Gender and Race After Hitler Spring 2019 Lecture: TR 12:30-1:45; Location: SARAR-101

Home , Enoch Powell, Nabila Ramdani

HIST 395-006/WMST 379-005/GRMN 336-001: Gender and Race after Hitler Spring 2019 Lecture: TR 12:30-1:45; Location: SARAR-101

Dr. Tiffany Florvil Email: [email protected] Office: 2080 Mesa Vista Hall Office Hours: T: 2:00-3:30pm, R: 2:00-3:30pm, and by appointment

Course Description: Post-World War II relationships between American GIs and European women, the creation of the European Union, 1960s European political activism, Black Lives Matter protests in London, protests against an abortion ban in Warsaw, new waves of immigration, Brexit, as well as other examples of gender inequality, racial violence, xenophobia, and political conservatism help to illustrate how the concepts of gender and race have remained critical throughout twentieth century European history. In this reading-intensive course, students will explore the ideas, debates, and anxieties over the nation, migration/immigration, ethnicity, gender, culture, community, citizenship, religion, sexuality, class, and race that emerged after the Second World War. Though the Allied Powers were victorious and defeated fascism, some European dynamics and ideas (oftentimes fascist and discriminatory in nature) did not exactly change after the war. We will also consider how these concepts were and are still informed by a common if often unspoken belief that European identity is exclusively white and Judeo-Christian. In tracing diverse transformations and understandings of identity, nation building/nationalism, discrimination, difference, and political activism, the course will attend to continuities and discontinuities about political ideas, racial thinking, gendered relations, and sexual practices from the postwar to the contemporary periods.

Required Reading: Slavenka Drakulić, How We Survived Communism and Even Laughed Frantz Fanon, Black Skin, White Masks Ika Hügel-Marshall, Invisible Women Andrea Levy, Small Island Joan Scott, The Politics of the Veil

**Additional required readings will be available through the course’s UNM Learn webpage.

Suggested Reading: Mary Louise Roberts, What Soldiers Do: Sex and the American GI in World War II France

Student Learning Objectives: ▪ Identify the important developments with regards to race and gender in postwar Europe from c. 1945 to the present. ▪ Assess the relationships between historical events and agents during this time and develop analyses based on these assessments. ▪ Evaluate and communicate historical knowledge of primary and/or secondary source material through analytical, interpretive essays. ▪ Cultivate critical thinking skills about the concepts of race and gender in historical context.

Course Objectives and Requirements: Discussion and Reading

This is a reading intensive course! Discussion is also crucial to this seminar, and I will evaluate your participation grade based on three main criterion: 1) active, regular participation; 2) direct and specific engagement with the readings by offering insightful reflections, posing questions, assessing problems, etc; and 3) collegial interaction with your peers that builds on their comments, asks further questions, and puts forth a different view with respect and courtesy. I do understand that students might not feel comfortable speaking in class, and I will offer some additional opportunities for those students.

The readings for this course form the backbone of our seminar activity, and therefore, careful reading and active participation are essential.

Your grade for the course is based on the completion of the all of following assignments, whether you are enrolled in it as HIST 395, WMST 379, or GRMN 336. Any HIST 595 students enrolled in this course for graduate credit will need to speak to the instructor.

1) Attendance is mandatory. An excused absence is one that can be documented by an outside source (for instance, a doctor’s note, an obituary, a mechanic’s bill, a veterinary visit, among other forms of documentation). If there are other circumstances that emerge, please feel free to contact me if you feel comfortable doing so, and I will try my best to work with you. Students can have no more than THREE (3) unexcused absences total from this class. If you miss class, you are responsible for getting the notes and assignments. You must communicate with me and schedule an appointment with me to discuss the theme of the missed lecture. Subsequent unexcused absences from class will lower your overall course grade by THREE PERCENTAGE (3%) POINTS. Excessive absences from class will result in an overall failing grade.

