in the School of Public Affairs
Marie Kennedy Course Description Winter 2011
Time: Thursdays, 2:00‐5:00
Place PAB 5‐5391
Course Number URBN PL 229 ‐ LEC 3
Professor: Marie Kennedy
Office: PAB 5‐5284
Telephone: 310‐206‐3708 (w); 310‐439‐1655 (h); 617‐997‐6478 (cell)
email: mariekennedy@ucla.edu
Office hours: Thursdays, 10:00‐12:00; and by appointment
Peer Advisors: Carlos Amador and Susan Nakaoka
Office Hours TBA
Critical Race Studies in the School of Public Affairs—The History
Since the Spring of 2006, SPA students have taken the initiative to design and lead
courses in Critical Race Studies as applied to Public Policy, Social Welfare and Urban
Planning. Understanding the need to incorporate into their professional work and
classrooms a more critical dialogue about structural racism and how it intersects with
gender, sexuality, class, age and other markers of social and hierarchized differences,
students formed the Critical Race Studies Working Group. The CRS Working Group
has worked to institutionalize CRS in SPA, by linking students from previous CRS
courses with those designing and leading the next course, sponsoring various events,
advocating for a CRS course with SPA administration and faculty and creating an
interactive website: http://spacrs.wordpress.com/.
In the Spring of 2010, CRS students asked me to be the faculty sponsor for the course
and, in order to support their goal of institutionalizing CRS within SPA, to be more
involved with the design and implementation of the course than had been the case of
faculty in the past. Largely through student efforts, this year for the first time, the CRS
course is being offered as part of the regular curriculum in all three departments of
SPA and I have been hired to teach it. It is our hope that this will lead to the
permanent institutionalization of a SPA CRS course as part of the core curriculum of
all three departments. In addition to the CRS students, thanks for supporting the
institutionalization of the CRS course go to previous sponsoring faculty (Laura
Abrams from Social Welfare, and Jacqueline Leavitt, and Leo Estrada from Urban
Planning) and to Dean Frank Gillian, Executive Project Manager Weiyi Tse, the chairs
of all three departments (Michael Stoll, Robert Schilling, Brian Taylor) and the newly
constituted SPA Social Justice Committee which includes faculty and student
representatives from all three departments.
1
Course Description
The course will focus on the foundation of Critical Race Theory (CRT) as applied to
Public Policy, Social Welfare and Urban Planning. This course will look at the causes
and symptoms of structural racism and social/racial hierarchies as they influence and
are influenced by our three fields.
The course is largely based on the previous CRS course which students designed and
led. While much was gained by having students lead the course, it was also a heavy
workload for them, especially for the four student coordinators (Carlos Amador,
Susan Nakaoka, Jacqueline Perez, Susana Ochoa‐Sanchez). It is my intention to
develop a learning community that is student‐centered, but which will not impose
organizational work on students.
Course Objectives
At the end of this course, students will be able to:
• Specify how professional and personal values, assumptions, priorities )cultural
lens), affect their personal behavior.
• Articulate an understanding of intersections of identity and positions of power,
privilege and resources.
• Explore and hone tools for partnering with oppressed groups/communities.
• Analyze how oppression and privilege has operated within their respective
disciplines (public policy, social welfare, urban planning) and how they can
participate in addressing oppression and its effects on individuals, groups and
communities.
• Identify and embark on efforts to achieve social transformation in their respective
fields.
MetaQuestions:
The following questions have been developed by past students in the course to
enhance the discussion each week. These questions will provide an anchor for the
weekly discussions and provide the connections needed to interrelate the themes as
we move forward.
• How do we move beyond structural racism and how do our fields perpetuate it?
• How do we move beyond the Black/White binary and how do our fields
perpetuate it?
• How does this week’s theme become “complexified” by the relationship of
interconnected systems of oppression?
• Also, keep in mind:
‐‐How does it work?
‐‐What does it mean?
‐‐Who benefits and where does the money go?
2
Required Readings
Readings are available via CCLE. In addition, it is recommended that you purchase
Delgado, Richard and Jean Stefancic (eds.). (2000) Critical Race Theory: The Cutting
Edge (2nd ed.). Philadelphia: Temple University Press. Many of the readings are drawn
from this book and it is a good reference volume. You will have approximately 50‐60
pages of required reading each week and it is critical that you do the readings.
Supplemental readings are not required, but may add to your understanding or help
in your research for your final project.
Course Policies
Attendance:
Attendance is mandatory at all class sessions. If you are sick or have an unavoidable
conflict, please notify me in advance by email. Any unexcused absences may be
counted against your participation grade.
