagreement within one week of receiving the grade.

Extra Credit

The only extra credit opportunities available will be through attending and reflecting on lectures either sponsored by the School of Justice & Social Inquiry or approved by me in advance. I will periodically point out lecture opportunities as I am made aware of them. To receive credit for attending, you will be required to submit a two (2) page paper within one week of the lecture. The paper must discuss the substance of the lecture and your reactions to it. To receive any extra credit at all, you must attend two (2) lectures. The extra credit you receive will not count for any points. Instead, I will take extra credit into account in “close calls.”

Honors Credit

I am happy to work with BHC students who wish to take this course for Footnote 18 credit.

Blackboard / Email

You must set up an ASU email account to access Blackboard. (You can forward your ASU account to your regular email account.) I will use Blackboard for announcements, email, assignments, grades, handouts, and web links. This is an essential resource for class communication. Also, please note I generally respond to all email messages I receive within 48 hours (except during vacations, holidays, and weekends). If I do not respond to an email, assume I didn’t receive it. The instructions for obtaining an ASU email account can be found at http://asu.edu/mailbox. You may also go to the Computing Commons to obtain an account. An ASU email account is the only account the School of Justice & Social Inquiry uses to initiate contact with students. These emails include, inter alia, information about scholarships, registration, due dates for the declaration of graduation prior to pre-registration, campus

speakers, commencement, potential internships and jobs, event or class cancellations, and student activities.

Late Work

Debates: Because of their nature, debates and debate participation cannot be made up. In the event of a documented official excuse, I will work with the student to develop a suitable alternative arrangement. Analysis & Short Papers: These assignments are due at the beginning of class on their due date. Assignments handed in more than ten (10) minutes, by my clock, after the start of class will be considered late. Late assignments will lose one +/- level for each late day (excluding weekends and holidays). For example, a B+ paper that is two (2) days late will earn a B-. If you will be absent on a due date, or if your assignment is already late, you should email the file to me as an attachment to “stop the clock” on your point loss. Assignments more

than one week late will earn a zero. You still must complete both the assignments to pass the class.

Exams: The exams must be taken on the scheduled date and time unless a documented family/medical emergency, religious obligation, or university-sanctioned activity conflicts. I am happy to accommodate such events, but I must be told as far in advance as possible.

Student Responsibilities

It is your responsibility to attend each class meeting, take appropriate notes, complete the exams and other assignments, participate in class discussions, and read all assigned material. In addition, if you are having trouble with the course material, readings, or assignments it is your responsibility to contact me for assistance. The best way to contact me is through e-mail or after class. A meeting can be set for office hours or at an alternate time. I want to help, but it is up to you to tell me.

It is your responsibility to obtain notes from a classmate for any material missed. (Please do not electronically record the class without my prior permission.) It is your responsibility to withdraw from the course should you find that necessary.

You are responsible for reviewing and complying with all ASU policies, including:

The Academic Integrity Policy: http://www.asu.edu/studentlife/judicial/integrity.html

The Student Code of Conduct: http://www.asu.edu/aad/manuals/sta/sta104-01.html

The Computer, Internet, & Electronic Communications Policy: http://www.asu.edu/aad/manuals/acd/acd125.html

Respect

Respect is a perfect duty. That is, it is required of us at all times. A course such as this cannot succeed unless we regard one another with the proper respect due to each of us as moral persons. At times, the class can excite/disturb students to the point that decorum is lost. I’m glad that everyone takes discussion seriously, and it is quite appropriate to challenge others’ positions, but please do so bearing in mind the dignity of others. Respect also requires observing such practices as using clean language, turning off your cell phone, paying attention to your classmates, coming to class prepared, arriving on time, and staying until I dismiss class.

Note well: In close cases on final course grades, I look at students’ attendance, participation, and other indicia of respect when dispensing justice and mercy.

Academic Misconduct

Academic misconduct includes, among other things, plagiarism, cheating on exams or papers, and disruption of class. At a minimum, you will receive a score of zero on any exam, quiz, or paper involving academic misconduct. Depending on the seriousness of the offense, I may also reduce a final grade, remove the student from class, and/or refer for disciplinary action.

If you feel lost or insecure about the course material, making an appointment with me is a much better option that resorting to cheating or plagiarism. I sincerely want to help you learn the material and prepare you for whatever career path you are traveling. Cheating prevents you from learning, prevents me from helping, and ultimately could stand in the way of your future success.

Disability Accommodations

I am happy to make reasonable accommodations for disability-related limitations. Please see me to discuss any special needs you might have. If you have, or believe you have, a disability and would benefit from any accommodations, you may wish to self identify by contacting Disability Resources for Students (Matthews

Center, (480) 965-1234; TDD (480) 965-9000).

Legal Advice

Although I am an attorney, I am unable to provide legal advice. On occasion, discussions of the legal system are relevant to class, but at no time should anyone construe my lectures or comments to constitute legal advice.

Disclaimer

This syllabus is a tentative plan for the course and likely will be altered, orally or in writing, at my discretion. Course content may also vary from this syllabus to meet the needs of this particular class. It is your responsibility to keep abreast of changes to the syllabus.

# Topic Readings/Due Dates

1 Course Introduction Syllabus; Logic Handout

2 CLASSICAL SOURCES WJ 13-20

3 THEORY & PRACTICE Kant, Murphy

4 THE SOCIAL CONTRACT WJ 59-94; IPP 6-53; Barber

WJ 95-125

Workers’ Rights Landesman; Dahl; Armour; Zach’s

Pizza; NCEO; Ellsworth; Guardsmark

Debate: Mandatory Arbitration

5 JUSTICE & SOCIETY WJ 133-51; IPP 147-67; WJ 151-87

Debate: Eminent Domain

Debate: Bankruptcy Reform

* EXAM 1

6 JUSTICE & PUNISHMENT WJ 212-27, 231-51; Gementara

Lewis; Barnett

Debate: Restitution vs. Punishment

7 DISTRIBUTIVE JUSTICE WJ 279-95, 301-08, 332-39

IPP 168-95, 202-09

Ackerman; White; Van Parijs

Debate: Estate Tax

Debate: Stakeholding & Basic Income

8 DEMOCRACY AND MULTICULTURALISM WJ 339-345

Debate: “Under God”

WJ = What is Justice? IPP = An Introduction to Political Philosophy. Last Names = Available on Blackboard.

Assignments are due on the day listed.

No Class: Final Exams (Exam 2):

Monday, September 5 (Labor Day) Monday, December 12, 5:40pm-7:30pm (94187)

Thursday, November 24 (Thanksgiving) Tuesday, December 13, 2:40pm-4:30pm (49747)

http://www.asu.edu/clas/justice/courses/fall2005/jus-303-genna.pdf

Syllabus for the Course: Principles of Justice Studies

* This syllabus has been adapted from Professor Eddie Genna’s JUS 303 syllabus, with permission.

JUS 305 – Principles of Justice Studies

SLN 07618 􀂊 Fall 2005 􀂊 Tuesday 􀂊 5:40 – 8:30 pm 􀂊 COOR 120

Instructor: Kim Demarchi Email: kimberly.demarchi@asu.edu

Office Hours: after class and by appointment Telephone: 602-262-5728

Course Policies and Procedures

Our Objectives

JUS 305 is an “[i]ntroductory overview to the study of justice from a social science perspective.” Credit is permitted for either, but not both, JUS 105 or JUS 305. Students majoring in Justice and Social Inquiry must complete either JUS 105 or JUS 305.

This course will introduce participants to the study of justice issues using interdisciplinary, evidence-based methods. The course will give students a context for understanding social science and interdisciplinary examination of justice topics, and will survey a broad range of justice topics suitable for such inquiry. You will learn how to evaluate the evidence-based arguments of others, how to evaluate evidence to form your own conclusions, and how to marshal evidence to support your views.

How We Will Proceed

In the introductory section of the course (weeks 1 – 6) we will learn how to evaluate and conduct interdisciplinary and social science research into issues of justice and will examine the economic, social, political, and institutional context for the study of justice issues.

The inquiry section of the course (weeks 7 – 15) will be built around student presentations on justice topics. Each student in the course will be required to make an 8-10 minute presentation to the entire class on the topic of her or his term paper, one week before that paper is due. Presentations will be grouped topically, and the entire class will also read selected materials on the week’s topic in preparation for the class session.

All class sessions will employ discussion and cooperative learning strategies, and will include introduction of information that supplements the required weekly reading. Every week, half the class will also be responsible for submitting an online comment on the readings; submitted comments will be incorporated into and used to initiate in-class discussion.

We will conclude the course with a written, cumulative final examination drawing on the entire semester, including information from student presentations. Because much of the material from which the final may be drawn will be presented only in class, class attendance will be crucial to success in this course.

Course Requirements and Grading Policy

Your grade will be based on the following elements:

40% Term Paper

25% In-Class Presentation

25% Final Examination

10% Participation

Grades will be assigned for each element on the +/- system:

A+ 98.5 B- 81.5

A 95.0 C+ 78.5

A- 91.5 C 75.0

B+ 88.5 D 65.0

B 85.0 E 55.0

Term Paper

You will write a 10-page term paper on a justice topic of your choosing, within the available range provided below. You will sign up for a topic on the second night of class (August 30). The topic you choose will determine the night on which your presentation will be done and the night that your paper will be due, because presentations are grouped around the topics of particular class sessions in order to facilitate thoughtful class discussion.

Two weeks prior to your presentation, you will be required to submit a thesis statement, either via email or in class. One week prior to your presentation, you will be required to submit an outline, either via email or in class. One week after your presentation, your paper, with supporting bibliography, will be due, via email or in class.

I will grade submitted papers within one week and permit a single re-write, from which you may earn up to two +/- increments higher than the original paper grade. (For example, if your paper originally earned a C, your rewrite can bring your grade up to a B.) Grading criteria and layout and technical requirements are available on Blackboard.

In-Class Presentation

You will be required to make an 8-10 minute presentation on the topic you have chosen for your term paper to the entire class. Your presentation must demonstrate knowledge of the subject and provide information from an interdisciplinary, evidence-based approach. You will be required to use Microsoft PowerPoint during your presentation without detracting from the effectiveness or flow of your presentation. On presentation days, after one or more presentations on a topic, the class will be permitted to ask questions to presenters and discuss the issues raised by the presentations. This class discussion will provide useful feedback and information that you can incorporate into your term paper, which will be due one week after your presentation.

Final Examination

The final examination will test your knowledge and understanding of everything we have covered in the course, including all assigned readings and class discussion. Because the discussion in the second portion of the course will involve student presentations that add information outside the scope of the assigned readings, regular class attendance and participation will be crucial to success

on the exam.

The exam will consist of some combination of short answer, essay, and/or objective questions. More information about the form of the exam will be provided as the exam approaches.

Participation

You will be required to submit bi-weekly comments (except on weeks with alternative

participation assignments) on assigned readings via Blackboard. On each week you are assigned to comment, comments must be posted by 11:59 p.m., Arizona time, the Sunday prior to Tuesday’s class. Requirements for the nature and length of comments can be found on Blackboard. In addition, on at least two occasions as indicated in the syllabus, you will be required to complete an internet-based assignment and write a short reflection to be submitted via email. Additional participation assignments may be assigned during the semester and will be announced in class and via Blackboard.

Grade Disputes

I will carefully and thoughtfully grade all of your assignments. If you disagree with a grade on any assignment or test, you must submit a written statement of the reasons for your disagreement within one week of receiving the grade. I will return graded assignments to you and will also post your grades on Blackboard. This will allow you to keep track of your progress and evaluate whether you will need to complete extra credit assignments in order to achieve the grade you desire.

Extra Credit

Honors Credit

Please contact me if you wish to discuss the possibility of Honors Credit for this course. Because I am a faculty associate, Barrett Honors College policy limits the extent to which I can offer Honors Credit, but if there is student interest I will attempt to work with the College to see what can be done.

Blackboard / Email

You MUST set up an ASU email account to access Blackboard. (You can forward your ASU account to your regular email account.) I will make general announcements, send email, post various course documents, assignments, grades, handouts, and web links through Blackboard. This is an essential resource for class communication.

All of the instructions for obtaining an ASU email account can be found at http://asu.edu/mailbox. You may also go to the Computing Commons to obtain an account. An ASU email account is the only account the School of Justice & Social Inquiry uses to initiate contact with students. These emails include information about scholarships, registration, due dates for the declaration of graduation prior to pre-registration, commencement, potential internships, potential jobs, speakers

on campus, cancellation of a class or an event, student activities, and other opportunities.

Late Work

Term Papers: Term papers are due at the beginning of class on their due date. Papers handed in more than ten (10) minutes, by my clock, after the start of class will be considered late. Late papers will lose one +/- level for each late day (excluding weekends and holidays). For example, a B+ paper that is two (2) days late will earn a B-. If you will be absent on a due date, or if your paper is already late, you should email the paper to me as an attachment to “stop the clock” on your point loss. Papers more than one week late will earn a zero. You still must complete the paper to pass the class.

Presentations: Presentations are due on the assigned week. One week prior to each presentationbased class, I will set a schedule of the presentations to take place that week, based on the information I have from students’ thesis statements and outlines. You must be prepared to present according to the schedule, and you must attend the entire class in which you are presenting. Lateness to class will result in a loss of points for the presentation. Presentations cannot be rescheduled unless a documented family/medical emergency, religious obligation, or universitysanctioned activity conflicts. Rescheduling on these bases should be done as far in advance as possible.

Exams: The final examination must be taken on the scheduled date and time unless a documented family/medical emergency, religious obligation, or university-sanctioned activity conflicts. Again, please inform me of the need for such accommodations as far in advance as possible.

Student Responsibilities

You are responsible for reviewing and complying with all ASU policies, including:

The Academic Integrity Policy http://www.asu.edu/studentlife/judicial/integrity.html

The Student Code of Conduct http://www.asu.edu/aad/manuals/sta/sta104-01.html

The Computer, Internet, and Electronic Communications Policy

http://www.asu.edu/aad/manuals/acd/acd125.html

Respect

We will spend the semester discussing a variety of controversial issues on which you may have deeply held views. This endeavor will not work unless we treat each other with courtesy and respect. We should challenge each other’s positions and critically examine the evidence offered in support of those positions, but we must always do so in a way that respects the persons whose views or positions we are challenging.

Respect also requires those simple behaviors that permit all of us to make the most of our time together: turning off your cell phone ringer while in class, paying attention to the class discussion rather than a magazine, coming to class prepared, participating in discussions, arriving on time for class and from breaks, and staying until class is dismissed.

Academic Misconduct

Disability Accommodations

Legal Advice

Although I am an attorney, I am unable to provide legal advice to students. On occasion,

discussions of the legal system are relevant to class, but at no time should anyone construe my lectures or comments to constitute legal advice.

Changes to the Syllabus

This syllabus is a tentative plan for the course. It will likely be altered during the semester, including but not limited to alterations in reading assignments, additional participation assignments, and/or changes in course content. It is your responsibility to keep abreast of changes to the syllabus.

Course Outline and Assignments

Required Texts:

􀂉 Steger, M.B. (2003). Globalization: A Very Short Introduction. New York: Oxford University Press.

􀂉 Course reader, available at The Alternative Copy Shop, 715 S. Forest Ave., (480) 829-7992.

􀂉 Additional materials will also be posted on Blackboard, as indicated below and/or as

announced in class.

Section 1: An Introduction to the Interdisciplinary Study of Justice

Week One (August 23): Course Introduction.

We will review the course outline and the course policies and procedures. We will also discuss the scope of “justice,” for the purposes of this course.

Week Two (August 30): Evidence, Method, and “Truth” in the Study of Justice.

We will examine the nature of interdisciplinary inquiry into issues of justice, with particular focus on the types of evidence and methods available to justice researchers and on how to evaluate evidence and argument.

Required Readings:

􀂉 Blackboard: Pojman, “A Little Bit of Logic”

􀂉 Globalization, chapter 2 (“The Cultural Dimension of Globalization”)

􀂉 Course reader: Cialdini, “Weapons of Influence”

Homework:

􀂉 Students with last names beginning with the letters A – M must post a comment on the

readings on Blackboard.

Week Three (September 6): The Economic Context for Issues of Justice

We will examine the role that access to economic resources plays in issues of justice, including the effect resource inequalities have on individuals’ daily lives and on their ability to obtain justice. There will be a short film shown in class.

Required Readings:

􀂉 Globalization, chapter 3 (“The Economic Dimension of Globalization”)

􀂉 Course reader: Eden & Lein, “The Choice Between Welfare and Work”

􀂉 Blackboard: Bales & Kanefield, “Promoting Access to Justice in Arizona,” also available at

http://www.myazbar.org/AZAttorney/PDF_Articles/0404Access.pdf

Homework:

􀂉 Students with last names beginning with the letters N – Z must post a comment on the

readings on Blackboard.

Week Four (September 13): The Social Context for Issues of Justice

We will examine the larger social context that shapes issues of justice and our responses to them, including cognitive bias and other psychological tendencies that shape our perception of justice issues and affect the operation of our institutions.

Required Readings:

􀂉 Course reader: Sunstein, “Doing What Others Do”

􀂉 Course reader: Krieger, “The Content of Our Categories: A Cognitive Bias Approach to Discrimination and Equal Employment Opportunity”

Homework:

􀂉 All students must take the “Race IAT” test. To find the test, go to Tolerance.org’s website at: http://www.tolerance.org/hidden_bias/index.html. Click on the link marked

“Project Implicit’s Website” and follow the instructions to get to the demonstration tests.

Feel free to take and comment on other IAT’s as well, and to read the information on the

Project Implicit website and the Tolerance.org site about implicit bias and IAT testing.

􀂉 All students must send a two or more paragraph email with their reactions to the test to the instructor by 11:59 p.m. Sunday, September 11.

Week Five (September 20): The Institutional Context for Issues of Justice

We will examine a key institutional setting in which justice is sought and obtained – the legal system. We will examine how that system works, as well as how it is perceived and accessed by individuals. We will also discuss other institutional settings that affect or dispense “justice.”

Required Readings:

􀂉 Course reader: Felstiner, Abel, & Sarat, “The Emergence and Transformation of Disputes: Naming, Blaming, Claiming . . .”

􀂉 Course reader: Engel, “The Oven Bird’s Song: Insiders, Outsiders, and Personal Injuries in an American Community”

Homework:

􀂉 Students with last names beginning with the letters A – M must post a comment on the readings on Blackboard.

􀂉 Students presenting in Week Eight: Economic Justice (October 11) must submit thesis statements.

Week Six (September 27): The Political Context for Issues of Justice

We will examine the political systems in which people seek and obtain or are denied justice, including the legal system and the international political order. We will pay special attention to the influences on those systems and the extent to which they promote or hinder change.

Required Readings:

􀂉 Globalization, chapter 4 (“The Political Dimension of Globalization”)

􀂉 Course reader: Galanter, “Why the ‘Haves’ Come Out Ahead: Speculations on the Limits of Legal Change”

􀂉 Course reader: Greene, “Race in the Twenty-First Century: Equality Through Law”

Homework:

􀂉 All students must examine the federal budget and its comparative spending on social

support programs and other government activities. To do this, use the federal budget

simulator available at: http://www.budgetsim.org/nbs/. This tool will permit you to

experiment with the budget expenditures and view the effect this has on total spending and on the amount of the federal budget deficit (hint: to see where we’re starting off, don’t change any of the categories, just click “find out what the budget is”, then go back to change expenditures.)

􀂉 All students must send a two or more paragraph email with their reactions to the budget simulation and spending priorities to the instructor by 11:59 p.m. Sunday, September 18.

Section Two: Examining Justice

Week Seven (October 4): Case Study – Workplace Justice

In this session, we will discuss a specific topic : workplace justice. Our discussion will include the increasing volume of work in the modern world, lingering issues of discrimination in the workplace, the effects of globalization on world workers, and strategies for achieving workplace justice.

Required Readings:

􀂉 Blackboard: Schor, “The Time Squeeze”

􀂉 Blackboard: Rapoport et al., “Pursuing Equity in Gendered Organizations”

􀂉 Blackboard: Schlosser, “Behind the Counter”

Homework:

􀂉 Students with last names beginning with the letters N – Z must post a comment on the readings on Blackboard.

􀂉 Students presenting in Week Eight: Economic Justice (October 11) must submit paper outlines.

􀂉 Students presenting in Week Nine: Social Justice (October 18) must submit thesis

statements.

Week Eight (October 11): Economic Justice

This class will focus on student presentations on issues of economic justice. Possible paper topics include: minimum wage; workplace justice; labor unions; public assistance programs (welfare, food stamps, etc.); living wage; taxes; health care (including universal health care); Social Security.

Required Readings:

􀂉 Blackboard: Krugman, “French Family Values”

􀂉 Blackboard: Boaz, “Defining an Ownership Society”

Homework:

􀂉 Students with last names beginning with the letters A – M must post a comment on the readings on Blackboard.

􀂉 Students presenting in Week Eight: Economic Justice (October 11) must submit their

PowerPoint materials to the instructor via email by 5:00 p.m. on class day and must present according to the assigned schedule in class.

􀂉 Students presenting in Week Nine: Social Justice (October 18) must submit paper outlines.

􀂉 Students presenting in Week Ten: Punishment and the Criminal Justice System (October

25) must submit thesis statements.

Week Nine (October 18): Social Justice

This class will focus on student presentations on issues of social justice. Possible paper topics include: race, sex, gender, disability, appearance, or sexual orientation discrimination or bias; civil rights and liberties; applied social justice issues including affirmative action, domestic violence prevention, the USA Patriot Act, voting rights, denial of services to undocumented immigrants, media and the perception of justice, school vouchers and other educational policy issues.

Required Readings:

􀂉 Course reader: Minow, “Introduction: Making a Difference”

􀂉 Additional readings to be announced

Homework:

􀂉 Students with last names beginning with the letters N – Z must post a comment on the readings on Blackboard.

􀂉 Students who presented in Week Eight: Economic Justice (October 11) must submit their term papers.

􀂉 Students presenting in Week Nine: Social Justice (October 18) must submit their

PowerPoint materials to the instructor via email by 5:00 p.m. on class day and must present according to the assigned schedule in class.

􀂉 Students presenting in Week Ten: Punishment and the Criminal Justice System (October 25) must submit paper outlines.

􀂉 Students presenting in Week Eleven: Alternatives to Incarceration (November 1) must submit thesis statements.

Week Ten (October 25): Punishment and the Criminal Justice System

This class will focus on student presentations on issues of criminal justice and incarceration as presently conducted in America. This class will not include a discussion of the death penalty, torture, or prison conditions; those issues will be treated with other human rights issues in Week 13. Possible topics include: community policing; the exclusionary rule and other rights of criminal defendants; access to defense counsel; the victims’ rights movement, rates of incarceration and crime, imprisonment strategies (such as supermax facilities), private prisons, comparative/international criminal justice and punishment.

Required Readings:

􀂉 Course reader: Beckett & Sasson, “Crime and Public Policy”

Homework:

􀂉 Students with last names beginning with the letters A – M must post a comment on the readings on Blackboard.

􀂉 Students who presented in Week Nine: Social Justice (October 18) must submit their term papers.

􀂉 Students presenting in Week Ten: Punishment and the Criminal Justice System (October 25) must submit their PowerPoint materials to the instructor via email by 5:00 p.m. on class day and must present according to the assigned schedule in class.

􀂉 Students presenting in Week Eleven: Alternatives to Incarceration (November 1) must submit paper outlines.

􀂉 Students presenting in Week Twelve: Human Rights – International Norms and Human Migration (November 8) must submit thesis statements.

Week Eleven (November 1): Alternatives to Incarceration

This class will focus on student presentations on means, other than incarceration, to address issues of crime and punishment. Possible topics include: restorative justice, rehabilitation programs, legalization of drugs, and alternative dispute resolution.

Required Readings:

􀂉 Course reader: Beckett & Sasson, “Alternatives”

Homework:

􀂉 Students with last names beginning with the letters N – Z must post a comment on the readings on Blackboard.

􀂉 Students who presented in Week Eight: Economic Justice (October 11) must submit paper rewrites, if desired.

􀂉 Students who presented in Week Ten: Punishment and the Criminal Justice System

(October 25) must submit their term papers.

􀂉 Students presenting in Week Eleven: Alternatives to Incarceration (November 1) must submit their PowerPoint materials to the instructor via email by 5:00 p.m. on class day and must present according to the assigned schedule in class.

􀂉 Students presenting in Week Twelve: Human Rights – Just and Unjust Uses of State

Violence (November 8) must submit paper outlines.

􀂉 Students presenting in Week Thirteen: Human Rights – International Norms and Human Migration (November 15) must submit thesis statements.

Week Twelve (November 8): Human Rights – Just and Unjust Uses of State Violence

This class will focus on student presentations concerning the use and misuse of state violence. Possible topics include capital punishment, prison conditions, the use of torture, political imprisonment, genocide, warfare, discrimination, and denial of civil rights.

Required Readings:

􀂉 Course reader: “A General History of Capital Punishment in America”

􀂉 Blackboard: “The Universal Declaration of Human Rights”

Homework:

􀂉 Students with last names beginning with the letters A – M must post a comment on the

readings on Blackboard.

􀂉 Students who presented in Week Nine: Social Justice (October 18) must submit paper

rewrites, if desired.

􀂉 Students who presented in Week Eleven: Alternatives to Incarceration (October 25) must

submit their term papers.

􀂉 Students presenting in Week Twelve: Human Rights – Just and Unjust Uses of State

Violence (November 8) must submit their PowerPoint materials to the instructor via email by 5:00 p.m. on class day and must present according to the assigned schedule in class.

􀂉 Students presenting in Week Thirteen: Human Rights – Human Suffering and Migration (November 15) must submit paper outlines.

􀂉 Students presenting in Week Fourteen: Global Justice – Interrelated Problems (November 22) must submit thesis statements.

Week Thirteen (November 15): Human Rights – Human Suffering and Migration

This class will focus on student presentations concerning the condition, migration, and treatment of persons who subjected to human rights abuses, war, and economic hardship. Possible topics include refugee rights; asylum; immigration; and post-colonial conflicts, including civil wars in various African nations and the Israeli-Palestinian conflict.

Required Readings:
􀂉 Globalization, chapter 2 (“Is Globalization a New Phenomenon?”)

􀂉 Blackboard: Kristof, “A Palestinian Rape and a Palestinian Love Story”

􀂉 Blackboard: “Cost Assessment: Deporting the Undocumented”

Homework:

􀂉 Students with last names beginning with the letters N – Z must post a comment on the readings on Blackboard.

􀂉 Students who presented in Week Ten: Punishment and Criminal Justice (October 25) must submit paper rewrites, if desired.

􀂉 Students who presented in Week Twelve: Human Rights – Just and Unjust Uses of State Violence (November 8) must submit their term papers.

􀂉 Students presenting in Week Thirteen: Human Rights – Human Suffering and Migration (November 15) must submit their PowerPoint materials to the instructor via email by 5:00 p.m. on class day and must present according to the assigned schedule in class.

􀂉 Students presenting in Week Fourteen: Global Justice: Interrelated Problems (November 22) must submit paper outlines.

􀂉 Students presenting in Week Fifteen: Global Justice –International Norms and Institutions (November 29) must submit thesis statements.

Week Fourteen (November 22): Global Justice – Interrelated Problems

This class will focus on student presentations about justice issues that cross national borders. Possible topics include: economic globalization and its effects, global workforce issues, trade issues, and environmental justice.

Required Readings:

􀂉 Course reader: Hawken, “The Death of Birth” and “The Creation of Waste”

Homework:

􀂉 Students with last names beginning with the letters A – M must post a comment on the readings on Blackboard.

􀂉 Students who presented in Week Eleven: Alternatives to Incarceration (October 25) must submit paper rewrites, if desired.

􀂉 Students who presented in Week Thirteen: Human Rights – Human Suffering and

Migration (November 15) must submit their term papers.

􀂉 Students presenting in Week Fourteen: Global Justice – Interrelated Problems (November 22) must submit their PowerPoint materials to the instructor via email by 5:00 p.m. on class day and must present according to the assigned schedule in class.

􀂉 Students presenting in Week Fifteen: Global Justice – International Norms and Institutions (November 29) must submit paper outlines.

