Office: PAF 332
Office Phone: (678) 839-4155
Office Hours: Tuesdays 8.30-9.30 AM and 11 AM-2 PM, Wednesdays 2.30-4.30 PM, Thursdays 8.30-9.30 AM, and by appointment
E-mail: firstname.lastname@example.org MyUWG serves as the only legitimate modes of university correspondence
COURSE DESCRIPTION AND LEARNING OUTCOMES:
This course explores how conceptions and representations of race have developed in different places and periods. The course will probe the intersections between race, gender, sexuality and class and the relationships between modes of representing race and modes of action and policy-making. Drawing on the disciplines of history, sociology, English, and film studies, the course will help provide you with strategies for interrogating categories of race. Everyone in the class will take part in building the course by collectively choosing an overarching topic within this theme and selecting the core texts for the reading list.
The course will start by examining the concept of race from historical, international and theoretical perspectives. We will employ the issues and questions raised in these explorations to analyze representations of race in a selection of written and visual texts -- from examples of British colonial discourse to twentieth century writer Toni Morrison and artists such as Lorna Simpson and Emma Amos. The course will move on to present “snapshots” of topics from which the class can choose a focal point.
These will include:
- Relationships between race and social institutions -- for example, the justice system, the healthcare system, the education system
- Racism and war – for example, the Holocaust, the Bosnian genocide, the Rwandan genocide
- Anti-racist movements – for example, the American civil rights movement, South African anti-apartheid activism, Gandhi’s non-violent civil disobedience
- Race and gender in contemporary media, such as Disney
Specific Learning Outcomes:
To demonstrate through class discussion, exams, and written and creative assignments an understanding of diverse racial and cultural identities.
To be able to articulate in class discussions and writing assignments how social and historical factors have contributed to constructions of racial identity and to recognize the fluidity of such constructions.
To explore, through class discussions and assignments, how literature and the visual arts simultaneously reflect and contribute to conceptions of race and to delineate the specific ways in which each medium does this.
To collaborate in the production of a work of literature, visual art, photography, or film that explores and/or challenges how categories of racial and cultural identity are formed.
To partake in diverse cultural and artistic events with an audience and engage in dialogue about the conceptions of racial and cultural identity represented in these events.
XIDS Course Goals
COURSE MATERIALS, ASSIGNMENTS & GRADING
· John Solomos, ed., Theories of Race and Racism: A Reader (2000)
· Short readings available online
· A selection of texts collectively chosen by the class, including fiction, film, speeches, essays, and visual art.
· A college-level dictionary
· A stapler
· Internet access, a UWG e-mail account, and a reliable printer
· A flash drive to save work for class
Assignments and Grading:
1. A ten-minute group presentation using powerpoint or another visual aid. Each group will be assigned a different text to review (including film, short fiction, speeches, essays, and visual art). The class will use these presentations and the ensuing discussions to select the required texts for the rest of the term: 10%
2. Two five-minute individual presentations analyzing how one or more ideas from the class readings apply to a sign of race in your world. One presentation will focus on a print-specific sign and one will address a visual sign: 15% each
3. A 4-5 page textual analysis essay on one or more of the texts selected by the class on the chosen topic: 20%
4. A collaborative artistic project in a medium in the public domain (ex: website, video, mural, documentary) based on the topic that the class chooses. This will be accompanied by an individual narrative by each student explaining the goals behind the project and the rationales behind the selected strategies: 20%
5. Attendance at five cultural events, with a written reflection on each one: 10%
During the semester, you must attend five cultural events (ex. concerts, plays, museum exhibits, etc.) related to conceptions and representations of race. For each one, you should submit a one-page reflection by the week after the event. The reflection should be accompanied by evidence of your attendance (ex: a ticket stub, your signature on a sign-up sheet, etc.)
You may attend any relevant cultural event that interests you. Some possible options include:
- Black History Month events scheduled by the UWG Center for Minority Affairs.
- Films in the Spring International Film Series hosted by the Department of Foreign Languages and Literature.
- The Martin Luther King Jr. National Historic Site in Atlanta.
- Atlanta’s APEX Museum of African American History.
- Hammonds House Museum, Atlanta.
- Martin Luther King Jr. Week events, including the Atlanta Symphony Orchestra’s “King Celebration,” in Atlanta.
6. Reading quizzes and informal response papers: 5%
7. Class participation: 5%
Office Hours and E-mail:
I encourage you to meet with me during my office hours any time you have questions or would like to discuss the course. If you cannot make it to my office hours, set up an appointment to meet with me at another time. You are also welcome to drop by my office, outside of scheduled office hours, whenever I am there. I welcome e-mail correspondence. However, e-mail cannot replace an actual meeting. It is difficult to respond to your questions and needs solely through e-mail, especially if your questions are general. E-mail is most effective when you have specific questions that don’t require in-depth discussion.
The Writing Center:
I encourage you to visit The Writing Center at various points in the writing process. Regardless of writing skill level, one may always benefit from an intelligent discussion with knowledgeable peers.
TLC 1201 678-839-6513
The University Writing Center works with students and other members of the UWG community to improve writing skills.