Grading:
Your final grade will be based on three required elements: 1) class participation, 2)
eight weekly response papers, and 3) final project—paper and oral presentation. In
making my decision, I will take into account both self‐ and anonymous peer‐
evaluations.
The elements will be weighted as follows:
Class participation, discussion 30%
Co‐facilitation of portion of one week’s class 20%
Personal narrative non‐graded, but must do to pass
Response papers non‐graded, but must do to pass
Discussion questions non‐graded, but must do to pass
Final paper and presentation 50%
Reflection paper non‐graded, but must do to pass
Course Requirements
Participation:
Full participation by all students is critical to developing a student‐centered learning
environment. Participation means regular attendance, knowledge of the reading
assignments, and participation in class exercises and discussions.
CoFacilitation of a Class
In the first class, students will select a topic from one class in which two or three
students will work together to design and lead a portion of the class session on that
topic. For example, they might lead a discussion drawing on the questions that
students have posted, design and implement an exercise, present a relevant video,
3
invite a guest speaker, etc. Students are urged to incorporate popular education
methods that respond to different intelligences.
Narrative:
Write your own narrative pertaining to your experience in your academic department
AND/OR in your community or professional work. Include earlier educational
experiences if you like. Incorporating our own stories is important to our class
project. While your specific narrative will not be shared with the whole class, I will
make a summary of the narratives that will allow us to hear from each other while
preserving anonymity. (As an example, see the summary of the narratives from the
previous CRS class on the CRS website: http://spacrs.wordpress.com/spring‐2010‐
course‐blog/).
The following questions are intended to guide your narrative, not necessarily define it
(nor meant for you to list your answers to each question):
• What has been your experience in your department (and/or in earlier educational
settings) as a person of color and/or as a person committed to anti‐
subordination/anti‐racism/intersectional work?
• How has your experience impacted your interaction and relationship with other
students and faculty in your department and/or in earlier educational settings,
and/or in your community or professional work?
• Has your experience impacted your scholarly/academic endeavors within your
department and/or in earlier educational settings (e.g., research, course writing
assignments, group projects, capstone project, etc.), and/or your community or
professional endeavors?
• How have these experiences in your department and/or community or
professional settings impacted your goals after graduation?
Response Papers and Discussion Questions:
Response papers should be 1‐2 page papers demonstrating that you have engaged the
assigned readings for that week, including your personal reaction and/or experience
with the subject being discussed. Pose at least two discussion questions based on the
readings. Discussion questions must be posted on CCLE at least by midnight on
Tuesdays. Response papers should be posted to CCLE before the beginning of class in
weeks 2‐9. There is no response paper due on the first day of class. These papers and
discussion questions will not be graded, but are required in order to pass the course.
You may miss one response paper and one set of questions during the quarter and
still pass.
Final Project:
The Project:
Individually or in a group, you will analyze through a CRT lens one situation related to
public affairs, your field and/or graduate department and design an action project or
carry out an action (however modest) to improve the situation.
Rationale:
4
Policies set guidelines for practice and provide strategies for dealing with problems or
issues. In public affairs, policies often come in the form of laws or regulations that
establish, enlarge, or curtail programs; determine eligibility for services; or control
funding. Laws and regulations are often unevenly implemented. Within agencies,
policies often take the form of guidelines delineating the way work is done—defining
a client population and its needs; the frequency, duration, and character of client
contact; and the requirements for reporting.
Policies are not created in a vacuum. They stem from a history of practices and
decisions. They also reflect the spirit of the time—the ideas, assumptions, and biases
that currently prevail. They further serve to institutionalize and influence the time in
which they develop.
Policies may affect populations differently. Yet social differences—among them race,
socioeconomic class, gender disability, sexual orientation, age, immigration status,
language, and ethnicity—are socially constructed, the result of laws, institutional
practices, and prevailing attitudes. These attitudes fundamentally influence the ways
in which public and community services are organized and delivered. The experience
of social difference thus reflects a legacy of differentiation on the basis of defined
social categories, with policies having a differential impact on different classes of
people. Such differences may be a result of biases sympathetic or unsympathetic to
particular populations or a result of ignorance about the needs of a particular group,
assumptions about a policy’s implementation, or an inability to see or acknowledge
the impact of a policy on the people it directly affects.
Criteria:
1. Identify and describe a policy or general practice in public affairs or in the School
of Public Affairs that may differentially affect individuals and groups because of
race (consider Asians, Blacks, Latinos, Indigenous People, etc.) and describe the
results of that differential impact.
2. Utilizing the same policy or general practice, consider how race intersects with at
least one other socially defined difference—e.g., socioeconomic class, gender,
disability, sexual orientation, age, immigration status, language, ethnicity—and
describe the differential impact on the selected individuals or groups.