Week Fifteen (November 29): Global Justice - International Norms and Institutions

This class will focus on student presentations concerning the role of international norms and international institutions in solving problems that cross political borders and in influencing the behavior of nation-states. Possible topics include: the role of international governance organizations such as the United Nations and its projects, the International Criminal Court, NATO, and the European Union; treaties and international agreements; international finance and monetary policy, including trade agreements, currency and debt policy, the International Monetary Fund, and the World Bank, list other topics.

Required Readings:

􀂉 Globalization, chs. 6 & 7 (“The Ideological Dimension of Globalization” and “Challenges to Globalism”

Homework:

􀂉 Students with last names beginning with the letters N – Z must post a comment on the readings on Blackboard.

􀂉 Students who presented in Week Twelve: Human Rights – Just and Unjust Uses of State Violence (November 8) must submit paper rewrites, if desired.

􀂉 Students who presented in Week Fourteen: Global Justice – Interrelated Problems

(November 22) must submit their term papers.

􀂉 Students presenting in Week Fifteen: Global Justice –International Norms and Institutions (November 29) must submit their PowerPoint materials to the instructor via email by 5:00 p.m. on class day and must present according to the assigned schedule in class.

Week Sixteen (December 6): Wrap Up and Review

We will review what we have learned and discuss possibilities for further, future inquiry.

Homework:

􀂉 Students who presented in Week Thirteen: Human Rights – Human Suffering and

Migration (November 15) must submit paper rewrites, if desired.

􀂉 Students who presented in Week Fifteen: Global Justice –International Norms and

Institutions (November 29) must submit their term papers.1

Final Examination (December 13).

The final examination will take place at 5:40 p.m. in our normal classroom.

Homework:

􀂉 Students who presented in Week Fourteen: Global Justice – Interrelated Problems

(November 22) must submit paper rewrites, if desired.

􀂉 Students who presented in Week Fifteen: Global Justice – International Norms and

Institutions (November 29) must submit paper rewrites, if desired.

1 The instructor will return graded papers via email to the students no later than Friday, December 9 for rewrites, if desired, due Tuesday, December 13. Students who wish to receive their graded papers on December 6 and to have a full week for a rewrite must submit them via email by 11:59 p.m. on Friday, December 3.

http://www.asu.edu/clas/justice/courses/fall2005/jus-305-demarchi.pdf

Syllabus for the Course: Welfare and Justice

JUS 394: WELFARE AND JUSTICE

Instructor: Vanna Gonzales

Fall 2005 Office: Wilson Hall 324

LSA 101: Mon/Wed 1:40-2:55 Office Phone: 965-7631

E-mail: Vanna.Gonzales@asu.edu

JUS 394: Welfare and Justice (2005 Fall)

TA: Christine Holman (email: Christine.Holman@asu.edu)

COURSE OBJECTIVES

This course provides a comprehensive overview of the development of social welfare and relevant issues pertaining to social justice. The course is designed to introduce upper division students to different ideas about the meaning of social welfare, give them a better appreciation for the changing relationship between the market and the state, and help them to articulate where they stand on a variety of welfare-related issues (i.e., pension reform, privatization of social services, family policy, etc.). To accomplish these objectives, the course is divided into four parts. The first few weeks are devoted to examining the normative concepts of justice, equality, and citizenship and how they shape our understanding of the appropriate role of the state in society and the economy. Although we will focus explicitly on the relationship between welfare and justice, we will also explore different analytical perspectives commonly used to evaluate the development of the modern Welfare State. The second part of the course is devoted to investigating the American welfare state, both from a historical and comparative perspective. We then switch gears to look at contemporary issues related to three pillars of the welfare state: social security, social assistance, and social services. We will wrap up the course by examining current efforts to combine welfare and justice in the 21st century. In addition to discussing the current “third way” debate, we will focus on ordinary citizens’ efforts to create greater opportunities for justice within the Liberal welfare regime.

Upon completion of the course students will be able to: 1) Understand the philosophical foundations of the Welfare State and the extent to which social values shape its construction, 2) Identify the strengths and weaknesses of the American Welfare State, and 3) Think critically about the ways in which issues of distribution, solidarity, and rights affect different institutional arrangements for providing social security, social assistance, and social services.

READINGS

Welfare and Justice is a reading-intensive course. As per University policy, you will be expected to put in 2 hours of outside reading for every hour of class. Please plan your schedule to allow yourself adequate time to complete all of the week’s readings before you come to lecture each Wednesday. The following works are REQUIRED reading for this course:

􀂾 C. Pierson and F.C. Castles (eds.), The Welfare State Reader (Polity Press, 2000) (referred to below as WSR).

􀂾 Karl Polanyi, The Great Transformation (Boston: Beacon Press, 2001).

􀂾 Frances Fox Piven and Richard Cloward, Regulating the Poor: The Functions of Public Welfare (New York: Vintage Books, 1993)

􀂾 Course Reader (for purchase at UniPrints).

Recommended Purchase:

􀂾 Diana DiNitto, Social Welfare: Politics and Public Policy, 5th edition (New York: Allyn & Bacon, 2000). Each of the assigned books for the course is available at the Campus Bookstore. The Reader can be purchased at UniPrints, 710 South Forest Rd. I have also placed the four books and course reader on reserve at Hayden library.

COURSE REQUIREMENTS AND GRADING

15% Think Piece [Due Mon., Sept. 19th]: This 3-4-page think piece is meant to help you think more deeply about a topic introduced in the first section of the course. You will

pick the topic you would like to address. You will need to evaluate, rather than simply

summarize, class readings. This is an opportunity for you to think critically about a

specific issue, connect readings to one another, connect readings to lecture, question

approaches, etc. 35% Midterm Exam [Due Mon., November 7th]: The midterm will consist of an in-class blue-book exam. You will be asked to respond to two short answer and one long answer essay question. 40% Final Paper [Due Wed., Dec. 14th]: This 8-10-page analytic essay will require you to engage critically ideas and themes developed in the second half of the course. Paper topics will be handed out one week prior to the end of the course and will be due the day of the final exam. This is not meant to be a research paper; therefore, you will not be asked to do outside reading for this essay. NOTE: You must attend class Wednesday, December 14th. 10% Class Participation: In addition to attendance, the participation grade reflects the quality of your contribution to the class. Your active engagement with both the course materials and your classmates is critical. Active engagement means that you arrive at lectures having read the assigned reading for the week and share your thoughts/ideas with the class on a regular basis. I strongly recommend that you keep a "course journal" which contains your reactions to readings and other materials related to the course. This will help you to engage actively in course discussions and keep you caught up in your coursework.

NOTE: discussion benefits from a diversity of perspectives. Given that this is an

academic environment and learning is our primary objective, it is vital to respect the

opinions of others even if you disagree.

Extra Credit: The School of Justice and Social Inquiry offers a Lecture Series this fall entitled, “Seeking Justice in Arizona: Justice on the Wrong Side of the Law.” There will be four speakers during the fall semester:

Ellen Katz: Justice for Tenants (Thus. Sept. 15)

Danny Ortega: Immigration, Law and Justice (Wed. Oct. 26)

Barbara Broderick: Kids and Crime (Thurs, Nov. 10)

Larry Hammond: The Unjustly Imprisoned (Thurs, Dec 1)

To earn extra credit you need to attend one of the above speaking engagements and write a 1-2 page thought piece on the lecture. Check the justice web cite for more information with regard to rooms and times: www.asu.edu/clas/justice.

Guidelines for Papers: All papers are to be type written and double-spaced, using a 12 point font (Times New Roman) and 1 inch margins. Please include on the first page (or on a separate cover sheet) the following: title, your name, my name, and the due date of the assignment. Include your name and the page number only on subsequent pages. NOTE: Always keep a back up of your final draft. Late Paper/Exam Make-up Policy: It is your responsibility to prepare assigned materials on time. Makeup exams and late papers will only be granted if one of the following conditions applies: 1) you have a medical reason for missing a deadline, 2) you have had a death in the family, or 3) you need to be away from campus due to an official University function. Please be prepared to submit verification. With the exception of the above conditions, I will take 1/3 of a grade off per day for late papers. **Important Reminder**: Your last day to add or drop this course is the first Friday of the semester.

You may withdraw from the class without penalty up through the 10th week of class. If you choose to withdraw from the course after October 30th (complete withdraw) you will receive a W on your transcript. The deadline for complete withdraw is December 5th.

OFFICE HOURS: My office hours will be held after lecture on Wednesdays, 3-5, 324 Wilson Hall. Office hours provide an opportunity to clear up any confusion regarding the assignments, readings and lectures as well as a chance to let me know how you are getting a long in the course and how I might help you to improve in your learning process. I encourage you to stop by and introduce yourself.

NOTE: Please allow 24 hours for me to respond to your emails. If you want to discuss course material or have questions that go beyond issues relating to the syllabus or clarification), I strongly recommend that you come to see me in person during my office hours.

COURSE WEBSITE

Through the course website you will be able to access the course syllabus, as well as any supplementary material you will need for the course. Please check the website frequently. I will occasionally be posting important announcements, as well as any changes I make to the course schedule. To access the course website for this course go to: [JUS 394: Welfare and Justice (2005 Fall)]

DISABILITY-RELATED ACCOMMODATIONS

If you need disability-related accommodations, you need to register with Disability Resources. The contact information is (480) 965-1234, www.asu.edu/drs. It is your responsibility to register and inform me about your needs at the beginning of the semester.

ACADEMIC INTEGRITY

This course will adhere to the standards outlined in the University’s policies on academic

honesty/dishonesty. Please review the University’s websites regarding Academic Integrity

(www.asu.edu/studentlife/judicial/integrity.html) and the Student Code of Conduct

(www.asu.edu/aad/manuals/sta/sta104-01.html). The University policies on academic dishonesty will be strictly enforced. Make sure you have read through them carefully. Plagiarism is a serious breach of academic integrity. (Plagiarism is a form of cheating in which a student tries to pass off someone else’s work, or part of it, as her or his own.) To avoid suspicion of plagiarism, you should make appropriate use of references and footnotes. If you are in any doubt as to what constitutes plagiarism, consult with me prior to handing in your written work. A student found to be plagiarizing is subject to a failing grade. For further information on plagiarism, please see the course website.

COURSE SCHEDULE**Any changes in the schedule will be announced in advance in class and posted to the syllabus on the course website.

PART I: THE PHILOSOPHY AND ANALYTICAL FOUNDATIONS OF SOCIAL WELFARE

Weeks 1 and 2: The Philosophical Underpinnings of Social Protection: Social Justice, Citizenship and the Market

READINGS: August 22-31

􀂾 Commission on Social Justice, “What is Social Justice?” in WSR.

􀂾 John Rawls, “Justice as Fairness in the Liberal Polity,” in The Citizenship Debates (Minneapolis: University of Minnesota Press, 1998).

􀂾 T.H. Marshall, “Citizenship and Social Class,” in WSR.

􀂾 Friedrich Hayek, “The Meaning of the Welfare State,” in WSR.

􀂾 Karl Polanyi, The Great Transformation (Boston: Beacon Press, 2001), Chapters 4-6, 11-13, 21.

Week 3: The Development of the Welfare State

READINGS: September 1-7

􀂾 Polanyi, Great Transformation, Chapters 7-8.

􀂾 Christopher Pierson, “Origins and Development of the Welfare State 1880-1975,” in Beyond the Welfare State (2nd edition), pp. 99-135.

PART II: THE WELFARE STATE

Week 4: The US Welfare State in Comparative Perspective

READINGS: September 8-14

􀂾 Gosta Esping-Andersen, “The Three Worlds of Welfare Capitalism,” in WSR..

􀂾 Charles Noble, “The Problem,” in Welfare as We Knew It.

􀂾 Fox Piven and Cloward, Chapter 1: “Relief, Labor, and Civil Disorder: An Overview,” in Regulating the Poor.

Week 5: The US Welfare State in Historical Perspective: American Exceptionalism

READINGS: September 15-21

􀂾 Frances Fox Piven and Richard Cloward, Regulating the Poor: The Functions of Public Welfare (New York: Vintage Books, 1971), Chapters 2, 3, 6, 9, 10.

􀂾 Nancy Rose, “The 1990’s: The War on Welfare,” in Workfare or Fair Work (New Brunswick: Rutgers University Press, 1995).

Recommended:

􀂾 Diana DiNitto, Social Welfare: Politics and Public Policy, 5th edition (New York: Allyn & Bacon, 2000), pp. 17-63; 288-99.

THINK PIECE DUE Monday, September 19th

Weeks 6: Economic Challenges to the Welfare State: Globalization and Post-Industrialism

READINGS: September 22-28

􀂾 Martin Rhodes, “Challenges to Welfare: External Constraints,” in WSR.

􀂾 Richard Clayton and Jonas Pontusson, “Welfare State Retrenchment Revisited,” in WSR.

􀂾 Herman Schwartz, “Round up the Usual Suspects!: Globalization, Domestic Politics, and Welfare State Change,” in The New Politics of the Welfare State, ed. Paul Pierson. (London: Oxford University Press, 2001).

Weeks 7: Socio-Cultural Challenges to the Welfare State: Race, Gender, and Social Marginalization

READINGS: September 29-October 5

􀂾 Lawrence Mead, “The New Politics of the New Poverty,” in WSR.

􀂾 Carole Pateman, “The Patriarchal Welfare State,” in WSR.

􀂾 Keith Banting, “Looking in Three Directions,” in Immigration and Welfare: Challenging the Borders of the Welfare State (2000), pp. 13-33.

Recommended:

􀂾 DiNitto, Social Welfare, pp. 360-403.

PART III: CONTEMPORARY ISSUES IN SOCIAL WELFARE

Week 8: Social Protection, Part I: Social Security

READINGS: October 6-12

􀂾 Fritz Scharpf, “Balancing Sustainability and Security in Social Policy,” in Family, Market and Community (1997).

􀂾 Christopher Howard, “Earned Income Tax Credit,” in The Hidden Welfare State (1997).

􀂾 Claus Offe, “A Basic Income Guaranteed by the State: A Need of the Moment in Social Policy,” in Claus Offe (eds), Modernity and the State (Cambridge: MIT Press, 1996).

Recommended:

􀂾 DiNitto, Social Welfare, pp. 102-21.

Week 9: Aging and Pension Reform

READINGS: October 13-19

􀂾 Estelle James, “Social Security around the World,” in WSR

􀂾 John Miles and Paul Pierson, “The Comparative Political Economy of Pension Reform,” in Pierson, The New Politics of the Welfare State, pp. 305-333.

􀂾 R. Kent Weaver, “Public Pension Regimes in an Age of Austerity,” in Martin Levin and Martin Shapiro (eds.), Transatlantic Policymaking in an Age of Austerity: Diversity and Drift (Washington, DC: Georgetown University Press, 2004), pp 64-99.

Week 10: Social Protection Part II: Social Assistance

READINGS: October 20-26

􀂾 John Ditch, “Full Circle: A Second Coming for Social Assistance,” in Comparative Social Policy: Concepts, Theories and Methods, edited by Jochen Clasen (London: Blackwell, 1999).

􀂾 Lawrence Mead, “The Rise of Paternalism” in The New Paternalism (1997).

􀂾 Julie Anne White, “The Problem of Knowing Needs,” in Democracy, Justice, and the Welfare State. (University Park: Pennsylvania State University Press, 2000).

Recommended:

􀂾 DiNitto, Social Welfare, pp. 168-207.

Week 11: Gender Equality, Motherhood and Family Policy

READING: October 27-November 2

􀂾 Trudie Knijn and Monique Kremer, “Gender and the Caring Dimension of Welfare States: Toward Inclusive Citizenship,” Social Politics (Fall 1997), pp. 328-61.

􀂾 Jane Lewis, “The Problem of Lone Motherhood in Comparative Perspective,” in Comparative Social Policy.

􀂾 Christopher Ruhm and Jackqueline Teague. 1997. “Parental Leave Policies in Europe and North America,” in Gender and Family Issues, eds. Blau and Ehrenberg.

MIDTERM EXAM IN CLASS: Monday, November 7th

Week 12: Social Protection Part III: Social Services

READINGS: November 3-9

􀂾 A. Kahn, and S. Kamerman, “The Personal Social Services Emerge,” Social Services in International Perspective (Washington, DC: US Department of Health, Welfare and Education, 1976).

􀂾 Graham Room and Perri 6, “Welfare states in Europe and the third sector,” in Delivering Welfare (Barcelona: CIES, 1994).

􀂾 Mark Chavez, “Religious Congregations and Welfare Reform,” in Society, vol. 38, n. 2 (January 2001).

Recommended

􀂾 DiNitto, Social Welfare, pp. 320-336.

Week 13: Privatization and the Welfare Mix

READINGS: November 10-15

􀂾 Julian Le Grand and Ray Robinson (eds.), “Privatisation and the Welfare State: An Introduction,” in Privatisation and the Welfare State (London: George Allen and Unwin, 1984).

􀂾 Neil Gilbert, “State to Market,” in Transformation of the Welfare State: Silent Surrender of Public Responsibility (London: Oxford University Press, 2002

􀂾 Lipsky and Smith, Nonprofits for Hire. (Cambridge: Harvard University Press, 1993), Chapters 1, 9, 10.

PART IV: WORKING TOWARD SOCIAL JUSTICE IN SOCIAL WELFARE SYSTEMS OF

THE 21ST CENTURY

Week 14: A Third Way?: Contemporary Innovations in the Quest for Progressive Welfare Reform

READING: November 16-22

􀂾 Anthony Giddens, “Positive Welfare,” in WSR.

􀂾 James Midgley, “Growth, Redistribution, and Welfare: Toward Social Investment,” in The Global Third Way Debate, ed. Anthony Giddens (2001).

􀂾 Bill Jordon, “An Alternative Programme,” (Chapter 5) in The New Politics of Welfare (New York: Sage, 1998).

Week 15: The Welfare Society in Motion: Exercising Power and Practicing Democracy in the Name of Realizing Social Justice

READING: November 23-30

􀂾 Randy Shaw, “Direct Action: Acting Up and Sitting In,” in The Activists Handbook (Berkeley: University of California Press, 2001).

􀂾 Barbara Cruikshank, The Will to Empower: Democratic Citizens and Other Subjects (Ithaca: Cornell University Press, 1999).

􀂾 Julie Anne White, “Institutionalizing a Democratic Politics of Care,” in Democracy, Justice and the Welfare State.

Week 16: Catch Up/Wrap Up

No new reading assignments: work on paper

FINAL PAPER: Due Wednesday, December 14. NOTE: Class will meet during our scheduled exam time.

http://www.asu.edu/clas/justice/courses/fall2005/jus-394-gonzales.pdf

Syllabus for the Course: Political Deviance and the Law

POLITICAL DEVIANCE and the LAW: JUS 469

Pat Lauderdale Fall, 2005

Office: Wilson 376, ASU Telephone: 965-7071

Office hours: Mondays, 10:30-11:40 a.m. (or 7682)

Wednesdays,10:30-11:30 a. m. (or by appointment)

COURSE DESCRIPTION

We will study important controversies created by law, other forms of social control, political protest, violence, and deviance. Our readings and discussions will suggest why individuals and groups challenge or deny the legitimacy of laws, rules, and/or norms. We also will explore aspects of political life and deviance that often are ignored or suffocated before they become public. Our study will include analyses of group disputes, social movements, political trials, class conflict, terrorism, and war. Please pay close attention to the difference between definitions of diversity and deviance, and the results of action based on those definitions.

In general, our readings will focus upon the political processes underlying the creation of

deviance or diversity. Our study of the changing forms of “deviance” will include the following basic issues: (l) how the definition of deviance is created (e.g., by legislation, medical nomenclature, mass media); (2) which actors are involved in creating the definition (e.g., charismatic entrepreneurs, social movements, professional organizations, the state); (3) why the definition is maintained or removed (e.g., by formal or informal social control agencies); and (4) the changes that emerge from the new or altered definitions of deviance (e.g., status, property, or power relocations).

REQUIRED TEXTS

Hitchens, Christopher

2002 The Trial of Henry Kissinger. New York: Verso.

Lauderdale, Pat 2003 A Political Analysis of Deviance, New Edition [PAD, NE]. Toronto, Canada: de Sitter. Lauderdale, Pat

2005 “Political Deviance and the Law.” [Reader]. ASU: Hayden Library Copy Service.

Messerschmidt, Jim

1983 The Trial of Leonard Peltier. Boston, MA: South End Press.

RECOMMENDED TEXTS

Ben-Yehuda, Nachman

1990 The Politics and Morality of Deviance. New York: SUNY Press.

Christenson, Ron S.

1986 Political Trials. New Brunswick, NJ: Transaction.

Coyle, Harold

2002 Against All Enemies. New York: Forge.

Deloria, Vine Jr.

1997 Red Earth, White Lies. Golden, CO: Fulcrum.

Erikson , Kai

2004 Wayward Puritans, Classic Edition. New York: Allyn & Bacon.

Ferriss, Susan, Ricardo Sandoval, and Diana Hembree

1998 The Fight in the Fields: Cesar Chavez and the Farmworkers Movement. New York:

Harcourt Brace.

Haley, Alex and Malcolm X

1992 The Autobiography of Malcolm X. New York: Ballantine Trade Edition (l964

Hendershott, Anne

2002 The Politics of Deviance. San Diego, CA: Encounter Books.

Kafka, Franz

l937 The Trial. Toronto, Canada: Knopf (New York: Vintage Books, l969).

Lauderdale, Pat and Michael Cruit

1993 The Struggle for Control. New York: SUNY Press.

Matthiessen, Peter

l984 Indian Country. New York: Penguin.

Merchant, Carolyn

1992 Radical Ecology. New York: Routledge, Chapman and Hall.

Moore, Robin

2003 The Hunt for Bin Laden. New York: Houghton

Moyers, Bill

l989 The Secret Government. Washington, D.C.: Seven Locks Press.

Oliverio, Annamarie.

1998 The State of Terror. New York: SUNY Press.

Peltier, Leonard (Harvey Arden, editor)

1999 Prison Writings: My Life Is My Sun Dance. New York: St Martins Press.

P.M.

1988 Bolo Bolo. New York: Autonomedia.

Stern, Jessica

2003. Terror in the Name of God. New York: Ecco Press.

Thio, Alex

1998 Deviant Behavior. New York: Longman.

READINGS (with approximate lecture, presentation, and discussion schedule). Please read the materials in the following order:

(Week 1–Aug. 22) PREFACE

Thio "Traditional and Modern Theories of Deviance"

[Reader] [in the Reader from Hayden Library Copy Center, Downstairs]

Research Assignment: Deviance as Politics

(Week 2–Aug. 29) INTRODUCTION: DEVIANCE AND “CONTROL”

Review of Thio’s "Traditional and Modern Theories of Deviance"

Lauderdale and Oliverio “Preventing or Reinventing Crime?,” [Reader]

(Week 3-Sept. 5-short week) IMAGES OR REALITY?

Pfohl “Images of Deviance and Social Control” [Reader]

Lauderdale “Foreword,” [A Political Analysis of Deviance, New Edition, i.e., PAD, NE]

(Also possibility of Malcolm X film, 1st part)

(Week 4–Sept. 12) The POLITICS of DEVIANCE AND LAW

Lauderdale “A Power and Process Approach to the Definition of Deviance,” Introduction

Lauderdale & “From Apolitical to Political Analyses of Deviance,” Chapter l

Inverarity [A Political Analysis of Deviance, New Edition, PAD, NE]

(Week 5–Sept. 19) POLITICAL DEVIANCE and TRIALS

Parker & Lauderdale “Political Deviance in Courtroom Settings,” Chapter 2 [PAD, NE]

(Week 6–Sept. 26) A POLITICAL OR CRIMINAL TRIAL: An AMERICAN INDIAN

EXAMPLE?

Messerschmidt Chapters One, Two and Three: 1-128, The Trial of Leonard Peltier

(Week 7–Oct. 3)

Messerschmidt Afterward and relevant footnotes: 175-199, The Trial of Leonard Peltier

(Review Chapter 3 from last week)

Research Discussion: Earth First “Trial.”

(Week 8-Oct. 10) PROTEST, DEVIANCE, AND/OR DIVERSITY?

Lauderdale & Estep "The Bicentennial Protest." Chapter 3 [PAD, NE]

(Week 9-Oct. 17) DEVIANCE OR CRIME?

Hallowell “The Politics of Occupational Control: Hockey Violence...” Chapter 4 [PAD, NE]

(The other possible time for the Malcolm X film, 1st part)

(Week 10–Oct. 24) LEADERSHIP OR NEGATIVE DEVIANCE?

Hitchens Introduction - Chapter 6: 1-76, The Trial of Henry Kissinger

(Week 11–Oct. 31)

Hitchens Chapters 7-11: 77-147, The Trial of Henry Kissinger

(Week 12–Nov. 7) SOCIAL CONFLICT, INDIGENOUS PEOPLES, AND CHANGE

Bergesen “Official Violence During the Watts, Newark, and Detroit Race Riots,” Chapter

[PAD, NE]

Research Assignment: Chiapas and Indigenous People

Research Discussion: The L.A. "Riot" of l992 and Malcolm X

(Week 13–Nov. 14) THE POLITICS OF DEVIANCE, CRIME AND TERROR

Inverarity “The Political Creation of Deviance,” Chapter 6

(also possibility of second part of Malcolm X film)

Oliverio and Lauderdale “Terrorism as Deviance or Social Control,” [Reader]

Week 14–Nov. 21) THE POLITICS OF TERRORISM AND FINAL PAPER/EXAM HELP

Research Paper [Final paper as the final exam] Preparation Assistance

Current research article to be assigned or Stern “The Mission of Terrorist Organizations” (short

section) [Reader]

(possible excerpts from Secret Government video)

(Week 15–Nov. 28) COURSE REVIEW: POLITICS, DIVERSITY OR DEVIANCE?

Lauderdale & Inverarity "Suggestions for the Study of the Political: Dimensions of Deviance

Definitions," Afterword [PAD, NE]

Course Review and Further Research Paper Discussions

(Week 16–Dec. 5) CONCLUSION

ATTENDANCE POLICY

Your attendance is essential to achieving our work. Unless you have documentation for a

personal emergency, more than three absences will lower your grade significantly. If you can’t be at a particular class, please be sure to contact someone from the class and be responsible for your absence. Note the appropriate drop/add, withdrawal, and incomplete procedures. It is your responsibility to check on these procedures and deadlines. If you are in need of any special resources (e.g. disability resources) please contact the appropriate offices and me as soon as possible.

EXAMINATIONS AND EVALUATIONS

There will be two major examinations. The first exam is scheduled tentatively for Wednesday, October 5, and the second is scheduled tentatively for Monday, December 5.

You will need to complete a few short written assignments and one final research paper.

Your final research paper will be based partially upon information that you collect weekly and the readings from the course. The final paper is due on Monday, December 9 at 4:15 p.m. This paper functions as your final exam. We will discuss the format and substance of it in class. The exams (100 points each) and final paper (100 points) are worth a total of 300 points.

The final grading scale is: A 270-300 points

B 240-269

C 210-239

D 180-209

E 150 or less

(- and + might be assigned if the final score is within 2-3 points)

It is important that you complete the relevant readings prior to the session for which they are assigned. Please note that the course content may vary from this outline to meet the needs of this particular group of people. You will be informed of any changes in advance. Feel free to talk with me about any problems or issues relevant to our work.

-------->-------->-------->-------->-------->-------->-------->

http://www.asu.edu/clas/justice/courses/fall2005/jus-469-lauderdale.pdf

Syllabus for the Course: Terrorism, War, and Justice

DRAFT

JUS 494 FALL 2005

Location: COOR 186

Line Number: 35178

Tuesday evenings: 5:40pm to 8:30pm

TERRORISM, WAR AND JUSTICE

Prof. Annamarie Oliverio

annamarie@asu.edu

Office Hours: Tuesday afternoons – 4:30pm-5:30pm or by appointment

Office Location: #307, Wilson Hall

Telephone: 965-7682 or 5-7698

Course Description:

This course examines the relationship among terrorism, war and justice. The centrality

of the state and other social institutions are indispensable to this examination. Terrorism will be analyzed within the larger study of deviance and social control, comparative politics and international law. Since the 1960's, in the United States, there has been substantial growth in the literature on deviance and social control and international law. Yet, writings about terrorism provide little more than a demonization of its primary actors. And, despite the diversity within the United States, terrorism is typically analyzed in terms of psychologically derived, individual motivation. The preoccupation and sensationalization of terrorism today allows policymakers, media and researchers to avoid investigating and understanding deeper issues of societal transformation, and conditions of which terrorism is only a manifestation. This class attempts to provide a comparative perspective on terrorism, war, state, social control and justice via historical and cultural analyses. The perpetuation, dissemination and experience of events in a particular culture are analyzed.

