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RACE, ETHNICITY & IDENTITY

ANTHROPOLOGY 4550.001

TTH3:30-4:50pm Wooten Hall 316

Fall 2012

INSTRUCTOR: Dr. Mariela Nuñez-Janes (profe)

OFFICE: Chilton Hall 330F

TELEPHONE: 940/369-7663

EMAIL:

OFFICE HOURS:Thursdays 1-3pm or by appointment

COURSE OBJECTIVES

In this class you will learn how race and ethnicity operate as categories of social inequality. In the first section of the course, we will discuss perspectives on identity, race and ethnicity to get a better understanding of what they are and how they are conceptualized theoretically. Drawing on critical perspectives of race and ethnicity we will analyze, in the second part of the course, how they work as overlapping categories of both inclusion and exclusion that are used to divide, rank, and discriminate. We will end the semester with a brief discussion of possible ways to overturn the social injustices caused by ethnic and racial subordination as currently experienced in the U.S.

COURSE REQUIREMENTS (325 total points)

1)Readings:

  • You are responsible for completing the readings for the day they are assigned and come to class prepared to discuss them.

2)1 Student-led discussion: (50 points total)

  • You will lead a small group discussion once during the semester
  • A discussion sign-up sheet will be distributed in class (see course outline for date).
  • Your discussion grade will be determined by:
  • Completing the discussion preparation guide (25 points, see attached)
  • Leading the small group discussion (25 points)

3)1 Self-statement: (25 points)

  • See the course outline for guidelines and due date

4) 1 Group presentation (50 points)

  • See the course outline for guidelines and due date

5)1 Annotated Bibliography and Paper Topic (50 points)

  • See the course outline for guidelines and due date

6)1 Final Semester Paper Outline: (50 points)

  • The outline will be used to help you write your final semester paper.
  • See the course outline for guidelines and due date

7)1 Final Paper: (100 points)

  • See the course outline for guidelines

8) Attendance:

  • To get the most out of this class your attendance is required.
  • An attendance sign in sheet will be circulated at the beginning of each class. Sign your name on the sheet to document your attendance. Failure to sign the sheet will be considered an absence.
  • More than 4 unexcused absences will lower your total semester grade by 20 points.
  • If you have a documented excuse for your absence let me know as soon as possible and bring it to class. A valid documented excuseconsists of a doctor’s note documenting your illness or death in the family.

Grading:

  • All grades will be assigned based on the following grading scheme:

100-89% = A

88-79% = B

78-69% = C

68 -59% = D

58%- = F

  • You are responsible for tracking your own grade progress. If you have questions

about your grade or if you need documentation of your grade progress talk to me

during office hours or make an appointment.

Unexcusedlate assignments will be deducted 5 points for every day that they are late.

CLASSROOM POLICIES

1. Since discussion is an essential part of this course please come to class prepared and on

time.

2. Please turn off your cell phones.

3. Do not come into class late or leave early.

4. You are responsible for tracking your own grade progress (see course requirements and

grading scheme to help you keep track of available points). If you have questions about

your grade come to office hours, make an appointment, or contact me via email. Do not

make specific inquiries about your grade in class.

5. No late work will be accepted unless you have a valid documented excuse

(documented illness or death in the family). If you miss an assignment andyou have a valid documented excuse notify me as soon as possible via phone or emailso we can arrange a reasonable time for you to make up the missed assignment.

6. All work must be turned in at the beginning of class. I will not accept emailed work

unless you have a valid documented excuse.