3. Analyze how the selected policy or general practice negatively affects the
organization or delivery of services for the selected group and how you would
change this policy or practice.
4. Develop an outline of an action plan or carry out a modest action towards
achieving the change you propose.
Standards:
1. Your descriptions must be based on supporting information from at least five
sources of relevant literature, data (such as the census) or direct investigation
(such as interviews you conduct).
5
2. Your policy or general practice may be selected from any area of public affairs (for
example, public housing eligibility rules, mandatory prison sentences, high school
graduation requirements, union organizing procedures, hospital discharge
practices, transitional assistance regulations, affirmative action laws, invisible
glass ceilings).
3. Characterize as precisely as possible the specific social categories you are
discussing. (For example: Whom are you including in the social category “Asian”?
What are the social determinants of “class”? If you refer to women as a biological
class, are you taking into account the social construction of biology? What is the
age range for “youth”?).
4. Include in your analysis:
• the historical development of that current policy or general practice
• the dominant society’s characterization of the particular social group; the
characterization’s stereotypes, emphases, and expectations; and the functions
that characterization has served and serves for those who employ it;
• the way the social construction of the group is perpetuated by public policies
and practices, social institutions (stratified schools, segregated neighborhoods,
media stereotypes, divisive political practices, etc.), and self‐perpetuating
attitudes, expectations, and behaviors;
• significant social, political, legal, and economic ramifications of the dominant
society’s characterization of the group;
• how the selected policy determines the ways in which services are organized
and delivered with a negative differential affect on the group under
consideration, and explain how you would change that policy to limit or
eliminate this impact.
5. Your analysis will be presented in a professionally written paper of 15‐20 pages
double‐spaced and summarized in an oral presentation of 5 minutes. (With prior
approval of the instructor, alternatives for presenting your analysis, to accompany
a shorter written paper, may be possible, such as a video, play, journalistic essay,
etc.) A group project should be more complex than an individual project and the
paper will probably be longer (but not proportionately longer)
6. You must identify all sources of data, information, and ideas. When quoting or
paraphrasing someone else’s work, cite the source. Use the author‐date form of
citation. For example:
In our view, community development “is more than just bricks and mortar, specific
job creation, or legislative reform. It is helping people to increase their control over
decisions that affect their lives, developing their capacity to intervene in their own
environments, and bring justice to their lives.” (Kennedy & Mead, 1996, 101).
Then at the end of the paper, have a complete list of references. For example:
Kennedy, Marie and Molly Mead. 1996. Serving in One’s Own Community: Taking a
Second Look at Our Assumptions about Community Service Education. Metropolitan
Universities. Summer. 99‐111.
6
NOTE: Using someone else’s information or ideas without citing the source is
misleading, prevents a reader from following up on interesting ideas, and defeats the
educational purpose of the assignments (which is to build on other people’s work to
come up with your own ideas and conclusions). Also, the university forbids it, and
stipulates serious penalties if a student is caught at it. Please don’t do it. Guidelines
for academic honesty are posted at
http://www.deanofstudents.ucla.edu/StudentGuide.pdf, with a more complete code
of conduct at http://www.deanofstudents.ucla.edu/studentconductcode.pdf. In brief,
to adhere to academic honesty, you should:
• Again, provide citations for information, except for information that is general
knowledge or that you learned from direct observation.
• When you use a direct quotation, “put it in quotation marks.” (For direct
quotes, give the page number.) It is not OK to use a close paraphrase as an
alternative to a direct quotation—if it’s close, we expect you to just use the
direct quote.
• Most of a paper should be your own work. It is fine to summarize, critique, or
build on other people’s ideas. But if a paper is mostly a string of quotations or
descriptions of statements from others, that is a bad sign. We want you to
develop your own synthesis and ideas.
Due dates:
• January 20: Topic prospectus due
• February 24: Project outline and progress report due
• March 14: Final paper due
• During finals week (March 14‐18): Oral presentation of final project.
Reflection Essay
At the end of the class, each of you will write a 1‐2 page essay reflecting on your
personal journey in this class. All, or a portion that you choose to make public, of this
essay, will be posted on the CRS website. This will be due on March 14th. As
examples, postings of excerpts of student essays from the Spring of 2010 can be found
on http://spacrs.wordpress.com/spring‐2010‐course‐blog/.