Multiple absences, even though excused, might result in your receiving an “Incomplete” for a final course grade. Should this happen, you will need to meet with me in person before the end of the semester to establish an appropriate timetable in which you must complete all the missing work. Unsuccessfully fulfilling those assigned tasks within the prescribed timetable will result in an overall failing grade.

2) Participation involves engaging in various in-class discussions and activities by being alert, attentive, respectful, and courteous as well as answering questions on Discussion Board on UNM Learn. Students should remain awake during class hours. Text messaging is strictly prohibited and will impact your participation grade. During class, laptops should be used for taking notes and should not be used to check Facebook, Tinder, Twitter, or Instagram. Do not play games on your laptop during class time. If I see anyone asleep or playing on their phones or laptops, you will be given a warning for the first instance, and after subsequent incidences, your participation grade will be lowered. I may even prohibit laptops for the entire class if problems continue. The default participation grade is 70%, which students raise by asking questions and offering their own thoughts and lower through unexcused absences and disrespectful classroom behavior. In the unlikely event that a student behaves in a manner disruptive to teaching and learning, they will be required to leave class and have their cumulative grade for the course lowered by THREE PERCENTAGE (3%) POINTS. Failure to complete all the requirements of the course will result in an overall failing grade.

3) Students will be required to take in-class pop quizzes, write in-class brief responses, and participate in-class group assignments based on the assigned readings. Students will also be required to produce work on the course’s Discussion Board on UNM Learn.

4) Students will be required to complete a 750-1000 word Blog Post that examines contemporary developments in Europe and then compares it to something that we have covered in the class. This assignment encourages you to recognize continuities and discontinuities between the past and the present. This Blog Post must be double-spaced with 12-point font and standard one-inch margins.

The Blog Post should be submitted on UNM Learn by its due date in Doc, Docx, or Pages format. Do not submit blogs as pdfs. Students should use The Chicago Manual of Style for their citations (endnotes or footnotes); do not use parenthetical citations. Blog posts that do not follow this format will be marked down by THREE PERCENTAGE (3%) POINTS. Late Blog Posts will lose a HALF A LETTER grade for each 24-hr period. You have a choice to turn this blog post in either on Saturday, February 23th (Week 6), Saturday, March 30th (Week 11), or Saturday, April 13th (Week 13).

5) Students will be required to write four Analytical Essays. Essay #1 should be between 4 full to 5 full pages in length, and will be due on Saturday, February 9th (Week 4) by 6pm on UNM Learn. Essay #2 should be between 4 full to 5 full pages in length, and will be due on Friday, March 8th (Week 8) by 6pm on UNM Learn. Please note the different time and date for this paper; it is due before Spring Break. Essay #3 should be between 5 full to 7 full pages in length, and will be due on Saturday, April 20th (Week 14) by 6pm on UNM Learn. Essay #4 should be between 3 full to 5 full pages in length, and will be due on Thursday, May 9th by 11:59pm (Finals Week). Please note the different time and date for the final paper. All of these essays must be double-spaced with 12- point font and standard one-inch margins, and should be submitted on UNM Learn by their due dates in Doc, Docx, or Pages format. Do not submit papers as pdfs. Students should use The Chicago Manual of Style for their citations (endnotes or footnotes); do not use parenthetical citations. Essays that do not follow these format guidelines will be marked down by THREE PERCENTAGE (3%) POINTS. Late essays will lose a HALF A LETTER grade for each 24-hr period.

*If you have any conflicts, concerns, or questions, please see me during office hours, or make an appointment if you cannot make those hours. Students should avoid questions whose answers are contained in the course syllabus or course handouts. Your emails should be written in formal, professional language, and with attention to the propriety accorded to the position of the writer and the addressee. I do reserve the right to not respond to your email if it is poorly or improperly addressed. Proper etiquette includes (“Dear Dr. Florvil,” “Dear Professor Florvil”) and sends a positive and respectful message to me.

