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UW-Madison SOC 220 - SOC 220 Lecture Notes

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1SOCIOLOGY (&ASIAN AM) 220: ETHNIC MOVEMENTS INTHEUS: ORIENTATIONSOCIOLOGY 220 ANNOUNCEMENTS Syllabi go FIRST to people enrolled in the class EverybodyEverybody fill out the “first day survey”: attendance, wait list, section changes Be sure name, ID# and email are correct AND LEGIBLE on the survey ALSO put your name on a separate piece of paper and th l t ti fi t “l t answer the last question as your first “lecture comment”.  NO SECTION TOMORROW. Preview course web siteSOME DETAILS Asian American cross-list. Explain. (H1N1: Don’t come to class if ill, there are make up options)COURSE CONTENT SM perspective on ethnic movements Collective vs individual strategies Construction of ethnic identities Effects of economic and political conditions Interests and issues in inter-group conflict Effects of history on the presetCOURSE CONTENT 2 Controversial issues Basic concepts for analysis: interests, values, factual claims, rhetorical strategies, power and resources BOTH sides: try to understand why people advocate different polices Lectures, films, guest speakers, open discussion Turn off projector2PHILOSOPHY OF COURSE (PEP TALK) About African Americans, American Indians, Hispanics/Latinos (especially Mexican American), & Asian Americans + their experiences with European Americans Everybody has an ethnicity. I’m white. Read books & articles & now blogs by people from other groups.  About history & structures, not being a good person.K i t t i l t t t i l hi h Key issue: past overt racial structures, present racial hierarchy w/o ideology Recognize legacies of the past PLUS change Role of conscious social change. I learn a lot from students. About who is a “real” American Pep talkFinish projector off by 3:15 1 of 3Personal issues: One thing I've learned is that all Americans have problems with race and ethnicity. There is a real sense in which US is inherently racist, in a way that goes beyond the personal feelings of any particular individual. I want to talk about these as structural, social problems rooted in history and the legacies of history. There's a lot of talk lately about "white men" being picked on, feeling threatened, as the only group it is safe to trash. I think it may help up front if we try to see that every group in America feels this way right now. We all feel stereotyped and put down for what we are. We are all wanting to be appreciated for our unique individuality, at the same time as we want to be able to be proud of our background and roots. Let's just say up front that we all have group similarities and differences. All the whites, blacks, asians, hispanics, native americans in this class; all the men and women, all the heterosexuals and the gays and lesbians in the class; all the Christians, Jews, believers in other religions, and those who do not believe in any religion all want to say to everybody else in the room: Some of us come from wealthy families, and some of us come from poor families; some of us work long hours, and some of us are supported by our families; some of us have parents who went to college, and some of us are the first in our families; some of us have parents who went to college, and some of us are the first in our family to go to college; some of us are ignorant and prejudiced, and some of us have a lot of experience working with other racial and ethnic groups. Many of us come from multi-racial families. Some of us are conservative, some of us are liberal, some of us are radical, and some of us don't care about politics at all. Everybody in this class wants to say: please do not assume you know about me from superficial things like my skin color or my accent or my gender. There used to be cartoon on an office door in the sociology offices that captures another important theme. It shows a group of whites sitting around a living room and one person saying: "Why can't we all ignore our differences and just get along?" The next panel is a group of blacks sitting around a living room with one person saying: "Why can't we all accept our differences and just get along?" Almost everybody really wants to get along. But there are emphases about whether we get along by ignoring our differences, or by accepting them. And if we accept them, how can we accept difference in a way that doesn't mean we think less of our own culture?Finish projector off by 3:15 2 of 3 Grew up in Torrance. No Blacks. Lots of Mexican Americans, Japanese Americans. Knew Buddhists. HS 1963-7. Fair Housing, Watts Riot. JFK. College Stanford. 1967-71. Riots, King & Kennedy assassinated. Malcolm X. Lots of Black literature. Grad School North Carolina. 1971-76 Shadows of signs on the bathrooms. Segregation remembered. CRM remembered. Inter-racial groups. Black grad students. Shirley Chisholm. Lousiville. 1976-1980. Riots. Neighborhood groups. Students of color Madison since 1980. Seemed very White. Got used to it.  Racial disparities work.  Expert in social movements. Have been called racist & racially insensitive fairly often. Knowledgeable, still whiteFinish projector off by 3:15 3 of 3 Turn on projectorGRADING (P 2 OF SYLLABUS)1st Qtr2nd QtrDiscussion5%JournalNO NO TESTSTESTS3rd Qtr4th QtrJournal45%Papers50%Course meets both ethnic studies & communication-b requirementsGRADING DIMENSIONS Incompatibility between learning & grading, need to balance the imperatives Ethnic studies “e”  Focus on learning, not grading Student-centered, ungraded, learning through writing & talkingJournal + discussion + books & articlesJournal + discussion + books & articles Exposure to a wide variety of information and points of view, rather than intense mastery of a few ideas OK to disagree with the professor!! Writing “com-b”  Focus on learning + certifying (grading) Emphasis on writing & argumentation quality.  Graded papers.3HOW THE PARTS WORK TOGETHER Books, lectures, papers, discussion section “loosely coupled” (not discussing the same things) Student-centered learning: we create a context, give you things to think about, ask you to do the thinking and learning YOU make the connections, pull things togetherE h t d t ill h diff t l i Each student will have a different learning experience, controlled by youLECTURES & LARGE CLASS DISCUSSION &


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UW-Madison SOC 220 - SOC 220 Lecture Notes

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