Required Course Texts:

Lauderdale, P. 2003. A Political Analysis of Deviance. DeSitter Press.

Moyers, 1988. The Secret Government. Washington, D.C.:Seven Locks Press.

Oliverio, A. 1998. The State of Terror. Albany: SUNY Press.

COURSE READER (to be picked up at the Alternative Copy Shop after August 30, 2005)

Course Outline:

Week 1: (August 23): Class introductions, requirements, terms and concepts. Reading for next week: The Secret Government. Discuss paper due last day of class meeting Dec. 6, 2005).

Week 2: (August 30): Discuss Secret Government reading and film.

Week 3: (Sept. 6): “Myths and Realities of Terrorism,” by M. Stohl and “Terror, Media and Moral Boundaries” by Nachman Ben-Yehuda in COURSE READER.

Week 4: (Sept. 13): “Terrorism in History” in COURSE READER. (The reading by “Burke” is supplementary in the course reader). Chapter 2 in State of Terror and “Thoughts on Relating

Terrorism to Historical Contexts,” in COURSE READER. (Submit one page essay).

Week 5: (Sept. 20): “National Images and International Systems,” by Kenneth Boulding and “Terrorism and Collective Memories” by Anna Lisa Tota in COURSE READER. Topic,thesis statements and tentative bibliography for papers due.

Week 6: (Sept. 27): Foreword and Chapter 1 in State of Terror and Political Analysis of

Deviance. “Terrorism as Deviance or Social Control: Suggestions for Future Research,” by Oliverio and Lauderdale in COURSE READER. Distribute Study Guide

Week 7: (Oct. 4): Review for Midterm. “Afterword” in State of Terror and “Bicentennial

Protest” in Political Analysis of Deviance. (Supplementary reading on “Gramsci” in

COURSE

READER. (Submit one page essay).

Week 8: (Oct. 11): Midterm

Week 9: (Oct. 18): “Globalization and Terrorism,” by Jamal Nassar; “Blowing up an

assumption,” “It’s the Occupation, Stupid,” by Robert A. Pape and “State Terrorism and

Globalization,” by Asafa Jalata in COURSE READER.

Week 10: (Oct. 25): “Women and Terrorism (by Vetter and Perlstein) and “Women, Political Violence and Democratization,” by Karla Cunningham.

Week 11: (Nov. 1): “Terror, terrorists and terrorism” by Charles Tilly (required) and

“Warmaking and Statemaking as Organized Crime,” (supplementary) in COURSE READER.

“Official Violence” in Political Analysis of Deviance.

Week 12: (Nov. 8): The State of Terror: Chapters 3-7. (In-class essays on S of T)

Week 13: (Nov. 15): State of Terror : Chapters 3-7. (Present essays on S of T)

Week 14: (Nov. 22): “War is a Force that Gives Us Meaning” by Chris Hedges in COURSE

READER.

Week 15: (Nov. 29): Distribute Study Guide for Final Exam. Catch up on unfinished readings

and/or films.

Week 16: (Dec. 6): Review for Final Exam. Papers due.

**FINAL EXAM: Exam date DECEMBER 13, 2005 @ 5:40pm-7:30pm in Coor 186.

Attendance Policy:

Attendance is essential to achieve course objectives. Please note that I may lecture on

materials for which no readings are assigned. Also, I will cover certain readings more fully in class than others. Regardless of what is discussed in class, students are responsible for lecture/discussion material and all required readings. If you have any problem understanding the reading, I am available to help you understand. Active participation in the class is an important part of the student’s grade. This includes attendance, being in class on time, and being prepared to discuss the readings, materials, films presented. Attend class, be prepared for class and participate in class. In-class discussions and exercises cannot be made up. If a student is absent from class (this includes being late or leaving from class), I recommend finding out what you

missed from a colleague or the instructor as such absences will affect your grade. Note the appropriate drop/add, withdrawal, and incomplete procedures. It is the student’s responsibility to check on these procedures and deadlines. Also, if you are in need of any special resources (e.g. disability resources) please contact the appropriate offices.

TESTS:

Tests will be a combination of multiple choice and essay. Please be sure to read the

assigned material and take good notes as you read. Take notes in class. If you do this in

addition to studying from the study guide, you should have no problems on the tests.

Evaluation:

!st one page paper 5%

2nd one page paper 5%

Midterm: 20%

In-class group essay 10%

Paper: 25% (8 to 10 pages, typed, double-spaced)

Final Exam 25%

Participation 10%

***Please note that the course content may vary from this outline to meet time constraints and

the needs of this particular group.

http://www.asu.edu/clas/justice/courses/fall2005/jus-494-oliverio.pdf

Syllabus for the Course: Political Trials and Indigenous Justice

Draft

POLITICAL TRIALS AND INDIGENOUS JUSTICE

JUS 669 and LAW 691

Pat Lauderdale Telephone: 965-7071

Office: Wilson Hall 376 Fall, 2005

Office hours: Mondays, 10:30-11:40 a.m., or Wednesdays,10:30-11:30 a. m. (or by appointment)

We will focus upon research on political trials, political deviance, and the contrast

between indigenous and modern justice. Most modern literary and legal accounts of political trials fail to explain systematically how political definitions emerge and are transformed because they only explore trials that are defined a priori as political. The trials, for example, of Socrates, Angela Davis, Julius and Ethel Rosenberg, Oliver North, Leonard Peltier and other cause celebres are now viewed typically as political, however, the extent to which these trials have been defined as political has varied both over time and by location. We will examine wellknown “trials” such as those of Joan of Arc, the Chicago Eight, Wounded-Knee, Iran/Contra-Gate, Earth First, and Peltier. In addition, we will investigate global social movements, political protest and nascent political trials. Our investigation will include a comparison of some of the Eurocentric and indigenous perceptions of justice, including ideas about the encompassing meaning of a “trial.” We will examine justifications for defining action as diversity, deviance, or crime and the reasons for using criminal, civil, or alternative (positive) sanctions.

One of our central questions is: What differentiates a political trial from a criminal one?

Because criminal trials are, for example, one of the most institutionalized and routinized settings where competing definitions of behavior are presented, we will examine the processes and claims of justice that structure interactions in and around such trials. If we are to understand the emergence and change of the definition of trials as political, then we will have to consider the generic features of the process, including the institutional control of definitions.

We also will explore the encompassing meaning of a trial. Many people throughout

the world find everyday life to be a trial, especially those placed on the margins of

globalization. We will expand the research on trials that usually has been captured by legal institutions in North America and reinforced by hegemony.

REQUIRED TEXTS AND READER

Christenson, Ron

l999. Political Trials. New Brunswick, NJ: Transaction (paperback second edition).

Hitchens, Christopher

2002. The Trial of Henry Kissinger. New York: Verso Books.

Lauderdale, Pat (compiler)

2005. “Political Trials and Indigenous Justice.” [READER] ASU: Hayden Library

Copy Center (downstairs).

Sayer, John 1997. Ghost Dancing the Law. Cambridge: Harvard University Press.

RECOMMENDED TEXTS

Allen, Paula Gunn

l986. The Sacred Hoop. Boston: Beacon Press.

Brinkley, Joel and Stephen Engelberg (editors)

l988. Report of the Congressional Committees Investigating the Iran-Contra Affair. New

York: Times Books.

Christenson, Ron

1991. Political Trials in History. N.B., NJ: Transaction.

Barkan, Steven E.

1985. Protesters on Trial. New Brunswick, NJ: Rutgers University Press.

Becker, Theodore (editor)

1971. Political Trials. Indianapolis: Bobbs Merrill.

Belknap, Michael R. (editor)

1981. American Political Trials. London: Greenwood Press.

Colenso, Harriette

1997. Cases of Six Usutu (Other Than the Exiles at St. Helena) : Punished for Having Taken

Part in the Disturbances of 1888. Zululand: Natal.

Deloria, Vine Jr.

1993. God is Red. Golden, CO: North American Press (second edition) .

Deloria, Vine Jr. and Clifford M. Lytle

1988. American Indians, American Justice. Austin, TX: University of Texas Press.

Ferriss, Susan, Ricardo Sandoval, and Diana Hembree

1998. The Fight in the Fields: Cesar Chavez and the Farmworkers Movement. New York

Harcourt Brace.

Long, Carolyn N.

2000. Religious Freedom and Indian Rights: The Case of Oregon v. Smith. Lawrence:

University Press of Kansas

Maguire, Anne

1994. Miscarriage of Justice. Niwot, CO: Rinehart.

Matthiessen, Peter

1991. In the Spirit of Crazy Horse. New York: Viking Penguin (First published in l983 by

Viking Press).

Messerschmidt, Jim

l983. The Trial of Leonard Peltier. Boston: South End.

Mihesuah, Devon and Angela Cavender Wilson (editors)

2004. Indigenizing the Academy. Lincoln, NE: Bison Books.

Moore, Marijo and Deloria Jr., Vine (editors)

2003. Genocide of the Mind: New Native American Writing. New York: Nation Books.

Moyers, Bill

l989. The Secret Government. Washington, D. C.: Seven Locks Press.

O’Leary, Jeremiah

2004. My Political Trial and Experiences. On-line: Athena University Press.

Peltier, Leonard (Harvey Arden, editor)

1999. Prison Writings: My Life Is My Sun Dance. New York: St Martins Press.

Tiger, Edith (editor)

l980. In Re Alger Hiss. Volume II. New York: Hill and Wang.

Toggia, Pietro, Pat Lauderdale, and Abebe Zegeye (editors)

2000. Terror and Crisis the Horn of Africa. London: Ashgate.

READINGS

The Reader, “Political Trials and Indigenous Justice,” contains those readings that are not in the

three required books. Be sure to read the relevant readings below from both the Reader and

books before our class discussions and analyses.

Part I: Introduction---The Politics of Deviance and Trials

(Week l, Aug. 22)

Moyer's The Secret Government. (film)

(Week 2, Aug. 29)

Review of Moyer’s The Secret Government

Chapter 1, A Power and Process Approach...[Reader]

Chapter 2, Political Deviance in Courtroom Settings [Reader]

(Week 3, Sept . 5)

Labor Day

(read Christenson's Political Trials, Preface and Chapters 1-5)

(Week 4, Sept. 12)

(discuss Christenson's Political Trials, Preface and Chapters 1-5)

Seminar Participants’ Research Interests and Agendas

Research Assignment

Part II: Political Trials and Terror in Historical and Global Perspectives

(Week 5, Sept. 19)

Christenson's Political Trials, Chapters 6-10 and Appendix A

Chapter 3, The Rule of Law or Unruly Law? [Reader]

(Week 6, Sept. 26)

Chapter 4, Crisis and Terror in the Horn of Africa, Part 1 (sections a-b) [Reader]

Chapter 7, Terrorism as Deviance or Social Control [Reader]

(Week 7, Oct. 3)

Chapter 4, South Africa [on Trial by Harris and Lauderdale], (section c). [Reader]

Reports from research assignments (from week 4)

Sayer’s Ghost Dancing the Law : First chapter

Part III: The Construction of a Political Trial and Justice from an Indigenous Perspective

(Week 8, Oct. 10)

Sayer’s Ghost Dancing the Law : Remaining chapters

“Incident at Oglala” film and discussion of the Trial of Leonard Peltier

(Week 9, Oct. 17)

Hitchens’ The Trial of Henry Kissinger.

Appendix A, “Substance of Law and Mode of Production...” [Reader]

Part IV: Political Trials and Protest in Comparative and Global Perspectives

(Week 10, Oct. 24)

Review of Ghost Dancing the Law and the Trial of Leonard Peltier

Christenson’s Political Trials, Appendix B

Chapter 5, An Indigenous View of the New World Order: The Ostensible Rule of Law. [Reader]

Chapter 6, Preventing or Reinventing Crime? [Reader]

(Week 11, Oct. 31)

[Test/quiz tentatively scheduled for this week]

Kafka’s The Trial will be discussed.

(Week 12, Nov. 7)

Seminar Participants’ Research Interests and Agendas (again)

Research Assignment

Part V: Summary and Research Reports of Participants

(Weeks 13-15, Nov. 14-28)

cf. Christenson’s Political Trials, Appendix B

(Week 16, Dec. 5)

Review

Examinations and Evaluations

A test/quiz, 20% of the final grade, is scheduled tentatively for week 11, and a final research paper, 80% of the final grade, is due December 9. Participants in the seminar also will help lead seminar sessions starting on week 5. If you need any help throughout the semester please contact me at your convenience.

Please note that the content of this outline may vary to meet the needs of the people in this particular seminar. Contact me as soon as possible if you need additional information.

----> ---->

http://www.asu.edu/clas/justice/courses/fall2005/jus-669-lauderdale.pdf

Syllabus for the Course: The Globalization of Human Rights

The School of Justice and Social Inquiry

PO Box 870403

Tempe, AZ 85287-0403

(480) 965-7682

www.asu.edu/clas/justice

Wilson Hall 3^rdFloor

JUS 394

The Globalization of Human Rights

Spring 2005

Instructor: Teri Murphy Day/Time: T/TH 9:15-10:30

Office Location: Wilson 307 Location: LSA 101

Office Hours: M 11:15-1:15 Wilson 307, W 11:15-1:15 ECA 353B Schedule Line #: 75744

Email: Teri.Murphy@asu.edu

I Course Description:

By some measurements the 20^thcentury represented the pinnacle of human evolution with unprecedented advancements in science, technology, medicine, space exploration, communication and trade.

By other measurements the 20^thcentury represented the reversal of human evolution. More than 100 million people were killed in expansionistic wars and an equal number of people died in national social programs that dislocated entire communities causing extreme poverty and starvation. Additionally, commercial enterprise destroyed rainforests, watersheds and fisheries and introduced millions of tons of toxins into the rivers, earth and air—mostly at the expense of the poor and children.

As human population increased exponentially, as natural resources dwindled and as technology provided additional means to make war and exert social control, the idea of human rights took center stage in the global community. No longer could nations afford the luxury of isolation nor the myth of security.

Unique to the 20^thcentury was the attempt to globalize standards for human rights, together with the creation of mechanisms that could enforce those standards or punish those who violated them. This stage of globalization saw the development of groups such as the United Nations in the 1940s up to the creation of the International Criminal Court at the end of the century. The globalization of human rights is a growing enterprise that is marked by both stunning successes and abuse. The process has been used to hold governments accountable and yet it has been used as a rationale to topple countries or suppress liberation movements.

This course will examine the context—wars, colonial expansion, ethnic cleansing, liberation movements and philosophical presuppositions—that created the conditions for the globalization of human rights. We will focus on specific categories of human rights, including freedom of conscience, sexuality, indigenous peoples and the environment. An entire segment of the semester will look at human rights violations in the crucible of war. In that section we will reference torture, rape and genocide. Finally, we will study the emergence of international bodies and conventions that have pushed for the globalization of these rights. We will consider the dilemmas faced in the enforcement of human rights when there is a conflict of interest between individuals, communities and nations.

Already at the beginning of the 21^stcentury numerous large scale violations of international agreements on human rights have occurred. These actions raise the question of effective means for global citizens to live as a community of peace. Whether the motivation for peace is the simple logic of survival or an ethic founded in social justice, nations are engaged in an energetic dialogue on ways to secure a desirable future for the world. This class takes us into that conversation.

II Required Reading:

• A Problem From Hell, Samantha Power, Basic Books.

• Crimes of War, Edited by Roy Gutman and David Rieff, W.W. Norton & Company. Philosophy of Human Rights. Edited by Patrick Hayden, Paragon House.

• Reserve Articles: accessed through Hayden Library’s electronic system and/or distributed in class.

III Requirements & Grading:

• Classroom Participation (15%)

Readings and other preparation will be required on a regular basis. Participating in class discussions on the required readings is evidence of preparation. “Active participation” implies both spoken contributions and attentive listening. Therefore, anything that detracts from your participation (such as ringing cell phones, absorption in non-class related reading material, and other behavior which is disrespectful to either your teacher or your colleagues) will not be permitted in class and will effect your grade. Attendance will be taken in each class and included in overall grade. Three unexcused absences will be granted without consequence. Tardiness is noted.

• Reading Response Papers (30%)

During the semester, you will receive 4 written assignments related to required readings. Those assignments are due at the beginning of class, and the guidelines for each assignment will be handed out approximately 2 ½ weeks prior to the deadline. If you miss class, it will be your responsibility to contact me for the assignment. These written assignments are designed as an essential part of preparation for the lectures. As such, no late submissions will be accepted for any reason. If you plan to miss class, a hard copy of your paper must be placed in my box prior to the start of class. (Time stamped) I will not accept electronic submissions. Failure to turn in your paper at the beginning of lecture results in an automatic zero. On average, expect the writing aspect of each assignment to take six hours to complete. Due dates: 2/8, 2/24, 3/10, 4/5

• Research Paper: (30%) Your paper will draw from Samantha Power’s book, “A Problem from Hell” as a starting point. For foundational purposes, read the Preface through to pg. 85. Next, choosing from one of her four case studies (Cambodia, Iraq, Rwanda, former Yugoslavia), you will be required to summarize the war and put it into a historical context, apply theoretical material from “War Crimes” in your analysis of the specific crimes committed, assess the roles/responses of the United States and the United Nations, and finally, reflect upon how your case study has shaped and been impacted by International Law and International Human Rights. Your research is to include application of pertinent conventions, treaties, military records, tribunals, UN records, etc. A set of guidelines will be given. Due date: 4/26

• Final Exam (25%)

Your final exam questions will be handed out on the last day of class. The exam will test your understanding of both the assigned readings and the content of class lectures. It will be comprehensive in scope with theoretical application. The exam is take home and due at the Justice Studies Department desk no later than noon on May 5th. Only time dated exams will be accepted. All late submissions will receive a zero.

IV Other Information:

• Criteria for evaluation of written work and class presentation:

In evaluating your written work and class presentation, we will consider the following:

1. Is your writing grammatically correct and well organized? Is your presentation creative, well organized and compelling? Does it interact with course content? Are your ideas clear, concise and simply put?

2. Do you follow all of the guidelines for each project?

3. Does your writing indicate that you understand the course materials? Do you integrate new learning and ideas discussed in class?

4. Are you actively engaged in the assignment? Do you introduce your own ideas, struggle with issues raised and enter into a dialogue with the material and/or instructors?

5. Is there on-going evidence in your written analysis and class presentation that comprehension of course material is improving?

6. Do you integrate, when possible, your own dilemmas and personal experiences into appropriate course assignments or classroom conversations?

• Course Evaluation:

Your final grade will be based on your performance as assessed through classroom participation, attendance, writing assignments, a research paper and final exam. Students who perform exceptionally well in all five areas will receive an “A,” while those who perform above average in all areas will receive a “B.” Adequate completion of all course requirements will be awarded a “C,” and those who do not complete the requirements will receive a lower grade.

• Grade percentages:

94-100% A 77-79% C+

90-93% A- 70-76% C

87-89% B+ 60-69% D

84-86% B Below 60 F

80-83% B-

• Attendance, Make-ups:

See “Classroom Participation.” Attendance will be taken in each class and included in overall grade. One unexcused absence will be granted without consequence. Tardiness is noted. This is a highly interactive class which is only offered one time a week. As such, there are no “make-ups.”

• Withdrawals and Incompletes:

“If Professor certifies that the student is passing at the time of withdrawal, student receives a mark of “W”. If student is not passing at time of withdrawal, a mark of “E” is given.”

“The grade of “I” (Incomplete) can only be given by an instructor when a student, who is doing otherwise acceptable work, is unable to complete a course (e.g. final exam or term paper) because of illness or other conditions beyond the student’s control.”

http://www.asu.edu/aad/catalogs/general/ug-enrollment.html#grading-system

• Academic Dishonesty:

Students must in no way misrepresent their own work or be a party to another student’s failure to maintain academic integrity. All work must be your own. Any violation of the university’s Code of Academic Integrity will result in a failing grade for the course. The Department of Religious Studies abides by ASU’s Office of Student Life: “Student Academic Integrity Policy.” See: http://www.asu.edu/studentlife/judicial/integrity.html

Human Rights’ NGO’s

American Civil Liberties Union: http://www.aclu.org

Amnesty International: www.amnesty.org

Carter Center: http://www.cartercenter.org

Center for Justice and Accountability: http://www.cja.org

Center for Women's Global Leadership: http://www.cwgl.rutgers.edu/

Environmental Defense Fund: http://www.environmentaldefense.org/home.cfm

Freedom House: http://www.freedomhouse.org/

Global Issues Organization: http://www.globalissues.org/

Greenpeace: http://www.greenpeaceusa.org/

Hate Watch: http://www.splcenter.org/intel/hatewatch/

Human Rights Document Databank of the Human Rights Internet: http://www.hri.ca/doccentre/

Human Rights Information and Documentation Systems International (HURIDOCS): http://www.huridocs.org/

HURISEARCH is a new search engine provided by HURIDOCS http://www.hurisearch.org/

Human Rights Watch: www.hrw.org

International Red Cross: http://www.icrc.org/

International Women's Rights Action Watch: http://iwraw.igc.org/

Internet Bibliography on Transitional Justice: http://userpage.zedat.fu-berlin.de/~theissen/biblio/

Lawyers Committee for Human Rights: http://www.lchr.org/

Migrants Rights International: http://www.migrantwatch.org/

National Wildlife Federation: http://www.nwf.org/

Peace Brigades International: http://www.peacebrigades.org/

Queer Resources Directory, http://qrd.tcp.com/qrd

Sierra Club: http://www.sierraclub.org/

US Institute for Peace: http://www.usip.org

US State Dept.: www.state.gov/www/global/swci/index.html and: www.state.gov/g/drl/hr

Women's Human Rights Net: http://www.whrnet.org

The Women’s Human Rights Resources at the University of Toronto: http://www.law-lib.utoronto.ca/diana/

World’s Resources Institute: http://www.wri.org/

World Organization Against Torture: www.omct.org

Third World Forum: http://www.ibiblio.org/twf/

Relevant Journals

American Journal of International Law. Washington, D.C.: American Society of International Law, 1907-.

Australian Journal of Human Rights. Sydney, NSW: Human Rights Centre, 1994-.

Canadian Human Rights Yearbook. Toronto: Carswell, 1983-.

Columbia Human Rights Law Review. New York: Columbia University School of Law, 1972-.

European Journal of International Law. Firenze, Italy: European University Institute, 1990-.

Harvard Human Rights Journal. Cambridge, MA: Harvard Law School, 1988-.

Human Rights Law Journal. Kehl am Rhein; Arlington, VA: N.P. Engel, 1980-.

Human Rights Quarterly. Baltimore: Johns Hopkins University Press, 1981-.

International Human Rights Reports. Nottingham, UK: Human Rights Law Centre, 1994-.

New York Law School Journal of Human Rights. New York: New York Law School, 1983-.

South African Journal on Human Rights. Johannesburg: Centre for Applied Legal Studies, University of Witswatersrand, 1985-.

News Sources:

Africa News: www.africanews.org

British Broadcasting Company (BBC): http://news.bbc.co.uk

Cable News Network (CNN): www.cnn.com

Radio Free Europe: www.rferl.org

Relief Web www.reliefweb.int

World Bank Group News: www.worldbank.org/developmentnews.

Full text foreign newspapers: http://www.onlinenewspapers.com

There are also very useful United Nations organizational charts at: http://www.hri.ca/uninfo/about/chart1.shtml

http://www.asu.edu/clas/justice/courses/spring2005/jus-394-murphy.pdf

Other Courses of Note

M JUS 320 Community and Social Justice. (3)
once a year
Discusses and analyzes definitions of community; impact of environment on behavior; promises of community organization for local empowerment. Lecture, discussion.

M JUS 375 Justice and the Mass Media. (3)
once a year
Surveys the impact of mass media and popular culture on social justice, including criminal justice. Lecture, discussion.

M JUS 405 Economic Justice. (3)
fall and spring
Addresses economic issues and justice implications, including the interplay among economic conditions, race-ethnicity, class, and gender worldwide. Lecture, discussion.

M JUS 415 Gender and International Development. (3)
once a year
Examines the ways in which international development is gendered as well as women's rights as human rights in both national and international arenas. Lecture, seminar.

M JUS 420 Women, Work, and Justice. (3)
once a year
Examines gender inequality in the workplace, including the nature of women's work, theoretical issues, and models for promoting gender justice at work. Lecture, discussion.

M JUS 422 Women, Law, and Social Control. (3)
once a year
Examines social, economic, and legal factors that are relevant to mechanisms of social control of women, including formal legal control and informal control through violence.

M JUS 444 Environment and Justice. (3)
fall
Explores issues of environment and justice. Topics include justice and environmental racism, future generations, nonhuman life, global/non-Western societies. Lecture, discussion.

M JUS 460 Feminism and Justice. (3)
once a year
Explores feminist thought and critiques traditional political theories. Examines issues of racism, sexuality, and the law. Lecture, discussion.

Women and Gender Studies
http://www.asu.edu/clas/womens_studies/

Women's Studies is an interdisciplinary program with strong cross-cultural, national, and global perspectives at the center of the curriculum. Both curriculum transformation and social change are central to Women's Studies at ASU's West campus. The curriculum includes courses offered by Women's Studies and by other academic departments throughout the university. Women's Studies courses can be used to fulfill the requirements of the Bachelor of Arts, Bachelor of Science, Minor, and Certificate of Concentration in Women's Studies. The courses also fulfill General Studies requirements and serve as electives. Following are the goals of the Women's Studies department:

· To provide the university and the community with academic programs of study and research that place women at the center of the university curriculum.

· To provide a model for interdisciplinary teaching and research with cross-cultural, national, and global perspectives on women.

· To generate and facilitate research on women's experience and the social construction of gender.

· To stand as a visible example of the university's commitment to improve the status of women.

Professor Mary Rothschild

Rothschild’s departmental biography:

I specialize in the history of American women and feminism, women’s oral history and gender equity in education. In my teaching, I try to inspire students to critically evaluate the past with empathy and care. All of my teaching uses gender as a primary lens to analyze society and to understand the intersection of race and class in American society. I have written A Case of Black and White: Northern Volunteers and the Southern Freedom Summers, 1964-1965 and Doing What the Day Brought: An Oral History of Arizona Women. Currently I am working on two research projects: "Girl Scouting and the Culture of American Womanhood, 1912-1982," which uses Girl Scouting as a window on American girlhood and womanhood in the Twentieth Century, and "Living U.S. Women’s History: Voices from the Field," which is an oral history project on the founding of the field of U.S. women’s history and a rich collection of fifty extensive interviews. Teaching at all levels is my passion and I have been awarded the College of Liberal Arts and Sciences Dean’s Quality Teaching Award, the ASU Alumni Association Faculty Achievement Award for Excellence in Teaching and the Arizona Humanities Council’s Scholar of the Year Award.

RateMyProfessors Remarks:

…She is way too much of a feminist for me to learn anything because everything she says is biased…

...Yes, everything she says is biased and ridiculous, but you don't have to believe it…

…She is a feminist, which seems quite obvious since she is teaching a women's studies course…

… all we do in class is watch videos from a feminist point of view…she's divorced and just seems bitter to me…

Syllabus for the Seminar Course: All About Feminism

WOMEN'S STUDIES 191: ALL ABOUT FEMINISM

Fall 2003

Wednesday, 11:40-12:30, ECA 202

Dr. Mary Rothschild

Required Text: Barbara Findlen, Listen Up! Voices from the Next Feminist Generation

This First Year Seminar wants to ask and answer the question, "What is Feminism?" Important ancillary questions may include, "Why is feminism so scary in a country dedicated to equality?" "What is it about feminism that engages so many people both positively and negatively?" "What does being a feminist mean in contemporary American society?"

To the end of examining these questions and a host of others, the Women's Studies Program is teaching this First Year Seminar: "All About Feminism." We encourage questions and lively discussions. You will take a field trip to the mall, read a good book, do a few assignments, listen to some mini-lectures, and see engaging videos. Chocolate will be served in each class as we talk about the roles that gender and feminism play in our daily lives.

There are a few ground rules for this course. First, ATTENDANCE IS REQUIRED. There are also a few assignments to do--reading the text, taking a field trip to the mall, gathering advertisements from magazines, and doing an act that is a "gender-bender." You must take notes on all of these activities and hand them in, as well as be ready to discuss them on the requisite day in class. The assignments will only be graded CREDIT/NO CREDIT, but they must be completed, on time. COMPLETED ASSIGNMENTS ARE REQUIRED.