7
Critical Race Studies
in the School of Public Affairs
Marie Kennedy Schedule of Classes and Assignments Winter 2011
Week 1 • January 6
Introduction to Critical Race Studies and The Power of Narrative
Required Reading:
• CAREFULLY READ THE COURSE DESCRIPTION SECTION OF THIS DOCUMENT
PRIOR TO OUR FIRST CLASS, so that you understand what will be required of
you in this course.
• Delgado, Richard and Jean Stefancic. (2001) Introduction. In Delgado, Richard
and Jean Stefancic (eds. ). Critical race theory: An introduction. New York: NYU
Press. 1‐14.
• Chang, Robert S. (2000) Toward an Asian American Legal Scholarship: Critical
Race Theory, Post‐Structuralism, and Narrative Space. In Delgado, Richard and
Jean Stefancic, eds. Critical Race Theory: The Cutting Edge. Philadelphia:
Temple University Press. 354‐368.
• Delgado, Richard. (2000) Storytelling for Oppositionists and Others: A Plea for
Narrative. In Delgado, Richard and Jean Stefancic, eds. Critical Race Theory: The
Cutting Edge. Philadelphia: Temple University Press. 60‐70.
• Ikemoto, Lisa C. (2000) Traces of the Master Narrative in the Story of African
American/Korean American Conflict: How We constructed “Los Angeles”. In
Delgado, Richard and Jean Stefancic, eds. Critical Race Theory: The Cutting
Edge. Philadelphia: Temple University Press. 301‐312.
• Taylor, Edward. (Spring, 1998) A Primer on Critical Race Theory. The Journal of
Blacks in Higher Education. #19. 122‐124.
Supplemental Reading:
• Review the blogs from students and the summary of students narratives from
the Spring 2010 Critical Race Studies course at
http://spacrs.wordpress.com/spring‐2010‐course‐blog/
• Williams, Patricia J. (2000) Alchemical Notes: Reconstructing Ideals from
Deconstructed Rights. In Delgado, Richard and Jean Stefancic, eds. Critical Race
Theory: The Cutting Edge. Philadelphia: Temple University Press. 80‐92.
Assignments:
• 2‐3 discussion questions based on the readings for week 2 to be posted on
CCLE by Tuesday, January 11th, by midnight.
• “Writing Our Own Narratives” [See assignment description on page 3 of this
document.]
• First response paper (re/readings for week 2) to be posted on CCLE before
next class. [See description of response papers on page 4 of this document.]
8
Week 2 • January 13
White Privilege and White Supremacy
Required Reading:
• Bell, Derrick A., Jr. (2000) Property Rights in Whiteness: Their Legal Legacy,
Their Economic Costs. In Delgado, Richard and Jean Stefancic, eds. Critical Race
Theory: The Cutting Edge. Philadelphia: Temple University Press. 71‐79.
• Bonilla‐Silva and David R. Dietrich. (2008) The Latin Americanization of Racial
Stratification in the U.S. In Hall, Ronald E., Ed. Racism in the 21st Century. New
York: Springer‐Verlag. 151‐167.
• Dyer, Richard. (2008) The matter of whiteness. In Rothenberg, Paula S. (ed.),
White privilege: Essential readings on the other side of racism (3rd ed.). New
York: Worth Publishers. 9‐14.
• Espinoza, Leslie and Angela P. Harris. (2000) Embracing the Tar‐Baby: LatCrit
Theory and the Sticky Mess of Race. In Delgado, Richard and Jean Stefancic,
eds. Critical Race Theory: The Cutting Edge. Philadelphia: Temple University
Press. 440‐447.
• Harris, Cheryl I. (1995) Whiteness As Property. In, Crenshaw, Kimberlé, Neil
Gotanda, Gary Peller & Kendall Thomas, eds. Critical Race Theory: The Key
Writings That Formed the Movement. New York: The New Press. 276‐291.
• McIntosh, Peggy. (2008) White Privilege: Unpacking the invisible knapsack. In
Rothenberg, Paula S., ed. White privilege: Essential readings on the other side of
racism (3rd ed.). New York: Worth Publishers. 123‐127.
Supplemental Reading:
• Alcoff, Linda Martin. (1998) What Should White People Do? Hypatia. 13(3). 6‐
26.
• Wise, Tim. (2008) Membership has its privileges: Thoughts on acknowledging
and challenging whiteness. In Rothenberg, Paula S. (ed.), White privilege:
Essential readings on the other side of racism (3rd ed.). New York: Worth
Publishers. 133‐136.
• Warren, Jonathan W. and France Winddance Twine. (Nov., 1997) White
Americans, the New Minority?: Non‐Blacks and the Ever‐Expanding
Boundaries of Whiteness. Journal of Black Studies. V.28.No.2. 200‐218.