Grade Breakdown: Attendance and Participation: 20% Quizzes, Responses, and Group Assignments: 5% Blog Post: 10% Four Analytical Papers (16.25% each): 65% Total: 100%

Scale: A+: (97-100%) A: (94-96%) A-: (90-93%) B+: (87-89%) B: (84-86%) B-: (80-83%) C+: (77-79%) C: (74-76%) C-: (70-73%) D+: (69-67%) D: (64-66%) D-: (60-63%) F: (0-59%)

Need for Accommodation: If there is anything that could affect your class participation or performance and/or you may need accommodation, e.g., a religious holiday, disability, etc., please tell me by the SECOND week of classes so that appropriate arrangements can be made. Qualified students with disabilities, please be sure to contact the Accessibility Resource Center (ARC) and then contact me as soon as possible so that I can make proper academic arrangements for you in a timely manner.

University Policies: Citizenship and/or Immigration Status: All students are welcome in this class regardless of citizenship, residency, or immigration status. As your professor, I will respect your privacy if you choose to disclose your

4 status. As for all students in the class, family emergency-related absences are normally excused with reasonable notice to the professor, as noted in the attendance guidelines above. UNM as an institution has made a core commitment to the success of all our students, including members of our undocumented community. Please read the Administration’s welcome.

Equality Statement: The Office for Equity and Inclusion, as well as the Office of Equal Opportunity, works with the University of New Mexico community in implementing and upholding policies and practices that are consistent with federal and state mandates as well as existing University policies regarding equal access, equal employment and educational opportunity for all persons, without regard to race, religion, color, sex, gender, age, national origin or ancestry, marital status, parental status, sexual orientation, disability, or veteran status. Neither the University of New Mexico nor your instructor will condone and/or tolerate discrimination against any individual on the basis of race, religion, color, sex, gender identity, age, national origin or ancestry, marital status, parental status, sexual orientation, disability, or status as a disabled For Vietnam-era veteran.

Disability: It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact me early in the semester to discuss their individual needs for accommodations. They must also contact the Accessibility Resource Center.

Sexual Violence, Sexual Misconduct, and Sexual Harassment: Title IX prohibitions on sex discrimination include various forms of sexual misconduct, such as sexual assault, rape, sexual harassment, domestic and dating violence, and stalking. Current UNM policy designates instructors as required reporters, which means that if instructors are notified (outside of classroom activities) about any Title IX violations, they must report this information to the Title IX coordinator. However, the American Association of University Professors’ (AAUP) “Statement on Professional Ethics” requires that Professors protect students’ academic freedom and “respect[s] the confidential nature of the relationship between professor and student.” Therefore, as a Professor I have pledged to honor student confidentiality and will strive to respect your wishes regarding reporting. If you or someone you know has been harassed or assaulted and would like to receive support and academic advocacy, there are numerous confidential routes available to you. For example, you can contact the Women’s Resource Center, the LGBTQ Resource Center, Student Health and Counseling (SHAC), or LoboRESPECT. LoboRESPECT can be contacted on their 24-hour crisis line, (505) 277-2911 and online at [email protected]. You can receive non-confidential support and learn more about Title IX through the Title IX Coordinator at (505) 277-5251 and http://oeo.unm.edu/title-ix/. Reports to law enforcement can be made to UNM Police Department at (505) 277-2241. Our classroom and our university should always be spaces of mutual respect, kindness, and support, without fear of discrimination, harassment, or violence.

Academic Misconduct and Plagiarism: The University of New Mexico prohibits academic dishonesty. Students must document any idea that you derive from another person or source, including websites or blogs, in your paper assignments in the form of a citation, whether a footnote, endnote, or parenthetical. To take ideas from other people or sources without attribution constitutes plagiarism. I have a zero tolerance policy on plagiarism. If caught, students involved in the incident will receive an automatic F in the course, and I will immediately report the incidences to the Office of the Dean of Students. If you are worried about committing plagiarism unknowingly, please come and speak with me immediately. Read the History Department’s policy on Academic Dishonesty.