7. Plagiarism and Cheating. The department of anthropology does not tolerate

plagiarism, cheating, or helping others to cheat. Students suspected of any of these will

be provided the opportunity for a hearing; a guilty finding will merit an automatic “F” in

the course. In addition, I reserve the right to pursue further disciplinary action within the

UNT legal system, which may result in dismissal from the university. Plagiarism is

defined as misrepresenting the work of others (whether published or not) as your own. It

may be inadvertent or intentional. Any facts, statistics, quotations, or paraphrasing of

any information that is not common knowledge, should be cited. For more information

on paper writing, including how to avoid plagiarism, and how to use citations, see

For information on the University’s

policies regarding academic integrity and dishonesty, see the UNT Center for Student

Rights and Responsibilities,

8. The Anthropology Department does not discriminate on the basis of an individual’s

disability as required by the Americans With Disabilities Act. Our program provides

academic adjustments or help to individuals with disabilities in its program and activities.

Attempts will be made to meet all certified requirements.

REQUIRED READING ON ELECTRONIC RESERVE(WILLIS LIBRARY)DELETE

To access Electronic Reserves:

• Go to the UNT Library Catalog

• Click on Course Reserves

• Search by Course or by instructor's name

• Clink on the title needed

• Sign in giving your name, your UNT ID, your PIN, and the course password. The

password israceethnf12

• When the above information is entered correctly, you will see the PDF for the

article.

• If you have additional articles to read, use the back button to return to the Library

Catalog.

• When you are finished, please exit from the browser if you are using a public PC.

This is to protect your personal information.

List of readings on electronic reserve

Anderson, Benedict

2006 “Introduction.” In Imagined Communities (second ed.). London: Verso

Barth, Fredrik

1969 “Introduction.” In Ethnic Groups and Boundaries: The Social Organization of Cultural Difference. Boston: Little, Brown, and Company.

Cahn, Peter

2008 “Consuming Class: Multilevel Marketers in Neoliberal Mexico.” Cultural Anthropology 23(3): 429-452.

Delgado, Richard and Jean Stefancic

2001“Hallmark Critical Race Theory Themes.” In Critical Race Theory: An Introduction. New York: New York University Press.

Fischer, Edward

1999“Cultural Logic and Maya Identity: Rethinking Constructivism and Essentialism.” Current Anthropology, 40(4): 473-500.

Fortney, Nancy D

1977“The Anthropological Concept of Race.” Journal of Black Studies, Vol. 8, No. 1: 35-34.

Geertz, Clifford

1994“Primordial Loyalties and Standing Identities: Anthropological Reflections on the Politics of Identity.” Public Lecture Delivered at Collegium Budapest. Budapest: Collegium Budapest/Institute for Advanced Study

Goodman, Allan

2003“Interview with Allan Goodman.” Race-The Power of an Illusion. RACE- The Power of an Illusion . Background Readings | PBS [accessed 1/9/2006]

Gordon, Milton

1961“Assimilation in America: Theory and Reality.”Daedalus 90(2): 263:285

Jenkins, Richard

1997“Rethinking Ethnicity” In Rethinking Ethnicity Arguments and Explorations, pp. 165-170. Thousand Oaks: Sage Publications.

Moya, Paula

2000“Introduction: Reclaiming Identity.” Cultural Logic 3(2) [accessed 1/10/2007]

Sökefeld, Martin

1999“Debating Self, Identity, and Culture in Anthropology. Current Anthropology 4(4): 471-448.

Williams, Brackette

1996 “Skinfolk, Not Kinfolk: Comparative Reflections of the Identity of Participant-Observation in Two Field Situations"In Diane L. Wolf (ed.), Feminist Dilemmas in Fieldwork. Westview Press.