Finally, in this class we want to create a feminist space where diversity is acknowledged and celebrated. We may often differ about issues and we may be critical of others' ideas, but we all need to learn the hard, important, skill of discussing and disagreeing about ideas, while maintaining a respectful and collegial class. Remember, at no time does the criticism of an idea translate into criticism of the person who espouses the idea. Welcome to the class: We are glad you are here and we look forward to this being an adventure!

Schedule: WST 191, Fall 2003

August 27	Introductions	All of us will introduce ourselves. The outlines of the course will be discussed.
September 3	The Past as Prologue: Feminism in the United States (Dr. Mary Rothschild)	Video: "The American Parade: We the Women" Begin reading Listen Up! To be ready for discussion on September 24.
September 10	Sex Role Socialization and Definitions of Gender (Dr. Mary Rothschild)	How do we become female and male? Exercise: The Bem Sex Role Inventory.
September 17	What is Feminism? (Dr. Mary Rothschild)	Prepare for next week's discussion of the book Listen Up!. Choose one woman whose story interests you and write about her in one or two pages. Briefly, what is her story? Why does she interest you? Are there obvious similarities or differences between her and you? What are they? Be prepared to talk about all of the women in the book and your particular woman in detail. Remember, you have a paper to hand in next week.
September 24	What is Feminism Today? (Dr. Mary Rothschild)	Discussion of Listen Up! Hand in paper on your favorite (for whatever reason) woman. Assignment to groups for the mall exercise.
October 1	The Beauty Myth (Dr. Georganne Scheiner)
October 8	The Mall Exercise: No Class Meeting! (Dr. Mary Rothschild)	In your groups, work out a time to go to Fiesta Mall or Scottsdale Fashion Square. Take your assessment sheet and do your field study. Think about what you find out and be ready to discuss this assignment in class on October 15^th and to hand in your field work sheets.
October 15	Discussion of the Mall Field Trip (Dr. Mary Rothschild)	Hand in assessment sheets all filled in.
October 22	African American Feminism and Womanism (Dr. Lisa Anderson)	Assignment: Select three ads from popular magazines (or videotaped from television) featuring women or men for our discussion on gender, sex roles, advertising and feminism on Oct. 29th.
October 29	Advertising and You! (Dr. Mary Rothschild)	Video: "Still Killing Us Softly" Bring in your ads to class and be ready for discussion.
November 5	Sex, Herbs and Birth Control (Dr. Ann Hibner Koblitz)
November 12	Body Image and Disordered Eating (Dr. Mary Rothschild)	Assignment: Do an act that is a "gender bender," and write it up in one or two pages to hand in on November 19th. To do your "gender bender" you need to think of something that goes against your notion of traditional gender norms (that might mean you have to think about what exactly you think are your gender norms, mightn't it?). You need to think why your action transgresses norms and note how people respond to it. Why do you think your action draws the responses it does? Be prepared to tell what you did and discuss it on November 19^th. What would you do to make a "stage two" gender bender? Why?
November 19	"Gender Bender" Discussion (Dr. Mary Rothschild)	Hand in "gender bender" write-up. Do class evaluation.
November 26	Happy Thanksgiving! No Class Today.	Have a lovely day and RELAX!
Tuesday, December 3^rd at 6:00 PM	Our last class will be a dinner at my house. Come at 6:00 and we'll begin to celebrate the Holidays and the completion of your first semester at ASU.	This will be our last day of class and should be a grand celebration!

http://www.public.asu.edu/~marylr/staffpages/pages/wst1912003.htm

Syllabus for the Course: A History of American Feminist Thought

WST 377: A History of American Feminist Thought

Fall 2002

T, Th: 1:40-2:55

Dr. Mary Logan Rothschild

Office: ECA 212

Phone: 480-965-9473; Fax 965-2357

Office hours: 10:30-11:30 T, Th, or by appointment

Email: mary.rothschild@asu.edu

Required Reading:

Alice Rossi, The Feminist Papers: From Adams to de Beauvoir

Charlotte Perkins Gilman, Herland

Ruth Rosen, The World Split Open: How the Modern Women's Movement Changed America

Barbara Crow, Radical Feminism: A Documentary Reader

Optional Reading:

Sara Evans, Born for Liberty: A History of Women in America (If you feel you have little background in American Women's History, it would be helpful to read this.)

Course Description:

This class is the first part of a two semester series in feminist theory. This semester focuses on the origins and evolution of American feminist thought from the 18^th Century to 1975. It is inherently historical and will consist of both an historical narrative and intensive reading of feminist theory documents from these times. You will be introduced to the social movements that led to various feminist political movements and you will meet many historical women through their lives and their writings. Of necessity, this class construes feminism widely and paints a broad picture of the development of feminism. You will just get a taste of the different theories, individuals and movements that have constituted the development of feminism in America. Let it be clear from the start that there is not now, nor has there ever been, one agreed upon unified feminist theory, or one common idea or ideal of what constitutes "the" feminist movement. For every kind of feminism there are proponents and opponents, people who are critical and people who are supporters. What you will do is learn how these ideas about feminism grew, what their context was, and why they took the form they have taken. It is my hope that you will think about how these theories effect your ideas about yourself and your friends and that they will help you form a current, living feminism you can use in your own life. Since we are all always a product of our times, we will not necessarily agree with the feminists we meet in this class, nor will their theories always seem correct or useful--some will seem very limited or downright wrong. Understanding the historical contexts behind the theories you will discover and critically assessing all the theory presented here is key to successfully completing this course.

Course Objectives:

1. To increase awareness of the multiplicity of feminist activists and thinkers and their theories from the 18^th century to 1975;

2. To further the ability to examine theoretical assumptions critically;

3. To develop the ability to synthesize and assess theoretical assumptions; and

4. To stimulate the use of written and oral communication as effective means of expression.

Ground Rules:

For this class to be successful, you must come to class and attendance is required. You must also do the required reading each week, think critically about the issues presented, and be prepared to take part in lively discussions about the readings. You should be ready to identify the most important issues, critique various authors' positions, and articulate your ideas about the readings.

I would like this class to become a feminist space, where diversity is encouraged and celebrated and where we can become intellectually daring. Discussions should take place within a context of academic inquiry and tolerance for diverse perspectives and experiences. With these ground rules, we should have a great class. Welcome!

Academic Honesty:

You are expected to conduct yourself ethically during all of the activities associated with this class. Academic dishonesty in any form will not be tolerated. Any attempt to represent work done by someone else as your own, to cheat on exams, or to commit any other form of academic dishonesty will result in a consequence, the lightest of which is receiving an automatic score of zero for the assignment or exam in question. If the case of academic dishonesty is egregious, you will fail the course. Please read the Program's detailed policy on academic dishonesty, which is attached to this syllabus.

Course Requirements:

Readings: Students are expected to complete readings prior to the class period for which the reading is listed, or by the date denoted in the assignment. You are accountable for all readings in class discussions, exams, and in-class writing and discussion assignments.

In-class Assignments: A number of class sessions will include unannounced, structured writing, or small group discussions, over assigned readings. These assignments will consist of questions based on the readings and can only be done in class. There will be no make-ups for these assignments, and occasionally (and at random) attendance will be recorded for points, as well. These random assignments will add up to 50 points by the end of the semester.

Exams: There will be two exams this semester, each worth 100 points. The exams will consist of six short identification questions and two essays, and will cover class lectures, videos, readings and discussions. You will be given study guides, which will contain possible essay questions, and you are encouraged to work in groups to prepare for exams. When you take the exam, however, the work you do must be your own.

Short Papers: Two short papers are required this semester:

Paper #1: The "Finding Four Feminists" Paper: Using Notable American Women, Black Women in America, or another history-based reference book located in the Reference Room of Hayden Library, look up four women whom you feel are feminists. Read about them and write a brief biography on each of them, separately or jointly. Explain why you chose to write about them: Why did they interest you? What did they do? What is their significance? Do you like them? Do you admire their work? Would you like to meet them? Write this up in no more than 3 pages. Remember, you are the one identifying them as "feminists;" they don't necessarily have to be designated at "feminists" in the index. This paper is due Tuesday, September 17th in class and is worth 40 points. You will be penalized if the paper is late.

Paper #2: You have a choice here of doing either a "Documents Comparison" or a "Utopia Paper."

Documents Comparison: If you choose this option, you will pick one document that interests you from each of the subsections of Barbara Crow's book, Radical Feminism, and you will compare and contrast them with each other. This discussion of the 8 documents you have chosen (one for each subsection of the book) must be informed by your personal assessment of the documents. What does each of them say? What do they want or advocate? To whom were they speaking when they were written? Do they speak to you now? What is your take on the documents? This essay can take many forms. While it is up to you how you do this, you must make an attempt to compare the documents to each other and you must comment personally on the documents and whether they speak to you today.

Utopia Paper: If you choose this option, you will write a paper on utopias. In this course, we have seen how many feminists envision a new world or community. We have read Charlotte Perkins Gilman's Herland, for example. Choose at least two more feminist utopias or dystopias and compare them with Gilman's. At some point in the paper, include your vision for the world you would like to inhabit, if you got to choose. Be sure to address these issues: How do you and your authors visualize the ideal society? What role does technology play? Motherhood? Childbirth? Marriage and family? Violence? Sex? Education? Gender roles? Your utopia/dystopia books or essays can be either fiction or nonfiction and must be fully cited in your paper.

Whichever option you choose, this paper is due in class on Thursday, December 5^th and is worth 60 points. This paper should be 5 to 7 pages in length. You will be penalized if the paper is late.

Grading:

Midterm exam 100 points

Final exam 100 points

Finding Four Feminists paper 40 points

Document Comparison/Utopia paper 60

In-class questions 50 points

Total 350 points

Final grades will be 350-315 A

314-280 B

279-245 C

244-210 D

Below 209 E

Appeals: Grades are not negotiable. No extra credit will ever be given. If you think your grade is incorrect, look the exam or assignment over carefully in light of my comments on your paper and my in-class assessment of the assignment or exam for the entire class. If you still disagree with the evaluation, you can submit a written appeal which includes a rationale for the change of grade, cogently argued and supported. If you have extenuating circumstances, or feel that you have been treated unfairly, please don't hesitate to come to talk to me. Simply appealing a grade in writing does not guarantee it will be changed.

Written and oral communication will be evaluated in the following way:

A: Outstanding. Superior. Written work is presented at the college level, using standard English and an acceptable style. Meets all course expectations promptly. Shows clear grasp of concepts and demonstrates ability to synthesize materials from both inside and outside the classroom. Participates regularly and enthusiastically in the class.

B: Very good. Clearly above average. Written work is presented at the college level using standard English and an acceptable style with only a few minor flaws. Meets course expectations promptly. Shows adequate grasp of concepts and demonstrates ability to relate materials from both inside and outside classroom. Participates regularly and enthusiastically in class.

C: Average. Directions followed. Student met minimal expectation for the assignment for a student at this level. Written work is presented at the college level using standard English and an acceptable style with many minor flaws. Shows reasonable grasp of concepts and demonstrates ability to collect and process materials from both inside and outside the classroom. Participates in class.

D: Below expectations. Below what one would normally expect from a student at this level. Writing marred by major mechanical problems. Fails to participate appropriately in class.

E: Well below expectations. Written work consistently falls below college level, even when revised. Fails to report to Writing Center or other appropriate help. Consistently late in meeting course expectations. Shows little or no grasp of concepts and is unable to relate material from inside and outside classroom. Fails to participate appropriately in class.

Course Schedule and Reading Assignments:

Aug. 27: Introduction to the class. What is feminism and what is feminist theory?

Aug. 29: Enlightenment Thought and the Age of Reason

Video: "The American Parade: We the Women"

Reading: Rossi, Preface to p. 24

Sept. 3: Mary Wollstonecraft and A Vindication of the Rights of Woman

Reading: Rossi, 25-143

Sept. 5: Abolition and Feminism

Reading: Rossi, 239-322

Sept. 10: Elizabeth Cady Stanton and Susan B. Anthony

Reading: Rossi, 378-412; Handout: "The Solitude of Self"

Sept. 12 and Sept. 17: Video: On the 19^th Century Women's Movement

*****"FINDING FOUR FEMINISTS PAPER DUE*********

Sept. 19: From NAWSA to the 19^th Amendment

Reading: Rossi, 413-470

Discussion: "The Solitude of Self"

Sept. 24: Race, Feminism and Anti-Feminism

Sept. 26: Anti-Feminists and their arguments

To prepare for discussion on Oct. 1^st on Anti-feminism. Please look up at least one web-site that has contemporary anti-feminist materials and bring in its address/URL. Print at least one "article" or document to bring to class for the discussion. Questions to consider: What constitutes anti-feminism now? How different is it from 19^th and early 20^th century anti-feminism? What are the issues now? Are they different from the earlier period?

Oct. 1: Discussion: Anti-Feminism Then and Now: What's changed and what hasn't?

Hand in URL and document(s) in class.

Oct. 3: Mid-term Exam.

Oct. 8: Marxism and Socialism

Reading: Rossi, 471-505

Oct. 10: Progressivism and Equity Feminism

Reading: Rossi, 599-612; Gilman, begin reading Herland, entire, due by Oct. 29

Oct. 15: Emma Goldman: Feminism and Revolution

Reading: Rossi, 506-516, Handouts

Oct. 17: Charlotte Perkins Gilman: Feminism and Economics

Reading: Rossi, 566-598

Oct. 22: Ida B. Wells-Barnett: Feminism, Race and Lynching

Video: Ida B. Wells

Reading: Handout

Oct. 24: Margaret Sanger: Feminism and Reproduction

Reading: Rossi, 517-532

Oct. 29: Discussion: Herland and who of these feminists speaks most to you and why?

Oct. 31: Eleanor Roosevelt, the Declaration of Human Rights and CEDAW

Video: Eleanor Roosevelt

Reading: Handouts

Nov. 5: Freud and Feminism

Reading: Rossi, 613-671; Crow, 183-198

Nov. 7: Simone de Beauvoir and Existentialist Feminism

Reading: Rossi, 672-706

Rosen, xi-62.

Nov. 12: Betty Friedan and The Feminine Mystique

Reading: Rosen, 63-142; Crow, 1-182, for Nov. 19

Nov. 14: Discussion: Who speaks to you and why?

Nov. 19: Women's Civil Rights: Abortion and the Equal Rights Amendment

Reading: Rosen, finish entire by Dec. 3; Crow, 199-300

Nov. 21: Video: "The Making of the Dinner Party"

Nov. 26: Video: "Dinner Party" continued, and "Abortion: It Happens to Us"

Nov. 28: Thanksgiving

Dec. 3: The Second Wave: Women's Liberation

Video: "Women's Liberation"

Reading: Crow, Part 2, "Sites of Contestation" Read at least two (2) essays from each of the subsections of Part 2. Be ready to discuss them on a moments notice

Dec. 5: Women's Liberation Expands .

*****DOCUMENTS COMPARISON OR UTOPIA PAPER DUE IN CLASS****

Dec. 10: Discussion on Women's Liberation: Who speaks to you and why?

Final Exam during Exam Week.

http://www.public.asu.edu/~marylr/staffpages/pages/wst377syl02.htm

Syllabus for the Course: Women in Contemporary Societies

WOMEN IN CONTEMPORARY SOCIETIES

Arizona State University

WST 300D (26242) – Fall 2005

Tuesday & Thursday 12:15-1:30

Location: PSF 166

Instructor

Dr. Jill A. Fisher

Office: ECA 204

Phone: 480-965-3897

Email: jill.a.fisher@asu.edu

Office Hours: Tuesday: 1:45-2:45

Wednesday: 3:30-4:30

Other: By appointment

COURSE SYLLABUS

Course Description

This course will examine such topics as the development of contemporary gender roles and stereotypes, women and work, sexuality, politics, health, and law. Through critical thinking about the world, our goals are to achieve some understanding of the ways that gender shapes experience in contemporary societies, to uncover our own hidden assumptions about gender, and to become aware of the complex interactions of gender with other variables, such as race, class, age, ethnicity, sexual preference, etc. This course emphasizes a sociological approach to women and gender studies with readings and discussions focusing on both American and international communities.

Ground Rules

Out of respect for your classmates and yourself and in order for you to get the most from the course, please: 1) do all of the readings; 2) come to class promptly and attend regularly; 3) be courteous and respectful to one another, even in cases of disagreement; and 4) keep a sense of humor!

Disclaimer

This course deals with subjects that many people find sensitive and highly charged. Some of the readings contain strong language and graphic descriptions of violence and sexual situations, and many of the authors take political stances with which you might personally disagree. Please keep an open mind both to the readings and to the views of your classmates with whom you might have differences. Also, please remember that in a university classroom, you must be able to differentiate between emotions and personal opinions, on the one hand, and reasoned analysis of the course material, on the other.

Academic Honesty

There is no tolerance for academic dishonesty in this course. Any instance of plagiarism or cheating on quizzes, tests, and other assignments can be grounds for failure of the entire course or expulsion from the university.

Gender-Fair Language

Language structures thought and action. Biases in language can (and do) naturalize inequities. Imprecise language also signifies un-interrogated values and sloppy thinking. For all of these reasons, the use of gender-fair language is expected in this course. For example, do not use words like "mankind" or "men" when referring to people in general; alternate between "she" and "he" instead of always using "he", or construct sentences in the plural instead of the singular so you can use "they" or "them" and avoid the problem altogether. ESL/LD Students Course requirements can be adjusted to serve the needs and capabilities of ESL and LD students. Please speak with the instructor during the first two weeks of class to make any necessary arrangements. Students may be advised to attend additional sessions during the instructor’s office hours so they can draw comparable value from the course.

Course Content

Required Texts:

• Grewal & Kaplan (2005). An Introduction to Women’s Studies: Gender in a

Transnational World, Second Edition.

• Course Reader. Available at The Alternative Copy Shop (715 S. Forest Ave., 480-829-7992)

Reading

Complete all readings (and other assignments) prior to the class meeting for which they are scheduled. The readings will be drawn from the required texts for the course. You must bring readings (or copies of them) to class for the dates they are assigned. In some cases, I may distribute photocopied readings to you in class. See the course outline below for details.

Participation

Through communication, ideas are formed, revised, borrowed, and developed. It is through argument, description, explanation, and improvisation – within a community – that individual learning flourishes. This course requires full participation (including active listening, facilitating, note-taking, and question-asking) to create an environment of open and shared learning. An effective participant is not someone who simply talks frequently, but someone who reliably offers thoughtful insights that help others to learn.

Course Assignments & Grading

Quizzes: There will be 10 quizzes each worth 3 points for a total of 30 points. Quizzes will be given once per week during the semester (with the exception of weeks that there are tests scheduled) and will consist of 3 questions based on the weekly readings. Quizzes can occur on either Tuesday or Thursday and can be given anytime during lecture. It is strongly suggested that students arrive on-time and stay until the end of the class in order not to miss a weekly quiz.

There are no makeup quizzes. Students not taking a quiz due to absence will receive a 0 (out of 3 points) on that quiz.

Tests: There will be three tests in this course: two during the semester and one during finals week. Tests will consist of multiple choice questions from the readings, lectures, films and videos. Makeup tests will only be allowed with a medical excuse for a documented illness or family emergency. Makeup tests will not be the same test taken by the rest of the class. There will be no exceptions to this policy. Students not taking the test will receive a 0.

Grading

Quizzes (10) 30%

Test #1 20%

Test #2 25%

Test #3 25%

100%

Course Schedule and Reading Assignments

Week One: Introductions

August 23: Syllabus, In-Class Exercise

Introductory Lecture: What is Women and Gender Studies?

August 25: Social Construction, Patriarchy, and Feminisms

Readings:

• Judith Lorber, “The Social Construction of Gender” (Reader)

• Allan Johnson, “Patriarchy, the System” (Reader)

• Lisa Maria Hogeland, “Fear of Feminism” (Reader)

• Michael Kimmel, “Real Men Join the Movement” (Reader)

PART ONE: SOCIAL & HISTORICAL CONSTRUCTIONS OF GENDER

Week Two: Sex Differences & Changing Ideas of Gender

August 30: Gendered Biologies

Readings:

• Introduction to Part One (Text, pp.1-5)

• Nelly Oudshoorn, “Sex & the Body” (Text, pp.6-9)

• Emily Martin, “The Egg & the Sperm” (Text, pp.10-15)

• Anne Fausto-Sterling, “The Five Sexes” (Reader)

• Marjorie Garber, “Spare Parts” (Reader)

September 1: Sex & Gender Across Cultures

Readings:

• Kathryn Ringrose, “Byzantine Medical Lore…” (Text, pp.15-20)

• Joan Wallach Scott, “Gender & the Politics of History” (Text, p.19)

• Charlotte Furth, “Androgenous Males & Deficient Females” (Text, pp.21-29)

• Carole S. Vance, “Social Construction Theory” (Text, pp.29-32)

Week Three: The Politics of Knowledge

September 6: The Rise of Western Science

Readings:

• Linda Gordon, “Magic” (Text, pp.33-35)

• Sheila Rowbotham, “Feminist Approaches to Technology” (Text, pp.35-40)

• Anne Fausto-Sterling, “The Biological Connection” (Text, pp.41-42)

• Stephen Jay Gould, “Women’s Brains” (Text, pp.43-46)

• Schuklenk et al., “Ethics of Genetic Research on Sexual Orientation” (Text, pp.47-51)

September 8:

Readings:

• Ian F. Haney Lopez, “The Social Construction of Race” (Text, pp.52-57)

• Linda Gordon, “Malthusianism” (Text, pp.57-60)

• Anna Davin, “Imperialism & Motherhood” (Text, pp.60-66)

• Frank Dikotter, “Race Culture” (Text, pp.66-69)

• Evelynn M. Hammonds, “New Technologies of Race” (Text, pp.69-74)

Week Four: Medicine and Reproduction

September 13: Medicine in a Historical Perspective

Readings:

• Nongenile Masithathu, “And So I Grew Up” (Text, pp.75-76)

• Barbara Ehrenreich & Dierdre English, “Exorcising…” (Text, pp.77-80)

• David Arnold, “Women & Medicine” (Text, pp.80-85)

• Ben Barker-Benfield, “Sexual Surgery…” (Text, pp.85-91)

• Rogaia Abusharaf, “Unmasking Tradition” (Text, pp.91-98)

September 15: Population Control & Reproductive Rights

Readings:

• Susan Davis, “Contested Terrain” (Text, pp.99-103)

• Angela Davis, “Reproductive Rights” (Text, pp.103-107)

• Betsy Hartmann, “Family Matters” (Text, pp.107-112)

• Committee on Women, Population, and the Environment, “Call for a New Approach”

(Text, pp.112-114)

• Debra Harry, “The Human Genome Diversity Project” (Text, 114-118)

Week Five: Health Issues in a Globalizing World

September 20: Strategizing Health Education and Advocacy I

Readings:

• Oscar Gish, “The Legacy of Colonial Medicine” (Reader)

• Maureen Larkin, “Global Aspects…” (Text, pp.119-129)

• Sandra Morgen, “Conceiving History” (Text, pp. 129-132)

• Nadia Farah, “Egyptian Women’s Health Book Collective” (Text, pp.133-135)

• Andrea Denshem, “CDC, NIH, ACS, FDA” (Text, pp.135-137)

September 22: Strategizing Health Education and Advocacy II

Readings:

• Jennifer Fishman, “Sex, Drugs, and Clinical Research” (Reader)

• Kathryn Carovano, “More than Mothers and Whores” (Text, pp.138-141)

• Sabine Russell, “The Role of Prostitution…” (Text, pp.142-144)

• National Latina Health Organization, “Norplant” (Text, 144-147)

Week Six: Test # 1

September 27: TEST # 1

September 29: No assigned readings

PART TWO: GENDERED IDENTITIES IN NATIONS AND STATES

Week Seven: Citizenship & the Responsibilities of the State

October 4: Citizenship & Equality

Readings:

• Introduction to Part Two (Text, pp.149-154)

• Carole Pateman, “Feminist Critiques of the Public/Private…” (Text, pp.155-160)

• Geoffry Ponton & Peter Gill, “Paradigms, Models, & Ideologies” (Text, p.156)

• Amy Kaplan, “Manifest Domesticity” (Text, pp.160-164)

• Mary Wollstonecraft, “Vindication of the Rights of Women” (Text, 164-166)

• Jan Jindy Pettman, “Women & Citizenship” (Text, pp.167-170)

• Athalia Molokomme et al., “Citizenship” (Text, pp.170-173)

October 6: Gender & the Rise of the Modern State

Readings:

• Jan Jindy Pettman, “Women, Gender, & The State” (Text, pp.174-181)

• Jeffrey Weeks, “Power & The State” (Text, pp.181-184)

• Margot Badran, “Competing Agenda” (Text, pp.185-189)

• Gail Bederman, “Remaking Manhood…” (Text, pp.190-194)

Week Eight: Social Movements and the Cross-Cultural Feminist Identities

October 11: New Social Movements & Identity Politics

Readings:

• Kathryn Woodward, “Concepts of Identity & Difference” (Text, pp.195-197)

• Alexandra Kollontai, “Feminism & the Question of Class” (Text, pp.198-199)

• Kimberle Crenshaw, “Mapping the Margins” (Text, pp.200-206)

• Alma Garcia, “Development of Chicana…” (Text, pp.207-211)

• Lisa Duggan, “Making It Perfectly Queer” (Text, pp.211-216)

• Nira Yuval-Davis, “Gender & Nation” (Text, pp.217-221)

• Benedict Anderson, “Imagined Communities” (Text, p.218)

• Cynthia Enloe, “Nationalism & Masculinity” (Text, pp.222-228)

October 13: Communities & Nations / Feminist Organizing

Readings:

• Amrita Basu, “Feminism Inverted” (Text, pp.229-233)

• Kathleen Blee, “First Ku Klux Klan” (Text, pp.234-239)

• Leila Rupp, “International First Wave” (Text, pp.240-244)

• Farida Shaheed, “Controlled or Autonomous” (Text, pp.245-248)

• Lepa Mladjenovic & Vera Litricin, “Belgrade Feminists…” (Text, pp.249-253)

• Winnie Woodhull, “Global Feminisms…” (Text, pp.254-260)

• Laura Hershey, “Disable Women…” (Text, pp.260-263)

PART THREE: REPRESENTATIONS, CULTURES, MEDIA, & MARKETS

Week Nine: Consumption and Gender

October 18: Ways of Seeing

Readings:

• Introduction to Part Three (Text, pp.265-268)

• John Berger, “Ways of Seeing” (Text, pp.269-273)

• Suzanne Lustig, “Guerilla Girls…” (Text, pp.276-281)

• Rosalind Petchesky, “Fetal Images” (Reader)

October 20: Consumer Culture & the Business of Advertising

Readings:

• Robert Babcock, “Gender & Consumption” (Text, pp.329-331)

• Elaine Abelson, “Urban Women…” (Text, pp.331-338)

• Jennifer Scanlon, “Inarticulate Longings” (Text, pp.338-341)

• Amy Gluckman & Betsy Reed, “Gay Marketing Moment” (Text, pp.342-344)

• William Wresch, “World Media” (Text, pp.307-312)

Week Ten: Body Image and Cross-Cultural Perspectives on Beauty

October 25: Consumer Beauty Culture

Readings:

• Rosalind Coward, “The Body Beautiful” (Text, pp.345-348)

• Nancy Worchester, “Nourishing Ourselves” (Text, 348-355)

• Roland Marchand, “Grotesque Moderne” (Text, 356-359)

• Celestine Bohlen, “Italians…” (Text, pp.359-360)

• Barry Bearak, “Ugliness in India…” (Text, pp.361-362)

• Rone Tempest, “Barbie & The World Economy” (Text, pp.363-368)

October 27: Representing Women in Colonial Contexts

Readings:

• Judith Williamson, “Woman is an Island” (Text, 314-316)

• Catherine Lutz & Jane Collins, “National Geographic” (Text, pp.317-321)

• Marnia Lazreg, “Feminism and Difference” (Text, pp.321-323)

• Sarah Graham-Brown, “Images of Women” (Text, pp.324-328)

• Anne Becker et al., “Eating Behaviors and Attitudes” (Reader)

Week Eleven: Test #2

November 1: TEST #2

PART FOUR: GENDERING GLOBALIZATION AND DISPLACEMENT

November 3: Cyberculture

Readings:

• Sandy Stone, “End of Innocence, Part II” (Reader)

• Elizabeth Lawley, “Computers & the Communication of Gender” (Reader)

• Juana Maria Rodriguez, “Welcome to the Global Stage” (Text, pp.371-374)

• Vernadette Gonzalez & Robyn Rodriguez, “Filipina.com” (Text, pp.375-381)

Week Twelve: Women & Work (U.S. focus)

November 8: Women, Work, and the U.S.

