SYLLABUS Chicano San Diego Ethnic Studies 343 TH 2:30 5:20 (SH 211) Professor Alberto López Pulido Spring 2019 Office Hours: W 8-11;TH 8-10 619-260-4022 apulido@sandiego.edu COURSE DESCRIPTION: The purpose of this course is to guide students into a deeper understanding, reflection and appreciation of the Chicanx/Latinx experience in the United States and the Americas. Within this context we examine methodologies and pedagogies that underscore the power of place in relation to identities (race, ethnicity, class gender, sexuality and citizenship) and living communities (inclusive, exclusive) both as representations of conformity versus resistance. This course begins with the local and evolves into its interplay with the transnational and global communities. Important pedagogies and methodologies in this course are as follows: Participatory Action Research, Autoethnography, Contemplative Education, Engaged Pedagogies, and Borderland Perspectives. COURSE REQUIREMENTS: The requirements of this course include regular and on-time attendance and participation, keeping up with course readings, timely completion of assignments and your contribution to discussions. Part of your course grade will be based on your efforts to do the assigned readings and to think critically about them; your willingness to interact with other students; and your ability to thoughtfully engages with course texts and topics. All weekly readings must be completed before each class. Please come to class prepared to take careful notes, listen to each other, discuss ideas, and participate in a constructive and collaborative place of learning. PARTICIPATION: Class participation is mandatory! This course will require that you devote time to gather outside of the designated classroom period. We will identify a common meeting for us to meet outside of class. Basic course requirements also include behaving with respect, understanding, and civility toward others. Failing to meet basic requirements will negatively affect your grade. I would like us to prepare to participate in Creative Collaboration Link and possibly Chicano Park Day: http://chicano-park.com We should also apply for a grant from the Humanities Center to solidify this work: HumanitiesGrant Grading: 3 exams at 15 percent for a total of 45 percent Participation and involvement inside and outside the classroom: 15 percent Applied Project: 25 percent Final Exam: 15 percent RELEVANT EDUCATION AND ETHNIC STUDIES EPISTEMELOGIES Chicano and Ethnic Studies methodology and pedagogy places great emphasis and value on relevant education and a unique ethnic studies pedagogy that is critical for successfully passing this class. Collectively, we will coordinate and imagine assignments that will require an engaged and applied pedagogy and methodology. 1
Applied Research Project: Chicano Park @ 50 Installation Turning Wheel Project Curriculum New Proposed Project READINGS: Power of Place Dolores Hayden Crux: A Cross Border Memoir Jean Guerrero Numerous Readings uploaded on BB SCHEDULE: 1) 1/31 Introductions and Frameworks 2) 2/7 Borderlands Chicano San Diego/AP 3) 2/14 Power of Place, Art and Collective Memory/AP 4) 2/21 Chicano Movement and Sacrality/AP -CC Abstract Completed Due 3/1 5) 2/28 Exam 1 6) 3/7 No Class Spring Break 7) 3/14 Gender and Sexuality/ AP 8) 3/21 Fronteras and Walls /AP 9) 3/28 Applied Project 10) 4/4 Exam 2 11) 4/11 CC Event 12:00 2:00 PM Review of Event Next Steps 12) 4/18 No Class Easter Break Chicano Park Day -Sat. 4/20 13) 4/25 Applied Project 14) 5/2 OPEN 15) 5/9 Exam 3 16) 5/23 (Thursday 11-1 PM Final Exam. Learning Outcome #1: Summarize the legacies of contact, conquest, and resistance to racial oppression within the U.S. in domestic and transnational frames by defining and explaining key concepts like, colonialism, oppression, slavery, extermination, privilege, sexism, homophobia, colorblindness, multiculturalism, diversity, tolerance, anti-racism, and conflict resolution. Learning Outcome #2: Understand and apply critical frameworks, including: decolonizing methodology, intersectionality, and cultural analysis. Learning Outcome #3: Compare the contextually rooted experiences of at least four U.S. racial/ethnic groups Learning Outcome #4: Participate in at least one community service-learning project overseen by Ethnic Studies faculty that links theoretical paradigms of Ethnic Studies with community-based research Why is an Ethnic Studies Course Important for my Educational Journey? 1. It will teach me to think critically and independently, speak and write effectively, and acquire an appreciation and better understanding to a diverse range of cultural and artistic traditions. 2. I will be exposed to essential meaning of education - derived from the Latin educo - to lead or draw out oneself as both student and educator. 3. To discover, recognize and reconcile the disjunctures in our lives on the journey to truly know myself better. 4. To better understand my educational journey as a changemaker @ USD. 5. To acknowledge that there are new and different ways of knowing. 2
Ethnic Studies as a Major or Minor @ University of San Diego Interested in a career in law, public policy, politics, journalism, education, public health, social work, international relations, community organizing, public relations, urban planning, and other socially- engaged careers? Ethnic Studies is an interdisciplinary field of study that allows students to critically examine the complex dynamics of race and ethnicity in the United States. It is especially committed to developing critical thinking skills and compassionate social engagement. Whether you are taking this course for a graduation requirement, personal interest, or curiosity, we invite you to explore the possibilities of an Ethnic Studies major or minor. For more information, please contact your professor or visit us at the Department of Ethnic Studies trailer located directly behind Copley Library. You may be closer to an Ethnic Studies major, minor, or double major than you realize! A Land Acknowledgement for the Kumeyaay Nation: I want to acknowledge that the land on which we gather is the traditional and unceded territory of the Kumeyaay Nation. I want to pay respect to the citizens of the Kumeyaay Nation, both past and present, and their continuing relationship to their ancestral lands. 3
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