Course Outline

I RACE, ETHNICITY, AND IDENTITY: WHAT ARE THEY AND HOW ARE THEY EXPLAINED

8/30Introduction

9/4Identity

Assignment: Martin Sökefeld

9/6 Conceptual Framework: Race as Biology

Assignment: Nancy Fortney

9/11From Biological Race to Social Race

Assignment: Allan Goodman

9/13Conceptual Framework: Assimilation

Assignment: Milton Gordon

9/18 Experiential Explorations: Sharing Self-Statements

Assignment: SELF STATEMENT DUE IN CLASS

Sign-up for student-led discussion and group presentation in class

9/20Student Led-discussion

Assignment: Review readings assigned 8/30-9/13

9/25Conceptual Framework: Primordialism

Assignment: Clifford Geertz

9/27Conceptual Framework: Circumstantialism

Assignment: Fredrik Barth

10/2Conceptual Framework: Social Constructionism

Assignment:Richard Jenkins

10/4Conceptual Framework: Social Constructionism (continued)

Assignment: Edward Fischer

10/9Group Presentation: Conceptual Framework-Race as Biology

10/11Conceptual Framework: Critical Race Theory (CRT)

Assignment: Richard Delgado and Jean Stefancic

10/16Group Presentation: Conceptual Framework-Assimilation

10/18Conceptual Framework: Postpositivist Realism

Assignment: Paula Moya

10/23Student Led-Discussion

Assignment: Review readings assigned 9/25-10/18

10/30Group Presentation: Conceptual Framework-Primordialism

ANNOTATED BIBLIOGRAPHY DUE IN CLASS

II HOW ARE RACE AND ETHNICITY RELATED TO OTHER SITES OF IDENTITY CONSTRUCTION?

11/1Gender and Intersectionality

Assignment: Brackette Williams

11/6Nation and Citizenship

Assignment: Benedict Anderson

11/8Group Presentation: Conceptual Framework-Circumstantialism

11/13Social Capital

Assignment:Peter Cahn

FINAL PAPER OUTLINE DUE IN CLASS

11/15NO CLASS AAA Meetings

11/20 Group Presentation Conceptual Framework-Constructionism

11/22 NO CLASS THANKSGIVING BREAK

11/27 Student Led-Discussion

Assignment: Review readings assigned 11/1-11/6

11/29 Group Presentation Conceptual Framework-Critical Race Theory

12/4 Group Presentation Conceptual Framework-Postpositivist Realism

12/6 Closing

12/10 Final paper due no later than 1:00 pm, Anthropology office Chilton 330

Note: This syllabus may be subject to changes and/or revisions.

GUIDELINES FOR COURSE ASSIGNMENTS

Self-statement

  • Imagine you are talking with a friend and he/she suddenly asks, “Who are you?” For this assignment you will answer that question by reflecting on your identities.
  • Choose 1 of the following:
  • Write a 2 page, double-spaced, 12 point font typewritten statement
  • Write a short poem
  • Create a piece of art
  • Write a song
  • Create a video
  • **Make sure you put your name on your self-statement and indicate if you want it posted on the class website. See

for examples of other students’ self-statements

Group presentation

  • You will sign-up in class and select a conceptual framework. The conceptual frameworks are: Race as Biology, Assimilation, Primordialism, Social Constructionism, Critical Race Theory, and Post-positivist realism.
  • You will prepare a 30 minute power point presentation that you will present to the rest of the class.For the presentation you will use the assigned conceptual framework to explain a case involving conflict related to race, ethnicity, gender/sexual orientation, class, and/or citizenship. You will select the case with your group. Here are some examples of possible cases (your group can select from these or come up with one):
  • Slavery and the U.S Civil War
  • Genocide and the Holocaust
  • U.S. Civil Rights Movement
  • U.S. policies towards Native Americans
  • Afrikaners in South Africa
  • Collapse of Yugoslavia in the 1990s
  • Malaysian policies towards immigrants and refugees
  • Zapatista Rebellion and conflicts with Mexican government
  • Ethnic and racial categories in Brazil
  • Tibet and China
  • Gay marriage
  • Palestinian and Israeli conflict
  • Your presentation must include:
  • A description of the case you selected. Research the details by finding 1 or 2 short newspaper articles, reports, or reliable online sources in order to find out: How did the conflict originate and who is involved? What is the conflict about? Is the conflict resolved? If yes, how was it resolved? If not, what has prevented its resolution?
  • An explanation of the reasons and causes driving the conflict in your selected case using the conceptual framework assigned to your group.