Readings:

• “Work, Wages, and Welfare” (Reader)

• Amott & Matthaei, “Transformation of Women’s Wage Work” (Reader)

November 10: Domestic Labor in the U.S.

Readings:

• JaneMaree Maher and Andrew Singleton, “I Wonder What He’s…” (Reader)

• Explore website: www.mothersoughttohaveequalrights.org including the survey on the

value of women’s work within the home

• Crittenden / Holcomb articles (Reader)

Week Thirteen: Women & Work (International focus)

November 15: Women, Work, and Immigration

Readings:

• Introduction to Part Four (Text, pp.383-387)

• Lydia Potts, “Excerpt from The World Labor Market” (Text, pp.411-414)

• Evelyn Nakano Glenn, “Women & Labor Migration” (Text, pp.444-449)

• Leslie Salzinger, “Maid By Any Other Name” (Text, pp.449-453)

• Rigoberta Menchu, “Maid in the Capital” (Text, pp.453-457)

• Satoko Watenabe, “From Thailand to Japan” (Text, pp.458-462)

November 17: Gender Politics of Economic Globalization

Readings:

• Augusta Dwyer, “Welcome to the Border” (Text, pp.463-466)

• Human Rights Watch, “Sex Discrimination…” (Text, pp.467-468)

• Amber Ault & Eve Sandberg, “Our Policies…” (Text, pp.469-473)

• Faye Harrison, “Gendered Politics and Violence…” (Text, pp.474-478)

Week Fourteen: Women & Relationships

November 22: Marriage & Consumption

Readings:

• Emma Goldman, “Marriage & Love” (Reader)

• “Relationships, Families, and Households” (Reader)

• Naomi Wolf, “Brideland” (Reader)

• “For Richer or Poorer” (Reader)

November 24: Thanksgiving – no class

Week Fifteen: Women & Relationships Continued

November 29: Current Ambivalence about Marriage

Readings:

• Jaclyn Geller, “The Marriage Mystique” (Reader)

• Amy Benfer, “I do – Kind of” (Reader)

• Laurie Essig, “Same Sex Marriage” (Reader)

• Anndee Hochman, “What We Call Each Other” (Reader)

December 1: Sexuality

Readings:

• “Sex, Power, & Intimacy” (Reader)

• Pepper Schwartz & Virginia Rutter, “Sexual Desire & Gender” (Reader)

• bell hooks, “Search for Men Who Love” (Reader)

• Marcia Deihl & Robyn Ochs, “Biphobia” (Reader)

Week Sixteen: Concluding Thoughts…

December 6: Evaluations & Course Wrap-Up

NO READINGS

FINALS WEEK: Test #3

Tuesday, December 13 (12:20– 2:10): TEST #3

http://www.jillfisher.net/papers/WST300.pdf

Syllabus for the Course: Gender, Science, and Technology

GENDER, SCIENCE, & TECHNOLOGY

Arizona State University

WST 494/598 (08376 / 50587) – Fall 2005

Wednesday 4:40-7:30

Location: ECA 216

Instructor

Dr. Jill A. Fisher

Office: ECA 204

Phone: 480-965-3897

Email: jill.a.fisher@asu.edu

Office Hours: Tuesday: 1:45-2:45

Wednesday: 3:30-4:30

Other: By appointment

COURSE SYLLABUS

Course Description

The purpose of this course is to explore how science and technology reciprocally contribute to and are shaped by gender ideals and images. We use gender as a tool for critical thinking about such topics as studies of sex differences, science and engineering cultures, health and medicine, and technological systems. This course does not only look at the presence or absence of women in scientific or engineering professions, but it primarily examines the ways in which gender is always already infused in scientific ways of knowing and technological systems.

Course Content

Required Texts:

• Lederman, Muriel & Ingrid Bartsch (Eds.). (2001). Gender and Science Reader. New York:

Routledge. (Referred to as GSR)

• Hopkins, Patrick D. (Ed.). (1998). Sex/Machine: Readings in Culture, Gender, and

Technology. Bloomington: Indiana University Press. (Referred to as S/M)

• Lerman, Nina E., Ruth Oldenziel, & Arwen P. Mohun (Eds.). (2003). Gender & Technology:

A Reader. Baltimore: Johns Hopkins University Press. (Referred to as G&T)

• Course Reader. Available at The Alternative Copy Shop (715 S. Forest Ave., 480-829-7992)

Reading

Participation

Course Assignments & Grading

Weekly Writing Assignment (30%): Weekly essays are due at noon each Wednesday. These essays are based on the reading for that week and should aim to critically engage the material as a whole. Weekly essays should NOT be summaries of the readings. Instead, these essays could serve as a place for you to compare the perspectives of multiple authors, react to the readings (with thoughtfulness to why you reacted the way that you did) or trace a particular theme through the multiple readings. As a suggestion for writing these essays, it is strongly recommended that you identify the main argument(s) of each author/chapter prior to beginning to write. This will

help to better understand the readings and will help you identify themes to write about. In

addition, this will ensure that you are prepared for each class. For each of these assignments, write 2-3 typed pages in response to the readings for each week.

These assignments will be graded on a pass / not-yet-pass basis. If you do not "pass," you will be given one chance to revise it (due one week after you are notified). If you don't turn something substantive in for the week, you will receive a "fail" for that assignment and will not be allowed to make it up. Passed assignments will receive full credit; all others will receive 0. If you make a sincere effort, you will pass.

Mechanics: Post you entries to our course page on Blackboard under the proper week

heading (e.g. “Week 2”) in the discussion board section. Compose the entry in a word

processing program, then cut-and-paste the text into Blackboard. Do not attach a file.

Class Facilitation (10%): A group of students will be responsible for presenting the weekly reading and facilitating a class discussion for the first hour of class each week. Individuals will sign up for a week during class on August 31. You should exchange email addresses or phone numbers with other students who sign up for your week because you are expected to discuss as a group how you want to divide the readings or to arrange a class activity. This does not mean that you need to spend hours creating overheads or other visuals for your presentation of the material. Rather, it is important that each group member plays an integral role in presenting the material or

facilitating discussion.

You are welcome (and encouraged!) to structure the class presentation in any form which makes sense to your group for the material you need to cover. This can range from each group member taking responsibility for presenting a single article or you can discuss concepts for the week drawing on the readings for support. You must cover ALL the readings for the week. You will be graded on how well you discuss and critically examine the main points of each reading, the main concepts from the readings, and on how well you are able to facilitate a discussion with the rest of the class. In addition, this is your opportunity to use examples from science and technology that interest you. It is suggested that each group will draw upon examples that are NOT covered in the readings but are relevant to the topic for the week.

Research Papers (25% each): There will be two research papers required for this course. Each will be 8-10 typed pages (12-15 pages for graduate students) in length. The first paper will be on a topic of your choice relating to gender and science. This paper will be due on Friday, October 21 at 4pm. The second paper will be on a topic of your choice relating to technology and gender. This paper will be due on Friday, December 9 at 4pm. In order to ensure that topics are relevant to the course and – perhaps more importantly – doable papers, you will turn in a short paper proposal for each in class. These will be due on Wednesday, September 14 and Wednesday, November 9 respectively. Students are allowed to change their topics but must get the instructor’s approval for the new topic. More information on these assignments will be distributed in class.

Grading

Weekly Assignments 30%

Research Paper #1 25%

Research Paper #2 25%

Class Facilitation 10%

Participation 10%

100%

Ground Rules

Academic Honesty

In order to avoid plagiarism, your papers must provide full citations for all references: direct quotes, summaries, or ideas. While you are encouraged to develop your thinking with your peers, you cannot use their material without citing it. Work from other courses will not be accepted in this course. Allowing your writing to be copied by another student is also considered cheating. Please review the Student Code of Conduct for complete guidelines on academic honesty. Note: Any instance of plagiarism or cheating can be grounds for failure of the entire course or expulsion from the university.

Gender-Fair Language

ESL/LD Students

Course requirements can be adjusted to serve the needs and capabilities of ESL and LD students. Please speak with the instructor during the first two weeks of class to make arrangements. Students may be advised to attend additional sessions during the instructor’s office hours so they can draw comparable value from the course.

Course Schedule and Reading Assignments

Week One: Introductions

August 24:

In-class reading and exercise

Week Two: Theoretical frameworks for thinking about science and technology

August 31 Readings:

• Hess, David (1995). Science & Technology in a Multicultural World. New York: Columbia

University Press. Chapters 1 & 2. (Reader)

• Winner, Langdon (2000). Do Artifacts Have Politics? In Teich, Technology and the Future (8th

Edition). New York: Bedford/St Martins. (Reader)

• Wacjman, Judy (2000). Feminist Perspectives on Technology. In Teich, Technology and the Future

(8th Edition). New York: Bedford/St Martins. (Reader)

• Bush, Corlann Gee (1993). Women and the Assessment of Technology. In Teich, Technology and

the Future (6th Edition). New York: St Martins. (Reader)

Week Three: Women in Science

September 7 Readings:

• GSR, Introduction & Section 1 Introduction, pp. 1-12

• GSR, Chapter 1 (Eisenhart & Finkel), pp. 13-23

• Eisenhart & Finkel (1998). In the “Heretical Sectors”: Where the Women Are. From Women’s

Science: Learning and Succeeding from the Margins. Chicago: University of Chicago Press.

(Reader).

• GSR, Chapter 2 (Brainard & Carlin), pp. 24-37

• GSR, Chapter 3 (Silverman), pp. 38-41

• GSR, Chapter 5 (Hubbard), pp.49-51

• GSR, Chapter 7 (Keller), pp. 59-62

Week Four: Creating Androcentric Science

September 14 Readings:

• GSR, Section 2 (Entire), pp. 63-118

• Hubbard, Ruth (1988). Science, Facts, and Feminism. Hypatia 3 (1): 5-17. (Reader).

Assignment Due:

Research Paper #1 proposal due

Week Five: Foundational Critiques of Androcentric Science

September 21 Readings:

• Tuana, Nancy (1988). The Weaker Seed: The Sexist Bias of Reproductive Theory. Hypatia 3 (1):

35-59. (Reader).

• The Biology & Gender Study Group (1988). The Importance of Feminist Critique for Contemporary

Cell Biology. Hypatia 3 (1): 61-76. (Reader).

• Zita, Jacquelyn (1988). The Premenstrual Syndrome: “Dis-easing” the Female Cycle. Hypatia 3 (1):

77-99. (Reader).

• Genova, Judith (1988). Women and the Mismeasure of Thought. Hypatia 3 (1): 101-117. (Reader).

• Birke, Lynda (1999). The Heart – A Broken Metaphor? In Feminism and the Biological Body. New

Brunswick: Rutgers University Press. (Reader).

Week Six: Analyzing Gendered Science

September 28 Readings:

• GSR, Section 3 Entire, pp. 119-230

Week Seven: Scientific Constructions of Identity

October 5 Readings:

• GSR, Section 5 Introduction, pp. 307-308

• GSR, Chapter 24 (Birke), pp. 309-322

• GSR, Chapter 25 (Kaplan & Rogers), pp. 323-342

• GSR, Chapter 26 (Fausto-Sterling), pp. 343-366

• GSR, Chapter 27 (Spanier), pp. 367-372

• Terry, Jennifer (1995). Anxious Slippages Between “Us” and “Them”: A Brief History of the

Scientific Search for Homosexual Bodies. In Terry & Urla (eds) Deviant Bodies. Bloomington:

Indiana University Press. (Reader).

Week Eight: Feminist Restructuring of Science

October 12 Readings:

• GSR, Section 6 Entire, pp. 383-490

• Schiebinger, Londa (1999). Has Feminism Changed Science? Cambridge: Harvard University Press.

Conclusion. (Reader).

Week Nine: Introduction to Technology & Gender Studies / PAPERS DUE

October 19 Readings:

• S/M, Introduction, pp. 1-11

• G&T, Introduction, pp. 1-9

• G&T, Conclusion, pp. 425-449

• S/M, Chapter 25 (Haraway), pp. 434-467

NOTE: There is no weekly essay due this week.

October 21:

Mid-Term papers due 4pm in ECA 209 – NO LATE PAPERS WILL BE ACCEPTED

Week Ten: Gender and the Histories of Technologies

October 26 Readings:

• S/M, Part 1 Intro, pp. 14-16

• S/M, Chapter 1 (Stanley), pp. 17-32

• G&T, Chapter 1 (McGaw), pp. 13-36

• G&T, Chapter 2 (Oldenziel), pp. 37-71

• S/M, Chapter 4 (Scharff), pp. 75-88

• S/M, Chapter 5 (Oblespias-Ramos), pp. 89-94

Week Eleven: Gender, Technology, and Industry

November 2 Readings:

• G&T, Chapter 5 (Lerman), pp. 123-152

• G&T, Chapter 9 (Gamber), pp. 238-266

• G&T, Chapter 10 (Horowitz), pp. 267-294

• S/M, Chapter 3 (Martin), pp. 50-74

Week Twelve: Technologies in the Home

November 9 Readings:

• S/M, Chapter 2 (Cowan), pp. 33-49

• G&T, Chapter 12 (Parr), pp. 329-358

• G&T, Chapter 13 (Goldstein), pp. 359-391

• G&T, Chapter 14 (Kline), pp. 392-423

Assignment Due:

Research Paper #2 proposal due

Week Thirteen: Technology and the Body

November 16 Readings:

• S/M, Part 4 Intro, pp.238-240

• S/M, Chapter 15 (Kessler), pp. 241-260

• S/M, Chapter 16 (Morgan), pp. 261-285

• S/M, Chapter 17 (Davis), pp. 286-305

• G&T, Chapter 3 (Herzig), pp. 72-97

• G&T, Chapter 4 (Maines), pp. 98-119

• Bunkle, Phillida (1993). Calling the Shots? The International Politics of Depo-Provera. In S.

Harding (ed) The "Racial" Economy of Science. Bloomington: Indiana University Press. (Reader).

Week Fourteen: Technology and Gendered Representations

November 23 Readings:

• S/M, Chapter 19 (Stone), pp. 322-341

• Garber, Marjorie (1994). Spare Parts: The surgical construction of gender. In A Hermann and A.

Stewart (eds.) Theorizing Feminism: Parallel Trends in the Humanities and Social Sciences. Boulder:

Westview. (Reader).

• Rapp, Rayna (1997). Real-Time Fetus: The Role of the Sonogram in the Age of Monitored

Reproduction. In G. Downey & J. Dumit (ed.) (ed.) Cyborgs & Citadels: Anthropological

Interventions in Emerging Sciences and Technologies. Santa Fe: School of American Research Press.

(Reader).

• Dumit, Joseph (1997). A Digital Image of the Category of the Person: PET Scanning and Objective

Self-Fashioning. In G. Downey & J. Dumit (ed.) (ed.) Cyborgs & Citadels: Anthropological

Interventions in Emerging Sciences and Technologies. Santa Fe: School of American Research Press.

(Reader).

• S/M, Chapter 27 (Springer), pp. 484-500

Week Fifteen: Information Technologies – Digital vs. Analog Gender

November 30 Readings:

• G&T, Chapter 11 (Light), pp. 295-326

• S/M, Part Five (Entire), pp. 362-429

• S/M, Chapter 26 (Halberstam), pp. 468-483

Week Sixteen: NO CLASS, FINAL PAPER DUE

Friday, December 9:

Final Paper due in ECA 209 at 4pm. – NO LATE PAPERS WILL BE ACCEPTED

http://www.jillfisher.net/papers/WST494-598.pdf

Syllabus for the Course: Feminist Voices of Color

Syllabus: Feminist Voices of Color

Spring 2001

Dr. Lisa Anderson

Engineering A (ECA) 215

Office Hours: Mondays 12-3pm and by appointment

E-mail: Lisa.Anderson2@asu.edu

Phone: 965-3500

Schedule Course Course Semester Meeting Days Building &

Line Prefix No. Title Hours Time Room

66316 WST 394 Feminist Voices of 3 hrs 12:15- Tues. & ECA 219

Color 1:30 pm Thurs.

Course Content and Goals

This course will explore the contributions of African American, Native American, Chicana /Latina, and Asian American feminists to feminism and to critical race theory. We will address issues such as racism in feminism and sexism in communities of color; speaking and silence; feminists of color and the arts; alliances and bridges. The core of the course will be in-depth reading and analysis of three texts: Sister/Outsider, Off the Reservation, and Massacre of the Dreamers. These readings form the core of the course; as supplements, and to give us a broader range of feminisms of women of color, we will also be reading substantial sections of Haciendo Caras and other feminist works written by women of color. We will consider the issues taken up by feminists of color; differences in experience across ethnicities, and similarities which emerge out of living in a racially-marked body in the US. We will consider questions such as: About what do feminists of color theorize? What have feminists of color contributed to feminism? How does making race and ethnicity explicit change feminism? How do feminists of color deal with issues of sexuality?

Required Texts (available at ASU Bookstore)

Haciendo Caras/Making Face, Making Soul: Creative and Critical Perspectives by Feminists of Color, ed. Gloria Anzaldúa. San Francisco: Aunt Lute Books, 1990.

Off the Reservation: Reflections on Boundary-Busting, Border-Crossing Loose Canons, Paula Gunn Allen. Boston: Beacon Press, 1999.

Sister/Outsider: Essays and Speeches, Audre Lorde. New York: Crossing Press, 1984.

Massacre of the Dreamers: Essays on Xicanisma, Ana Castillo. New York: Penguin/Plume, 1994.

There will also be a packet.

Ground Rules

Three words: respect, respect, respect. Expect that we may have different opinions about some of the issues brought up in this course. Respect each other as classmates, and try to keep the disagreements from getting personal. I expect that you will come to class prepared.

Academic Honesty

Academic dishonesty in any form will not be tolerated. Any attempt to represent the work of someone else as one’s own or any other form of academic dishonesty will result in a grade of E (0 points) on the assignment. Please read the department’s detailed policy on academic honesty attached to this syllabus.

Course Requirements

It is assumed that you will attend class and participate in discussion. Because this is an upper-division class, expect that I will lecture very little. We will discuss the materials, and all students are expected to be active members of the class (see “Ground Rules” above). I will, however, take notice of attendance and participation. Frequent absences will detract from your learning experience, and from that of your classmates. While I may not explicitly take attendance, I notice who is and is not there. Your ability to succeed in integrating the material and demonstrating your ability to think critically is highly dependent upon your attendance.

In addition to attendance and participation (includes keeping up with readings), there will be a number of written assignments. The written assignments will provide you with an opportunity to work with the course materials and to demonstrate your ability to think critically and integrate the material. There will be two journal assignments, two short papers (3-5 pages), and one long (8-10pp) final paper. Late Paper Policy: I will accept late papers up to 48 hours after papers are due (papers are due IN CLASS). Papers turned in after class and within the 48 hour period will lose 5 points. You may email your paper as an attachment.

Graded assignments points

Journal #1 20 points

Journal #2 20 points

Essay Assignment #1 40 points

Essay Assignment #2 40 points

Final paper 60 points

Attendance/Participation 20 points

Scale = Final Grade

180-200 A

160-179 B

140-159 140-159 C

120-139 D

Below 120 E

I will distribute a copy of the grading criteria for written work at the time I assign the first writing assignment. There will be no exams in this course; you will demonstrate you knowledge and understanding through your written work and through your class discussion.

Day	Date	Readings	Assignment	Due Dates
		Week One: Introduction
Tu	16 Jan	Introduction	Journal Assignment
Th	18 Jan	HC 3-19
		Week Two: Racism in the Women’s Movement
Tu	23 Jan	HC 20-41
Th	25 Jan	HC 42-71
		Week Three: Racism, Sexism, and Black Feminism
Tu	30 Jan	Lorde, 36-59
Th	1 Feb	Lorde, 60-80
		Week Four: Racism, Sexism, and Black Feminism
Tu	6 Feb	Lorde, 81-123
Th	8 Feb	Lorde, 124-174	Essay #1 assigned
		Week Five: Speaking through Silences
Tu	13 Feb	HC, 169-176, 183-190, 197-206
Th	15 Feb	HC 207-220, 224-26, 245-254		Essay #1 Due
		Week Six: Native Feminisms, Southwest Style
Tu	20 Feb	Allen, Intro, 17-65
Th	22 Feb	Allen, 66-123
		Week Seven: Speaking and Authority, Living the Border
Tu	27 Feb	Allen, 127-178
Th	1 Mar	Allen, 181-246
		Week Eight: Feminists of Color and the Arts
Tu	6 Mar	HC 256-294
Th	8 Mar	Davis (packet)		Journal #1 Due
		Week Nine: Spring Break (No Classes)
		Week Ten: Chicana Feminism & Activism
Tu	20 Mar	Castillo, 1-62
Th	22 Mar	Castillo, 63-84
		Week Eleven: Xicanisma/Sexuality
Tu	27 Mar	Castillo, 85-143
Th	29 Mar	Castillo, 145-161; Perez (packet)	Essay #2 assigned
		Week Twelve: Chicanas, Feminisms
Tu	3 Apr	Castillo, 163-204
Th	5 Apr	Castillo, 205-226; Martinez (packet)		Essay #2 due
		Week Thirteen: Alliances and Bridges
Tu	10 Apr	HC 297-320
Th	12 Apr	HC 326-331
		Week Fourteen: Women of Color and Feminist Theory
Tu	17 Apr	HC 335-355
Th	19 Apr	HC 356-376
		Week Fifteen: More Theory
Tu	24 Apr	HC 377-402
Th	26 Apr	Mohanty (packet); McKay (packet)
		Week Sixteen: The End!
Tu	1 May	Wrap-up		Journal #2 due

Final Paper due on Exam Day, Tuesday, May 8 2001. Papers may be emailed. Papers will not be accepted after Thursday, May 10.

Syllabus for the Course: Women and Society

Course Syllabus for

Women and Society

WST 100

Fall 2000

Instructor: Lisa Anderson

Office: Engineering A (ECA) 215

Phone: 965-3500

E-mail: Lisa.Anderson2@asu.edu

Office Hours: Monday & Wednesday, 4-5:30pm (and by appointment)

Schedule Course Course Semester Meeting Days Building

Line Prefix No. Title Hours Time Room

86697 WST 100 Women 3 hrs 10:40 - Tues. & PS F173

and Society 11:55 am Thurs.

Course Content and Goals

This course is an introduction to the study of women’s experiences and ways of knowing in contemporary U.S. society. We will analyze women’s diverse positions and forms of identification from an interdisciplinary perspective—through an examination of politics, popular culture, religion, health, and the economy. Our goals are to achieve some understanding of the ways that gender shapes experience in society and to uncover our own hidden assumptions about gender. Our analysis of the issues will be informed by class lectures, group discussions, readings, and written assignments. Throughout the course we will draw on our own experiences of and beliefs about gender and the ways in which they are intertwined with those of race, ethnicity, social class, sexuality, age, nationality, religion, and ability status

Required Texts (available at ASU Bookstore)

Amy Kesselman, Lily D. McNair, Nancy Schneidewind (Eds.). Women Images and Realities: A Multicultural Anthology. Toronto: Mayfield Publishing Company, Second Edition, 1999. (WIR)

Barbara Findlen (Ed.). Listen Up: Voices from the Next Feminist Generation. Seattle: Seal Press, 1995. (LU)

Ground Rules

Out of respect for your classmates and yourself and in order for you to get the most from the course, please: 1) do all of the readings; 2) participate in class; 3) come to class promptly and attend regularly; 4) be courteous and respectful to one another, even in cases of disagreement; and 5) keep a sense of humor!

As you can tell from the list of topics above, this course deals with subjects that many people find sensitive and highly charged. Some of the readings contain strong language and graphic descriptions of violence and sexual situations, and many of the authors take political stances with which you might personally disagree. Please keep an open mind both to the readings and to the views of your classmates with whom you might have differences. Also, please remember that in a university classroom, you must be able to differentiate between emotions and personal opinions on the one hand, and reasoned analysis of the course material on the other.

Academic Honesty

Academic dishonesty in any form will not be tolerated. You are expected to conduct yourself ethically during all activities associated with this class. Any attempt to represent the work of someone else as one’s own or any other form of academic dishonesty will result in a grade of E (0 points) on the assignment. Please read the department’s detailed policy on academic honesty attached to this syllabus.

PLEASE NOTE: The appropriation of information without proper citation from any electronic media (i.e. the Internet), as well as from all library sources, constitutes a violation of our policy on academic honesty. If you are in doubt about the correctness of your methodology, please ask me in advance.

Course Requirements

·  Class participation is worth a maximum of 20 points. Since participation is counted, it is highly advisable that you attend regularly and join discussion frequently. You are allowed THREE free absences. After that, I shall deduct five points from your participation grade for each unexcused absence. If you are absent five times or more, your participation grade will be an automatic E. PLEASE NOTE: Attendance is not enough to guarantee a good participation grade. You must be actively engaged in the class.

·  During the course of the semester, you will be responsible for preparing and submitting 2 written (2-3 page) assignments. I will distribute handouts on these assignments approximately 4 weeks before each is due. Each assignment is worth a maximum of 40 points.

·  During the course of the semester, you will be required to attend one co-curricular event with a relationship to Women’s Studies. Any event listed on the Women’s Studies Program webpage (http://www.asu.edu/clas/womens_studies) or on the bulletin board outside the Women’s Studies Program office is pre-approved. After the event, you must submit a 1-2 page reflection, which is worth a maximum of 30 points. The last day this assignment will be accepted is December 5.

·  On October 5^th there will be a midterm consist of multiple choice, matching, true-false, fill-in, and short answer questions. The exam will be worth a maximum of 40 points.

·  There will be a final exam, also consisting of multiple choice, matching, true-false, fill-in, and short answer questions. This exam will be worth a maximum of 50 points. Both exams will be based on course readings, lectures, and discussions.

Grade Distribution 220 points Scale = Final Grade

Essay Assignment #1 40 points 180-200 A

Essay Assignment #2 40 points 160-179 B

Co-curricular Assignment 30 points 140-159 C

Midterm Exam 40 points 120-139 D

Final Exam 50 points Below 120 E

PLEASE NOTE: The total points possible for this course add up to 220. In other words, it is possible to get an A even if you have missed 40 points worth of assignments. For this reason, I do NOT give make-up exams, nor do I accept late work under any circumstances, though there is a 48-hour grace period (from the end of the class in which the assignment is due to 48 hours later) during which I accept written assignments with an automatic mark-down of 5 points. THERE ARE NO EXCEPTIONS TO THIS POLICY, so plan carefully. On the bright side, if you need to miss an assignment for some reason, theoretically you can still receive a B or even an A if you do well on all other work.

Criteria for Grading

A: Outstanding. Written work is careful and nuanced, conforms to standard written English, and displays consistency of usage and style. Student demonstrates near total familiarity with the readings. Student shows wide-ranging ability to make connections across readings and understand subtlety of argument. In addition, s/he participates enthusiastically in classroom discussions and with due attention to the readings.

B: Very good. Written work is clearly above average, with consistency of style and usage and only minor flaws. Participation is pertinent and thoughtful. The student demonstrates an ability to make linkages across disciplines and kinds of experience, and has clearly read all or nearly all of the assigned material.

C: Average. Directions followed. Student met minimal expectations but missed several projects and did not always appear to keep up with the readings. Written work has many flaws. Student shows reasonable grasp of most concepts and demonstrates some ability to integrate experiences inside and outside the classroom. There is at least some participation.

D: Below expectations. Below what one would normally expect from a student at this level. Writing has major problems that impede understanding. Student fails to participate appropriately in the classroom, fails to turn in work, and has excessive absences.

E: Well below expectations. Written work consistently falls below the college level, directions are ignored or misunderstood, help is not sought, absences and missed assignments are frequent, participation is inappropriate or nonexistent. Shows little or no grasp of concepts and is unable to relate material from inside and outside the classroom.

Appeals

It is a good idea to hold onto all graded work in case there is a question about your grade. Grades are NOT negotiable and no extra credit (except for those built into the point scale above) will be given. If you wish to dispute a grade, written complaints can be submitted within one week of receiving the grade.

