Race and Ethnicity in Latin America (JINS 338)
| Spring 2018, Truman State University
BH 201, MWF 1:30-2:20
Office: MC 227
Office Hours: typically MWF MWF 12:30-11:15 & MW 2:30-5:00
How have Latin Americans constructed and interpreted racial, ethnic, class, and gender identities and ideologies? We will begin this course with a theoretical discussion of race, class, and gender, and then proceed to an evaluation of how they intersect and influence each other in a Latin American context. How do these identities help us understand Latin American history and culture? What functions have these identities played in Latin American societies, and how have they influenced cultural, economic, and political developments? How have the intersections of these identities contributed to the emergence of new forms of identity that contribute to the rich diversity that is Latin America? Throughout this entire process we will constantly critique our assumptions of these categories in order to understand better the purposes they play in society.
See the syllabus addendum on Blackboard for additional class policies.
Junior Interdisciplinary Writing Enhanced Seminar
This course focuses on intersections between disciplines, and interrogates their assumptions on race, class, and gender. We will emphasize the political and social roles that race, class and gender have played in Latin America, examine how various disciplines have interpreted these political and social changes, and then use this critique in order to reflect on the roles of race, class and gender in our own societies. Upon completion of this course, students should be able to demonstrate knowledge of how content from several disciplines interacts through classroom discussion, written reactions to the readings, and other assignments. Our goal is to transcend dichotomies that pit disciplines against each other and instead move toward an integrated synthesis that reflects the benefits of utilizing the tools of various disciplines to understand a problem.
This is a writing-enhanced course, which means that writing is central to the seminar, and that we will emphasize cognition, process, and product. Cognition is not an isolated process, but rather an integral, active part of our activities. This class will emphasize writing as a process and will encourage both deep reflection on and deep revision of student writings. Written assignments in this class require students to write for a variety of audiences including private reflective essays on identity, collaborate essays to inform classmates, and analytical essays that portray higher levels of thought.
Following are the required books for this class. Several additional articles will also be posted to Blackboard.
González, Fredy. Paisanos Chinos: transpacific politics among Chinese immigrants in Mexico Oakland, California: University of California Press, 2017. ISBN: 9780520290204
Gotkowitz, Laura, ed. Histories of Race and Racism: The Andes and Mesoamerica from colonial times to the present. Durham: Duke University Press, 2012. ISBN: 9780822350439
Michaels, Walter Benn. The Trouble With Diversity: How we learned to love identity and ignore inequality. New York: Metropolitan Books, 2016. ISBN: 9781250099334
Paschel, Tianna S. Becoming black political subjects : movements and ethno-racial rights in Colombia and Brazil. Princeton: Princeton University Press, 2016. ISBN: 9780691169385
Wade, Peter. Race: An introduction. Cambridge; New York: Cambridge University Press, 2015. ISBN: 9781107652286
Assignments and grades
Identity self-awareness study 100
Home discipline handout 100
Response papers 500
Race and ethnicity essay 200
Identity self-awareness study. This essay asks you to reflect on the construction of identities through an examination of your own identity. See below for more information on this assignment.
Home discipline handout. We will break the class into groups according to discipline. Discuss what holds a discipline together (subject matter, methodology, shared assumptions, theories, concepts, ideas), who do practitioners of that discipline do or study, and what topics or issues related to race, class and gender in Latin America might one study using that discipline. Write up a handout on how your discipline views these issues and post it to the class google drive (https://drive.google.com/open?id=1gHeGUFKHWvfEKcql7Ar19010wY8t3qLy) and present it to the class. See below for a list of suggested epistemological questions to consider in this essay, but do not write the handout simply as answers to the questions.
Response papers: Prepare a 3-5 page typed response to each assigned book. Identify the author’s main arguments and disciplinary assumptions, and examine the use of sources, methodology, and theory. Provide your own assessment or critique of the readings, including how effectively each author engages issues of race and ethnicity. In writing your essays:
- Identify one main point in the reading that strikes you as most interesting or important
- Don’t just summarize the contents—exploring significance is more important
- Be sure to engage the entire reading
- Acknowledge authorship, especially since I want you to engage the authors’ main arguments and the evidence that they use, their use of sources, methodology, and theory
- Be sure to provide your own assessment or critique of the readings.
The essays must be typed, double-spaced, and include citations, a bibliography, and page numbers.
Discussion questions: For each class period post one question or discussion topic related to the readings to the class google drive (https://drive.google.com/open?id=1gHeGUFKHWvfEKcql7Ar19010wY8t3qLy). If a document for that reading does not already exist, please create a new one. If someone else has already raised the theme you planned to post, it is perfectly fine to expand on that post. Please clearly label your contribution with your name.
Discussion leaders: For each class period, one student will sign up on the class google drive to lead the discussion (organize the discussion questions into a logical flow) and another to moderate discussion (run stack) to assure that everyone has equal space to speak.
Participation: This is a discussion-based class. Exchange of ideas, personal thoughts, arguments, and perspectives is the central benefit of the class format. We are not here to impress one another, but to engage in an honest dialogue about crucial issues. Please be mindful that we may not all have the same level of expertise, and that everyone's unique perspectives are of equal importance. We need to respect one another while challenging alternative perspectives. As you cannot participate in discussion if you are not present, unexcused absences will be taken out of your participation grade. Inappropriate use of electronics during class will also negatively affect the participation grade. Discussion will be graded at the end of the semester based on the following criteria:
- Depth and content: participation beyond mere opinions; keeping discussion open for further development; ask yourself: can peers respond to my comments?
- Consistency: daily engaged involvement; paying attention to the comments of others
- Leadership: encouraging peers to participate; being prepared to discuss that day’s readings (and how they relate to those of previous class periods)
- References: to readings, experiences, and/or past discussions
Race and ethnicity essay: How have your views on race and ethnicity changed throughout this course? How have discussions reinforced or challenged the disciplinary assumptions you brought to this class? This final essay should draw on the readings from this class, be typed, double-spaced, about 20 pages long, and include citations, a bibliography, and page numbers.
Final Exam: Tues, May 8, 1:30-3:20
| Marc Becker's Home Page | email@example.com |