Assignments:
• 2‐3 discussion questions based on the readings for week 3 to be posted on
CCLE by Tuesday, January 20th, by midnight.
• Second response paper posted before beginning of next class.
• Final project topic prospectus due next class. [See description of the final
project on pages 46 of this document.] Your prospectus should identify what
policy or general practice on which you intend to focus. Say whether this is an
individual or group project; if a group project, say how the complexity of your
project will reflect that. Say what types of sources you plan to use. If you are
planning to conduct one or more interviews, describe your strategy for
obtaining interviews. About 250‐500 words.
9
Week 3 • January 20
Intersectionality
Required Reading:
• Anonymous. (undated; 2005 or later) Patricia Hill Collins: Intersecting
Oppressions. web byte: pdf. 11 pages.
• Carbado, Devon W. (2000) Men, Feminism, and Male Heterosexual Privilege. In
Delgado, Richard and Jean Stefancic, eds. Critical Race Theory: The Cutting
Edge. Philadelphia: Temple University Press. 525‐531.
• Crenshaw, Kimberlé Williams. (1994) Mapping the Margins: Intersectionality,
Identity Politics, and Violence Against Women of Color. In Fineman, Martha
Albertson and Roxanne Mykitiuk, eds. The Public Nature of Private Violence.
New York: Routledge. 93‐118. (version from
<http://www.wcsap.org/Events/Workshop07/mapping‐margins.pdf>)
• Horn‐Miller, Kahente. (2002) Bring Us Back into the Dance. In, Hernández,
Daisy and Bushra Rehman, eds. Colonize This! Young Women of Color on Today’s
Feminism. Emeryville, CA: Seal Press. 230‐244.
• Hutchinson, D.L. (2000). Out Yet Unseen: A Racial Critique of Gay and Lesbian
Legal Theory and Political Discourse. In Delgado, Richard and Jean Stefancic,
eds. Critical Race Theory: The Cutting Edge. Philadelphia: Temple University
Press. 325‐333.
• Leong, Pandora L. (2002) Living Outside the Box. In, Hernández, Daisy and
Bushra Rehman, eds. Colonize This! Young Women of Color on Today’s
Feminism. Emeryville, CA: Seal Press. 343‐356.
Supplemental Reading:
• Cho, Sumi K. (1997‐1998) Converging Stereotypes in Racialized Sexual
Harassment: Where the Model Minority Meets Suzie Wong. The Journal of
Gender, Race & Justice. #204. 177‐211.
Assignments:
• 2‐3 discussion questions based on the readings for week 3 to be posted on
CCLE by Tuesday, January 25th, by midnight.
• Third response paper posted before beginning of next class.
Week 4 • January 27
Indigeneity
Required Reading:
• Allen, Paula Gunn (2000) Angry American Indian Women Are Building: Issues
and Struggles Facing American Indian Women Today. In Disch, Estelle, ed.
Reconstructing Gender: A Multicultural Anthology. Mountain View: Mayfield
Publishing Co. 52‐54.
• Fixico, Donald L. (2000) Introduction. The Urban Indian Experience in
America. Albuquerque: University of New Mexico Press. 1‐7.
10
• Fox, Jonathan and Gaspar Rivera‐Salgado. (2005) Building Civil Society Among
Indigenous Migrants. U.S. – Mexico Policy Bulletin. Issue 7, July/August. 1‐9.
• Harvard Project on American Indian Economic Development. (2008)
Conclusion. The State of the Native Nations. New York: Oxford University Press.
367‐372.
• Lamarr, Chris from the rap group WithOut Rezervation (WOR). (2001) Red
White & Blue. In Lobo, S. and K. Peters, eds. American Indians and the Urban
Experience. New York: Altamira Press. 265‐266.
• Smith, Paul Chaat. (2009) From Lake Geneva to the Finland Station. Everything
You Know about Indians Is Wrong. Minneapolis: University of Minnesota Press.
163‐171.
• Smith, Paul Chaat. (2009) States of Amnesia. Everything You Know about
Indians Is Wrong. Minneapolis: University of Minnesota Press. 138‐142.
• Trask, Hauhani‐Kay (1999) Introduction. From a Native Daughter: Colonialism
and Sovereignty in Hawai`i. Rev. ed. Honolulu: University of Hawai’i Press. 1‐
21.
• Umemoto, Karen. (1999) Multicultural Planning: Lessons from Papakolea.
Planners Network. #134. 15‐16.
• Westerman, Floyd Red Crow. and Jimmy Curtiss. (2001) Quiet Desperation. In
Lobo, S. and K. Peters eds. American Indians and the Urban Experience. New
York: Altamira Press. 209.