If students should need assistance with their writing assignments for the class, please consider scheduling an appointment with Center for Academic Program Supports (CAPS).

Course Schedule:

**Assigned readings must be completed before class. If you have trouble accessing or obtaining the readings, please communicate with me in a timely fashion.

Introduction

Week One Tuesday, January 15: Course Introduction

Readings: Read the entire HIST 395/WMST 379/GER 336 syllabus as well as the handouts on style, writing, and reading historical sources on UNM Learn. You should also check out the History Department’s policy on Academic Dishonesty.

Thursday, January 17: Understanding Gender and Race in Fascist Germany

Readings: 1) Gisela Bock, “Racism and Sexism in Nazi Germany: Motherhood, Compulsory Sterilization, and the State,” Signs: Journal of Women and Culture in Society vol. 8, no. 3 (Spring 1983): 400-421

2) Annette F. Timm, “Sex with a Purpose: Prostitution, Venereal Disease, and Militarized Masculinity in the Third Reich, Journal of the History of Sexuality vol. 11, no. 1 and 2 (January/April 2002): 223-255

Part I: The Aftermath of World War II

Week Two Tuesday, January 22: Postwar Displacement

Readings: 1) Atina Grossmann, “Victims, Villains, and Survivors: Gendered Perceptions and Self- Perceptions of Jewish Displaced Persons in Occupied Postwar Germany,” Journal of the History of Sexuality vol. 11, no. 1 and 2 (January/April 2002): 291-318

2) Tara Zahra, “‘Prisoners of the Postwar’: Expellees, Refugees, and Jews in Postwar Austria,” Austrian History Yearbook 41 (2010): 191-215

Primary Source: 1) Marion Gräfin Dönhoff, “People on the Train,” September 18, 1947

Thursday, January 24: The Aftermath of World War II in Western Europe

Readings: 1) Heide Fehrenbach, “War Orphans and Postfascist Families: Kinship and Belonging after 1945,” in Histories of the Aftermath: The Legacies of the Second World War in Europe, eds. Robert G. Moeller and Frank Biess (New York: Berghahn Books, 2010), 175-195

Primary Source: 1) Walther von Hollander, “Women’s Issues-Women’s Worries” (1946)

Week Three Tuesday, January 29: Postwar Reconstruction and the Military Occupations

Readings: 1) Atina Grossmann, “The Question of Silence: The Rape of German Women by Occupation Soldiers,” in West Germany Under Construction: Politics, Society, and Culture in Adenauer Era, ed. Robert Moeller (Ann Arbor: University of Michigan Press, 1997), 33-52

2) Elizabeth Heineman, “The Hour of the Woman: Memories of Germany’s ‘Crisis Years’ and West German National Identity,” American Historical Review vol. 101, no. 2 (April 1996): 354-95

3) Mary Louise Roberts, “The Price of Discretion: Prostitution, Venereal Disease and the American Military in France, 1944-1946,” American Historical Review vol. 115, no. 4 (October 2010): 1002-1030

Thursday, January 31: American Culture and Consumption in Postwar Europe

Readings: 1) Uta G. Poiger, “American Culture in East and West German Reconstruction,” in Jazz, Rock and Rebels: Cold War Politics and American Culture in a Divided Germany (Berkeley: University of California Press, 2000), 31-70

1) Stephen Gundle, “Feminine Beauty, National Identity and Political Conflict in Postwar Italy, 1945-1954,” Contemporary European History, vo. 8, no. 3 (November 1999): 359-378 **[You choose to read either the Poiger or the Gundle as the reading]

Primary Source: 1) Report by the American Secret Service about the Attitudes of the German Population in the American Occupation Zone, August 12, 1945