Course Outline and Schedule of Required Readings

(Readings are due on the dates noted)

August 22 Introduction

Discussion of concepts, preconceptions, approaches to the topic.

Review of syllabus, conversation about course requirements and expectations.

August 24 What is Women’s Studies?

WIR, 1-38

August 29 What is Women’s Studies?

LU, xi-35

August 31 Gender, Sex role Socialization

WIR, 39-64

LU, xi-35

September 5 Gender, Sex role Socialization

WIR, 65-105

LU, 36-53

September 7 Women’s Bodies and Self Image

WIR, 107-134

LU, 54-74

September 12 Women’s Bodies and Self Image

WIR, 135-157

LU, 75-94

September 14 Institutions Shaped by Gender: Women and their families

WIR, 232-250

LU, 149-159

September 19 Institutions Shaped by Gender: Women and their families

WIR, 251-265

September 21 Institutions Shaped by Gender: Women and Work

WIR, 188-209

LU, 230-238

DUE: Cultural Analysis Essay (Essay Assignment #1)

September 26 Institutions Shaped by Gender: Women and Work

WIR, 210-231

LU, 230-238

September 28 Institutions Shaped by Gender: Health Care

WIR, 265-278

October 3 Institutions Shaped by Gender: Health Care, Religion

WIR, 279-298

LU, 62-74, 212-220

October 5 MIDTERM EXAM

October 10 Women’s Diversity

Gender, Race, and Class

WIR, 299-316

LU, 205-211

October 12 Women’s Diversity: Gender, Race, and Class

WIR, 317-337

LU, 221-229

October 17 Gender, Sexuality, and Difference

WIR, 338 – 354

October 19 Gender, Sexuality, and Difference

LU, 113-131

October 24 Women and our Multiple Social Identities

WIR, 355-366

LU, 138-148, 132-137, 192-204, 221-229

October 26 Women and our Multiple Social Identities

WIR, 373-386

LU, 132-137, 138-148, 192-204, 221-229

October 31 Feminisms Past and Present

No outside reading

DUE: Essay Assignment #2

November 2 Women’s Health and Reproductive Issues

WIR, 367-372, 387-393

LU, 160-166, 239-248

November 7 Women’s Health and Reproductive Issues

WIR, 394-409

November 9 Sexual Harassment, Violence and Abuse

WIR, 410-422, 436-455

LU, 177-191

November 14 Violence Against Women and Abuse

WIR, 423-435, 456-471

November 16 Feminism as a Social Movement

WIR, 473-494

LU, 167-176

November 21 Feminism as a Social Movement

WIR, 494-525

LU, 249-257

November 23 Thanksgiving Holiday. No class

November 28 Third Wave Feminism and Beyond

WIR, 531-544

November 30 Third Wave Feminism and Beyond

WIR, 544-562

December 5 Course Review and Wrap Up

December 8 Final Exam

Syllabus for the Course: Women and Contemporary Society

Syllabus: WST 300:Women and Contemporary Society Fall 2001

Dr. Lisa Anderson E-mail: Lisa.Anderson2@asu.edu

Engineering A (ECA) 215 Phone: 965-3500

Office Hours: TBA

SLN: 87820 Tu Th 1:40-2:55 EDC C117

Course Content and Goals:

Required Texts:

Shaw, Susan and Janet Lee. Women’s Voices, Feminist Visions. Mountain View, CA: Mayfield Publishing, 2001.

Baumgardner, Jennifer, and Amy Richards. ManifestA: Young Women, Feminism, and the Future. New York: Farrar, Straus, and Giroux, 2000.

Ground Rules:

This course deals with subjects that many people find sensitive and highly charged. Some of the readings contain strong language and graphic descriptions of violence and sexual situations, and many of the authors take political stances with which you might personally disagree. Please keep an open mind both to the readings and to the views of your classmates with whom you might have differences. Also, please remember that in a university classroom, you must be able to differentiate between emotions and personal opinions on the one hand, and reasoned analysis of the course material on the other.

Academic Honesty:

Academic dishonesty in any form will not be tolerated. Any attempt to represent the work of someone else as one’s own or any other form of academic dishonesty will result in a grade of E (0 points) on the assignment. Please read the program’s detailed policy on academic honesty attached to this syllabus.

Course Policies:

Attendance: It is expected that you will attend class. Exam material will be taken from lectures, and much of that material is NOT in the textbook. I will not take daily attendance, but please note, there are assignments due in class almost every day.
Classroom Manners:

All cell phones and pagers must be turned off by the beginning of class.
Although the primary form of this class is a lecture, there will be many times when we will have discussions. Personal attacks on the opinions of others is not acceptable.
Private conversations have a place: outside of the classroom. Out of respect for me and for your fellow classmates, please don’t engage in such conversations once class has begun.

Assignments:

Question Cards. You are responsible for submitting one question card for each day we have reading assignments due. They are a form of participation; while your card must have your name on it, I will not announce the name of the person who wrote the question if I answer it. They allow me to see the level at which you understand the readings for any given day. Question cards are due at the beginning of class and will be graded: 2 points for excellent questions, 1.5 points for good, 1 point for satisfactory, .5 points for poor, and no points if you do not turn one in. No late question cards accepted.
Homework: There are 10 “Learning Activity” homework assignments due throughout the semester. They are worth 2 points each, and are graded like the question cards.
Essay assignment. You are required to write one 3-5pp paper. The paper topic will be handed out three weeks before it is due. Late paper policy: Papers are due IN CLASS on the date listed on the syllabus. Papers will be accepted only up to 48 hours after the due date, incurring a 1-grade-level penalty. However, it is better to turn in a paper late than not at all.
There will be a mid-term examination on October 16^th. The test will consist of matching, fill-in-the-blank, short answer, and short essay questions. We will have an in-class review on October 11^th. Since it is impossible to recreate lectures, please come with specific questions. Half of the questions on the exam will come from material from the lectures, which may not be covered in your book. There are no make-up exams for the midterm, so plan to be there.
Final exam. The final exam will be structured like the mid-term, except that you are responsible for all material covered after the mid-term (even if information or issues come up again.) It will be slightly longer than the mid-term.

Graded assignments, % of total points

Question Cards (25%) 50 points possible (max 2 points per card, 25 cards)

Essay Assignment (20%) 40 points possible

Mid-term exam (25%) 50 points possible

Final exam (30%) 60 points possible

Homework (10%) 20 points possible

Scale = Final Grade

180-200 A

160-179 B

140-159 C

120-139 D

Below 120 E

You will notice that there are 220 total points for the semester, but an A is 180-200. Use your extra 20 points judiciously.

Reading Schedule/Due Dates

Note: “M”=Manifesta; “WVFV”=Women’s Voices, Feminist Visions

Week One: Introductions

August 21: Introduction; Syllabus

August 23: Thinking Outside the Box; “A Day Without Feminism” (M, p. 3-9)

Week Two: What Is Women’s Studies? Myths and Realities

August 28: WVFV, 1-24; M, 50-68

August 30: WVFV, 25-45; M, 69-86

Week Three: Privilege, Inequality, and “isms”

September 4: WVFV, 46-73; Learning Activity: Unpack Your Knapsack

September 6: WVFV, 74-105

Week Four: Constructions of Genders

September 11: WVFV, 107-129; LA: Speaking of Women and Men

September 13: WVFV, 130-144

Week Five: Sexualities and Intimacies

September 18: WVFV, 145-165; LA: Rainbow Trivia Quiz

September 20: WVFV, 166-183

Week Six: Culture and Body Image

September 25: WVFV, 185-212 (up to Reading 36); LA: Body Image Quiz

September 27: WVFV, 212-221

Week Seven: Women, Health, and Reproductive Rights

October 2: WVFV, 222-254; LA: Walk in Her Shoes

October 4: WVFV, 255-266; M, 1-33

Week Eight: Women and Family Systems

October 9: WVFV, 268-280

October 11: Review for mid-term

Week Nine: Women and Family

October 16: Mid-Term Exam

October 18: WVFV, 281-302

Week Ten: Women and Work

October 23: WVFV , 304-331 (up to Reading 36); LA: Who Does the Work?

October 25: WVFV, 331-353; M, 34-49

Week Eleven: U.S Popular Culture

October 30: WVFV, 355-373; M, 87-108; LA: Test Your Knowledge of Women and Rock

November 1: WVFV, 373-394; M, 108-125

Week Twelve: Violence against Women

November 6: WVFV, 395-416; LA: How Safe is Your Campus?

November 8: WVFV, 417-432

Week Thirteen: Law, Social Policy, and Spirituality

November 13: WVFV, 435-461; LA: Women in Office 2001: current women in congress, women governors (find them!)

November 15: WVFV, 462-481, 484-494, 496-506

Week Fourteen: Critiques and Contentions

November 20: M, 235-266

November 22: Thanksgiving Holiday: No Class

Week Fifteen: Feminism Into the 21^st Century

November 27: WVFV, 520-535; M, 267-314 LA: Feminist.com

November 29: WVFV, 536-559; M, 315-321; course evaluations

Week 16: Wrap-up

December 4: Wrap-up (review for final exam)

Final Exam Date and Time:

Syllabus for the Course: Women of Color and Feminism(s)

Syllabus: Women of Color and Feminism(s)

Spring 2002

Dr. Lisa Anderson

Engineering A (ECA) 215

Office Hours:

E-mail: Lisa.Anderson2@asu.edu

Phone: 965-3500

Schedule Course Course Semester Meeting Days Building &

Line Prefix No. Title Hours Time Room

25140 WST 394 Women of Color 3 hrs 12:15- Tues. & ECA 219

and Feminism(s) 1:30 pm Thurs.

Course Content and Goals

This course will explore the contributions of African American, Native American, Chicana /Latina, and Asian American feminists to feminism. We will address issues such as racism in feminism and sexism in communities of color; speaking and silence; feminists of color and the arts;alliances and bridges. The core of the course will be reading and analysis of four major texts:

Sister/Outsider, Yellow Woman and a Beauty of the Spirit, Seventeen Syllables and Other

Stories, and Massacre of the Dreamers. These readings form the core of the course; as

supplements, and to give us a broader range of feminisms of women of color, we will also be reading substantial sections of Haciendo Caras . We will consider the issues taken up by feminists of color; differences in experience across ethnicities, and similarities which emerge out of living in a racially-marked body in the US. We will consider questions such as: About what do feminists of color theorize? What have feminists of color contributed to feminism? How does making race and ethnicity explicit change feminism? How do feminists of color deal with issues of sexuality?

Required Texts (available at ASU Bookstore)

Haciendo Caras/Making Face, Making Soul: Creative and Critical Persepctives by

Feminists of Color, ed. Gloria Anzaldúa. San Francisco: Aunt Lute Books, 1990.

Yellow Woman and a Beauty of the Spirit, Leslie Marmon Silko. New York: ,1996.

Sister/Outsider: Essays and Speeches, Audre Lorde. New York: Crossing Press, 1984.

Massacre of the Dreamers: Essays on Xicanisma, Ana Castillo. New York:

Penguin/Plume, 1994.

Seventeen Syllables and Other Stories, Hisaye Yamamoto.

Ground Rules

Academic Honesty

Academic dishonesty in any form will not be tolerated. Any attempt to represent the work of someone else as one’s own or any other form of academic dishonesty will result in a grade of E (0 points) on the assignment. This is non-negotiable. If you are using someone else’s words, you must quote and cite it properly. Please read the department’s detailed policy on academic honesty attached to this syllabus.

Course Requirements

It is assumed that you will attend class and participate in discussion. Because this is an upperdivision class, expect that I will lecture very little. We will discuss the materials, and all students are expected to be active members of the class (see “Ground Rules” above). I will, however, take notice of attendance and participation. Frequent absences will detract from your learning experience, and from that of your classmates. I notice who is and is not there. Your ability to succeed in integrating the material and demonstrating your ability to think critically is highly dependent upon your attendance. In addition to attendance and participation, there will be a number of written assignments and an

exam. The midterm serves as an evaluation of your understanding of the issues and ideas

presented in the first two-thirds of the course. There will be two short journal assignments, one short paper (3-5 pages), a Mid-term examination (short answer and essay), and one long (12- 15pp) final paper. Late papers lose 1 letter grade per day, including weekends.

Graded assignments points

Journal #1 15 points

Journal #2 15points

Essay Assignment 40 points

Midterm examination 40 points

Final paper 70 points

Attendance/Participation 20 points

Scale = Final Grade

180-200 A

160-179 B

140-159 C

120-139 D

Below 120 E

I will distribute a copy of the grading criteria for written work at the time I assign the first writing assignment. Generally, however, assignments prepared outside of class will be graded on content, theoretical sophistication, and grammar/spelling. N.B.: You cannot pass this course without turning in the final research paper.

Day Date Readings Assignment Due Dates

Week One: Introduction

Tu 16 Jan Introduction

Th 18 Jan HC 3-19 Journal Assigned

Week Two: Racism in the

Women’s Movement

Tu 23 Jan HC 20-41

Th 25 Jan HC 42-71

Week Three: Racism, Sexism,

and Black Feminism

Tu 30 Jan Lorde, 36-59

Th 1 Feb Lorde, 60-80

Week Four: Racism, Sexism, and

Black Feminism

Tu 6 Feb Lorde, 81-123

Th 8 Feb Lorde, 124-174 Journal #1 due

Week Five: Speaking through

Silences

Tu 13 Feb HC, 75-101, 124-132, 142-148,

151-161, 169-176, 183-190

Research paper

topics suggested

Th 15 Feb HC 197-220

Week Six: History and Culture

Tu 20 Feb Silko, 13-72

Th 22 Feb Silko, 73-123 Essay #1

assigned

Week Seven: Storytelling as

Political Act

Research paper

topics chosen

Tu 27 Feb Silko, 124-200

Th 1 Mar Yamomoto, 1-45

Week Eight: Theory from Fiction

Tu 6 Mar Yamamoto,46-95 Essay #1 due

Th 8 Mar Yamamoto, 96-128

Week Nine: Spring Break (No

Classes)

Week Ten: Xicanisma/Chicana

Feminism

Tu 20 Mar Castillo, 1-62

Th 22 Mar Castillo, 63-104

Week Eleven: Xicanisma,

Sexualities

Tu 27 Mar Castillo, 105-145

Th 29 Mar Castillo, 145-179

Week Twelve: Visions of a

Feminist Future

Tu 3 Apr Castillo, 181-226

Th 5 Apr Review for exam

Week Thirteen: Work/Writing/Art

and Feminism

Tu 10 Apr In-Class Exam Exam

Th 12 Apr HC 245-294

Week Fourteen: Alliances and

Bridges

Tu 17 Apr HC 297-320, 326-331

Th 19 Apr HC 335-355

Week Fifteen: Women of Color

and Feminist Theory

Tu 24 Apr HC 356-376

Th 26 Apr HC 377-402 Journal #2 due

Week Sixteen

Tu 1 May Wrap-up

Final Exam: We will meet during the final exam period; each student will present a 10-minute

summary of her/his research paper. Research papers are due no later than May 7.

http://www.public.asu.edu/%7Elander1/staffpages/pages/oldsyls.html

Other Courses of Note

M WSH 413 Lesbian, Gay, and Gender Studies. (3)
spring
Explores lesbian, gay, bisexual, transgender, and queer experiences in the U.S. and globally, from sociological, psychological, historical, and literary perspectives. Lecture, discussion. Prerequisite: WST 100 or 300 or instructor approval.

M WST 313 Women and Sexuality. (3)
fall and spring
Explores feminist theories about women's sexuality and the relationship of these theories and related research to women's experience. Lecture, discussion. Prerequisite: WST 100 or 300 or instructor approval.

M WST 378 Global Feminist Theory. (3)
spring
Global feminist theories and exploration of the intersections of gender, race, ethnicity, class, and nation through critical analysis. Prerequisite: WST 100 or 300.

M WST 380 Gender, Race, and Class. (3)
fall and spring
Explores cultural diversity, class, and gender issues in American social life. Lecture, seminar, analysis papers, and writing. Prerequisite: WST 100 or 300 or instructor approval.

Other Professors of Note

Professor Terry Hurt

Rate My Professors Remarks:

this teacher is ridiculous. she teaches one opinion, one bias. the textbook is terrible; no facts just opinions.

Teacher believes in weird conspiracies against women that the girls in the class don't even agree with. Could be a very easy class but did not agree with most of her supposed "facts".

You basically get lectured about not being open minded enough if you support conservative politics. When in reality all she concentrates on is what her truth is and what her ultimate belief is. Not that I disrespect her political ideoligies I just don't apperciate her constant agenda and bias opinion.

… if you didn't agree with her she just argued. We read a book about black women ON DRUGS who had their babies taken away and put on birth control to stop having babies for welfare money and she tried to tell me the reason the babies were taken away was because the women were black not because they were on drugs.

I am very feminist, but hated this class. She pushes her views on to you. "It's her way or the highway" kind of class. If you don't agree with something she says, she argues with you and makes you look like an idiot in class. I don't think a lot of the information/stats was from credible sources.

Professor Ann Koblitz
RateMyProfessors Remarks:

If you are not a raging liberal you will not do well in this class…

Professor Alesha Durfee
RateMyProfessors Remarks:

Sad woman who teaches a negative course of women as victims, without one positive woman role model… The material is deliberately misrepresentative and one-sided, why is that? More like re-education camp than a college course. Teacher fears discussion or debate,too bad.

Additional Syllabi From Other Departments

Syllabus for the Social and Behavioral Science Course: Cultural Diversity

Prof: Dr. Kristin Koptiuch
Arizona State University West

Office: FAB N 263, O=602-543-6031
Office hours: Tues/Thurs 11-12 or by appt

E-mail: koptiuch@asu.edu
Dr. K's Web Page: http://www.west.asu.edu/koptiuch/

Course Description

The chief learning objective of this course is to familiarize students with a range of theoretical and public/popular cultural discourses that will enable them to develop for themselves an informed, critical framework for apprehending te complexities of the contemporary "cultural politics of difference." Focus is on the United States, with some comparative materials. The course will problematize "culture" and explore key "borderlands of difference": race, ethnicity, gender, class, sexuality, (trans)nation.

Diverse readings draw from interdisciplinary social sciences, humanities, and on literature and popular culture as prime story-telling site of our cultural imaginary. Tracking between analytical theory and popular culture sharpens our interpretive skills the better to guage our own social positioning within the heterogeneous community of the US (trans)nation and its diasporas, so that we can more effectively intervene in and contribute to current diversity debates. Our strategy will be to critically appreciate and assess the images and narratives that compose the discourse of diversity, always in relation to social structures and institutions, and always in an historical context of the changing transnational political economy.

REQUIRED TEXTS

All texts available in the bookstore and at Fletcher Library Reserve Desk.

bell hooks--Black Looks: Race and Representation, South End Press, 1992

Gloria Anzaldua--Borderlands/La Frontera, Aunt Lute Press, 1987

Paula S. Rothenberg, ed.--White Privilege: Essential Readings on the Other Side of Racism, Worth Publishers, 2002

Toni Morrison--Beloved, Signet,1987

Peter Kwong--Forbidden Workers: Illegal Chinese Immigrants and American Labor. NY: The New Press, 1998

Leo R. Chavez--Shadowed Lives: Undocumented Immigrants in American Society (2nd ed), Hartcourt Brace, 1998 [NOTE: We may need to choose alternative book--too expensive!]

Additional required articles will be made available thru Electronic Reserves & handouts.

WK 1 8/27 INTRODUCTION TO THE COURSE: Who is the "We" in "We the People"?
VIDEO: The Color of Fear (Lee Mun Wah, 1994) (first 40 min)

WK 2 9/3 CONCEPTS OF CULTURE //CONSTRUCTION OF OTHERNESS
Why culture now? Why "race"? Diversity or Difference? Anti-racism/Multiculturalism?

Williams- "The Emperor's New Clothes" (xerox)
Donald & Rattansi--"Introduction" to Race, Culture and Difference (xerox)
Rattansi- "Changing the subject? Racism, culture and education"(xerox)
Sassen--"Why Migration?" (BB)

VIDEOS: Michael Jackson: "Black or White" (I'm Dangerous); Public Enemy: "By the time I get to Arizona"; In Living Color: "Am I Black or White? (I'm Not Dangerous)"; Race, The Floating Signifier? (Stuart Hall,1996)-intro only?

DUE: PERSONAL MEMORY ETHNOGRAPHY #1

WK 3 9/10 LOCATING SELVES, SITUATING KNOWLEDGE IN A TRANSNATIONAL ERA

Hooks--Black Looks

"Eating the Other" (chapter 2)
"Revolutionary Black Women" (chapter 3)

Alcoff-"The Problem of Speaking for Others" (xerox)
Spivak--"Questions of Multi-culturalism" (BB)
Schiller et al-"Transnationalism: A New Analytic Framework for Understanding Migration" (xerox)
Jordan-"Report from the Bahamas" (xerox)

VIDEO: Bell Hooks: Cultural Criticism & Transformation (1997)-clip on why"white supremacist capitalist patriarchy"

DUE: CRITICAL ESSAY #1 on at least two articles (Required of everyone)

WK 4 9/17 BORDERLANDS OF DIFFERENCE

Anzaldua--Borderlands/La Frontera (chapters 1-7)
Hooks--Black Looks--"Revolutionary Renegades" (chapter 12)
Fusco--"The Border Art Workshop/Taller de Arte Fronterizo" (xerox)
Hall--"Minimal Selves" (BB)

   VIDEO: The Couple in the Cage (Gomez Peña & Coco Fusco 1993, clip); Border Brujo (Guillermo Gomez Peña 1995, clip)
   RECOMMENDED:Lone Star (John Sayles 1996)
   MUSIC: El Vez--"Nunca fui a Espana" from Fun in Espanol; Kool Keith--"Black Elvis: Lost in Space"
   WEB: check out dr. k's Multicultural Elvis web page!

DUE: CRITICAL ESSAY #2 on Anzaldua

WK 5 9/24 (EN)COUNTERING WHITE MYTHOLOGIES: Critical studies of whiteness

Rothenberg (ed.)--White Privilege, Parts I and II (thru p. 85)
Dyer-"White" (BB?)

   VIDEO: Night of the Living Dead (fast forward)
   MUSIC: White Zombie--selections
   WEB SITE: Explore fascinating sites on the CRITICAL STUDY OF WHITENESS!

DUE: PERSONAL MEMORY ETHNOGRAPHY #2 (handout)

WK 6 10/1 (UN)LEARNING WHITENESS

Rothenberg (ed.)--White Privilege, Parts III and IV
Lopez--"White by Law" (xerox)
Newitz & Wray--"Introduction" to White Trash: Race & Class in America
Thandeka--SELECTIONS ON THE "RACE GAME" FROM Learning to Be White (BB)

PLAY THE "RACE GAME" ALL WEEK and REPORT BACK!
RECOMMENDED: video festival on whiteness (practice your critical analysis!): The Trigger Effect, Falling Down, As Good As It Gets, White Man's Burden, [Pi], Ice Storm, The Ghost and the Darkness, Fight Club, Signs

DUE: CRITICAL ESSAY #3 on at least two articles on whiteness

WK 7 10/8 LOOKING BACK: GAZING AGAINST THE GRAIN

Kaplan--"Is the Gaze Male?" (xerox-clip)
Diawara--"Black Spectatorship: Problems of Identification and Resistance" (xerox)
Hooks--Black Looks

"The Oppositional Gaze" (chapter 7)
"Loving Blackness as Political Resistance" (chapter 1)
"Black Masculinity" (chapter 6)

Lugones--"Hablando cara a cara...exploration of ethnocentric racism" (xerox)
Fuss--"The Homospectatorial Look" (xerox-clip)
Bonacich--"The Class Question in Global Capitalism: the Case of the Los Angeles Garment Industry" (xerox)

MUSIC: Sly & the Family Stone--"Don't Call Me Nigger, Whitey"; Ice-T- "Straight Up Nigga" ; Public Enemy--"Fear of a Black Planet"
VIDEOS: Birth of a Nation (D.W. Griffith, 1915--the "Gus chase" sequence), Black Is...Black Ain't (Marlon Riggs, 1995) clip on gendered blackness, with bell hooks, Cornel West, Barbara Smith, Michelle Wallace, Essex Hemphill) (11 min)

DUE: PERSONAL MEMORY ETHNOGRAPHY #3 & #4

WK 8 10/15 REMEMORIES

Toni Morrison--Beloved [Thick book--Start reading early! Awesome! Don't watch the Opra movie!!!]
Pajaczkowska & Young-"Racism, representation, psychoanalysis" (xerox)
Milun-"(En)countering Imperialist Nostalgia: the Indian Reburial Issue"(BB)

MUSIC: Billie Holiday--"Strange Fruit" (1939)
VIDEOS: Toni Morrison (30 min), Unearthing the Slave Trade (1993)

DUE: CRITICAL ESSAY #4 on Morrison

WK 9 10/22 ASIAN DIASPORAS AND UNEVEN DEVELOPMENTS

Peter Kwong--Forbidden Workers: Illegal Chinese Immigrants and American Labor
Court cases--US v Wong Kim Ark (1889); Korematsu v US (1944) (BB)
Morley & Robins-"Techno-Orientalism: Futures, Foreigners & Phobias" (xerox)

VIDEOS: All Orientals Look the Same (Valerie Soe 1986, 1:30 min!!); Family Gathering (Lisa Yasui 1988, 30 min)

DUE: PERSONAL MEMORY ETHNOGRAPHY #5 (final version--graded only after you make corrections & submit revisions electronically for web site)

WK 10 10/29 IMMIGRATION, ACCULTURATION, ALIEN NATION?

Leo R. Chavez--Shadowed Lives: Undocumented Immigrants in American Society
Cooper- "The Heartland's Raw Deal" (BB)
Rodriguez- "The Real 'New World Order'" (BB)

   VIDEO: Uneasy Neighbors (Espinosa 1989) (35 min)
   ALIEN CLIPS: compare/contrast on Alien Others: Men in Black/The Arrival vs X-Men/Mission to Mars
   RECOMMENDED: Displaced in the New South (Zerger & Mofford, 1995); also see Water World, Contact, etc

DUE: CRITICAL ESSAY #5 on Chavez

WK 11 11/5 HOT CULTURAL POLITICS OF REPRESENTING "DIFFERENCE"

Gilman--"Black Bodies, White Bodies..." (xerox)
Hooks--Black Looks

"A Feminist Challenge" (chapter 5)
"Is Paris Burning?" (chapter 9)
"Madonna" (chapter 10)
"Selling Hot Pussy" (chapter 4)

C. Smith--"What is This Thing Called Queer?" (xerox)
Warner--"Fear of a Queer Planet" (xerox)
B. Smith--"Whereâs the Revolution?" (BB)
Alison- "A Question of Class" (xerox)

MUSIC: Madonna (of course!)
VIDEO: Paris is Burning (Jennie Livingston 1992, clips), Black Is...Black Ain't (Marlon Riggs, 1995) clip on sexualized blackness; Bell Hooks: Cultural Criticism & Transformation (1997) -clip on Madonna (5 min)

DUE: CRITICAL ESSAY #6 on at least two of these articles

NOTE: Exam questions to be handed out today in class

WK 12 11/12 IN-CLASS PARTICIPATORY EXAM---Don't Miss It!!!!

Study questions, prepare your answers to all questions
Take notes of two or three points you would make on each question
We will discuss your answers in class (by groups and together)!
MUST BE PRESENT TO RECEIVE CREDIT (10%)
Or must submit written exam if absence is unavoidable (5 pp. typed, double spaced)

WK 13 11/19 EXPLAIN CULTURAL DIVERSITY CASE STUDY FIELD PROJECTS

Get started--don't wait until the last minute!

TODAY BE PREPARED TO DISCUSS THE READINGS FROM TOPICS 1-4

WK 14 11/26 DUE: MEDIA MAPPING--"Who Do We Think We Are?"

CULTURAL DIVERSITY MEDIA MAPPING EXHIBITION
Everyone will give a brief presentation of their maps!
Guest performance by Leopard Lady?

WK 15 12/3 NO CLASS--WORK ON CASE STUDY FIELD PROJECTS!

WK 16 12/10 DUE: BRIEF PRESENTATIONS AND FINAL PAPERS ON YOUR

CULTURAL DIVERSITY CASE STUDY FIELD PROJECTS
Presentation required as 10% of your paper grade! (only 3-4 minutes)

ALL ASSIGNMENTS MUST BE IN TODAY!!
(Check with Dr. K. to see if you owe any assignments!)
NO EXCEPTIONS!!