Supplemental Reading:
• Williams, Robert A. Jr. (2000) Documents of Barbarism: The Contemporary
Legacy of European Racism and Colonialism in the Narrative Traditions of
Federal Indian Law. In Delgado, Richard and Jean Stefancic, eds. Critical Race
Theory: The Cutting Edge. Philadelphia: Temple University Press. 94‐105.
Assignments:
• 2‐3 discussion questions based on the readings for week 3 to be posted on
CCLE by Tuesday, February 1st, by midnight.
• Fourth response paper posted before beginning of next class.
Week 5 • February 3
Race, Class and Workers
Required Reading:
• Amott, Teresa L. and Julie Mathhaei. (1991) Chapter 2. Race, Class, Gender and
Women’s Works: A Conceptual Framework. Race, Gender & Work: A
Multicultural Economic History of Women in the United States. Boston, MA:
South End Press. 11‐28.
• Marable, Manning. (2006) Race, Class and the Katrina Crisis. Working USA, The
Journal of Labor and Society. 9:2. 155‐160.
• Mock, Brentin. (September 2010) Race‐Baiting the Gulf to Exploit Black and
Brown Workers. ColorLines: News for Action. [online magazine]
11
• Garea, Susan and Sasha Alexandra Stern. (2010) From Legal Advocacy to
Organizing: Progressive Lawyering and the Los Angeles Car Wash Campaign. In
Milkman, Ruth, Joshua Bloom and Victor Narro, eds. Working for Justice: The L.
A. Model of Organizing and Advocacy. Ithaca, NY: Cornell University Press. 125‐
140.
• Moss, Phil and Chris Tilly. (1996) “Soft” Skills and Race: An Investigation of
Black Men’s Employment Problems. Work and Occupations. 252‐276.
Supplemental Reading:
• Bronfenbrenner, Kate, Donna DeWitt, Bill Fletcher, Jr., et.al. (Feb.,2005) The
Future of Organized Labor in the U.S.: Reinventing Trade Unionism for the 21st
Century. Monthly Review.
• Browne‐Dianis, Judith, Jennifer Lai, Marielena Hincapie, & Saket Soni. (2006).
Chapter One: The politics and Discourse of Race and Chapter Three: Critical
Issues Raised By Workers, sections 1‐3 and 6. And injustice for all: Worker’s
lives in the reconstruction of New Orleans. UCLA School of Law Critical Race
Studies Program Advancement Project, the National Immigration Law Center
and the New Orleans Worker Justice Coalition.
http://www.nilc.org/disaster_assistance/workersreport_2006‐7‐17.pdf
• Walker, Clarence, Warren Whatley and Robert H. Zieger. (2007) Labor History
Symposium. Three different views of Moreno, Paul D. Black Americans and
Organized Labor: A New History. Labor History. 209‐247.
Assignments:
• 2‐3 discussion questions based on the readings for week 3 to be posted on
CCLE by Tuesday, February 8th, by midnight.
• Fifth response paper posted before beginning of next class.
Week 6 • February 10
Race, Space and Community Development
Required Reading:
• Abelmann, Nancy and John Lie. (1995) Excepts from Chapter 1: The Los
Angeles Riots, the Korean American Story, and from Chapter 5: American
Entrepreneurship. Blue Dreams: Korean Americans and the Los Angeles Riots.
Cambridge, MA: Harvard University Press. 8‐10 and137‐143.
• Jennings, James. (July 2004) Preface to special issue on Race, Politics, and
Community Development in U.S. Cities. The Annals of the American Academy of
Political and Social Science. V.594. 6‐11.
• Kennedy, Marie, Mauricio Gaston and Chris Tilly. (1990) Roxbury: Capital
Investment or Community Development? In Davis, Mike, Steven Hiatt, Marie
Kennedy, et.al., eds. Fire in the Hearth: The Radical Politics of Place in America.
London: Verso. 97‐136.
• Kurashige, Scott. (2008) Introduction. The Shifting Grounds of Race: Black and
Japanese Americans in the Making of Multiethnic Los Angeles. Princeton, NJ:
Princeton University Press. 1‐12.
12
• Perry, James. (Fall 2010) “The Road Home” Is a Road to Nowhere for Black
New Orleanians. Progressive Planning. 4‐7.
• Shaw, Todd C. and Lester K. Spence. (July 2004) Race and Representation in
Detroit’s Community Development Coalitions. The Annals of the American
Academy of Political and Social Science. V.594. 125‐142.
• Wilkinson, Charles. (2005) Introduction and Coda. Blood Struggle: The Rise of
Modern Indian Nations. New York: W. W. Norton & Company. ix‐xvi & 383.