Week Four Tuesday, February 5: Reconstructing Manhood in the Postwar Nation

Readings: 1) Frank Biess, “Survivors of Totalitarianism: Returning POWs and the Reconstruction of Masculine Citizenship in West Germany, 1945-1955,” in The Miracle Years: A Cultural History of West Germany, 1949-1968, ed. Hannah Schissler (Princeton: Princeton University Press, 2001), 57-82

2) Ethan Pollock, “‘Real Men Go to the Bania’: Postwar Soviet Masculinities and the Bathhouse,” Kritika: Explorations in Russian and Eurasian History vol. 11, no. 1 (Winter 2010): 47-76

Thursday, February 7: Sex, Motherhood, and Race in Postwar European Cities

Readings: 1) Begin reading Ika Hügel-Marshall, Invisible Woman

** Essay #1 is due on Saturday, February 9th by 6pm on UNM Learn **

Part II Prosperity and Its Discontents

Week Five Tuesday, February 12: Sex, Motherhood, and Race in Postwar European Cities Cont’d

Readings: 1) Heide Fehrenbach, “Of German Mothers and ‘Negermischlingskinder’: Race, Sex, and the Postwar Nation,” in The Miracle Years: A Cultural History of West Germany, 1949-1968, ed. Hannah Schissler (Princeton: Princeton University Press, 2001), 164-186

2) Lucy Bland, “Interracial Relationships and the ‘Brown Baby Question’: Black GIs, White British Women, and Their Mixed-Race Offspring in World War II,” Journal of the History of Sexuality vol. 26, no. 3 (September 2017): 424-453 Or

2) Sonya O. Rose, “Sex, Citizenship and the Nation in World War II Britain,” American Historical Review vol. 103, no. 4 (October 1998): 1147-1176 **[You choose to read either the Bland or the Rose as the second reading]

Primary Source: 1) “They Treated German POWs Better Than Us,” Oral Interview with Jim Williams

Thursday, February 14: Negotiating Postwar Black/Afro Diasporic Experiences in Europe

Readings: 1) Finish Hügel-Marshall, Invisible Woman

Week Six Tuesday, February 19: Europe and its “Others”

Readings: 1) Elizabeth Buettner, “‘Going for an Indian’: South Asian Restaurants and the Limits of Multiculturalism in Britain,” The Journal of Modern History vol. 80, no. 4 (December 2008): 865-901

2) Simone de Beauvoir, The Second Sex, “Introduction”

Thursday, February 21: Postwar Migration and Immigration

Readings: 1) Begin reading Andrea Levy, Small Island

Primary Source: 1) The British Nationality Act of 1948 (excerpt of Part II)

Suggested: Consider checking out the BBC World Book Club with Andrea Levy

** The Blog Post is due on Saturday, February 23th by 6pm on UNM Learn**

Week Seven Tuesday, February 26: Postwar Integration and Conflict in Europe

Readings: 1) Continue reading Levy, Small Island

Primary Source: 1) The SS Empire Windrush clip

Thursday, February 28: Postwar Integration and Conflict in Europe Cont’d

Readings: 1) Continue reading Levy, Small Island

Primary Source: 1) Enoch Powell, “Rivers of Blood” Speech, April 1968 (excerpt)

Week Eight Tuesday, March 5: Britain’s Multiculturalism

Readings: 1) Finish reading Levy, Small Island

Thursday, March 7: Transforming Postwar Families

Readings: 1) Jordanna Bailkin, “The Postcolonial Family?: West African Children, Private Fostering and the British State,” The Journal of Modern History vol. 81, no. 1 (March 2009): 87-121

1) Daniella Doron, “‘A Drama of Faith and Family’: Familialism, Nationalism, and Ethnicity among Jews in Postwar France,” Journal of Jewish Identities vol. 4, no. 2 (July 2011): 1-27 **[You choose to read either the Bailkin or the Doron as the reading]