Annotated Bibliography

  • Use the case you selected for your group presentation
  • Your task is to build a bibliography that you will use for the final paper outline and final paper. For this assignment you will: a) analyze your case study bycontrasting the conceptual framework used in your group presentation with another one discussed in class, ORb) discussing another site of identity construction relevant to your case study andpresented in Part II of the class (nation and citizenship, social capital, gender, etc.)
  • Write an annotated bibliography that:
  • Includes your name and case-study on the upper-right hand corner of the paper (5 points)
  • Lists at least 8 references (2references to the assigned class readings and 4 additional references to outside readings (these must be from academic journals or books). Follow the AAA style for format. See the anthropology writing guide for style format and tips about writing (20 points)
  • Include a short paragraph under each reference with the following information (25 points)
  • A summary of the main points
  • An explanation of ideas relevant to the case-study you selected

Final Semester Paper Outline

  • Use the case you selected for your group presentation and annotated bibliography assignment
  • Write a 1 page (not including references) typed outline using 12 point font
  • The outline must include:
  • Your name, case-study , and possible paper title (5 points)
  • Thesis statement: Must be clear and summarize the arguments you will address in your paper (15 points)
  • Main points: Must relate to the thesis statement and clearly indicate how you will use the references listed in the annotated bibliography to support your points (20 points)
  • References cited: Must include 2 references to the assigned class readings and 4 additional references to outside readings (these must be from academic journals or books). The references must be listed on a separate page following the AAA style (10 points)

Final Paper

  • In the final paper you will: a) analyze your case study about racial/ethnic conflict by contrasting the conceptual framework used in your group presentation with another one discussed in class, OR b) discuss another site of identity construction relevant to your case study and presented in Part II of the class (nation and citizenship, social capital gender, language, etc.)
  • The paper should be no longer than 8 type-written pages (not including references), double-spaced using 12 point font
  • Your paper must:
  • Include a separate page with your name, case-study, and paper title (5 points)
  • Describe the details pertinent to the case study (20 points)
  • Identify and discuss the main ideas of the conceptual frameworksor the site of identity construction you selected (30 points)
  • Analyze your case-study by applying the ideas from the conceptual frameworksor site of identity construction you selected in order to explain it. Provide an analysis that includes ideas from the readings covered in class and those you consulted. Your analysis must clearly show your understanding of the readings and their relevance to your selected topic(35 points)
  • Include a separate page of the references cited in the paper. You must have 2 references from the assigned class readings and 4 additional academic references. They must be listed following the AAA style (10 points)

Discussion Preparation Guide for Student-led Discussion

Name______Date______

Author/Title______

To the student:

A. You must fill out this discussion preparation guide and turn it in on the day of the discussion. No exceptions will be made for late papers. The guide will count towards half of the student-led discussion grade. (25 points)

B. Use this guide to help you formulate the issues you will like to bring up during the discussion. Select one reading from those listed in the course outline of the syllabus.

C. Remember that your role as a discussion leader is to act as moderator. Thus, in addition to having particular issues that you want to address during discussion, your role as moderator also includes making sure that you do this within the class time and that the discussion moves along.

1. Note words that are unfamiliar or are used in a specific way in the reading. Define the word in the context of the phrase where you first saw it and in relation to the main points of the reading.

a.

b.

c.

d.

e.

2. What ideas seem significant or puzzling to you? Prepare questions about these to ask during discussion.

a.

b.

c.

d.

e.

3. State the topic of the reading in one or two sentences. What is this reading about?

4. How does the reading relate to other materials you've read in this class and/or in other classes?

5. How does the reading relate to things you've, friends, family have experienced and/or to events you are familiar with?

6. What is your opinion of the reading? Provide a reason for your opinion.

7. What did you learn from the reading? Please be specific.