What We Do:
· Discuss ideas, read drafts, and work through revisions of essays; we do not proofread
· Regents’ Test Preparation (both the reading and essay sections)
· Creative Writing Consultations
· MLA, APA, Chicago/Turabian, and other citation formats
· Please make appointments in advance. We accept walk-ins, but we cannot guarantee that a tutor will be available.
· If you cannot keep your appointment, you must call or email us 24 hours in advance to cancel. If you do not notify us 24 hours in advance, you will be counted as a No Show.
· Please arrive at your appointment on time. If you are 10 minutes late or more, you will be counted as a No Show and will not be able to have your appointment.
· If you have 3 No Shows in one semester, you will not be able to have any more appointments for that semester.
Monday, Tuesday, Wednesday 10:00am-7:00pm
Plagiarism & Excessive Collaboration (If a student violates this policy, he or she may receive an F for the assignment or an F for the course, at my discretion):
Plagiarism & Academic Dishonesty
The Department of English and Philosophy defines plagiarism as taking personal credit for the words and ideas of others as they are presented in electronic, print, and verbal sources. The Department expects that students will accurately credit sources in all assignments. An equally dishonest practice is fabricating sources or facts; it is another form of misrepresenting the truth. Plagiarism is grounds for failing the course.
See also “excessive collaboration” (below).
The University policies for handling Academic Dishonesty are found in the following documents:
The Faculty Handbook,
sections 207 and 208.0401
Student Uncatalog: "Rights
and Responsibilities"; Appendix J.
The department of English has assembled the following resources to help prevent plagiarism: http://www.westga.edu/~engdept/Plagiarism/index.html
During this course, you should demonstrate the ability to produce independent writing (writing without collaborative assistance of peers, writing tutors, or professionals in the field) that shows an acceptable level of competence. Although classroom activities and out-of-class assignments may highlight collaborative learning and collaborative research, excessive collaboration (collaboration that results in the loss of a student's voice/style and original claims to course-related work) is considered another form of academic dishonesty and therefore will not be permitted.
Role of the Writing Center
The role of the Writing Center is to offer consultation in which tutors question, respond to, offer choices, and encourage revision in student essays. Tutors do not evaluate or prescribe solutions to problematic areas in student essays, and tutors are specifically trained to avoid appropriating the student's work. For more information, visit the Writing Center online at http://www.westga.edu/~writing.
I will deduct 1/3 of a letter grade (ex. from a B to a B-, or from a B- to a C+) for each day (not each class period) that an essay, presentation, or project is late. An essay is late if it is not submitted to me at the beginning of the class period. This means that a B level essay submitted up to 24 hours late will go from a B to a B-, a B level essay submitted between 24 and 48 hours late will go from a B to a C+, etc. I will not accept assignments more than one week past the deadline. If you find it necessary to miss class on a day that work is due, you should submit your work to me before the class period in order to avoid losing marks. All written assignments must be submitted in hard copy unless I specifically approve e-mail submission in advance. Extensions may be granted, at my discretion, only under exceptional circumstances (for example, serious medical emergencies) and should be arranged in advance. If you have a serious problem that will affect your ability to complete your work on time, talk to me about it as early as possible. Short homework assignments will not be accepted late.
Missed presentations may be made up, at my discretion, under exceptional circumstances (ex. serious medical emergencies). If you miss a quiz or an in-class writing exercise because of lateness or absence, it cannot be made up.
You may revise and resubmit an essay that earns a C- or lower, provided that you originally submitted your essay on time. Your revision is due one week after you receive your graded paper, and you should submit the original essay along with your revision. The revision can receive no higher than a C+. Some revisions may result in a lower grade. In this case, I will count the higher of the two grades. If you choose to revise and resubmit a paper, I encourage you to consult me during your revision process. This revision policy does not apply to cultural event reflections.
Format for All Papers:
All papers should be typed and stapled, in 12-point Times New Roman font, with 1-inch margins, and should use MLA format.
Extra Credit and Previous Work Policy
· There is no extra credit work in this course
· Work completed for another class will not be accepted for fulfilling the requirements of this course.
In accordance with the “Paperless Policy” followed by the Department of English, all materials (handouts, assignment sheets, notes, etc.) will be made available online. You may print these necessary course documents, including the syllabus, on your home computer.
Mon.-Wed. Feb. 2-4 First individual presentation
Mon.-Wed. Feb. 23-25 Group presentation on texts for reading list
Mon.-Wed. Mar. 23-25 Second individual presentation
Mon. Apr. 6 Essay final draft due
Wed. Apr. 29 Final projects due;
Last day to submit reflections on cultural events
Mon.-Fri. Mar. 16-20 No classes: Spring Break
You are expected to attend every class, arrive on time, and be prepared to discuss the reading. Because attendance and participation are important to your success in this course, students will be allowed only four absences; any student who misses five classes will be withdrawn from the course. There will be no distinction between excused and unexcused absences.
If the withdrawal occurs prior to October 8, the student will receive a grade of W. If the withdrawal occurs after October 8, the student will receive a grade of WF.
The official communication method for this class will be through campus e-mail (MyUWG). You will be responsible for checking your MyUWG email, since I will be using that address to correspond with you.
