Multiculturalism in the US: Writings of Minority Women
Peace, Justice, and Conflict Studies Program,
"I note the obvious differences between each sort and type, but we are more alike, my friends, than we are unalike." Maya Angelou
Overview
Multiculturalism encompasses various dimensions of identity, including but not limited to issues of race and ethnicity, class, gender, language, religion, sexual orientation, disability as well as nationality. These issues and their interrelationships regarding the experiences of individuals and groups are the foci of the seminars. In addition, courses generally include the examination of the history of multiculturalism.
The seminars examine the contributions of at least three cultural/and or ethnic groups to the ongoing development of the American experience and American society and culture. This section will explore these connections through the writings of women from minority groups, and explore the intersection of their identities.
Learning Goals
1. By the end of this class, students will identify key debates in the history of multiculturalism. As students understand the debates and values of multiculturalism in theory, they will be able to apply them beyond the classroom into practice by developing and using reasonable guidelines for prioritizing important values - including respect for differences, equality, and social justice.
2. Through the use of self-reflection and critical analysis, students will be able to identify and understand their place in their own historical context. They will also be able to articulate assumptions and explore connections to alternative interpretations and perspectives on history and culture other than their own.
3. Student will critically analyze multiple sources of information (from, for example, relevant databases and other reference works, primary and secondary sources, community knowledge, etc.) in order to form clear, concise arguments about multicultural issues and to interpret evidence from a variety of points of view.
4. Students will practice seminar behavior (including class discussion, active listening, participation) to communicate ideas appropriately for a given audience and setting and to integrate skills in an ongoing process of generating and using information to address specific problems. As well, students will practice independent intellectual inquiry outside of the classroom through class assignments.
Ground Rules
1. Be kind. I encourage healthy debate, but in a fruitful, live-giving way, without judgment or insults. Criticize beliefs, or policies, NOT PEOPLE. DBAA.
2. Confidentiality. This is a safe place where we can be ourselves and speak our minds without judgment, so what we discuss stays in this room.
3. No Monoliths. There is diversity in every group. No one is the official representative for their entire ethnicity, religion, culture, etc. Interact with individuals on an individual basis.
4. On electronics. You may use laptops or tablets to take notes or to assist you with class presentations, but not at the expense of interacting with class discussions. Cell phone use (texting, etc) during class is strictly prohibited.
5. On me. The best way to contact me is through my DePaul email, which I check several times a day. If you need to meet during office hours, please email me to schedule an appointment.
6. On you. Be mindful of assignment deadlines. Being busy with work or sporting events isn't an appropriate reason for missing assignments without consequence. A failure to plan on your part does not constitute an emergency on mine. I will always help you as much as I can, but please PLAN AHEAD.
Required Readings
Drinking: A Love Story. Caroline Knapp
Every Day is a Good Day: Reflections by Contemporary Indigenous Women. Wilma Mankiller
Challenges Within Your Vocation. Eve Tushnet (on D2L)
Kindred. Octavia Butler
Love, InshAllah: The Secret Love Lives of American Muslim Women. Ayesha Mattu & Nura Maznavi.
Oppression and its Effect on College Student Identity. Michael J Cuyjet, et al. (on D2L)
Out: Online and IRL Peggy Orenstein (on D2L)
1. Attendance. Students are expected to attend every class. After two missed classes, your grade will drop by a full letter grade for every subsequent absence, unless you provide documentation of an emergency from the Dean of Students office. This includes absences for illness, sporting events, personal events, or mental health days. PLAN AHEAD. Arriving late or leaving early (more than ten minutes) will be considered an absence.
2. Participation (40%). This is a seminar-style course, and active student participation is essential. Class participation will be measured in two ways: engagement in class discussions (yes, actually saying things), AND two-to-three-page response papers on each reading assignment, and are due Wednesday at 6pm. If there is more than one reading for the week, then you must incorporate all readings into your paper.
In addition to demonstrated understanding of the readings, papers will be graded on proper spelling, grammar, and syntax. If you are absent, you are still responsible for turning in your work on time via email, or D2L, or you will forfeit the assignment. Late papers (6:01) will NOT be accepted.
The successful student will demonstrate comprehension of the readings, be able to articulate main points and ask thoughtful questions, connect the reading to their lived experience and other readings and discussions in class. Students may also question what they've read and state disagreements, as well as questions or topics to discuss in class. For the purposes of this course, students should also address that they have in common (or not) or how they related (or didn't) to the women in each reading.
Students will receive a mid-term participation grade October 13th.
3. Every Day is a Good Day Presentations (30%). In small groups, you will present chapters from Every Day is a Good Day by Wilma Mankiller to the class, and lead our discussion with thoughtful questions and insights. You may use Power Point or other media to assist you, but it is not necessary to do so. A more detailed rubric is posted on D2L.
Every student is expected to do their part to ensure the success of the presentation. Any student who doesn't participate fully in planning or execution of this assignment will
Each student is expected to arrive to class on time and stay for the entire class period, so everyone has the same opportunity for feedback and support when they are presenting. If you arrive late, leave early, or are absent during on either night of the presentations, your presentation grade will drop by two letters (A to C).
4. Immersion Project (15%). Attend a meeting or prayer service of a group or organization for a political cause, ethnic, religion, etc, group different from your own and interview a participant from that community to ensure you have an appropriate grasp of what you witnessed. You will submit a program or order of service from the event.
It is your responsibility to reach out to the group you choose and find someone in that group who will dialogue with you. This can be someone you already know, or a stranger. Your meeting with that person should be between 20-30 minutes. This should always be a dialogue; not a debate. Ask clarifying questions to ensure understanding, or for more information to explain why and how they believe and why, but DO NOT argue your viewpoint. This not about you.
Write about your experience in a 3-page paper. What were your expectations or worries beforehand? Were they justified? What was the meeting or service like? What did you learn about this group that you didn't know before? Has your perspective on this community changed? How? With whom did you speak? What's their role in their organization?
You may (and are encouraged to) complete this assignment at any point in the quarter, but is due by November 17th.
5. Reflection Papers (15%). In a five-page paper, describe who you are using at least three identities or labels (e.g. sexual orientation, ethnicity, religion, etc) and what they mean to you and how you see yourself in the world. Topics discussed may include, but are not limited to: What do you know of your ancestry? Are you an immigrant or the child of immigrants? Do you have a political affiliation? What privileges do you have? Which do you lack? How can you use your privilege to empower other marginalized populations? Are you actively doing this already? Why or why not? How did you first become aware that our society treats certain groups differently? How did it make you feel? How can you be the change you want see in the world? This paper is due September 29th.