Supplemental Reading:
• Kennedy, Marie, Fernando Leiva and Chris Tilly. (2009) What is the potential of
Latin America’s “third left”? In Fasenfest, David, ed., Engaging Social Justice:
Critical Studies of 21st Century Social Transformation. Brill Academic Publishers.
233‐252.
• Kurashige, Scott. (2008) Chapter 7: Bronzeville and Little Tokyo. The Shifting
Grounds of Race: Black and Japanese Americans in the Making of Multiethnic Los
Angeles. Princeton, NJ: Princeton University Press. 158‐185.
• Massey, Douglas S. & Nancy A. Denton. (1993) The Construction of the Ghetto.
in American Apartheid: Segregation and the Making of the Underclass.
Cambridge: Harvard University Press. 17‐59.
• Squires, Gregory D. and Charis E. Kubrin. (2005) Privileged Places: Race,
Uneven Development and the Geography of Opportunity in Urban America.
Urban Studies. 42:1 47‐68.
Assignments:
• 2‐3 discussion questions based on the readings for week 3 to be posted on
CCLE by Tuesday, February 15th, by midnight.
• Sixth response paper posted before beginning of next class.
Week 7 • February 17
Race, Education and/or Prison
[note: half the class will read and present education and half will read and
present criminal justice system]
Required Readingeducation:
• Fixico.Donald L. (2000) Survival Schools and Higher Education. The Urban
Indian Experience in America. Albuquerque, NM: University of New Mexico
Press. 141‐160.
• Goldsmith, Bill. (September 2010) The Achievement Gap: Culture or Structure?
Unpublished paper. 2 pages.
• Kohn, Alfie. (Dec. 10, 2008) Beware School ‘Reformers’. The Nation.
http://www.thenation.com. 2 pages.
• Kohn, Alfie. (Aug. 2009) Transcription of a Counterspin interview with Alfie
Kohn. FAIR. www.fair.org. 2 pages.
• Ladson‐Billngs, Gloria. (Fall 1995) Toward a Critical Race Theory of Education.
Teachers College Record. 97:1. 47‐68.
• Solorzano, Daniel G. and Tara J. Yosso. (Fall 2001) From Racial Stereotyping
13
and Deficit Discourse Toward a Critical Race Theory in Teacher Education.
Multicultural Education. 9:1. 2‐8.
Supplemental Readingeducation:
• Brown, Kevin. (2000) African‐American Immersion Schools: Paradoxes of Race
and Public Education. In Delgado, Richard and Jean Stefancic, eds. Critical Race
Theory: The Cutting Edge. Philadelphia: Temple University Press. 415‐428.
• Lichtenstein, Peter. M. (Jan.,1995) Radical Liberalism and Radical Education: A
Synthesis and Critical Evaluation of Illich, Freire, and Dewey. American Journal
of Economics and Sociology. 44:1. 39‐53.
• Love, David A., JD. (Jul.2010) Racially Biased SAT Speaks To A Broken
Education System. The Black Commentator. www.BlackCommentator.com. 3
pages.
• Orr, Deborah. (2002) The Uses of Mindfulness in Anti‐Oppressive Pedagogies:
Philosophy and Praxis. Canadian Journal of Education/Revue canadienne de
l’éducation. 27:4. 477‐497.
• Rothstein, Richard. (Oct. 2010) How To Fix Our Schools. Issue Brief. #286.
[Online resource] Economic Policy Institute. 6 pages.
Required Readingcriminal justice system:
• Alexander, Michelle. (2010) Introduction and Chapter 5: The New Jim Crow.
The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York:
The New Press. 1‐19 and 173‐208.
• Kennedy, Marie. (October 2001). Race, Poverty and Prison. Unpublished talk at
Boston Ethical Society. 8 pages.
Supplemental Reading—criminal justice system:
• Ochoa, Theresa .A. and Suzanne E. Eckes. (2005) Urban youth in correctional
facilities: Segregation based on disability and race. Education and Urban
Society, 38. 21‐34.
Assignments:
• Final project outline and progress report is due by next class. In the
outline, lay out the main topics and arguments you plan to explore. Note
sources, to the extent you know them. In the progress report, briefly say what
you have done and what you plan to do to complete the research for the paper.
Include this either within the outline or as a separate piece. The outline and
progress report should be 500+ words.
• 2‐3 discussion questions based on the readings for week 3 to be posted on
CCLE by Tuesday, February 22nd, by midnight.
• Seventh response paper posted before beginning of next class.
14
Week 8 • February 24
The Racial Politics of Mass Media
Required Reading:
• hooks, bell. (1995) Teaching Resistance: The Racial Politics of Mass Media.