** Essay #2 is due on Friday, March 8th by 6pm on UNM Learn **

Week Nine Tuesday, March 12: SPRING BREAK

Thursday, March 14: SPRING BREAK

Part III Cultural, Social, and Political Transformations

Week Ten Tuesday, March 19: Empire at Home and the Colonial Question

Readings: 1) Begin reading Frantz Fanon, Black Skin, White Masks, Foreword, Introduction, and Chapter 1

Primary Source: 1) UNESCO, The Statement on Race (1952)

Thursday, March 21: NO CLASS (Students are still responsible for the readings)

Readings: 1) Continue reading Fanon, Black Skin, White Masks, Chapters 2 and 3

Primary Source: 1) Fifth Pan-African Congress, The Challenge to the Colonial Powers

Week Eleven Tuesday, March 26: Decolonization

Readings: 1) Finish reading Fanon, Black Skin, White Masks, Chapters 5 and 8

Primary Sources: 1) Aimé Césaire, Discourse on Colonialism (excerpt)

2) The Muslim Population of Tébessa, Letter to Robert Lacoste, July 1956

Thursday, March 28: Political Activism, Culture, and Politics during the Cold War

Readings: 1) Martin Klimke, “1968: Europe in Technicolour,” in The Oxford Handbook of Postwar European History, ed. Dan Stone (Oxford: Oxford University Press, 2012), 243-261

2) Meredith Roman, “Soviet ‘renegades,’ Black Panthers, and Angela Davis: the politics of dissent in the Soviet press, 1968-73,” Cold War History vol. 18, no. 4 (2018): 1-17

Primary Source: Brigitte Kirch October 30, 1963 Letter to Martin Luther King, Jr.

** The Blog Post is due on Saturday, March 30th by 6pm on UNM Learn **

Week Twelve Tuesday, April 2: Feminist Activism in Postwar Europe

Readings: 1) Wendy Pojmann, “‘We’re right here!’: The Invisibility of Migrant Women in European Women’s Movements—The Case of Italy,” in Migration and Activism in Europe Since 1945, ed. Wendy Pojmann (New York: Palgrave, 2008), 193-208

2) Myra Marx Ferree, “Women Themselves Will Decide: Autonomous Feminism Mobilization, 1968-1978,” in Varieties of Feminism: German Gender Politics in Global Perspective (Palo Alto: Stanford University Press, 2012), 53-82

Primary Sources: 1) “Abortion and Women’s Solidarity,” 1971

1) “Women’s Liberations Gaining Ground,” April 22, 1977 **[You choose to read either “Abortion and Women’s Solidarity” or “Women’s Liberations Gaining Ground” as the primary reading]

Suggested: Consider checking The British Library, Sisterhood and After: An Oral History of the Women’s Women’s Liberation Movement

Thursday, April 4: The Sexual Revolution

Readings: 1) Julian Bourg, “‘Your Sexual Revolution is Not Ours’: French Feminist ‘Moralism’ and the Limits of Desire,” in Gender and Sexuality in 1968: Transformative Politics in the Cultural Imagination, eds. Lessie Jo Frazier and Deborah Cohen (New York: Palgrave Macmillan, 2009), 85-113

Week Thirteen Tuesday, April 9: The Contours of New Left Politics and its Communities

Readings: 1) Lucy Robinson, “Gay Liberation 1969-73: Praxis, Protest, and Performance,” in Gay Men and the Left in Post-war Britain: How the Personal got Political (Manchester: Manchester University Press, 2008), 65-92

2) Anne-Marie Angelo, “The Black Panthers in London, 1967-1972: A Diasporic Struggle Navigates the Black Atlantic,” Radical History Review 2009 (103): 17-35

3) Matt Cook, “‘Gay Time’: Identity, Locality, Memory, and the Brixton Squats in 1970’s London,” Twentieth Century British History vol. 24, no. 2 (2013): 84-109

Primary Source: 1) Gay Liberation Front, “Manifesto,” London, 1971

Thursday, April 11: NO CLASS (Students are still responsible for the readings)

