[this page is part of curriculum development work I did for Provost Abrams at Merrill College (UCSC) for our core FYC course Fall 2014]
Here is a list of the readings in the course reader and on ecommons.
1. Theory that is applicable/useful for all texts:
a. Hesse-Bider_ch36_p 629-632 This piece introduces students to Intersectionality. It is a readable short theory chapter from Handbook of Feminist Research that defines intersectionality; provides an account of where the intersectional framework/approach comes from; discusses areas of scholarship where important debates are taking place and explains why it is useful/important to learn to think this way. [7 pages in Course Reader]
b. Audre Lorde’s essay_”Age, Race, Class, and Sex” remains one of the most commonly used essays to introduce students to the race/class/gender intersectionality framework. It is a short, 10-page essay, very readable, that can be paired nicely with “a” [10 pages on ecommons]
c. Another theoretical piece that is applicable to all texts: a piece that lays out in concrete terms what we mean when we say “race is a social construct.” “Racial Formation” is Chapter 4 of Omi and Winant’s Racial Formation in the United States. Omni-Winant_Ch4_p57-69 This short chapter begins with the question What is race? it defines race and explains racialization as the historical development of race. [13 pages on ecommons]
d. More theory in the form of definitions of key terms that are applicable to all texts: We have a short list of key terms plus one definition in the Course Reader and a longer working list of key terms and phrases on eccommons. Also on ecommons are Ashcroft-Griffiths_various definitions of some of the key terms and Olimpia’s Key Terms Definitions Word.file, a list of definitions of race/racialization created by Olimpia Blanco a Merrill CA for discussion of the film Crash
2. Readings about reading/writing
a. David Bartholomae and Anthony Petrosky’s Introduction to Ways of Reading Introduces students to the relationship between reading, writing and thinking and to the kinds of reading and writing tasks we will be asking students to do. Learning to use writing as a form of intellectual inquiry to make sense of your world and to learn different ways of thinking about yourself and your world, writing as a way to learn different ways to make meaning. This is a useful piece to get at what Ellen calls student buy-in, so that the engineering/science major understands why what we are asking them to do in Core matters. [19 pages in Course Reader]
b. Baldwin_Reading-Writing_p20-29 ‘Reading Writing Integration’ excerpt from Composition for Success: A Student’s Guide to Integrated Reading and Writing Baldwin et. al. This section of the book introduces students to integrated reading and writing how they work together, how they are mutually constitutive: reading/writing as a process where revision is key. It also outlines practical strategies for how to activate knowledge we aren’t consciously aware of having—very readable short section outlining an integrated reading-writing approach. Pedagodically it is doing similar work than the piece above yet this is shorter, more readable, especially appropriate for ELWR unsatisfied students. [9 pages on ecommons]
c. John Swales CARS article on reading academic essays, the common types of moves academic writers make in academic essays, learning to see academic research essays as a series of rhetorical moves. Very readable, short, can be used to read Hall, or any of the other theory. [3 pages on ecommons]
d. Short chapter from the 2nd edition of They Say, I Say called “I Take Your Point: Entering Class Discussions” that provides instruction on how to have productive classroom conversation, underscoring the connection between reading, writing, and speaking. [4 pages on ecommons]
3. The Local and the Global: “Crisis,” Immigration, and UCSC Students Redefining America
The Coures Reader will have a third section of pieces dealing with the current “crisis” around youth refugees from Central America. We have included the following pieces:
Section 3 of the reader also has the two essays below written by UCSC students documenting their efforts to advocate for themselves o campus
Neidi Dominguez.Constructing a Counternarrative
We have added to ecommons the pieces below on globalization-immigration
a. Bacon_ch2_p23-49 and Bacon_ch3_p51-81 David Bacon Illegal People:How Globalization Creates Migration and Criminalizes Immigrants. In Chapter 2 “Why Did We Come?” Bacon answers the title question by looking at economic/political conditions in Oaxaca and Sonora Mexico. In Chapter 3 “Displacement and Migration” Bacon examines how people are forced into the migrant stream and how migrant labor is an indispensable part of the global system. [Chapter 2 is 25 pages, Chapter 3 is 30 pages, both are on ecommons] Here is the link to a talk by Bacon
b. Globalization, immigration, and gender. Chang Grace Introduction Ch1_p1-20 Disposable Domestics, similar analysis of globalization and immigration yet the focus here is on poor women in the U.S. and the relationship between social welfare provisions and labor market needs—she argues, as Sassien and other feminist theorists of globalization argue, that immigration from Third World into the First does not just happen, it is orchestrated. Moreover, she argues that U.S. Immigration laws and policies are aimed at capturing the labor of immigrant women and men separate from their human needs (11). [ 20 pages on ecommons]
c. Chandra Talpade Mohanty and Jackie Alexander Feminist Genealogies, Colonial Legacies, and Democratic Futures. The Alexander-Mohanty_introduction to this book provides a framework for thinking about globalization from the perspective of Third World feminism and proposes a feminist praxis for a global context: an example of intersectional approach to globalization. The authors suggest a shift away from geography, inside/outside the U.S. to thinking about relations and processes across cultures. Chapter 1 “Women Workers and Capitalist Scripts” Alexander-Mohanty_pages 3-29 focuses on Third World Women workers in the global arena. It moves from the U.S. Mexico border to India, Asia, and back to the Silicon Valley. Provides an example of how Third World Feminism as a lens uses intersectional frameworks to think through globalization issues. Heavy theoretical piece, that continually moves from the here (U.S. First World) to the there (developing Third World). Good piece, sure to be too heavy for many students yet it is useful because of the way it forces us to shift our thinking about globalization from geography (here vs. there) to relationships, links, and processes.
We also have a couple of pieces that get at the affective issues (especially relevant for ELWR unsatisfied students). What does it mean to be underprepared? How does entering the UC system underprepared shape your experience? Why do some students quit? Why do some succeed and what does fear/anxiety have to do with it?
a. Rebecca Cox, ” The Student Fear Factor” Chapter two of The College Fear Factor: How Students and Professors Misunderstand One Another is about fear, student anxiety and why students drop out and Chapter 7 “Academic Literacies” Cox_ch7_p140-157 about the kinds of intellectual tasks we expect students to do, the culture of academia and how alienating it can be to some students, or why it is alienating to some. [ Chapter 2 is 22 pages on ecommons] and Chapter 7 is 16 pages in Course Reader]
b. Mike Rose, Lives on the Boundary Chapter 7 “The Politics of Remediation” pages 167-204 Rose_ch7_p167-204 about underprepared students entering UCLA/the UC system. Both Cox and Rose are told through student’s stories, very readable pieces. [38 pages on ecommons]
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