Killing Rage. Henry Holt and Co.: New York. 108‐118.
• Jackson, Janine. (Oct. 2009) Institutional Racism Ignored: More feelings than
facts in coverage of inequality. FAIRFairness & Accuracy in Reporting.
http://www.fair.org. 3 pages.
• Jacobs, Ronald N. (2000) Race, Media and Multiple Publics. Race, Media, and the
Crisis of Civil Society: From Watts to Rodney King. Cambridge, UK: Cambridge
University Press. 19‐30.
• Kang, Jerry. (2005) Trojan horses of race. Harvard Law Review. 35:1. 112‐130.
• O’Grady, Candice. (May 2009) Hate Speech, Media Activism and the First
Amendment: Putting the spotlight on dehumanizing language. FAIRFairness &
Accuracy in Reporting. http://www.fair.org. 3 pages.
Assignments:
• 2‐3 discussion questions based on the readings for week 3 to be posted on
CCLE by Tuesday, February 15th, by midnight.
• Eighth response paper posted before beginning of next class.
Week 9 • March 3
Immigration
Required Readings:
• Anonymous. (Sept. 2010) DREAM Movement: Challenges With the Social
Justice Elite’s Military Option Arguments and the Immigration Reform
“Leaders”. truthout. http://www.truth‐out.org/.
• Bacon, David. (Oct. 2010) Equality and Rights for All Workers—The Key to
Organizing Unions. Americas Program. www.cipamericas.org. 10 pages.
• Cervantes‐Gautschi. (Oct. 2010) Wall Street and the Criminalization of
Immigrants. Americas Program. www.cipamericas.org. 5 pages.
• Belanger, Marc. (2006‐2007) Immigration, Race, and Economic Globalization
on the U.S.‐Mexico Border: Tangled Histories and Contemporary Realities.
Gender, Race and Justice. 10:1. 26 pages as downloaded from
http://heinonline.org.
• Glenn, Evelyn Nakano. (2006) Race, Gender, and Unequal Citizenship in the
United States. In Krysan, Maria and Amanda E. Lewis, eds., The Changing
Terrain of Race and Ethnicity. New York: Russell Sage Foundation. 188‐202.
• Romero, Mary. (2008) Crossing the immigration and race border: A critical
race theory approach to immigration studies. Contemporary Justice Review.
11:1. 23‐37.
• Vasquez‐Castillo, Maria‐Teresa. (2009) Anti‐Immigrant, Sanctuary and
Repentance Cities. Progressive Planning. Winter. #178. 10‐13.
15
• Wilkerson, Isabel. (2010) The Warmth of Other Suns: The Epic Story of
America’s Great Migration. New York: Random House. 8‐15, 36‐45 and 536‐
538.
Supplemental Reading:
• Carbado, Devon W. (2005) Racial Naturalization. American Quarterly. 57:3.
633‐658.
• Ridgley, Jennifer and Justin Steil. (2009) Controlling Immigrants by Controlling
Space: Current Issues in Historical Perspective. Progressive Planning. Winter.
#178. 14‐17.
• Volpp, Leti. (2001) ‘Obnoxious To Their Very Nature’: Asian Americans and
Constitutional Citizenship. Citizenship Studies. 5:1. 57‐71.
Assignments:
• 2‐3 discussion questions based on the readings for week 3 to be posted on
CCLE by Tuesday, March 8th, by midnight.
• Ninth response paper posted before beginning of next class.
Week 10 • March 10
Working Toward a Libratory Multicultural Democracy
Required Reading:
• Kennedy, Marie. (May 1992) Comments at Rodney King Rally, Boston City Hall
Plaza. Unpublished comments.
• Marable, Manning. (2000) Beyond Racial Identity Politics: Towards a
Liberation Theory for Multicultural Democracy. In Delgado, Richard and Jean
Stefancic, eds. Critical Race Theory: The Cutting Edge. Philadelphia: Temple
University Press. 448‐454.
• Other readings to be suggested by students (in doing your research, when
you come across readings that point to ways to work “toward a libratory
multicultural democracy”, suggest them for this session.)
Assignments:
• Reflection paper due March 14th. Indicate a portion of your reflection to be
posted on the CRS website. [See page 7 of the course description for
assignment.]
• Presentation in front of the class, Week 11 (date to be set during finals
week). We will allot 3‐5 minutes per student, maybe a bit more if the class is
small enough. For papers by groups of students, everybody should present;
you can divide up the presentation in any way you see fit.
• Final paper due March 14th.
Week 11 • date to be determined during finals week (March 1418)
Presentations
16