Readings: 1) Begin reading Joan Scott, The Politics of the Veil

** The Blog Post is due on Saturday, April 13th by 6pm on UNM Learn**

Week Fourteen Tuesday, April 16: The Persistence of French Republican Racism

Readings: 1) Finish reading Scott, The Politics of the Veil

2) Alexander Stille, “Can the French Talk About Race,” The New Yorker, July 11, 2014

2) Nabila Ramdani, “World Cup patriotism may be a glorious distraction, but it can’t disguise the racism in French society,” The Independent, July 11, 2018**[You choose to read either Stille or Ramdani as the second reading]

Film Screening of La Haine directed by Mathieu Kassovitz (1995)

Thursday, April 18: Negotiating Cross-Cultural Identities in Europe

Readings: 1) Anna C. Korteweg and Gökçe Yurdakul, “Tolerating the Headscarf in the Netherlands,” in The Headscarf Debates: Conflicts of National Belonging (Palo Alto: Stanford University Press, 2014), 97-137

1) Beverly Weber, “Hijab Martyrdom, Headscarf Debates: Rethinking Violence, Secularism, and Islam in Germany,” Comparative Studies of South Asia, Africa, and the Middle East vol. 32, no. 1 (2012): 102-115

Finish Film Screening of La Haine

** Essay #3 is due on Saturday, April 20th by 6pm on UNM Learn **

Part IV After the Fall of the Wall

Week Fifteen Tuesday, April 23: Living Under Communism

Readings: 1) Begin reading Slavenka Drakulić, How We Survived Communism and Even Laughed

Thursday, April 25: Living Under Communism Cont’d

Readings: 1) Finish reading Drakulić, How We Survived Communism and Even Laughed

Primary Source: 1) May Ayim, “1990: Home/land and Unity from an Afro-German Perspective,” in Blues in Black and White: A Collection of Essays, Poetry, and Conversations, May Ayim, trans. Anne Adams (Trenton: Africa World Press, 2003), 45-48

Week Sixteen Tuesday, April 30: Recent Waves of Immigration and Minorities Striking Back

Readings: 1) Fatima El-Tayeb, “Secular Submissions: Muslim Europeans, Female Bodies, and Performative Politics,” in European Others: Queering Ethnicity in Postnational Europe (Minneapolis: University of Minnesota Press, 2011), 81-120

1) Fatima El-Tayeb, “‘If You Cannot Pronounce My Name, You Can Just Call Me Pride’: Afro-German Activism, Gender, and Hip Hop,” Gender & History vol. 15, no. 3 (2003): 459-485 **[You choose to read either El-Tayeb’s “Secular Submissions” or El-Tayeb’s “‘If You Cannot Pronounce My Name, You Can Just Call Me Pride’” as the first reading]

2) Beverly Weber, “‘We Must Talk about Cologne”: Race, Gender, and Reconfigurations of ‘Europe,’ German Politics and Society, Issue 121, vol. 34, no. 4 (Winter 2016): 68-86

Primary Sources: 1) Reasons for the Alienation of Turkish Youths, June 3, 1993

Thursday, May 2: What Kind of Lives Matter in Europe?

Readings: 1) Eszter Zalan, “Anti-semitism ‘disturbingly normalised’ in Europe,” EUobserver, 10 December 2018

2) Wendy Webster, “Windrush generation: the history of unbelonging,” The Conversation, April 18, 2018

3) Jean Beaman, “From Ferguson to France,” Contexts vol. 14, no. 1 (2015): 65-67

3) Thomas Chatterton Williams, “The French Origins of ‘You Will Not Replace US’: The European Thinkers behind the white-nationalist rallying cry,” The New Yorker, December 4, 2017 **[You choose to read either the Beaman or the Williams as the third reading]

** Final Paper is due on Thursday, May 9th by 11:59pm on UNM Learn **