WARNING: NO INCOMPLETES ! !

Withdrawal deadlines: unrestricted-September 20, restricted-November 1, 2002.
Graduation application filing period 9/3-11/15/02

Syllabus for the Social & Behavioral Sciences Course: Im/Migration & Culture

Im/Migration & Culture

Department of Social & Behavioral Sciences

ASB 340 Migration & Culture; SOC 331 Migration; SBS 450 Topics in Local/Global

Prof: Kristin Koptiuch Arizona State University West, Spring 2006

Office: FAB N263 Weds 6:30-9:15, CLCC 170

Office Hrs: Weds 5:00-6:00 or by appt Office 602-543-6031 Mobile 602-463-4742

Email: koptiuch@asu.edu Web Page: www.west.asu.edu/koptiuch/ General Studies: G, SB

Description/Objectives: This interdisciplinary course examines im/migration and culture embedded in a transnational field of social, economic, and political processes. We follow current approaches in social sciences that view (im)migration as the effect of a patterned process of globalization of capital and culture. This process builds objective and subjective “bridges” that historically link migrants’ homelands to their “host” societies, both in the U.S. and around the world. Drawing on empirical research and theoretical analyses, topics we study include:

• how options to migrate are socially constituted, and examine the recent emergence of

“transmigrants” whose lives cut across national boundaries.

• how both long-standing and recent structural processes and international connections

underlie contemporary migrations: colonialism, war and military occupation/intervention,

development, globalization of labor recruitment and economic interactions, global flows of

technology, information, media, and culture.

• major cities as strategic sites in the postcolonial global economy where a multiplicity of

migrants, cultures, and identities that have been deterritorialized from local settings all over

the world are reterritorialized in urban centers.

• how migrants are situated in and navigate through social processes of migration.

• how migrants negotiate their contradictory experience of being caught between the nation

and the globe, and manipulate their diasporic identities to adjust to their shifting positioning.

• how migrants resist their devaluation as Other within nations of settlement, and their

subordination within a transnational capitalist system that increasingly depends on their labor

even as this contribution appears devalued

• discourses about im/migration, by policy makers, citizens, and migrants in public and

popular culture

• local, national, and global immigration debates, with an eye to how the cultural hybridity of

diasporic communities has challenged native citizens worldwide to re-imagine their own

national communities in this transnational era.

The historical focus of the course is on migration since the late 20th century (early 1970s), an era of new migration pressures ushered in by current global restructuring. Historical precedents provide comparative scope, and aid in identifying key conditions that make possible shifts in relations between migration and culture today.

EXPECTED LEARNING OUTCOMES

• Describe migration as a patterned process for migrants and refugees

• Explain how migration is embedded in a transnational field

• Familiarity with key approaches to migration current in social sciences (at

macrostructural, intermediate institutional, and individual subject levels)

• Explain why people migrate, and why they go to specific destinations

• Explain impact of migration on home and host communities (contributions & problems)

• Intelligently interpret and intervene in contemporary im/migration debates

• Be able to “unpack” the meaning behind the phrase, “in search of a better life”

Migration & Culture Prof. Koptiuch/Spring 2006 p. 2

BorderLinks Field Trip Weds. February 22: A required educational field trip to Nogales, Sonora, Mexico with the non-profit educational organization BorderLinks will add an innovative and exciting dimension to this course. This full-day excursion will be tailored to our course topic and may include activities such as: orientation in Tucson at BorderLinks; interview with the US Border Patrol or Grupo Beta (Mexican Border Patrol); visit to a migrant shelter/community center; lunch with families in a colonia squatters’ settlement; visit to a maquiladora; exercises such as a market basket survey comparing cost of living on both sides of the border; discussions with migrants and US and Mexican experts and officials about migration issues. The opportunity for this trip undoubtedly will enable us to bring home through an immersion experience many of the topics studied in the course. As indicated on the ASUW Course Schedule, a fee of about $100 per student is required. A check or money order for $85.00 made out to “BorderLinks,” to be collected in class by Feb. 1). A hired bus will transport us to/from Tucson, about $15-25.

Please arrange your schedule and obligations

to enable you to attend this important part of the course!

REQUIRED TEXTS

All texts available in the bookstore and at Fletcher Library Reserve Desk.

Cathy A. Small, Voyages: From Tongan Villages to American Suburbs. Cornell UP 1997

Jo Ann Koltyk, New Pioneers in the Heartland: Hmong Life in Wisconsin. Allyn & Bacon 1998

Warren Lehrer & Judith Sloan, Crossing the BLVD: Strangers, Neighbors, Aliens in a New America.

WW Norton 2003. See also the web site with the book, http://www.crossingtheblvd.org/

David A. McMurray, In and Out of Morocco: Smuggling and Migration in a Frontier Boomtown. U

Minnesota P 2001

Christian Zlolniski, Janitors, Street Vendors, and Activists: The Lives of Mexican Immigrants in Silicon

Valley. U California P 2006

Borderlinks Reading Packet—to be distributed in class

Additional required articles will be made available, mostly through our course Blackboard (BB) site.

COURSE REQUIREMENTS

All assignments typed, double spaced please, submitted in hard copy and on BB or Web when required.

Attendance/Participation: Lose two points for each absence (1 point per half class); lose one

point for being unprepared for active participation (e.g. no assignment on due date)

Im/migrant Agency Report 5% Assigned agency annotated response

Two Mini-Presentations and 1/2-1 page “brief” 10% Demonstrate preparation and

(5 points for presentation, 5 points for “brief”) understanding of course materials

Discussion Points 10% Three assignments, 5 points each

Quizzes 20% Best 3 out of 4 (no make-up quizzes)

BorderLinks Trip Report (2-3 pp) 10% If unable to attend, see Dr. K. for

alternative 7-10 pp field-based topic

“Why Migration” Country Project 10% PowerPoint poster team project

Multimedia Ethnography for “Crossing the Valley” 20%

Note: To qualify for an ‘A’ in this course you must

receive at least a ‘B’ on this project;

Cannot interview class members or previous interviewees

Web page based on your interview

with an immigrant or refugee; plus

observational and informational

supplements. (7-10 pages)

Open Letter web page to Valley residents 5% Final letter (1 p) reflecting on key

migration issues you’ve learned

Web Portfolio 10% Web site integrating all your assignments.

100% Total

Grading scale: A+ 98-100; A 93-97; A- 90-92; B+ 88-89; B 83-87; B- 80-82; C+ 78-79; C 70-77; D 60-69; E <60

Migration & Culture Prof. Koptiuch/Spring 2006 p. 3

IMPORTANT: ALL WRITTEN ASSIGNMENTS MUST BE TYPED, DOUBLE SPACED, and turned

in in HARD COPY, and SUBMITTED TO BLACKBOARD when required!

ASSIGNMENTS: Students are responsible for all assigned readings. Read PRIOR to the assigned class

time. Class lectures and discussions will cover material supplemental to the readings, in addition to guiding

you through them, so please come to class--even if you are unprepared! Assignments are due on the date

scheduled. You are encouraged to consult with instructor at any time for assistance and ideas on improving

your performance. IT IS YOUR RESPONSIBILITY TO CHECK BLACKBOARD REGULARLY.

LATE ASSIGNMENTS: Unexcused late assignments will automatically have 10 % deducted from the

grade, and must be turned in by the end of the week they were due (an additional 10 % will be deducted each

week thereafter). Absence from class does not excuse you from delivering your assignments on time.

CAUTION: Harmful to your grade!

ABSENCES: If you miss three or more classes you are encouraged to drop the course. Since class meets

only once a week (15 times), you’ll have missed some 20% of the course. Absence is at times unavoidable;

nonetheless your grade is likely to suffer. Your final grade will be reduced 1 point for absence per each half of

class. Do not schedule other appointments or obligations during class!

CLASS PARTICIPATION is expected to be energetic and will be considered in the assignment of final

grades (especially in borderline cases). This includes readiness to discuss the readings as well as your own

and your classmates' assignments. If you are not present in class, you cannot participate--don't deprive the

class of your valuable contributions! Fieldtrips are part of class participation, as are Blackboard postings.

WRITING GUIDELINES All work for this course should be at a level appropriate to college students.

Mechanics and grammar DO count. Please type and proofread carefully. Everyone can improve writing

skills--even great writers. ASU West Learning Resource Center can assist in improving your written work.

The Grading Rubric (Syllabus p. 10) will be used to grade all written assignments—review it frequently!

ACADEMIC INTEGRITY: Students are responsible for knowing and observing the ASU West Student

Life Academic Integrity Code. The introduction to this code states the following:

“The highest standards of academic integrity are expected of all students. The failure of any student to meet these standards

may result in suspension or expulsion from the university and/or other sanctions as specified in the academic integrity

policies of the individual academic unit. Violations of academic integrity include, but are not limited to, cheating,

fabrication, tampering, plagiarism, or facilitating such activities. The university and unit academic integrity policies are

available from the Office of the Provost and Academic Affairs and from the deans of the individual academic units.”

For the rest of the code see http://www.asu.edu/studentaffairs/studentlife/judicial/academic_integrity.htm.

Academic dishonesty, e.g. plagiarism, will result in a failing grade of XE for the course (see appendix of

this web site for definition of XE). About plagiarism see, http://library.west.asu.edu/refguides/integrity/.

NO EXCEPTIONS, NO SECOND CHANCE! NOT WORTH IT!!!

CAVEAT: If necessary or appropriate, the instructor reserves the option to change scheduled class

topics, assignments, or due dates. Fieldtrips & guest speakers may be added. Quizzes may be given if

deemed necessary. If no time for videos in class, you should view them on your own from library.

DISABILITY ACCOMMODATIONS FOR STUDENTS: Students who feel they may need a

disability accommodation(s) in class must provide documentation from the Disability Resource Center

(DRC; UCB 130) to the class instructor verifying the need for an accommodation and the type of

accommodation that is appropriate. Students who wish accommodations for a disability should contact

DRC as early as possible (i.e. before the beginning of the semester) to assure appropriate

accommodations can be provided. Note: The fieldtrip to Nogales may present special problems. Please

consult with instructor.

WARNING: NO INCOMPLETES ! !

Withdrawal deadlines: in person—3/31/06, interactive 4/2/06, late or complete 5/2/06. This is your responsibility!

Migration & Culture Prof. Koptiuch/Spring 2006 p. 4

ASSIGNMENT OVERVIEW

More details in weekly syllabus below

ASSIGNMENTS are meant to be concise, varied, and interesting. They are designed to keep you sharply

engaged as an active participant in our course (hopefully!). They are not “busywork” and you will not impress

Dr. K. by exceeding the time limit on presentations or length of text for written materials. Go for quality, not

quantity. Be sharp, creative, think critically, and engage with concepts and controversies in our study of

im/migration for your assignments. The due dates are indicated in the weekly syllabus. THINK MINI!

IM/MIGRANT AGENCY REPORT—5%, Week 3. A “brief” responding to questions about the perspectives

of your assigned im/migrant agency or organization, based on your Internet research. Each student contributes

one brief annotation to compile a resource list on our course web site.

QUIZZES—best three out of four, 20% total, Week 2, 8, 11, 14. Based on “big picture” points from the

readings, films, class lectures and discussions. If you’re coming to class and “reading around” in the assigned

books and articles, you should do well on the quizzes. No make-up quizzes.

MINI-PRESENTATIONS—two @ 5% each—five points for in-class one-minute presentation, five points for

1/2-1 page “brief” describing your presentation and concisely summarizing its highlights. The “brief” is due

during the same class as your presentation, and must be typed, double-spaced. You will receive full points unless

lack of effort is evident, writing is excessively careless or unclear, or presentation lacks preparation. These minipresentations

should be a lot of fun, a great learning experience, and help to prepare for your final project.

• PREPARE!! Only one minute to present your best stuff! Don’t come to class cold and try to wing it. Cut

right to the heart of the matter; leave out all the fluff, qualifications, etc.

• Writing up your “brief” should prepare you to crystallize and sharpen your presentation.

• WARNING: one minute goes by really fast! A timer will be used to cut you off in order to allow time for

everyone else. Make sure you’re ready to be succinct! Plan ahead! Be Creative!

• We can use technology to display your artifact or photo/image on the “big screen.”

• WK 2 Mini-presentation #1: FAMILY MIGRATION OBJECT. Based on an object from home

that represents your own family’s legacy of im/migration (e.g. photo, documents, household article,

recipe, artifact—ask family members for help!). Your “brief” should explain the meaning this object

holds for you and/or your family. Don’t forget your “brief.”

• WK 12 Mini-presentation #2: MIGRANTS IN THE CITY. Take yourself on a fieldtrip to the

'border' inside metro Phoenix. Fieldwork may be done in pairs, small teams, or individually. Each

person writes up their own “brief” taking a different angle on the site. Don’t forget your “brief.”

DISCUSSION POINTS—three assignments @ 5 points each, 10% total. Week 4 (based on Voyages), Week 10

(based on Crossing the BLVD), Week 15 (based on “Make your own reading assignment,” to help you along

with your final project). THESE SHOULD BE TAKEN JUST AS SERIOUSLY AS QUIZZES!!

BORDERLINKS FIELDTRIP REPORT—10%, Week 7, 2-3 pages. Report on one or two key aspects that

impressed you most about the field trip and explain why. Must incorporate at least two articles from the

BorderLinks Reading Packet into your discussion.

“WHY MIGRATION” COMPARATIVE COUNTRY TEAM PROJECT—10%, Week 13. Powerpointbased

poster for display at campus student research poster session Thursday 4/14.

CROSSING THE VALLEY PROJECT—20%, Week 16. Multimedia Ethnography based on your individual

interview with an immigrant or refugee. Designed as web pages as the centerpiece of your Web Portfolio.

WEB PORTFOLIO—10%, Week 17. We will teach you how to make web pages! It’s easy and fun. Your

portfolio will include most of your written assignments. Includes final Open Letter (5%).

Migration & Culture Prof. Koptiuch/Spring 2006 p.5

WEEKLY SYLLABUS

Articles are either on Blackboard (BB) or online or will be handed out in class previous week.

WK 1 1/18 INTRODUCTION TO THE COURSE

• Intro, syllabus explained, video; first assignments made

• ASSIGNMENT: im/migrant agency to research and write up “brief” report (due 2/1)

• VIDEO: The Unwanted, 1975 (50 min) or New Faces on Main Street, 1998 (60 min)

• Get informed about local immigration issues: Arizona Republic, recent articles on the Border

and Immigration http://www.azcentral.com/news/border/

WK 2 1/25 MIGRATION AS A PATTERNED PROCESS OF GLOBALIZATION OF CAPITAL &

CULTURE (all readings on BB)

• Charles S. Clark, “The New Immigrants,” Congressional Quarterly Researcher Jan 24,

1997:49-72 (reprint in Annual Editions: Race & Ethnic Relations 2000)

• Massey-“Five Myths About Immigration: Common Misconceptions Underlying US Border-

Enforcement Policy”

• Saskia Sassen, “Why Migration?” Report on the Americas 25(1)1992: 14-19. IMPORTANT!

• Nina Schiller, et al, “Transnationalism: A New Analytic Framework for Understanding Migration,”

in Towards a Transnational Perspective on Migration: Race, Class, Ethnicity, and Nationalism

Reconsidered. Ed. Schiller et al. New York: Annals of the NY Academy of Sciences, 1992: 1-24.

• Amitava Kumar, “Language.” From his Passport Photos, U Calif P 2000: 16-25, 30-34

• QUIZ #1 ON TODAY’S READINGS—Big-picture issues

• DUE: MINI PRESENTATION #1: FAMILY MIGRATION OBJECT AND “BRIEF ”

Bring in an object or item from home that represents your own family’s legacy of

im/migration (e.g. photo, documents, household article, recipe, artifact—ask family

members for help!). Give a one-minute show-and-tell mini-presentation. To prepare, write

up a “brief” explaining the meaning this object holds for you and/or your family.

Include: where did they come from, when did they come, and why did they emigrate here.

This will go on your Web Portfolio, along with a scan or photo of your object and a map of

your family’s homeland(s) showing their path to the US (begin gathering these materials for

your web page). 1/2 to 1 page max, double spaced. Required, not graded

WK 3 2/1 VOYAGES HERE & THERE / ETHNOGRAPHY OF MIGRATION

• Cathy Small, Voyages: From Tongan Villages to American Suburbs. (parts I & II)

• Frances Moore Lappé and Joseph Collins, “Why Can't People Feed Themselves?” From Food

First: Beyond the Myth of Scarcity, Institute for Food & Development 1977, reprinted in

Annual Editions in Anthro 99/00, Dushkin Pub Group. An important classic! (BB)

• VIDEO: The Sixth Section, 2003 (27 min), or New Faces on Main Street, 1998 (60 min)

• DUE: YOUR ASSIGNED IM/MIGRANT AGENCY REPORT (see instruction sheet)

***DUE: Check or money order to “Borderlinks” $85.00 and bus fee (to be determined)

WK 4 2/8 VOYAGES HERE AND THERE / FIGURES OF AN ALIEN NATION

• Cathy Small, Voyages: From Tongan Villages to American Suburbs. (parts III & IV)

• Jeffrey H. Cohen “The Oaxaca-US Connection and Remittances” MPI 2005

http://www.migrationinformation.org/Feature/display.cfm?id=280

• DUE: DISCUSSION POINTS #1: Write up three points or questions you wish to raise for

discussion based on Voyages. Be sure to explicitly ground your points in the readings:

explain what you mean by referring to the author’s arguments and give a supporting

example. The idea is to show that you’ve thoughtfully done your homework (!) and to

generate informed discussion. Be brief! One page max, double spaced. Worth 5 points.

Migration & Culture Prof. Koptiuch/Spring 2006 p.6

WK 5 2/15 THE US/MEX BORDER & ANTI-MEXICAN IMMIGRATION DISCOURSE

• *Leo R. Chavez, “Manufacturing Consensus on an Anti-Mexican Immigration Discourse,”

from his Covering Immigration: Popular Images and the Politics of the Nation. U Cal P,

2001: 215-262. Read carefully—we’ll use this as model for in-class activity. (handout)

Here are some of his magazine covers http://orion.oac.uci.edu/~lchavez/subjone.html

• *Jenn Allen, “Justice on the Line” Border Action Network 2003

http://www.borderaction.org/campaigns3.php?articleID=15 (download pdf)

• Bob Moser, “Open Season” Intelligence Report Issue 109, Spring 2003, p. 6-23

http://www.splcenter.org/intel/intelreport/article.jsp?aid=19 (paste to browser)

• US-Mexico Migration—Special Source Issue, Migration Information Source 2004,

http://www.migrationinformation.org/issue_mar04.cfm (paste to browser)

• Thunderbird School of International Management, “The Economic Impact of the Mexico-

Arizona Relationship,” special report 2003 (read Executive Summary and skim around

online) http://www.thunderbird.edu/faculty_research/research_centers/econ_impact/

• Guia del Migrante Mexicano (Guide for the Mexican Migrant) –English/Spanish version with

commentary http://www.letxa.com/guiamigrante.php

• MUSIC VIDEO: Molotov, “Frijolero” from cd Dance and Dense Denso, Surco Records, 2003

http://www.jasonarcherpaulbeck.com/frijolero.html

• VIDEO: Death on a Friendly Border, 2001 (26 min); Men in Black and The Arrival (clips)

WK 6 2/22 BORDERLINKS FIELDTRIP TO NOGALES, SONORA, MEXICO

• Bus to Tucson leaves at 6:30 am in parking lot south of library; return around 9 pm

DON’T BE LATE OR YOU’LL MISS THE TRIP!

• BorderLinks Reading Packet—read these articles to prepare for the trip!

• http://www.borderlinks.org Check out the organization leading our trip

WK 7 3/1 WEB WORKSHOP: COURSE WEB SITE: http://www.west.asu.edu/classweb/koptiuch/Mig2006/

• WEB WORKSHOP: instructions on how to create web pages for your final Web Portfolio

using FrontPage and Photoshop Elements. IT staff guest instruction.

• BRING: on disk (or in digital drop box) your Family Migration Object “brief”

(corrected!), map, and scan/photo of object, to create a web page with these items.

• DUE: BorderLinks Fieldtrip Report (2-3 pp) Report on one or two key aspects that

impressed you most about the field trip and explain why. Incorporate at least two articles

from the BorderLinks Reading Packet into your discussion. Explain how insights from

each article helps you to more effectively analyze your impressions in relation to the

migration issues we’ve studied in this course so far. Please push your discussion beyond the

tendency to simply state how much more you will now appreciate your life in the US! NOTE:

Failure to include citations from the readings will result in a maximum grade of “C.”

WK 8 3/8 REFUGEES IN GLOBAL MIGRATIONS

• Jo Ann Koltyk, New Pioneers in the Heartland: Hmong Life in Wisconsin. (all—skim!)

• Marc Cooper, “The Heartland’s Raw Deal: How Meatpacking is Creating a New Immigrant

Underclass,” The Nation Feb 3, 1997: 11-17 (BB) terrific short article!

• Susan Forbes Martin, from her Refugee Women, Zed Books 1992: 1-6, 16-31 (BB)

• “Worldwide Refugee Survey” http://www.refugees.org/worldmap.aspx?subm=19&area=Investigate

• “Evolution of the Term Refugee” http://www.asiantribune.com/show_article.php?id=15

• Jennifer Yau, “The Foreign-Born Hmong in the United States”

http://www.migrationinformation.org/Feature/display.cfm?ID=281

GUESTS: International Rescue Committee—hopefully!

VIDEO: Bui doi: Life Like Dust, 1995 (28 min) (if time—on Vietnamese immigrant ‘gangs’)

• QUIZ # 2 ON TODAY’S READINGS—Big-picture issues

Migration & Culture Prof. Koptiuch/Spring 2006 p.7

WK 9 3/15 SPRING BREAK!

Read Crossing the BLVD! Have fun!

WK 10 3/22 CROSSING THE VALLEY / GLOBALIZING THE LOCAL

• Warren Lehrer & Judith Sloan, Crossing the BLVD: Strangers,

Neighbors, Aliens in a New America. READ AS MUCH AS YOU

CAN, AT LEAST 50% OF THE BOOK—SKIP AROUND! Read at least three interviews in

each of the 5 chapters.

• See also the web site for the book, listen to interview segments, get ideas for your own Multimedia

Ethnography for our Crossing the Valley class web project http://www.crossingtheblvd.org/

• DUE: DISCUSSION POINTS #2. To get inspired for our Crossing the Valley class web

project, write up a list of 5 key ideas that you found to be most effective or insightful in the

immigrant narratives that you read in Crossing the BLVD. Explain each idea briefly, giving

supporting examples from the book. Then turn each idea into a concise question that can

guide our interviews with immigrants here in the valley and help design our web pages. You

may want to consider creative modes of presentation as well as questions to ask interviewees

to elicit a rich understanding of their “voyages here and there.” Be brief! 1 p max. 5 points.

ASSIGN: TEAM PROJECT—GUEST WORKER POLICY COUNTRY POSTERS

• See instruction sheet for preparing poster. Teams and countries will be assigned today.

Develop key research questions today in class—don’t miss it!

• Dr. K will set context for posters in migration across the Euro-Mediterranean “border”

• DUE Weds April 12

For help with this project, please read and use as resources [may add more later]

• Stephen Castles & Mark J. Miller, “New Ethnic Minorities and Society,” in The Age of

Migration: International Population Movements in the Modern World. Macmillan Press

1998 (2nd edition), 212-252 (important comparative global discussion) (BB)

• US v Wong Kim Ark (1889)—US Supreme Court established citizenship by birth (BB)

• ASUW Library Migration web page: http://library.west.asu.edu/subjects/SOC/soc331.html

WK 11 3/29 “MOROCCANS ARE THE MEXICANS OF WESTERN EUROPE”

• David McMurray, In & Out of Morocco: Smuggling & Migration in a Frontier Boomtown(all!)

• Philippe Fargues, “Migration & Mobility in the Euro-Mediterranean Area: A Problem for

Governments, a Solution for Populations?” (2004 manuscript) (BB)

• Vikki Valentine, “Economic Despair, Racism Drive French Riots”

http://www.npr.org/templates/story/story.php?storyId=5004897

• AUDIO: NPR, on Africans in France 4/26/02 http://www.npr.org/templates/story/story.php?storyId=1142391

and about the 2005 French uprising/riots http://www.npr.org/templates/story/story.php?storyId=5044219

• VIDEO: Immigrant Memories: The North African Inheritance, 1997 (Yamina Benjuigui) clips

• Recc: Sammy and Rosie Get Laid (Frears 1987), La Saison des Hommes (Tlatli, 1999)

• QUIZ # 3 ON TODAY’S READINGS—Big-picture issues

• If time permits, can work on group poster project due in two weeks

WK 12 4/5 IMMIGRANTS WITHOUT BORDERS: THE TRANSNATIONAL EDGE IN THE CITY

• Saskia Sassen, “The City: Strategic Site/New Frontier,” in Quaderns d’arquitectura i

urbanisme: Frontera, Barcelona: Collegi d’Arquitectes de Catalunya, 2001 12-15 (BB)

• Web: Deborah Sontag, “A Mexican Town that Transcends All Borders,” NY Times July 21,

1998. http://www.nytimes.com/library/national/regional/072198immigration.html

• Web: US government statistics on types of immigrants by country of origin

http://uscis.gov/graphics/shared/aboutus/statistics/299.htm

• VIDEO: Los Trabajadores, 2001(48 min), on day-labor center in Austin, Tx

• DUE: SEE NEXT PAGE! 

Listen on

your own

Migration & Culture Prof. Koptiuch/Spring 2006 p.8

• DUE 4/5: MINI-PRESENTATION #2: MIGRANTS IN THE CITY AND “BRIEF.” Take

yourself on a fieldtrip to the 'border' inside metro Phoenix. The border is zone of interaction where the

US and another country come together, intersect, butt up against or bleed into each other, whether in an

easy blend or a contentious edginess. Migrants have created social/geographical “border” spaces like this

throughout the Phoenix metro area. Go to one such “border” zone. Immerse yourself there for a while.

Observe, interact, chat with people. Take notes, take a photo, and record the location. In your “brief,”

swiftly describe and analyze what you see at this “border” in light of what we’ve studied about

immigration. Be sure to explain how your site relates to this assignment! Use your photo or a

representative object as the basis for your show-and-tell one-minute mini-presentation. Fieldwork may

be done in pairs, small teams, or individually; each person writes up their own “brief” taking a different

angle on the site. One half to one page max.

WK 13 4/12 GUEST WORKER POLICY COUNTRY POSTERS

• DUE: TEAM PROJECT—PowerPoint-based poster for display Thursday 4/20 at Student

Research Poster Session and Corporations, Justice & the Border events

• Teams present PowerPoint in class today; bring poster version too.

• See Instruction Sheet for this assignment

• Prepare your poster using PowerPoint slides so that later teams will be able to convert

the posters/slide shows into web pages to link to your web portfolios.

WK 14 4/19 FLEXIBLE INCORPORATIONS, PARALLEL WORLDS; MIGRANTS (RE)ACT UP

• Christian Zlolniski, Janitors, Street Vendors, and Activists: The Lives of Mexican

Immigrants in Silicon Valley (suggested chapters to be assigned)

• GUEST SPEAKER? ATTEND BORDER JUSTICE EVENTS? Depends on scheduling

• VIDEO: Modern Heroes, Modern Slaves, 1997 (45 min)

• Recc: Bend it Like Beckham (Gurinder Chadha 2002)

• QUIZ 4 ON TODAY’S READINGS—Big-picture issues

WK 15 4/26 CROSSING THE VALLEY MULTIMEDIA ETHNOGRAPHY PROJECT

• DUE: DISCUSSION POINTS #3: MAKE YOUR OWN READING ASSIGNMENT!

Select one book or two scholarly (not news!) articles about migration that deals specifically

with your interviewee’s homeland. “Read around” in them for background info and

analytical insights about “Why Migration” (reread Sassen, wk 2) useful for your Crossing the

Valley interview project. Write up five key insights you can use in your project, explaining

how they are grounded in these readings. Don’t forget to give full citation of your sources. Be

ready to share them with your classmates & hand in a hard copy. 1-2 pages. Worth 5 points.

• PROGRESS REPORTS: Brief presentation of your project today. Your project is due next

week, so you don’t need to be entirely done yet—tell us how you are doing so far, what’s still

left to do, ask questions, get advice and input from Dr K and your classmates. Guest author

Sloan will give us pointers and advice about interviewing and writing up our reports!