Students may be dismissed from any class meeting at which they exhibit behavior that disrupts the learning environment of others. Such behavior includes – but is not limited to – arriving late for class, allowing cell phones to ring, speaking disrespectfully to the instructor and/or to other students, checking email or surfing the web, and using personal audio or visual devices. Each dismissal of this kind will count as an absence and will be applied toward the attendance policy above. If you are sleeping during class, you may be counted as absent.
Participation is essential to your success in this course. Five percent of your grade is based on it. Participation does not mean right answers or brilliant comments; it includes any productive contribution to class discussion. Making thoughtful comments on the class material, asking questions, and responding supportively to your classmates all count.
I pledge to do my best to work with the University to provide all students with equal access to my classes and materials, regardless of special needs, temporary or permanent disability, special needs related to pregnancy, etc. If you have any special learning needs, particularly (but not limited to) needs defined under the Americans with Disabilities Act, and require specific accommodations, please do not hesitate to make these known to me, either yourself or through Disability Services in 272 Parker Hall at (770) 839-6428.
Students with documented special needs may expect accommodation in relation to classroom accessibility, modification of testing, special test administration, etc. This is not only my personal commitment: it is your right, and it is the law! For more information, please contact Disability Services at the State University of West Georgia.
While this calendar is carefully planned, it is by necessity flexible. The schedule for the second half of the semester will be built around the topic and readings that you, as a class, select. I may occasionally change portions of the schedule (for example, readings, assignments, and due dates). I will announce changes in class. You are responsible for periodically checking the online syllabus for modifications, particularly if you have been absent. Unless otherwise noted, readings and assignments are due the day they are listed on the syllabus.
Wednesday 1/ 7 Introduction: overview of the course; expectations of students and instructor
Monday 1 / 12 Historicizing conceptions of race. Read Michael Banton, “The Idiom of Race” and W. E. B. DuBois, “The Conservation of Races,” in Theories of Race and Racism
Tuesday 1 / 13 Last day of drop/add period
Wednesday 1 / 14 Theorizing race. Read John Rex, “Race Relations in Sociological Theory” and Robert Miles, “Apropos the Idea of ‘Race’…Again,” in Theories of Race and Racism. Homework assignment due.
Monday 1 / 19 Martin Luther King Holiday -- no classes
Wednesday 1 / 21 Colonialism. Read Lola Young, “Imperial Culture,” in Theories of Race and Racism; Elleke Boehmer, excerpt from Colonial and Postcolonial Literature; Edward Said, excerpt from Orientalism (both on docutek)
Monday 1 / 26 Race and gender. Read Hazel Carby, “White Woman Listen,” in Theories of Race and Racism, and bell hooks, “Facing Difference” (on docutek)
Wednesday 1 / 28 “Blackness” and “whiteness:” images and assumptions. Read Richard Dyer, “The Matter of Whiteness,” in Theories of Race and Racism. Guest lecture by Dr. Joshua Masters.
Monday 2 / 2 -- Wednesday 2 / 4 First individual teaching presentation on a sign of race in your world
Monday 2 / 9 -- Wednesday 2 / 18 “Snapshots” of possible topics
Monday 2 / 23--Wednesday 2 / 25 “Snapshots” of possible topics; class chooses central theme
Monday 3/ 2 Class discussion on chosen theme
Last day to withdraw with a W
Wednesday 3 / 4 Panel discussion with Dr. Stacy Boyd and Dr. Joshua Masters.
This class period will be in TLC 1203.
Monday 3 / 9--Wednesday 3 / 11 Group presentations on texts; class chooses texts for rest of term.
The rest of the semester will be devoted to a combination of class discussion and small group work on the chosen theme.
Monday 3 / 16--Saturday 3 / 21 Spring Break -- No classes
Monday 3 / 23--Monday 3 / 30 Second individual teaching presentation on a sign of race in your world. Click here for a list showing who will present on which day.
Wednesday 4 / 1 Class cancelled due to honors convocation. Screening of My Beautiful Laundrette, 5.30, Paff 105.
Monday 4 / 6 Conclude class
presentations; begin discussing Higher Learning and My
Beautiful Laundrette. Both films should be viewed before the class.
Please e-mail me your working thesis statement for the essay by no later
Wednesday 4 / 8 Continue discussion of Higher Learning and My Beautiful Laundrette. Read Annamarie Jagose, "Theorising Same-Sex Desire" (on docutek)
Monday 4 / 12 Continue discussion of Higher Learning and My Beautiful Laundrette. Read Peggy McIntosh, "White Privilege: Unpacking the Invisible Knapsack" http://www.case.edu/president/aaction/UnpackingTheKnapsack.pdf
Wednesday 4 / 15 (new date) Essay final draft due. Essay assignment
Monday 4 / 20 Discuss Hotel Rwanda. Be sure
to watch the film before this date.
Wednesday 4 / 22 Continue discussion of Hotel Rwanda.
Monday 4 / 27 Recap, review, etc.
Wednesday 4 / 29 Last day of class. Final projects due; last day to submit reflections on cultural events.