WK 16 5/3 DUE: CROSSING THE VALLEY MULTIMEDIA PROJECT

• See instruction sheet. Project should be based on your own fieldwork observations, Analyze

your case by grounding your discussion in our study of migration concepts, patterns, and

processes. Reminder: web presentation must include a minimum of five relevant references

from our course readings in addition to whatever other sources you incorporate. 7-10 pages!

• NOTE: To qualify for an A in the course, must receive at least a B on this project.

WK 17 5/10 FINAL CLASS IN LAB—WEB WORKSHOP TO FINALIZE AND SHOW YOUR WEB

PORTFOLIO TO CLASS

• DUE: FINAL WEB PORTFOLIO (see instruction sheet)

• You need to have all your written assignments WEB READY: polished, proofed, and

FINISHED! Bring them either on disk, CD, flash drive, or put in your BB digital dropbox.

Note: convert all text to Word .doc or .txt format (not .wps or .wpd)

Migration & Culture Prof. Koptiuch/Spring 2006 p.9

GRADING RUBRIC

Instructor will use this rubric to guide and facilitate grading of all assignments, including the “briefs” and

discussion points. Please read often! Use this rubric to guide your writing, and refer to it to interpret instructor’s

grading. Do not expect to receive full credit on assignments if you have not fully completed all that the

assignment requires. (e.g. don’t leave blanks on Immigrant Agency Report)

A (5) 1. Meets all requirements of the assignment, or exceeds them (in quality, not quantity; if

one page maximum is required, turning in 2 pages simply misses the point of the

assignment, which includes writing sharply and succinctly).

2. Sophisticated writing and composition; few errors in grammar, spelling.

3. Skilled analysis and precise argument; meaningful incorporation of vocabulary and

concepts relevant to the course.

4. Demonstrates original insights, critical thinking, syntheses of course content, creatively

applied to assigned material.

5. Explicit integration of insights, concepts, understandings from the specific readings for

this assignment as specified, to shape and sharpen analysis.

B (4) 1. Meets all requirements of the assignment (e.g. if five citations of references are

required, must have all five).

2. Solid and articulate writing and composition; few errors in grammar, spelling.

3. Active and critical discussion of ideas; may be more descriptive than analytical.

4. Demonstrates critical thinking, good grasp of concepts relevant to the course,

intellectual creativity and willingness to attempt original applications of concepts.

5. Explicit integration of insights, concepts, understandings from the specific readings for

this assignment as specified, to shape and sharpen analysis.

C (3) 1. Does not meet all requirements of the assignment, incomplete tasks (e.g. only cites 3

out of 5 required references).

2. Weak or careless writing and composition skills; many errors in grammar, spelling.

3. Imprecise language and presentation of ideas, unclear communication.

4. Demonstrates basic grasp of the substance of course concepts and materials; while

essentially correct, comprehension and arguments do not stretch beyond the superficial

application of concepts and ideas.

5. Implicit (rather than explicit) integration of insights, concepts, understandings from the

specific readings for this assignment as specified, to shape and sharpen analysis.

D (2) 1. Ignores requirements (e.g. no citations supplied when required).

2. Writing and composition skills not at college level.

3. Failure to address the topic of assignment; unclear communication; misreading or

misunderstandings.

4. Incomplete grasp of the basic substance of the course concepts and materials.

5. Lacks any apparent integration of insights, concepts, understandings from the specific

readings for this assignment as specified, to shape and sharpen analysis.

E Fugeddaboudit. Do over!

Note: There will be some variation and flexibility in grading, in accordance with uneven strengths and weaknesses. Pluses

and minuses in the grade also will reflect this.

5-4-3-2 = Grades for Agency Report, Mini-Presentation “briefs,” and Discussion Points (each 5 points)

ABCDE = Grades for other assignments.

Syllabus for the Communication Course: Feminist Communication

COM 494: Feminist Communication

Spring 2005

Course Syllabus

Professor J. Martinez Office Hours

Office: STAUF 462 Mondays: 12:30-1:30pm

Campus Tel: (480) 965-8730 Wednesdays: 1:30-3:30pm

Email: jmartinez@asu.edu and by appointment

Course Description

An overview of contemporary feminist theory both within the United States and globally. The course examines feminist discourse and the communicative contexts generated when “feminist” is invoked. Feminism is examined as a body of theory and research as it is interpreted and lived in the lives of those who invoke it. Feminist communication is studied as an interpersonal, social and cultural phenomenon with multiple trajectories of meaning and intention. Semiotic and rhetorical analyses interrogate the terms and conditions in which “feminist” is made intelligible in a variety of contexts. Culture, race, gender, class and sexuality are examined as inclusions and exclusions across a variety of feminist communication efforts.

Required Texts

1. Rakow, Lana F., and Wackwitz, Laura A. (Eds). Feminist Communication: Selections in Context. Thousand Oaks, CA: Sage Publications, 2004. (abbreviated as FCT in course schedule below)

2. McCann, Carole, R, and Kim, Seung-Kyung (Eds). Feminist Theory Reader: Local and Global Perspectives. New York: Routledge, 2003. (abbreviated as FTR in course schedule below)

3. Narayan, Uma and Harding, Sandra. Decentering the Center: Philosophy for a Multicultural, Postcolonial, and Feminist World. Bloomington: Indiana University Press, 2000. (abbreviated as DC in course schedule below)

Course Requirements

1. Examinations: There will be three examinations based lectures and assigned reading. Exams will consist of “briefly define” and essay questions. Exams are not cumulative. See course schedule below for examination dates. There will be no make up exams. (100 points each, 300 points total)

2. Written Papers: Five written papers addressing theoretical concepts and or exercises from the class. Formal assignments will be presented in class. (30 points each, 150 points total)

3. Attendance & Participation: Both are required for you to be successful in this course. Many of the concepts we will study will be new to you and you will not be able to learn them by simply studying the texts outside of class time. Success in this course will require that you spend the time both studying the reading outside of class, and listening carefully to my exposition of the ideas in class. You must come to class prepared. (50 points)

4. MyASU: Many course documents, including lecture notes and assignments, will be made available through MyASU only. All students are required to use MyASU in conjunction with the course.

Prof. J. Martinez

Course Policies

Grading: There will be no extra credit opportunities in this class.

Point Distribution Final Grade Scale

Examinations (3) = 300 points A+ =98% -100% =490 - 500 points

Papers (5) = 150 points A =90% - 97% =450 - 489 points

Participation = 50 points A- =88% - 89% = 440 - 449 points

Total Points = 500 points B+ =85% - 87% = 425 - 439 points

B =80% - 84% = 400 – 424 points

B- =78% - 79% =390 - 399 points

C+ =75% - 77% =375 - 389 points

C =70% - 74% =350 – 374 points

D =60% - 69% =300 - 349 points

E =Below 60% = Below 300 points

Written Work: All written work must be produced on a letter quality printer, double-spaced, proofread and corrected for errors. Use 1” margins and 12 point Times (or similar) font only. Late work will be accepted up to one week beyond the due date only. All late work will be penalized.

Academic Integrity: Cheating and plagiarism are not tolerated. Students found cheating or plagiarizing will be prosecuted to the fullest extent of University Policy. For further information, please read the Student Academic Integrity policy and the code of conduct for The Hugh Downs School of Human Communication at <http://com.pp.asu.edu/academic/acadintpol.html>

Course Schedule

Week Day/Date Topic/Reading Exams and Due

Dates

1 W 1/19

Introduction to Course

M 1/24

FCT, pp. 1-10, (Rakow & Wackwitz, “Feminist

Communication Theory: An Introduction”)

W 1/26

FTR, pp. 32-40 (Simone de Beauvoir,

“Introduction,” The Second Sex)

M 1/30

FTR, pp. 50-56 (bell hooks, “Feminism: A

Movement to End Sexist Oppression”)

W 2/2

FCT, pp. 29-37 (Paula Gunn Allen, “Who is Your

Mother? Red Roots of White Feminism”)

Paper 1 Due

M 2/7

FCT, pp. 83-89 (Maria Lugones, “On the Logic of

Pluralist Feminism”)

W 2/9

FTR, pp. 174-178 (Mitsuye Yamada, “Invisibility

is an unnatural disaster”

Prof. J. Martinez

M 2/14

FTR, pp. 179-187 (Gloria Anzaldúa, “La

Conciencia de la Mestiza”

W 2/16

Catch up day Paper 2 Due

M 2/21

Review for Exam 1

W 2/23

EXAM 1

M 2/28

FCT, pp. 139-142, (Diane Glancy, “Speaking the

Corn into Being”)

AND

FTR, pp. 318-333 (Patricia Hill Collins, “The

Politics of Black Feminist Thought”)

W 3/2

FTR, pp. 255-259 (Audre Lorde “I am your

sister: Black Women Organizing Across

Sexualities”)

M 3/7

FTR, pp. 242-248 (Anne Koedt, “The Myth of the

Vaginal Orgasm”)

8 Paper 3 Due

W 3/9

FTR, pp. 260-266 (Gayatri Gopinath, “Funny

Boys and Girls”

M 3/14

9 SPRING BREAK

W 3/16

SPRING BREAK

M 3/21

FCT, pp. 214-236 (Teresa de Lauretis, “The

Technology of Gender”)

W 3/23

FTR, pp. 415-427 (Judith Butler, “Performative

Acts and Gender Constitution)

Paper 4 Due

M 3/28

FTR, pp. 447-459 (Adrienne Rich, “Notes Toward

a Politics of Location”)

W 3/30

Catch up day

M 4/4

Review for Exam 2

W 4/6

EXAM 2

Prof. J. Martinez

M 4/11

DC, pp. 47-66 (Ofelia Schutte, “Cultural

Alterity”)

AND

DC, pp. 80-100 “Uma Narayan, “Essence of

Culture and a Sense of History”

W 4/13

DC, pp. 110-127 (Shari Stone-Mediatore,

“Chandra Mohanty and the Revaluing of

‘Experinece’”)

M 4/18

DC pp. 128-155 (Aída Hurtado, “Sitios y

Lenguas: Chacanas Theorize Feminisms”)

W 4/20

FCT, pp. 237-253 (Leith Mullings, “Images,

Ideology, and Women of Color”)

Paper 5 Due

M 4/25

FTR pp. 460-471 (Chandra Talpade Mohanty,

“Feminist Encounters”)

W 4/27

Catch-up day

16 M 5/2

Review for Final Exam

M 5/9 7:40-9:30AM FINAL EXAM

Syllabus for the Communication Course: Queer Theory

COM 691: Queer Theory

COM 691: Queer Theory

Fall 2005 Course Syllabus

TH 6:40-9:30pm, STAUF A431

Prof. Jacqueline M. Martinez

HDS of Human Communication

Arizona State University

Office: STAUF 462

Office Tel: 480-965-8730

Email: jmartinez@asu.edu

Office Hours: W 1:30pm-4:30pm & by

Appointment

COURSE DESCRIPTION

A study of the major philosophical and theoretical issues addressed in queer theory. The course examines subjectivity in postmodern contexts and intercultural subjectivity in postcolonial contexts. Tensions between postmodern theories of subjectivity and lived-experience will be studied, particularly as they involve questions of progressive politics in the context of the “postmodern condition.” The work of US women of color and postcolonial theorists will be studied as well. The relationship between queer theory

and feminist theory will be considered throughout. Semiotic and phenomenological approaches to the study of communication will be featured also.

REQUIRED TEXTS (available at ASU Bookstore)

1. Butler, Judith. Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge,

1990. [identified as GT below]

2. Butler, Judith. Bodies That Matter: On the Discursive Limits of “Sex.” New York: Routledge, 1993.

[identified as BTM below]

3. Butler, Judith. Undoing Gender. New York: Routledge, 2004. [identified as UG below]

4. Foucault, Michel. The History of Sexuality, Vol. 1: An Introduction. New York: Vintage Books, 1980.

[identified as HS below]

5. Halberstam, Judith. Female Masculinity. Durham, NC: Duke University Press, 1998. [identified as

FM below]

6. Sedgwick, Eve Kosofsky. Epistemology of the Closet. Berkeley: University of California Press, 1990.

[identified as EC below]

7. Yep, Gust A., Loveaas, Karen E., & Elia, John P. (Eds.). Queer Theory and Communication: From

Disciplining Queers to Queering the Discipline(s). New York: Harrington Press, 2003. [identified as QTC

below]

REQUIRED TEXTS AVAILABLE VIA ELECTRONIC RESERVE [identified as e-reserve below]

1. Butler, Judith. “Performative Acts and Gender Constitution: An Essay in Phenomenology and

Feminist Theory,” pp. 270-282 in Performing Feminisms: Feminist Critical Theory and Theatre, edited by

Sue-Ellen Case. Baltimore: Johns Hopkins University Press, 1990.

2. Butler, Judith. “Against Proper Objects.” In Elizabeth Weed and Naomi Schor (Eds.), Feminism

Meets Queer Theory, pp. 1-30. Bloomington, IN: Indiana University Press, 1997.

3. Corey & Nakayama. “Sextext.” Text and Performance Quarterly, vol. 17, pp. 58-68, 1997.

4. Colapietro, Vincent M. “Immediacy, Opposition, and Mediation: Peirce on Irreducible Aspects of the

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COM 691: Queer Theory

Communicative Process.” In Lenore Langsdorf and Andrew R. Smith (Eds.), Recovering Pragmatism’s

Voice: The Classical Tradition, Rorty, and the Philosophy of Communication, pp. 23-48. New York: State

University of New York Press, 1995.

5. De Lauretis. “The Technology of Gender.” In Technologies of Gender: Essays on Theory, Film and

Fiction, pp. 1-30. Bloomington, IN: Indiana University Press, 1987.

6. De Lauretis. “Semiotics and Experience. In Alice Doesn’t: Feminism, Semiotics, Cinema, pp. 158-

186. Bloomington, IN: Indiana University Press, 1984.

7. Fuss, Diana. “Lesbian and Gay Theory: The Question of Identity Politics. In Essentially Speaking:

Feminism, Nature and Difference, pp. 97-112. New York: Routledge, 1989.

8. Gamson, Joshua. “Sexualities, Queer Theory, and Qualitative Research.” In Norman K. Denzin

and Yvonna S. Lincoln (Eds.), Handbook of Qualitative Research, 2nd Edition, pp. 347-365. Thousand

Oaks, CA: Sage Publications, Inc., 2000.

9. Gayatri Gopinath, “Funny Boys and Girls” In McCann, Carole, R, and Kim, Seung-Kyung (Eds).

Feminist Theory Reader: Local and Global Perspectives. New York: Routledge, 2003

10. Gordon, Lewis R. “Sex, Race, and Matrices of Desire in an Antiblack World.” In Her Majesty’s

Other Children: Sketches of Racism From a Neocolonial Age, pp. 73-88. Lanham, MD: Rowman and

Littlefield Press, 1997.

11. Lanigan, Richard L. “From Saussure to Communicology.” The Paris School of Semiotics.” In The

Human Science of Communicology: A Phenomenology of Discourse in Foucault and Merleau-Ponty, pp.

67-80. Pittsburgh: Duquesne University Press, 1992.

12. O’Neill, John. “The Communicative Body.” In The Communicative Body: Studies in Communicative

Philosophy, Politics and Sociology, pp. 7-16. Evanston, IL: Northwestern University Press, 1989.

13. O’Neill, John. “The Phenomenology of Perception.” In The Communicative Body: Studies in

Communicative Philosophy, Politics and Sociology, pp. 37-40. Evanston, IL: Northwestern University

Press, 1989.

14. O’Neill, John. “Corporeality and Intersubjectivity.” in The Communicative Body: Studies in

Communicative Philosophy, Politics and Sociology, pp. 41-45. Evanston, IL: Northwestern University

Press, 1989.

15. O’Neill, John. “Institution, Language, and Historicity.” In The Communicative Body: Studies in

Communicative Philosophy, Politics and Sociology, pp. 74-83. Evanston, IL: Northwestern University

Press, 1989.

16. Phelan, Shane. “Lisbians and Mestizas: Appropriation and Equivalence.” In Playing With Fire:

Queer Politics, Queer Theories, pp. 75-95 New York: Routledge, 1997.

17. Pronger, Brian. “Gay Sensibility.” In The Arena of Masculinity: Sports, Homosexuality, and the

Meaning of Sex, pp. 81-124. New York: St. Martin’s Press, 1990.

18. Scott, Joan W. “Experience. In Judith Butler and Joan W. Scott (Eds.) Feminists Theorize the

Political, pp. 22-40. New York: Routledge, 1992.

19. Zita, Jacquelyn. “Male Lesbians and the Postmodernist Body.” Hypatia, vol. 7, no. 4 (Fall 1992),

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COM 691: Queer Theory

106-127.

RECOMMENDED TEXTS (available at ASU Bookstore)

1. Abelove, Henry, Aina Barale, Michéle, & Halperin, David M. (Eds.). The Lesbian and Gay Studies

Reader. New York: Routledge, 1993. [identified as LGSR below]

2. De Lauretis, Teresa. Technologies of Gender: Essays on Theory, Film and Fiction. Bloomington, IN:

Indiana University Press, 1987. [identified as TG below]

3. Lechte, John. Fifty Key Contemporary Thinkers: From Structuralism to Postmodernity. New York:

Routledge, 1994. [identified as FKCT below]

4. Martinez, Jacqueline M. Phenomenology of Chicana Experience and Identity: Communication and

Transformation in Praxis. Lanham, MD: Rowman and Littlefield Press, 2000.

5. O’Neill, John. The Communicative Body: Studies in Communicative Philosophy, Politics and

Sociology. Evanston, IL: Northwestern University Press, 1989.

COURSE REQUIREMENTS

1. Attendance and Participation: This is an advanced seminar with an intensive reading

schedule. Successful participation in the seminar requires that students attend class having read

all required material according to the course schedule, and contribute to productive class

discussions.

2. Collaborative Oral Presentations: Working in pairs, students will give short oral

presentations covering assigned reading material from the Queer Theory and Communication text.

See Oral Presentation Schedule below.

3. Writing: Students will submit two kinds of writing assignments: response essays and

research reports.

a. Response essays are short (500-700 words/3-4 pages) responses to topics presented in the

reading material. Each student must submit two response essays over the course of the

semester. Response essay topics must be different from oral presentation topics. Due

dates are open.

b. Research reports are formal research papers that engage primary problematics from the

course. Students will produce one of two types of research reports:

a. Students with two or more years of PhD work will be required to write one full length

research report that connects the work in the seminar with a proposed dissertation topic.

Topics must be approved.

b. Students with less than two years of PhD work will be required to write three short

research reports on assigned topics (see due dates on course schedule below).

Course Schedule

Week Date Topic/Reading Due Dates

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COM 691: Queer Theory

8/25

Gearhardt, “Foreward: My Trip to Queer” in QTR, pp. xxi-xxx;

Yep, Lovaas, Elia, “Introduction” in QTR, pp. 1-10; Foucault, HS,

pp. 1-49.

Recommended: Lechte, “Foucault,” FKCT, pp. 110-115

9/1

Foucault, HS, pp. 53-159.

Recommended: Lanigan, “From Saussure to Communicology,”

and Lanigan, “Structuralism,” e-reserve.

9/8

Sedgwick, “Introduction: Axiomatic” in EC, pp. 1-63; Gordon,

“Race, Sex and Matricies of Desire in an Anti-Black World,” ereserve;

De Lauretis, “The Technology of Gender,” e-reserve.

9/15

Butler, GT, pp. 1-34; Fuss, “Lesbian and Gay Theory,” e-reserve;

Butler, BTM, pp. 27-55.

Recommended: Butler, UG, pp. 1-16, Butler, BTM, pp. 1-23

9/22

Butler, “Performative Acts and Gender Constitution,” e-reserve;

Scott, “Experience,” e-reserve; De Lauretis, “Semiotics and

Experience,” e-reserve.

Recommended: Lechte, FKCT, “Merleau-Ponty,” pp, 28-32.

Research

Report #1 Due

9/29

Colapietro, “Immediacy, Opposition, and Mediation,” e-reserve;

O’Neill, “The Communicative Body” e-reserve; O’Neill,

“Phenomenology of Perception” e-reserve; O’Neill, “Corporeality

and Intersubjectivity” e-reserve; O’Neill, “Institution, Language,

and Historicity” e-reserve.

Recommended, Lechte, FKCT, “Semiotics,” pp. 121-157, and

“Merleau-Ponty” pp. 28-33.

10/6

Halberstam, FM, pp. 1-43; Zita, “Male Lesbians and the

Postmodernist Body,” e-reserve; Phelan, “Lesbians and

Mestizas,” e-reserve; Gopinath, “Funny Boys and Girls” ereserve.

10/13

Pronger, “Gay Sensibility,” e-reserve; Butler, UG, “Beside

Oneself,” pp. 17-39; Butler, “Against Proper Objects,” e-reserve.

Full length

research report

topics due

10/30

Gamson, “Sexualities, Queer Theory, and Qualitative Research,”

e-reserve; Martinez, “Racisms, Heterosexisms, and Identities” in

QTC, pp. 109-127.

10/27

Butler, “Arguing with the Real,” in BTM, pp. 187-222; Corey and

Nakayama, “Sextext” e-reserve

Research

Report #2 Due

11/3

Butler, “Critically Queer,” in BTM, pp. 223-242; Owen,

“Disciplining ‘Sextext’” in QTC, pp. 297-317.

11/10

Butler, “The End of Sexual Difference” in UG, pp. 174-203;

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COM 691: Queer Theory

11/17

NCA

11/24

THANKSGIVING

12/1

Butler, “The Question of Social Transformation,” in UG, pp. 204-

231

12/8

Final Research

Reports Due

Oral Presentation Schedule

Week Date Students Material Presented

8/25

9/1 Yep, “The Violence of Heternormativity in Communication

Studies” in QTC, pp. 1159

9/8 Elia, “Queering Relationships” in QTC, pp. 61-81.

9/15 Lovaas, “Speaking to Silence” in QTC, pp. 87-107.

9/22 Slagle, “Queer Criticism and Sexual Normativity” in QTC,

pp. 129-146.

9/29 Lee, “Kwaering Queer Theory” in QTC, pp. 147-170.

10/6 Fischer, “Immigrant Closets” in QTC, pp. 171-192.

10/13 Masequesmay, “Negotiating Multiple Identities” in QTC, pp.

193-215.

10/30 Johnson, “The Specter of the Black Fag” in QTC, pp. 217-

234.

10*

10/27 Drummond, “The Queering of Swan Lake” in QTC, pp. 235-

255.

11/3 Grindstaff, “Queering Marriage” in QTC, pp. 257-275.

11/10 Butler, “Transgender DeKalb” in QTC, pp. 277-296

11/17 NCA

11/24 THANKSGIVING

*Denotes Due Date

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COM 691: Queer Theory

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http://www.asu.edu/clas/communication/undergraduate/syllabi/archives/2005/documents/057com691sln46254.pdf

Other Courses of Note in Other Departments

American Studies: W AMS 332 Studies in Race and Ethnicity. (3) selected semesters
Topics relating to issues of race and ethnicity in American life. May be repeated for credit when topics

American Studies: W AMS 431 Gender Studies. (3)
selected semesters
Topics relating to issues of gender in American life. May be repeated for credit when topics vary.

American Studies: W AMS 432 Studies in Race and Ethnicity. (3)
selected semesters
Topics relating to issues of race and ethnicity in American life. May be repeated for credit when topics vary.

Anthropology: M ASB 506 Gender, Emotions, and Culture. (3)
spring
Relationships among gender and emotion across cultures. Lecture, seminar. Prerequisite: graduate standing or instructor approval.

Anthropology: M ASB 529 Culture and Political Economy. (3)
selected semesters
Origin and spread of Western capitalism and its impact on non-Western societies. Utilizes ethnographic and historical case studies. Prerequisite: graduate standing.

Social Work: W SWU 171 Introduction to Social Work: Social Problems and Social Justice. (3) fall
Descriptive and historical perspectives of social problems, social justice issues and society's response to them.

Academic Freedom Policy

http://www.asu.edu/aad/manuals/acd/acd201.html

African and African American Studies http://www.asu.edu/clas/aframstu/

Course Description for the Course: Race, Ethnicity and Democracy in Plural Societies

Course Description for the Course: Introduction to African American Studies

Course Description for the Course: Minority Group Politics

Course Description for the Course: Un)Ruly Voices of African American Women Post Harlem Renaissance

Course Description for the Course: Women, Ethnicity and Equality: Searching for Global Justice

Syllabus for the Course: Ethnic Relations in the United States

COURSE OUTLINE

Other Course of Note

American Indian Studies http://www.asu.edu/clas/americanindian/

Mission

Goals

Syllabus for the Course: American Indian Rights: From the American Indian Movement to the Present

Required Reading

Course Requirements

Grading Scale

Course Outline

Another Syllabus for the Course: American Indian Rights: From the American Indian Movement to the Present AMERICAN INDIAN RIGHTS: AMERICAN INDIAN MOVEMENT

TO THE PRESENT

Required Reading

Course Requirements

Grading Scale

Course Outline

Chicana and Chicano Studies http://www.asu.edu/clas/chicana/

Professor John Jota Leaños http://www.leanos.net/projects.html

Syllabus for the Course: Chicana/Chicano Popular Culture

Marxism

Feminist Theory

Dora la Exploradora, Bilingüismo y Feminism

Syllabus for the Course: Issues in Immigration and Migration ISSUES IN IMMIGRATION AND MIGRATION

(Summer 2006)

School of Justice & Social Inquiry http://www.asu.edu/clas/justice/

Professor H. L. T. Quan

Syllabus for the Course: Wealth Distribution and Poverty

Syllabus for the Course: Social Protest, Conflict, and Change

Syllabus for the Course: Introduction to Justice Studies

Another Syllabus for the Course: Introduction to Justice Studies JUS 105--Introduction to Justice Studies

Syllabus for the Course: Mass Media, Propaganda and Social Control

Syllabus for the Course: Justice Theory

Syllabus for the Course: Principles of Justice Studies

Week Eight (October 11): Economic Justice

Week Nine (October 18): Social Justice

Syllabus for the Course: Welfare and Justice

Syllabus for the Course: Political Deviance and the Law POLITICAL DEVIANCE and the LAW: JUS 469

Syllabus for the Course: Terrorism, War, and Justice

Syllabus for the Course: Political Trials and Indigenous Justice

Syllabus for the Course: The Globalization of Human Rights

Human Rights’ NGO’s

http://www.asu.edu/clas/justice/courses/spring2005/jus-394-murphy.pdf

Other Courses of Note

Women and Gender Studies http://www.asu.edu/clas/womens_studies/

Professor Mary Rothschild

Rothschild’s departmental biography:

Syllabus for the Seminar Course: All About Feminism

Syllabus for the Course: A History of American Feminist Thought

Syllabus for the Course: Women in Contemporary Societies

Syllabus for the Course: Gender, Science, and Technology

Syllabus for the Course: Feminist Voices of Color

Course Content and Goals

Ground Rules

Academic Honesty

Course Requirements

Graded assignments points

Scale = Final Grade

Week One: Introduction

Week Fifteen: More Theory

Week Sixteen: The End!

Syllabus for the Course: Women and Society

Course Content and Goals

Ground Rules

Academic Honesty

Course Requirements

Grade Distribution 220 points Scale = Final Grade

Criteria for Grading

Appeals

Course Outline and Schedule of Required Readings

Syllabus for the Course: Women and Contemporary Society

Course Policies:

African and African American Studies
http://www.asu.edu/clas/aframstu/

American Indian Studies
http://www.asu.edu/clas/americanindian/

Another Syllabus for the Course: American Indian Rights: From the American Indian Movement to the Present

AMERICAN INDIAN RIGHTS: AMERICAN INDIAN MOVEMENT

Chicana and Chicano Studies
http://www.asu.edu/clas/chicana/

Professor John Jota Leaños
http://www.leanos.net/projects.html

Syllabus for the Course: Issues in Immigration and Migration

ISSUES IN IMMIGRATION AND MIGRATION

School of Justice & Social Inquiry
http://www.asu.edu/clas/justice/

Another Syllabus for the Course: Introduction to Justice Studies

JUS 105--Introduction to Justice Studies

Syllabus for the Course: Political Deviance and the Law

POLITICAL DEVIANCE and the LAW: JUS 469

Women and Gender Studies
http://www.asu.edu/clas/womens_studies/